Empowering Underprivileged Students: Lessons From Chicago
After completing my student teaching in a second and third grade classroom in an inner-city elementary school in Chicago, Illinois, I developed many questions about the implications of teaching poor, urban minority students. Through qualitative research, I discovered the importance of engaging in honest, open dialogue and establishing connections with parents in the community in order to gain students’ trust and advocate for their success. Through a review of relevant literature and my own experiences, this paper explores the challenges of urban school systems as well as strategies for empowering underprivileged students in primary grades to succeed in school despite the lack of resources they face.
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