Most minority students and English language learners are stuck in schools with the most new teachers.” These differences are outrageous, all due to racism either being encouraged or not monitored enough in these schools. This kind of teaching only appeals to whites, and will embolden blacks towards failure, as well as spur up hatred and criticism towards them. In another article, “‘To be white is to be racist, period,’ a high school teacher told his class,” a teacher by the name James Coursey says in a high school lecture “Am I racist? And I say yea.
Chisholm opens her paper with a brief description of the teaching field. She cites that an overwhelming majority of teaching students are both white and female. This causes a disparity between teachers and their students, who belong to the minority classification in rapidly expanding numbers. Her article is unique in that its audience is not specifically secondary teachers but rather teachers who educate students in the teaching field. Her article is a list of remedies for how she feels teachers can bridge the gap between their white interpretation of historical material and the interpretation of their diverse students.
Chapter 3 provides an in depth summary of culturally relevant teaching practices. The chapter opens with a discussion of how teachers view themselves, their students, and their students’ parents. Teachers are reluctant to acknowledge racial differences in their classroom, insisting that they “don’t see color.” When asked to explain inquities between African American students and their peers, many individuals site slavery, but if teachers are only viewing their African American students as the son’s and daughters of slaves, what does that say of their expectations for those students. Furthermore, teachers who adopt this “color-blind” approach are admitting to not accounting for differing races and cultures in their teaching and curriculum.
Journalist, Jackie Mader, transcribes a discussion concerning how to build a better teacher workforce led by California Representative, Susan Davis, between educators and teacher trainers. The consensus was that new teachers are ill-prepared for the classroom and lack the guidance in having to navigate through the emotional hardship that is accompanied by students of color. With the likelihood of a teacher encountering students coming from a background of domestic violence, divorce, loss of a family member, homelessness, or a drug addiction at a low-income school, Colleen Labbe, a Boston teacher says that the current teaching programs do not prepare teacher to identify those signs and relay to their students that their classroom is a safe place. With diversity trends showing no sign of stopping, it would be in the best interest to teaching programs to teach and implement effective ways to address this growing commonality impacting this nation’s
I tend to explore poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. I plan to consider the unified space of learning, instructional practices, and poverty. I decided to use race as an analytic site not to suggest that people are in poverty because of their race but to demonstrate how race can be a noticeable factor in how people experience and inhabit the world and consequently education. My point is that we (those of us in education and who care about it) should work to eradicate poverty for all students, not just students of color. However, we need to understand and question why a disproportionate number of students of color live in poverty and are from lower socioeconomic
Teachers are able to seek a more dynamic and extensive educational experience for their students. “When you have a mixed classroom, you want those in the minority to feel like they are an expert. You want to draw from their experiences” (Burnham, 2020). The significance of creating an inclusive and empowered learning environment where students from minority backgrounds feel acknowledged, respected, and appreciated for their cultural competency is highlighted in this
Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).
Critical race theory helps one to understand the under layers of racism hidden through dominant discourses, that often downplay the experiences of Black and racialized students in the education system (Encyclopedia.com, n.d.). As peoples, Sociologist, and Social Workers it is our duty to bring to light the true Experiences of Black and realized children in our education system. It is our mutual duty to bring about research that will not only critically analyze these issues, but will begin a chain of discussion to end Racism in our Education
Ashley's first language is English and she didn’t face many problems with diverse people in school. College is a whole different ball game compared to public schools the way teachers teach and connect with students is different. In Ashley’s past schooling teachers weren’t always caring about her or her education. In School, she couldn’t sit still and did cause a little trouble in class but few teachers took the time to check up on her, instead of punishing her with detention or time out. A teacher has a great impact on students whether it's their future aspirations or giving counseling for at-home help.
Admittedly, Lindsey’s experience was the product of something much more than internal changes. Educators not only need to make internal but systematic changes as well in order to improve the educational express for African American students. If we improve the quality of education for minorities’ teachers experience can be emphasized. Institutional Structures To improve the quality of life, for African American children, and future generations in the 21st century issues must be addressed and new practices not only empirically but also programmatically.
According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream
This is true from when slavery began, to today’s society as stereotypes and attitudes have been passed down. Even though society has made progress in fighting against racial discrimination, it still lingers. Strategies By increasing diversity of our classrooms it means that we must learn to work with, and across, cultural, racial and gendered differences. By doing so, it addresses social crises in our classrooms and in result, demonstrating how we can value our differences and equitably share power in the classroom.
Using these tools to challenge dominant historical narratives and empower students of color, I can contribute to creating a more inclusive and equitable society. To achieve these goals, I need to continue seeking professional development opportunities, mentorship and coaching and actively seek feedback on my teaching practices. Additionally, I must maintain a growth mindset and remain open to new ideas and approaches to teaching. Through these efforts, I believe I can become a more effective and inclusive educator and contribute to creating a more equitable and just society through my work in the
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
All teachers have expectations of the children within their class, and these notions of what children can achieve on a daily and long-term basis, can have both direct and indirect effects on the children. Additionally, the term ‘teacher expectations’, or lack of, has been known to inspire honourable resentment for teachers’ purported role in creating educational inequalities (Rubie-Davies, 2015 & 2018). Dweck (2015) reveals that, all too often, when teachers have a fixed-mind set about certain groups of children and decide they are not ‘capable’ of challenge because their intelligence is fixed, steps are rarely taken to help them develop their fullest potential. This echoes my mentoring class teacher’s comments regarding our low-ability group not being capable of understanding remainders in division. Teacher expectations can have profound effects upon children and their academic achievement, and there is a wealth of literature and research available to substantiate this belief.
