Contextual Factors - community

Contextual Factors:

1. Description of the Community

     Silverton, Oregon is located in the Willamette Valley, just about 20 miles east of Salem, in Marion County. Silverton was first settled in the 1800s, rising to prominence as a lumber, power, and trading center in the 1850s (although it was then known as Milford, and was located slightly upstream). It remained an important lumber and metal center for most of the first half of the 20th century. On the most recent U.S. census, the reported population of Silverton was 7, 414. 

     The racial makeup of the town of Silverton, as reported on the last census survey, is as follows: 6,620 (89.3%) reported as White; 857 (11.6%) as Hispanic; 32 as Asian; 16 as African American; 486 reported as “some other race,” and 175 self-identifying as “Two or more races.” In 2000, there were 82 American Indian or Alaska Natives living in Silverton, and there are an estimated 3 Native Hawaiian or Pacific Islanders. The area is, therefore, predominantly White. [It is important to note, however, that the Silver Falls School District encompasses a much wider population than Silverton proper. For more statistics on the school district and Silverton High School itself, please see section 2 of contextual factors.]

     According to the most recent survey, the median household income for Silverton (proper) was $38,429. This is slightly lower than the median household income for the U.S. at the same time, which was $41,994. About 10.4% of the families in Silverton were living below the poverty line at the time of the last survey. 13% of individuals were living below the poverty line at this time. 

      The area around Silverton High School is residential - nice to moderately-nice homes, small streets, lots of trees. There is a Catholic church on the corner near the school that has a softball field and a community garden. The high school actually has a large piece of property on one side of it that is open farmland. This butts up against the greenhouses, auto shop, agricultural science buildings, and the athletic facilities. The main driveway leading in to the school grounds has a small marshland alongside of it. The school is located off of the main streets of Silverton, fairly removed from the heart of the town. (Please note that all descriptions refer to the new campus, completed in summer 2009.) 

     The community of Silverton feels like the small, tight-knit community that it is. It is a more conservative area, but the further into town and away from the farms you get, the more liberal it is. Silverton recently elected the first openly transgendered mayor in the nation, Stu Rasmussen, which would seem surprising for such a conservative area if this phenomenon of in-town liberality were not present. It is, however, not that big of a deal for the citizens of Silverton, who accept Mayor Rasmussen and seem to align well with his politics. The town itself is very neighborhood-feeling, with small local businesses and restaurants. There is a lot of vegetation along the streets, and most Silvertonians seem to take pride in their yards and gardens. The area surrounding Silverton is predominantly farm land - rolling hills and fields, with large farm houses and barns breaking up the landscape. It is typical, picturesque, rural Willamette Valley countryside. 

     Although the minority populations are fairly low in the Silver Falls School District, the poverty rates in the area are quite high, and it must be taken into account that many students attending Silverton High School come from low-income families, or farming families. They may be expected to work, either at outside jobs or on the farm, to help support their families. This can have a considerable effect on their school work, which may be unfinished or done poorly as a result of having to spend a lot of time working. Students also miss school often for religious holidays (Old Believers), or hunting trips, which are popular among rural families during the open season. This affects their school work, since they are sometimes gone for the introduction of key concepts in the classroom. As a teacher, it is important to be aware of when students will be missing school, and to build up relationships with students such that they can approach me and let me know when and why they will be out, and what they can do to make sure they stay on top of their work. I must also try to have a good support system in place for those students who for religious or familial reasons have to miss school or have a hard time completing work outside of class.