Most Black students hate going to school, especially if all their teachers are white and racist. My definition of a racist white teacher is any white teacher, male or female, that targets black students in a negative way. They degrade that child’s self-esteem to make them think that they cannot succeed in life. They are unaware of the different kinds of assumptions that they make about black culture and how it impacts pedagogy. About 85% of teachers are middle class white people who are monolingual, meaning they only speak one language. Some white teachers are ignorant about Black English; they do not take the time to even try to understand their black students. When speaking with other racist teachers, they use racially coded language when …show more content…
Culturally responsive teaching is a pedagogy that identifies the importance of including the students’ culture in all aspects (Ladson-Billings,1994). Having a culturally responsive teaching method is more than just having traditional food from a particular culture, festivals, and fun approach to celebrating a students’ diversity. According to Geneva Gay’s book Culturally Responsive Teaching: Theory, Research, and Practice, culturally responsive teaching is defined as “using the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them.” Some ways that a teacher can be culturally responsive is to communicate with high expectations, learn within the context of culture, and reshape the …show more content…
Kathleen Serverian-Wilmeth stated, "When a teacher expresses sympathy over failure, lavishes praise for completing a simple task, or offers unsolicited help, the teacher may send unintended messages of low expectations." Some teachers have low-expectations for black students. When a white teacher has a student of color, they tend to offer more help to them than white students because they think that the black students cannot do things on their own. They believe that black students always need praise when they do the simplest thing, but we really do not need praise or attention. If we want praise or attention, we will make it known. A teacher should constantly tell his or her student that they expect the best out of them; doing that will help the student gain confidence and self-esteem letting the student know that they too can be
Gloria Ladson-Billings supports this idea in her essay titled “’Yes, But How Do We Do it?’ Practicing Culturally Relevant Pedagogy” and also expands upon its importance by adding the insight of how teachers think about the social contexts, the students, the curriculum, and about instruction, all impact the students because how teachers regards these contexts get woven into their pedagogy, which create the very classrooms for learning.
The education gap between the north and the south has many roles in the African American community. The north has always been industrial while the south was agricultural, many of these children who was suppose to be attending school was helping on farms working and helping their parents throughout the day instead of getting an education. “The percentage of all schools with so called racial or socio-economic isolation grew from 9% to 16%” Today students still experience or has been a victim to social and racial differences. When segregation was abolished it allowed students to be in the same classroom together, be able to eat and go to the same bathrooms, also being taught by the same teacher. However many teachers failed to realized or wanted to teach these students based on the color of their skin, causing many students to drop out of school because of not being heard. The black community has a low rate of graduation rates in the south than the white community “In the last four years more than 69 percent of white louisiana males graduated making for a 16 point difference, while 59 percent of black louisiana males graduated” These school systems doesn’t care that they’re not being taught or graduation. Based on race in louisiana it’s a 10 percent difference that causing them to less likely become successful. Still causing the social differences teachers refused to teach an African American student
The students in the school are shied away and even denied opportunities for higher education by the teachers, “Many have been discouraged or prevented from pursuing academic or work goals” (Kivel 44). From not believing in the students to not wanting them to get further ahead in life, the teachers in this low budgeted, racist school are sacrificing the students future in the name of institutionalized racism. This causes the students to remain in the same social class for another generation, once again, starting the cycle of integrated racism in the schools and surrounding
In an online article Culturally Responsive Teaching: Theory, Research, & Practice, by G. Gray, culturally responsive teaching is Validating- using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for the students. Culturally Responsive Teaching is Comprehensive- develop intellectual, social, emotional, and political learning. Culturally Responsive Teaching is Multidimensional- curricu...
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
By reflecting on my experience as a child, I was able to clearly ask myself, “Does this teaching method affect the oppressed students in my classroom, and if so, how?” As mentioned before, I had a student that struggled with math and writing. This student, along with about 3 other students in her class, was a Black female. Most of their writing prompts consisted of content that was all about a Caucasian male that went into space, or did something with his wealthy, loving family. Besides the fact that these girls cannot relate to these types of prompts, it also leads them to believe that women don’t often do big things like going into space or become wealthy with loving families. Although I never had the chance to teach a full class in an anti-oppressive way, I have made sure that I take every student’s culture, ethnicity, ability, class, and language into consideration when teaching/mentoring.
Geneva Gay (2002) combines these two concepts of sociocultural consciousness and culturally responsive teaching in Restructuring Attitudes and Beliefs. Gay refers to culturally responsive teaching as a way of addressing “universal marginality, powerlessness, and disadvantages” within the classroom by taking a critical view of the curriculum (p.1). Culturally responsive teaching starts with the teacher’s identity and an awareness of their own ideologies and theories that influence how they act as a median between the student and curriculum. Similar to understanding their own identity, the sociocultural consciousness is how the teacher views the students’ identities in their community. Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating
Wlodkowski, Raymond J. & Woodkowski, Raymond J. (2009). The 'Standard' of the 'Standard'. Diversity & Motivation: Culturally Responsive Teaching in College (2nd Ed.). San Francisco, California. Keller, John M. (2006).
Schools that are filled with low-income colored students across the country are far more likely to have inexperienced teachers, bad grades, very little opportunities for economic funding and racial segregation compared to schools in wealthier areas. The issue of teacher
According to Gay, culturally responsive teaching is employing previous experience, performance style of student, and cultural knowledge for the purposes of making learning more suitable and effective for students (Gay, 2000). In other words, culturally responsive teaching practice is using cultural experiences, perceptions of ethnically, and cultural features of student to facilitate when teaching. Furthermore, culturally responsive teaching practice teaches through and to the strength of students. Culturally responsive teaching practices is necessary in connecting the cultural knowledge of students, style of performance, and previous experience to the knowledge of academic with the goal of legitimizing what the students already know. Therefore,
America is a multicultural society that is compiled of many ethnicities and cultural orientations. With the different backgrounds, it can sometimes be a task to incorporate each culture in the classroom. It is the teachers’ responsibility to make his or her classroom a multicultural environment for their students to broaden their horizons. Many may think
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
When evaluating myself on the Cultural Proficiency continuum, I’d place myself at “Cultural Competence” part on the continuum. This evaluation takes into account my experiences and practices while working in various schools and interacting with students of varied cultures, needs and ability levels as both a teacher and a learner. An effective educator is continually maintaining this dual role of teacher and life-long student in order to not grow stagnant within the classroom; this dynamic allows for growth along the continuum toward maintaining cultural proficiency.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...