Journal Table #1
Column 1: Clinical Site Background and
Analyses
I am placed at Winona Senior High
School, located in Winona Minnesota, at 901
Gilmore Avenue. It is a publicly funded high
school. The high school has a population of
over 1200 students grades 9-12. The schools
mascot is Herky, the Winhawk. The
school is part of the Winona Area Public
Schools (Independent School District #861).
Winona Senior High School is a 1-1 school
district. This means that each student
attending the district gets a Chrome book to
be used for educational purposes. The
student to teacher ratio is 15:1.
Winona, Minnesota sales tax rate is
6.88%. Income tax is 7.05%. The income
per capita is $21,847, which includes adults
and children. The median household income
is $40,113. The population of Winona is
27,139.
The prices for meals at the Senior High
are as follows:
Regular Price Breakfast - $1.50
Reduced Price Breakfast Free
Regular Price Lunch - $2.80
Reduced Price Lunch - Free
% Eligible for free lunch 22.3%
% Eligible for reduced lunch 8.2%
Ineligible for free/reduced lunch 69.5%
30.5% of K-12 public school students at
Winona Senior High participate in the
National School Lunch Program (NSLP).
To qualify for free lunch, children's family
income must be under $15,171 in 2015
(below 130% of the poverty line). 22.3% of
Column 2: EDFD 461
I am required to first answer A or B here, and
I am choosing B based on my chosen
respondent(s):
B) How Do Personal/Cultural Knowledge
or Popular Knowledge shape the
racialization of the white students you
will be working with in your clinical
setting?
In the Social Constructs of Difference
PowerPoint, racialization is defined as,
expectations, assumptions, perceptions,
stereotypes, and fears we have of racial
groups as shaped by social interactions,
media images, political rhetoric, and
economic forces. The media has promoted
the concept of white privilege. In this day
and age, we see whiteness as a background
figure. Always there, as a default for society.
In terms of media, whiteness is a status to be
desired and something to aspire towards. The
media greatly influences specific beauty
ideals for a particular race. There are
constructed standards around what it looks
like to be beautiful and attractive, and
people are judged on how well they meet that
standard. These judgements can influence
the job hiring processes, who people choose
to be their friends, and how well someone
gets treated by strangers. These standards are
often measured along Eurocentric, white
standards of beauty so the ideals of beauty
are heavily racialized. Whiteness is
reinforced as beautiful while otherness
gets commoditized as exotic. That being
said, these beauty ideals are unrealistic and
often times unattainable without surgeries,
hair extensions, plastic surgeries, etc. We
often try to equate these beauty standards
students at Winona Senior High receive free with white students. The media also paints
lunch. this picture of how white individuals are
supposed to live their life. This includes nice
To qualify for reduced lunch, children's houses in suburban neighborhoods, with
family income must be below $21,590 annual nuclear family structures with highly
income in 2015 (185% of the poverty educated individuals. It is often overlooked
line). 8.2% of students at Winona Senior that white families can face the same
High receive reduced lunch. economic struggles as other races, even
though a large proportion of white
individuals/families are in need of
The overall school demographics for Winona government services.
Senior High School only are:
White 87.3% C) How can the racialization of the student
Hispanic 3% you will be working with be reinforced or
Asian 4.9% challenged by any of his/her/their
Black 3.5% demographic characteristics?
Two Races 1.1% According to Intersectionality Graphic, there
American Indian 0.2% are many other demographic characteristics
Pacific Islander 0% that can reinforce and challenge our students
when it comes to racialization. Gender is a
Since there is a 45% separation in graduation characteristic that reinforces racialization.
rates between Caucasian students and African The concept of masculinity is associated with
American students, this school has specific characteristics, such as the rejection
demonstrated a significant inability to of femininity, confidents, stoicism,
prepare students of different ethnicities for toughness. White masculinity is often
opportunities after high school. In addition to associate with confidence, and toughness.
the considerable graduation rate gap, African African American masculinity is often
American students have failed to meet the associated with aggressiveness, while Asian
Minnesota average graduation rate. men are often seen as weak and feminized.
Women, on the other hand, are expressed as
feminine beings. Some elements that have
become characteristic of femininity are soft,
passive, domestic, nurturing, needy. Just as
the concept of masculinity expressed,
femininity is also subject to racialization.
White femininity is often associated with
being passive and agreeable. African
American women are often associated with
exerting their opinion and independence.
Asian women often deal with the stereotype
of being exotic or oriental.

D) How can the Funds of Knowledge

Approach help you see a students cultural
background as an asset to his or her
learning?
The Funds of Knowledge approach is very
important in understanding a students
cultural background as it relates to their
learning. In her article, Norma Gonzalez
states: What a better way to engage students
than to draw them in with knowledge that is
already familiar to them, and using that as a
basis for pushing their learning. Background
knowledge plays a strong role in reading
comprehension as well as content learning;
when individuals have knowledge about a
particular topic, they are better able to recall
and elaborate on the topic. Our experiences
as teachers, as well as research on the brain
and learning, have shown us that when
students know about a topic, learning new
information is easier. Conversely, when
students are not familiar with the topic, do
not have prerequisite information (historical
context, for example), learning can be more
challenging.

E) Discuss the possible Activities to

Investigate Funds of Knowledge that you
will possibly use to identify the Funds of
Knowledge possessed by your students you
choose to study, including
developmental/learning theorists you can
use to give a rationale for your choice of
said activities
The first activity I will consider using is
number two on the Activities to Investigate
Funds of Knowledge document. It states that
the teacher should talk about social networks
within the student groups. This includes
economic status, technology, social, or
spiritual aspects that the student prioritizes as
important. This will give me a better
understanding of the values that the students
possess. This will also create rapport with
my students which will create an open and
inclusive environment from the beginning.
This relates to EDFD 401 as it gives me an
insight into my student groups bioecological
development. Bronfenbrenner suggests
through his theories that in individual
develops through the support and influence of
the individuals and situations around them.
The ability to reach to outside resources helps
me build rapport with the students and will
help me dig further into BronfenBrenners
Ecological Theory. I will focus on the
students microsystem, mesosystem, and
exosystem.
The other activities I am going to utilize is
numbers three and four in the Activities to
Investigate Funds of Knowledge document.
These activities suggest that I dig into the
environment of the household. This includes
household chores, the nature of work,
childcare responsibilities, and the roles each
family member plays. This relates closely to
Banduras theory of modeling.