cover letter

May 22, 2010 | | 1 Comment

Everything is done!!! So happy!!!  In this class, I learned how to write PIE paragraphs which is helpful for me. I read the “Unequal Childhoods” which is a good book. I learn many vocabularies from it. I got some ideas of how difference classes parents to rear children. Anyway, I like this class. Hope everyone has a nice summer vocation!

Caixia Lin

Professor Steven Alvarez

English 110

22 May 2010

Social Structure: Concerted Cultivation and Natural Growth in Annette Lareau’s Unequal Childhoods

       In Unequal Childhoods, Annette Lareau points out two ways for parents to rear their children, concerted cultivation and the accomplishment of natural growth. Middle-class parents engage in concerted cultivation. By contrast, working-class and poor parents tend to undertake the accomplishment of natural growth. As the middle-class parents do not have economic constraints, parents can sign up their children for many activities and explore their interests and develop their talents. However, working-class parents facing the formidable economic constraints, they do not have ability to sign up their children for activities. In addition, the boundary between adults and children appear more often in working-class families.

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        As Middle-class parents provide a good living environment to their children, middle-class parents try to dominate their children’s life. Middle-class parents model a kind of sense of entitlement in their children. In addition, middle-class parents address children to question adults and look them as equal. According to Lareau:

Middle-class parents engage in a process of concerted cultivation. From this, a robust sense of entitlement takes root in the children. This sense of entitlement plays an especially important role in institutional settings, where middle-class children learn to question adults and address them as relative equals. (Lareau 2)

Middle-class families have economic support and they can sign up their children for more activities. They dominate children’s life, make children to learn these or those. However, children will learn many experiences from those activities. For example, those activities help teach them organizing abilities, competitive advantages and confidence. Those experiences benefit their futures to have better jobs and better survival in their fields. The sense of entitlement plays important role in institutional settings. As Lareau wrote “sense of entitlement plays important role in institutional settings. The institution means an organization founded and untied for a specific purpose. When I talked with my father I rarely looked at his eyes because I am afraid of my father. Lareau said there is not a clear boundary between adults and children in middle-class; however, I did not have this kind of sense in my family. In my family, children have to listen to adults, whatever adults ask to do. When I got sick, my parents took me to see a doctor. They communicated with the doctor; they never ask me to answer the doctor’s question, and I did not the doctor’s question either. Therefore, I lack of sense of entitlement to question adults.

above pictures are after school activities

        Working-class and poor families have the economic constraints; the parents did not have abilities to sign up their children for activities. Since working-class and poor parents have low education, they did not know how to cultivate their children. Working-class and poor families’ children have more leisure time than middle-class families’ children. According to Lareau:

In the accomplishment of natural growth, children experience long stretches of leisure time, child-initiated play, clear boundaries between adults and children, and daily interactions with kin. Working-class and poor children, despite tremendous economic strain, often have more “childlike” lives, with autonomy from adults and control over their extended leisure time. (3-4)

As Lareau describes the accomplishment of natural growth, I had long stretches of leisure time. Since I only had one after school activity on each Saturday morning, I had more free time to do what I wanted to do. In my free time, I always played with my neighbors. We initiated many games by ourselves, and we had great fun. Absolutely, the boundary between adults and children appears more often in the working-class family. I never question adults nor address them as my friends. I have to respect them. In addition, I seldom make jokes and I spoke a little in front of my senior class. However, I had a lot of words when with my friends. I interacted with kinship a lot. We lived close to each other. We saw each other almost every day. I came to their house, or they came to my house regularly. Even though the economic strains, I had a great fun in my childhood. I could control my leisure time. I could play with my playmates, and organize our own activities. My parents did not need to interfere with my leisure time. I had more freedom than middle-class children.

        In different forms of child rearing reproduce different advantages transmitted that can be useful in different situations. Children developed how much vocabularies depend on parents or what kind of living environment. In different classes, different backgrounds, different families, children receive different rearing. Those differences effect the children developed skill differences in communicating with authority figures in social and at home. According to Lareau:

What is the outcome of these different philosophies and approaches to child rearing? Quite simply, they appear to lead to the transmission of differential advantages to children. In this study, there was quite a bit more talking in middle-class homes than in working-class and poor homes, leading to the development of greater verbal agility, larger vocabularies, more comfort with authority figures, and more familiarity with abstract concepts. Importantly, children also developed skill differences in interacting with authority figures in institutions and at home. (5)

Comparing the middle class and working class, middle-class families tend to talk more than working-class families. Middle-class parents encourage their children to talk more. They ask questions to their children, and attempt to force their children to speak. For example, in Unequal Childhoods, middle-class child Alexander Williams learns how to summarize the situation about his sports activities to his parents. When Alexander went to see a doctor, his mother asked him to question the doctor and talk to the doctor by himself. His parents also teach him new vocabulary words to describe something. However, in my family, because my parents have lower education, they could not help me with my homework. Therefore, I had to finish it by myself. They talked to me just in common words; they never use professional vocabularies. We rarely discussed about what happened in school. They did not really care about how I performed in school, they seldom involved in school activities. But they helped me arrange everything in my daily life. However, Alexander has the sense of entitlement; he knew he has the right to question the doctor, to shake the hands of adults and look them in the eye. By contrast, I did not use my right to question the doctor. I did not look adults in my eye when I communicated with them. Since middle-class parents speak more to their children and force their children to answer questions, they increase their verbal agility, vocabularies, and feel more comfortable with adults. They learned the skills of how to interacting in different situations, such as, at home or in institutions. However, I spoke less with my parents, and I did not like to question and answer adults. I would use less and learned less vocabulary in my daily life.

        The sense of entitlement performed in middle-class. Middle-class parents force their children to look the adults as the relative equals. Children have the confidence to interacting with adults. The sense of entitlement act as one has right to pursue one’s own individual preferences and speak out one’s own opinions. According to Lareau:

The white and Black middle-class children in this study also exhibited an emergent version of the sense of entitlement characteristic of the middle-class. They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in these settings; they were open to sharing information and asking for attention. (6)

Middle-class children knew they have the right to pursue what they want. They ask questions when they don’t know what something means. They can judge what rights they have. If they saw something wrong, they will speak out and to correct it. No one can force them to do something. They knew how to reject others. For example, if one asks them to do something, they thought they don’t need to do, or they can reject. If they have confused on something, they will try to figure it out. However, at home or in institutions, children perform the different sense of entitlement. At home, children interacting with their parents as friends, they can share about everything, in school, in some activities. In institutions, children know shake hands with others when they meet at the first time, and children look others in their eyes when they are talking. They like to share things with people. If they want to show something they will ask for others to pay attention on them.

        The sense of constraint showed in the working-class and poor families. Working-class and poor parents less involved in their children’s school situations. They did not take their rights to pursue what they want. They always accept advice from others, but not try to figure it out by themselves. According to Lareau:

In working-class and poor children, by contrast, showed an emerging sense of constraint in their interactions in institutional settings. They were less likely try to customize interactions to suit their own preferences. Like their parents, the children accepted the actions of persons in authority. Working-class and poor parents sometimes were not as aware of their children’s school situations. (6)

Working-class and poor parents less involved in their children’s school life. They less communicates with teachers, they do not know how did their children performed in school, good or bad. If the children received the low grade, the parents could blame their children. But if in middle-class, the middle-class parents could talk to teachers to discuss how to improve their children’s grade. When I got low grades, my parents always said that I need to improve. They did not discuss why I got low grades. When I got in troubles in school, they never know about that. For example, some boys like to made jokes of me and made me cry. But I never told my parents about that, I did not want them get involved of it. I did not talk to the teachers either. My parents and I performed in sense of constraint.

        A society characterized by considerable gaps in increases social stratification. Highly valued resources, such as, the possession of wealth, having on interesting, well paying and complex jobs; having a good education and owning a home, are not evenly distributions throughout the society. According to Lareau:

Perhaps two-thirds of the members of society ultimately reproduce their parents’ level of educational attainment, while about one-third take a different path. Still, there is no question that we live in a society characterized by considerable gaps in resources or, put differently, by substantial inequality. (8)

Most of the parents have the low education, including my parents which performed in working-class and poor families. High education parents involved in middle-class. In different classes showed different levels of education. Because the social exist the inequality, most of the people have no chance to get high education. They have the economic constraints; they have to work to support the families. My parents were born in working-class; they have no chance to get high education. They went to work in their early ages. They worked hard to support our family. They provided the chance to my brother and me to get to school, get education. The social inequality effect everyone has the different ways of living.

        When I interviewed with my mother about my childhood, we got the same ideas that I experienced natural growth. She said she did not have high education, she did not know how to cultivate me. Just let me grow, just enjoy my childhood. I feel more comfortable with natural growth than concerted cultivation. I don’t want my parents to dominate my life. I want to have more free time to do what I want to do. I’d like play with my friends. I don’t like compete with others. I don’t want to exhaust of my life. Furthermore, my mother said she is very proud of me to attend college. I am the first one of my family who attend to college.

high school graduation..my family..my father, my mother, and my younger brother

Works Cited

Lareau, Annette. Unequal Childhoods: class, race, and family life. United States: the Regents of the University of California, 2003. Print.

“Unequal Childhoods”. Dartmouthbobdylan. 6 August 2009. Web. 22 May 2010

Caixia Lin

Professor Steven Alvarez

English 110

22 May 2010

                                                                My Career Dream

       I am the first one of my family to attend college. I hope I will be the first one of my family to graduated from college too. Two years ago, I immigrated to United States with my family from China. It would be the hardest period of my life after I was born. There were many obstacles around me because of language problems. During my senior year of high school, I was very afraid that I would be rejected by all the colleges I applied to. I wanted to continue my education and to go to the college. Fortunately, Queens College gave me a chance to achieve my dream. I chose Queens College because it is the nearest college from my home and it provides the major I am interest in.

      My major is accounting. I want to become an account because I want to help more people who need accountants. Each year around February accountants have a lot of work to do to help people with the report of tax return. In addition, accounting is a very wide job, in difference situations or companies all need accountants. Therefore, to be an accountant is helpful for everyone in the society. There are several steps to achieve my goal. First, I have to graduate from college to get the Bachelors’ Degree. Then I will study one more year to get the Masters’ Degree. After that, I will take the exam to get the accounting license. During these years, I will try to work in an accounting office. I need to gain the experience of work as an accountant; it can benefit me to find a job easily after I graduated. These five years of college will be the most important period in my life. It also a hard time. I have to face many choices. I need to plan my future, where to develop my occupation, and how can I achieve it. There are many students majoring in accounting. Each year, there are more than five hundred students graduating from accounting. In the future, we will become competitors. If my grades are not good and I didn’t have any experience, it would be difficult for me to find a good job. Therefore, I’d better to work as accountant to accumulate experience before I graduated from college.

       I had several volunteer experiences in the U.S.. For example, once I worked as a volunteer in an elementary school called Beijing after school. My job was caring for those children and helping them with homework. Those children were so cute, they were around five to six years old. However, some of the boys were so naughty; they would fight me, bite me, and kick me. I did enjoy myself there, and I also improved my speaking according to communicate with children. Even though I did not major in child education, I learned how to take care of kids. I participated in another extra-curricular last summer. I volunteered in an accounting office. I worked there during the summer holiday. I learned a lot which I could not learn in class. For example, the boss asked me to take the files to several departments to apply. I had to figure out where the department was located and how to get there. I had to make sure everything done was correct. The summer, I ran here to there, I recognized several departments, maybe I forgot later, but I did earn some experience. I grew up from the summer, I became more independent and confident. Even though I did not earn any money, I learned the experience to prepare for my future. Like my father said, money cannot buy experience. This job really helped with my career goal. One day, if I became an accountant, those experience helped me be more familiar with my occupation.

       I am from a working-class family. I chose Queens College not only because it contains my major and it close to my home, but also because the tuition is not expensive. If you consider me for an internal scholarship, I could do better in my school life. I can spend less time to have a part-time job, then I will have more time spend on my studies. Furthermore my GPA will increase since I will spend more time to studies. I would not get exhausted from work and study. As I am an immigrant student, I have language problems, I have to spend more time on studying than native students. If I earned the internal scholarship, I would study hard to reach my goal. If I can be successful at Queens College, I will encourage more people to come here to get an education like me. If I became a millionaire, I will come back to Queens College and contribute my money to educate more students. I really need the internal scholarship because in my family, there is only my father working to support our family. My mother has low education and she cannot speak English, so she is unable to work and stays at home as a housewife. My younger brother who is a freshman in high school he is unable to work too. I attended to college and I need to study. I don’t have the time to get a full-time job. Therefore, having an internal scholarship will not only help my spend more time on studying but also reduce my family’s economic stress.

       I don’t want to give up my goal, my college dream because of economic constraints. I want to work as an accountant. I don’t want to make economic problems from my family. I don’t want only my father to support my family, it can make him exhausted. I am an adult. I have the responsibility to protect my family. But I have to continue college, on else I cannot help my family. Furthermore, my parents are proud of I going to college, I don’t want to make them disappoint on me.

Middle school:

Primary school:

Kindergarten:

Caixia Lin

Professor Steven Alvarez

English 110

10 May 2010

Personal Statement

       I am the first one of my family who attended to college. I hope I am the first one of my family who graduated from college too. Two years ago, I immigrated to United States with my family. It would be the hardest period of my life after I was born. There were many obstacles around me because of language problems. When I was senior year of high school, I was very afraid that I would be rejected by all the colleges I applied. Because I wanted to continue my education and to go to the college. Fortunately, Queens College gave me a chance to achieve my dream. I chose Queens College because it is the nearest college from my home and it provides the major I am interest in.

       My major is accounting because I want to be an accountant. There are several steps to achieve my goal. First, I have to graduated from college to get the Bachelors’ Degree. Then, I will study one more year to get the Masters’ Degree. After that, I will take the exam to get the accounting license. During these years, I will try to work in an accounting office. I need to gain the experience of work as an accountant; it can benefit for me to find a job easily after I graduated from college. These five years of college will be the most important period in my life. It also a hard time. I have to face many choices in my life. I need to plan my future, where to develop my occupation, how can I achieve it. There are many students are majored in accounting as me. Each year, there are more than five hundrens students graduated in accounting major. In the furure, we will become competitors. If my grades are not very well and I didn’t have any experience about accountant, it would be difficult for me to find a good job. Therefore, I’d better to work as accountant to accumulate experience before I graduated from college.

       I had several volunteer experiences. For example, once I worked as a volunteer in an elementary school. My job was took care of those children and helped them with the homework. Those children were so cute, they were around five to six years old. However, some of the boys were so naughty; they would fight you, bite you, kick you. Sometimes, the boys were like to take advantages of girls. I did enjoy myself from took care of those children, and I also improved my speaking according to communicate those children. Even though I did not major in child education, I learn how to take care of little kids. Another extra-curricular I had participated was last summer I volunteer in an accounting office. I worked there during the summer holiday. I learned a lot which I could not learn in class. For example, the boss asked me to take the files to several departments to apply. I had to figure out where is the department located and how can I get there. I had to make sure everything I done was correct. The summer, I ran here to there, I recognized several department, maybe I forgot later, but I did earn some experience. I grew up from the summer, I became more independence and confident. Even though I did not earn some money, I learned the experience to prepare for my future. Like my father said money can not buy experience. This job is really help with my career goal. One day, if I became an accountant, thoese experience would help me more familiar with my occupation.

       I am in working-class family. I chose Queens College not only it contains my major and it close to my home, but also the tuition is not that expensive. If you consider me for an internal scholarship, I could do better in my school life. I can spend less time to have a part tome job, then I will have more time spend on study. Furthermore my GPA will increase since I spend more time to study. I would not get exhaust from work and study. As I am immigrant student I have the language problems, I have to spend more time on study than the native students. If I have the internal scholarship I will study hard to get my goal. If I can be successful in Queens College, I will encourage more people to come here get education like me. If oneday I became a millionnaire, I will back to Queens College and contribute my money to Queens College to educate more students. I really need the internal scholarship because in my family, there is only my father work to support our family. My mother has low education and she can not speak English, so she is unable to work, and stay at home as housewife. My younger brother who is a freshman in high school, he is unable to work too. I attended to college and I need study. I don’t have the time to get a full time job. Therefore, having an internal scholarship is not noly help myself spend more time on the study but also reduce my family’s economic stress.

       I don’t want to give up my goal, my college because of the economic constraints. I want to work as an accountant. I don’t want my family consider economic problems. I don’t want only my father to support my family,it can make him exhausted. I had already grew up. I have the responsibility to protect my family. But I have to continue the college, I can’t make much money for my family. Could you please consider me for the candidate for an internal scholarship? Thank you for consider to read my pepar.

Caixia Lin

Professor Steven Alvarez

English 110

3 May 2010

Social Structure: Concerted Cultivation and Natural Growth in Annette Lareau’s Unequal Childhoods

       In Unequal Childhoods, Annette Lareau points out two ways for parents to rear their children, concerted cultivation and the accomplishment of natural growth. Middle-class parents engage in concerted cultivation. By contrast, working-class and poor parents tend to undertake the accomplishment of natural growth. As the middle-class parents do not have economic constraints, parents can sign up their children for many activities and explore their interests and cultivate their talents. However, as formidable economic constraints, working-class parents do not have ability to sign up their children for activities. In addition, the boundary between adults and children appear more often in working-class families.

       As Middle-class parents have the good living environment provide to their children, middle-class parents tried to dominate their children’s life. Middle-class parents model a kind of sense of entitlement in their children. In addition, middle-class parents address children to question adults and look them as equal. According to Lareau:

Middle-class parents engage in a process of concerted cultivation. From this, a robust sense of entitlement takes root in the children. This sense of entitlement plays an especially important role in institutional settings, where middle-class children learn to question adults and address them as relative equals. (Lareau 2)

Middle-class families have economic support and they can sign up their children for more activities. They dominate children’s life, make children to learn these or those. However, children will learn many experiences from those activities. For example, those activities help teach them organizing abilities, competitive advantages and confidence. Those experiences benefit their futures to have better jobs and better survival in their fields. The sense of entitlement plays important role in institutional settings. As Lareau wrote “sense of entitlement plays important role in institutional settings. The institution means an organization founded and untied for a specific purpose. When I talked with my father I rarely looked at his eyes because I am afraid of my father. Lareau said there is not a clear boundary between adults and children in middle-class; however, I did not have this kind of sense in my family. In my family, children have to listen to adults, whatever adults ask to do. When I got sick, my parents took me to see a doctor. They communicated with the doctor; they never ask me to answer the doctor’s question, and I did not the doctor’s question either. Therefore, I lack of sense of entitlement to question adults.

       Working-class and poor families have the economic constraints; the parents did not have abilities to sign up their children for activities. Since working-class and poor parents have low education, they did not know how to cultivate their children. Working-class and poor families’ children have more leisure time than middle-class families’ children. According to Lareau:

In the accomplishment of natural growth, children experience long stretches of leisure time, child-initiated play, clear boundaries between adults and children, and daily interactions with kin. Working-class and poor children, despite tremendous economic strain, often have more “childlike” lives, with autonomy from adults and control over their extended leisure time. (3-4)

As Lareau describes the accomplishment of natural growth, I had long stretches of leisure time. Since I only had one after school activity on each Saturday morning, I had more free time to do what I wanted to do. In my free time, I always played with my neighbors. We initiated many games by ourselves, and we had great fun. Absolutely, the boundary between adults and children appears more often in the working-class family. I never question adults nor address them as my friends. I have to respect them. In addition, I seldom make jokes and I spoke a little in front of my senior class. However, I had a lot of words when with my friends. I interacted with kinship a lot. We lived close to each other. We saw each other almost every day. I came to their house, or they came to my house regularly. Even though the economic strains, I had a great fun in my childhood. I could control my leisure time. I could play with my playmates, and organize our own activities. My parents did not need to interfere with my leisure time. I had more freedom than middle-class children.

       In different forms of child rearing reproduce different advantages transmitted that can be useful in different situations. Children developed how much vocabularies depend on parents or what kind of living environment. In different classes, different backgrounds, different families, children receive different rearing. Those differences effect the children developed skill differences in communicating with authority figures in social and at home. According to Lareau:

What is the outcome of these different philosophies and approaches to child rearing? Quite simply, they appear to lead to the transmission of differential advantages to children. In this study, there was quite a bit more talking in middle-class homes than in working-class and poor homes, leading to the development of greater verbal agility, larger vocabularies, more comfort with authority figures, and more familiarity with abstract concepts. Importantly, children also developed skill differences in interacting with authority figures in institutions and at home. (5)

Comparing the middle class and working class, middle-class families tend to talk more than working-class families. Middle-class parents encourage their children to talk more. They ask questions to their children, and attempt to force their children to speak. For example, in Unequal Childhoods, middle-class child Alexander Williams learns how to summarize the situation about his sports activities to his parents. When Alexander went to see a doctor, his mother asked him to question the doctor and talk to the doctor by himself. His parents also teach him new vocabulary words to describe something. However, in my family, because my parents have lower education, they could not help me with my homework. Therefore, I had to finish it by myself. They talked to me just in common words; they never use professional vocabularies. We rarely discussed about what happened in school. They did not really care about how I performed in school, they seldom involved in school activities. But they helped me arrange everything in my daily life. However, Alexander has the sense of entitlement; he knew he has the right to question the doctor, to shake the hands of adults and look them in the eye. By contrast, I did not use my right to question the doctor. I did not look adults in my eye when I communicated with them. Since middle-class parents speak more to their children and force their children to answer questions, they increase their verbal agility, vocabularies, and feel more comfortable with adults. They learned the skills of how to interacting in different situations, such as, at home or in institutions. However, I spoke less with my parents, and I did not like to question and answer adults. I would use less and learned less vocabulary in my daily life.

       The sense of entitlement performed in middle-class. Middle-class parents force their children to look the adults as the relative equals. Children have the confidence to interacting with adults. The sense of entitlement act as one has right to pursue one’s own individual preferences and speak out one’s own opinions. According to Lareau:

The white and Black middle-class children in this study also exhibited an emergent version of the sense of entitlement characteristic of the middle-class. They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in these settings; they were open to sharing information and asking for attention. (6)

Middle-class children knew they have the right to pursue what they want. They ask questions when they don’t know what something means. They can judge what rights they have. If they saw something wrong, they will speak out and to correct it. No one can force them to do something. They knew how to reject others. For example, if one asks them to do something, they thought they don’t need to do, or they can reject. If they have confused on something, they will try to figure it out. However, at home or in institutions, children perform the different sense of entitlement. At home, children interacting with their parents as friends, they can share about everything, in school, in some activities. In institutions, children know shake hands with others when they meet at the first time, and children look others in their eyes when they are talking. They like to share things with people. If they want to show something they will ask for others to pay attention on them.

       The sense of constraint showed in the working-class and poor families. Working-class and poor parents less involved in their children’s school situations. They did not take their rights to pursue what they want. They always accept advice from others, but not try to figure it out by themselves. According to Lareau:

In working-class and poor children, by contrast, showed an emerging sense of constraint in their interactions in institutional settings. They were less likely try to customize interactions to suit their own preferences. Like their parents, the children accepted the actions of persons in authority. Working-class and poor parents sometimes were not as aware of their children’s school situations. (6)

Working-class and poor parents less involved in their children’s school life. They less communicates with teachers, they do not know how did their children performed in school, good or bad. If the children received the low grade, the parents could blame their children. But if in middle-class, the middle-class parents could talk to teachers to discuss how to improve their children’s grade. When I got low grades, my parents always said that I need to improve. They did not discuss why I got low grades. When I got in troubles in school, they never know about that. For example, some boys like to made jokes of me and made me cry. But I never told my parents about that, I did not want them get involved of it. I did not talk to the teachers either. My parents and I performed in sense of constraint.

       A society characterized by considerable gaps in increases social stratification. Highly valued resources, such as, the possession of wealth, having on interesting, well paying and complex jobs; having a good education and owning a home, are not evenly distributions throughout the society. According to Lareau:

Perhaps two-thirds of the members of society ultimately reproduce their parents’ level of educational attainment, while about one-third take a different path. Still, there is no question that we live in a society characterized by considerable gaps in resources or, put differently, by substantial inequality. (8)

Most of the parents have the low education, including my parents which performed in working-class and poor families. High education parents involved in middle-class. In different classes showed different levels of education. Because the social exist the inequality, most of the people have no chance to get high education. They have the economic constraints; they have to work to support the families. My parents were born in working-class; they have no chance to get high education. They went to work in their early ages. They worked hard to support our family. They provided the chance to my brother and me to get to school, get education. The social inequality effect everyone has the different ways of living.

       When I interviewed with my mother about my childhood, we got the same ideas that I experienced natural growth. She said she did not have high education, she did not know how to cultivate me. Just let me grow, just enjoy my childhood. I feel more comfortable with natural growth than concerted cultivation. I don’t want my parents to dominate my life. I want to have more free time to do what I want to do. I’d like play with my friends. I don’t like compete with others. I don’t want to exhaust of my life.

Works Cited

Lareau, Annette. Unequal Childhoods: class, race, and family life. United States: the Regents of the University of California, 2003. Print.

Interview April 22

May 4, 2010 | | 1 Comment

Date of Interview: 20 April 2010

Time of Interciew: 2:00p.m.-2:30p.m.

Name of Person Interviewed: YanzhuYang

Location of Interview: My bedroom

    There is a medium size bed in my room. A full body mirror on the wall. My laptop is on the desk. Several books on the shelf. A black chair in front of the desk. My mother sat on my bed, and I sat on the chair. There was only my mother and I at home.

    Yanzhu Yang, 40 years old, elementary school graduate, housewife for 20 years, works two years in HongKong, average weight, average high, yellow curly hair, born in working-class family, doesn’t have high education, poor reading, take care of the family, a good cooker, married about 20 years.

  what happened in the interview?

   Actually nothing happened in the interview. We looked at each other. I asked questions and she tried to remember. When she spook, I tried to record.

Quote:

 ” The only thing I can do is let you get to school, get education, have a better life than me.”

  “Just grow from the natural.”

Ten-minutes Writing

   My mom and I got the same idea that I was natural growth. My parents did not have the higher education. My mom did not graduate from elementary school and my dad only graduated from elementary school. You know, about 30 years ago, China was very poor and each family had many children. They could not afford their each child go to school. Some had to go to work to support the family. However, I am very lucky. Even though my parents can’t afford me to the after school activities, I have the chance to go to elementary school, middle school, high school and college. That’s enough. I am happy that I was natural growth. Because I did enjoy my childhood. My parents really did well to rear me.


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