LA 3.3: Worksheet - Mr. Chacon's Story
One of the things I was worrying about when we arrived here in the States was the school. . . .
From my previous experience that being at school here was a little bit different than in my own country they were telling me that they were scared of going to school; they didn’t know anybody; they didn’t know how they were going to do because they didn’t speak the language at all. And they didn’t have any friends for the first time ever.
I went with them, and I kind of a tried to support them and make them feel more comfortable. I even went with them and we went to the locker. And we even went over the combination and how to open the locker so they can try. And they tried many times so they won’t waste time the next day and try to figure it out where the locker was—how to open the locker. You know—tried to minimize the impact, the negative impact that the start will have on them. We know that they will already have a negative impact by the language; it’s a very negative impact to start with. We try to minimize that with school. We even found what would be the best way to go to school from here and we can walk, you know, the way and then how they can get there and how they can come back.
I knew how was the system a little bit. And I just can’t imagine if just my wife were here, maybe she wouldn’t even know, just send them to school and that’s fine. Go ahead and go over there, and I’m going. I guess they will have a very hard time.
Deficit Theory and Cultural Capital: Mr. Chacon’s Story
|Concept||Evidence from the story||Linkages of evidence to concept|
Differences in culture between majority and minority groups are problems that minority groups need to fix or have fixed for them.
Cultural knowledge is required to function in a society, and the traits of the dominant culture are more highly valued because they are deemed more useful.