Olsen's Chapter 6

I have always been aware of the different perceptions of education and how it is valued here in America.  However, I don't think I paid enough attention to it, based on the differences by background or among ESL students compared to native students.  In "The Pleaseures and Prices of Freedom" on page 124, the section discusses girls from different places that describe American girls as "open" or "free" because "Most of the girls have limits to their movement and behavior.  These limits are imparted by tradition, culture, and fearful parents who wish to protect their daughters in the midst of a new land that is viewed as both violent and seductive."  The author describes how because students are so sheltered at home and are not allowed to experience extracurriculars or dances, their view of school changes to a social one.  This is different in that native born students dread going to school and can't wait to go home at the end of the day.  In my practicum experience, I have seen a version of this.  Norma, who is a freshman from Guatemala, along with several other ESL students, does not stay after school for activities because of her family's wishes.  She has other reasons such as transportation; she takes the bus to and from school every day.  However, I have seen Norma's perception of school as a social experience.  She often speaks in Spanish to fellow classmates not only because she is a beginner in learning English, but also because this is her conversing with her friends.  She also dresses quite well for a high school day.  On the first day that I went to Normal Community, Norma arrived wearing one outfit, then asked at the end of class to use the restroom.  She came back in a whole new outfit.  I found myself observing this as her value in how her peers were perceiving her.  Several high school teenagers are concerned with what they look like, especially in front of their friends.  However, Norma displayed this on a different level not only because of her changing of outfits or how she dresses well every day, but because she arrives and is excited to be at school, not for her education, but for the social interaction.  My CT has to tell Norma several times during class periods that she has to stop talking about her weekend and do her work.  She requries much individual attention because of this.  Fortunately, Norma has not had to lie to her parents about relationships or something on a more serious level.  She moreso values school as a place for social interaction, which affects her academics. 

I think that this difference in how school is viewed can be placed among American students as well.  Students who do not get enough attention at home might view school as a place for social interaction because there, they get individual attention and are listened to.  I do wonder, however, if ESL students or American students such as these were to have the ability to participate in something outside of school (a club, sport, or an activity of some sort), if they would continue to have the same social perception of school?  Or, would it change to the typical American-dreading-school view?