Blog Post #9 Bridging the Gap

 

Finn's article "Literacy With An Attitude" delves into Jean Anyon's research on how a student's educational opportunities are often determined by their social class. Anyon's study examined five public schools in New Jersey, all of which were located in predominantly white areas and ranged from the wealthiest to the least wealthy. The schools were classified according to social classes: the executive elite, whose families were top corporate executives with income in the top 1% in the US; affluent professionals, whose parents were doctors, lawyers, and other highly-paid professionals; middle-class families, whose parents were teachers, social workers, accountants, and the like; and working-class families, most of whom were unskilled blue-collar workers. Finn discusses how these students are educated, and how their social class greatly influences the education they receive, and as a result their level of success in life. Basically, the wealthy folks send their kids to better schools, can afford better supplies and as a result, they set their child up for better success than a lower class parent who don’t have the means of providing those services. As Delpit explains, it is a culture of power, because “the culture of the school is based on the culture of the upper and middle classes.” As a result, the rich get richer and the poor get poorer. 

 In her research, Anyon discovered that lesson plans in working-class schools were very basic and lacked interactivity. Often, teachers would skip over lessons that they deemed too difficult for their students. They used books intended for "low-ability students," and the lessons followed a step-by-step approach, which didn't allow students to think outside the box. I find that this is pretty common in schools everywhere, but it's not only the divide among schools as a whole but also the divide among classrooms within the schools. Despite claims that classes are now all-inclusive and evenly mixed, the smartest children are still grouped together, while those struggling academically are separated away from them. The latter often require redirection and are likely to fall behind due to classroom disruptions. I have personally witnessed the difference in curriculum between lower and higher classes, this includes the lack of homework assigned to lower-class students, extra time to complete missing assignments, and not holding them accountable. Are we setting them up to be inferior to their peers? Perhaps. There are two sides to this argument. On one hand, all students should have equal opportunities to learn. On the other hand, if a high academic student is exposed to classroom disruptions, doesn't that hinder their education as well? As a mother, I believe that my daughter would benefit from being in a class with minimal distractions, allowing her to receive the best possible education. This doesn't mean that other students shouldn't have access to the same quality of education. Additionally, integrating students who struggle academically into classrooms with academically advanced students may lead to them struggling to keep up with the material, losing interest, and potentially increasing their likelihood of dropping out. I found a fascinating TED talk that is definitely worth watching. The speaker discusses bridging the gap in public school education and explains the devastating effects on the country when students do not have equal education opportunities.

 I found this week's reading quite interesting because it relates to an issue in my hometown. Recently, as I spoke about last week in class, there has been a discussion about closing one of the elementary schools in Tiverton. The parents in the town are in an uproar. Besides many other reasons, a big one is that the elementary school discussed is rated 3rd in the state, of the two other elementary schools, one is not far behind at 12, but the third school is ranked quite low at 81 in the state. Many parents claim that they have moved into the town, particularly to the south end, because of the highly-ranked school that is now on the verge of closing. Among several factors, the lack of state aid for FY25 is one reason for the budget deficit that the town is faced with. The cut in state aid will be discussed further next Monday but has been said to be the result of lower poverty rates and the increase in property values. As a result of the school closing, parents are faced with integrated classrooms and as a result larger class sizes and overwhelmed teachers. When I was reading this week's text I couldn't help but think about the social divide between the north and south end of this very small town, but it is quite evident. Now, the question is, is it the social class from which the children come that determines their success in school, or was their education decided the day they walked into kindergarten? Honestly, the teachers at the lower-ranked school are fantastic, in fact, many were teachers at the 3rd ranked school not long ago. I have found that the parents of the students who need services and more help academically are not the parents who show up to parent-teacher conferences. Furthermore, as we discussed Collier’s writing, we concluded that these parents often don't advocate for their child either, they may assume the teacher knows what she is doing and that there is no reason to doubt her or the admin for their child’s performance.

 This author, Finn argues that social class is the utmost influencer of one’s success not just because the child comes from a knowledgeable family but also because they have mentors who also come from a social class equal to somewhat equal to their own. They are taught in a way that sets them up for a career that fits into their social class.

#8 It takes a Community

Rhode Island Laws and Policies set forth by RI Dept of Education, aim to ensure safe and supportive learning environments for all RI youth. In December 2010, The Rhode Island Board of Regents revised its Policy Statement on Discrimination Based on Sexual Orientation and Gender Identity/Expression which includes the following language: 

The Rhode Island Board of Regents for Elementary and Secondary Education recognizes that all educational agencies must provide all people and groups with full access to educational opportunities and barriers to student participation based on sexual orientation or gender identity/expression must be identified and removed. The Board also recognizes that all students, without exception, have the right to attend a school in which they feel safe and able to express their identity without fear.

 Even with the laws put forth and recent advances in LGBTQ rights, schools are not particularly safe for queer students. According to the Human Rights Campaign Foundation’s survey, Growing UP LGBT in America found that 42% of gender nonconforming youth report frequently or often being called names and 40% reported being frequently or often excluded. Further, over half of gender-nonconforming youth reported that they did not participate in activities offered by the school out of fear of discrimination. According to the article "Queering Our School," one study found that six out of ten LGBTQ teens reported feeling unsafe at school. Over three-quarters of students reported being verbally harassed.

It is absolutely crucial that schools provide a safe learning environment for all students. As children spend a significant amount of time in the classroom, it is the responsibility of teachers and staff to ensure that bullying and discrimination are not tolerated. If hate crimes are taken seriously and appropriate action is taken, students will be less likely to engage in such behavior. It is important for everyone involved to understand the impact this type of behavior can have on a student's well-being and success in school.

Scholars have been working for years to include people of color in classroom lessons. Now, it's time to do the same for the LGBTQ community. Integrating queer people's lives into lesson plans by discussing their problems, history, struggles, and contributions could be a good start to achieve social justice. This week's reading taught me about The day of silence, a day that has been around for almost 30 years. It seeks to bring attention to what LGBTQ students experience daily, not only in the classroom but also at work and other events. This year, the day falls on April 12th. 

Adam Kelley's article titled "Rethinking Sexism, Gender, and Sexuality" is an essential read for every educator. The article emphasizes the importance of including LGBTQ members in the curriculum and highlights how assuming that every child has a mom and a dad could be excluding some children who may have two moms or two dads. A simple sentence such as "My mom is swimming" may not be applicable to all children, and it is crucial for educators to be mindful of these differences. 

The author of Queering Our Schools argues that speaking openly about LGBTQ and pushing for social justice within the community can create change, but it takes the community as a whole to catch up in the march toward justice.   

The teach out project

 

#6 Teaching Multilingual Children

In his essay "Aria," Richard Rodriguez shares his experiences as a Mexican immigrant in an American school. He describes how the nuns at his new school expressed concerns about his English language skills to his parents. They suggested that he and his family speak more English at home. Richard explains how this change affected his family, as they became more Americanized and lost touch with their culture. Although it's great that children can learn English quickly, it is sad that they often lose their native language in the process. Richard became more confident in speaking to his peers in the classroom, but ideally, it would be best to preserve both languages. Children can be immersed in the language at school and with their peers, making it easier for them to learn.

It's great to hear that the educators featured in the video "Teaching Bilinguals (Even if you are not one)" were able to create a safe and comfortable space for students from different backgrounds. It's important to preserve students' cultures and backgrounds, and this can help them feel valued and included. By using students' language backgrounds as resources in their learning, these educators were able to make learning more engaging and effective. It's also fantastic that they used books featuring multicultural and multilingual characters to build empathy and understanding among students. Creating an open environment in the classroom is so important, as it can help students feel more confident and less afraid to ask questions. It's inspiring to hear these teachers use translanguaging in their classrooms to support students' learning.

Find more Resources on using translanguaging in the classroom 

In Virginia Collier's writing "Teaching Multilingual Children," she outlines seven guidelines to improve the teaching of English as a second language so that learners can have an enriching experience while still staying connected to their native languages. The third statement in the list caught my attention. It suggests that one should not teach a second language that might replace the first language. However, this contradicts the method that Richard Rodriguez shared in his story "Aria." Collier proposes that a diverse classroom should adopt the bi-dialectism approach. This approach prioritizes the use of home dialects and mastering the language that is used in formal schooling. She goes on to suggest that teachers should welcome different dialects from their students and help eliminate the social bias that language minority students face. Teachers should recognize the benefits of having multiple ways of talking in the classroom, as we know that English and all other languages are in a constant state of change. Collier discusses the concept of code-switching, which is when individuals use two languages interchangeably in speech. This method is effective because it allows for dynamic and structured communication that displays an integrated and sophisticated use of both languages. Collier advocates for the use of code-switching in the classrooms to foster a common bond between students and their teachers. 

How You Can Advocate for Dual Language in Your School

1. get informed about state laws

2. talk to parents and students in your community about their language goals

3. spread the word about the benefits of bilingualism to your administrators and other staff at your school 

If I Could Rewind That Morning

rethinking schools

 If I Could Rewind That Morning

“This world isn’t kind to us, is it?”

In this article by Xavier Pierce we have a father and daughter who both live

in a mostly all white town. Aaliyah, the daughter, is a 5th grader at the school

where dad works as a TA. Aaliyah is a charismatic 10 year old, smart,

athletic and beautiful. She loves school, works hard to be the best she can be

and takes pride in making her dad and teachers proud of her

accomplishments. Her fellow classmates on the other hand take her strength

and pride as boasting and without verbalizing it, they “fear the armor she

wears”, the same armor “required to take the brunt of misjudgment and the

microaggressions she defends.” But together, the two of them, “found

solace in being two specks of color in a field of white.” They found community

within the differences they shared and their love for learning. They love this

school because of the joy that learning brings to them. How their peers and

leaders reacted to their joy was the issue!

It was on this one day that the author really regrets his silence, the one day

that if he could, he would have rewinded it all and prevented his daughter

from the scrutiny of her leaders. Shelly, the classroom teacher, was awaiting

Xavier that morning and when he arrived she states that “some parents have

complained that Aaliyah has been bullying the class” and she would like to

have a meeting with her when she gets to school. As much as Xavier was

frustrated by this, Shelly was his boss and he didn’t want to make matters

worse for him or his daughter, but looking back he wished he had stood up

to her and prevented that meeting from ever happening.

The meeting took maybe 15 minutes total, but it left a mark on Aaliyah that

would last a lifetime. When she walked out of that room she looked defeated

and in a saddened voice, she said “what did I even do” and in that moment

dad thought to himself, I failed her. Looking back Xavier wished he had

requested a different approach to the situation, to explore a different approach

to addressing this misconception between her and her peers. He would have

made sure Aaliyah was able to give voice to her actions and be listened to.

But he knew undoubtedly that one day this was going to happen, somewhere

someone was going to dent her armor.

The author Xavier Pierce argues that his daughter's situation at school was blown out of proportion and her actions were misconstrued by her classmates and teachers, not because she was actually a bully but because they were envious of her success, strength, and the way a girl of a different background could carry herself so confidently, "I observed how students would react, asking her to quiet down, misinterpreting her celebration of learning as boasting (Pierce)."  

"The Silenced Dialogue"

The author Lisa Delpit argues that there is a lack of communication dividing black and white educators and that we need to listen to our black educators about how to educate our culturally diverse students, as these teachers are often ignored as is their parents.  

The author begings this book by giving three different people's perspective of conversations they have had with white educators. They all conclude that white educators prefer not to hear about suggestions regarding educating culturally different students, "they wear blinders and earplugs", one women states, "they only want to go on research they've read that other white people have written (Delpit)." 

Teachers need to recognize student's dialect in the classroom because it is part of their personal identity. When students are exposed to constant corrections or forcing them to monitor these "codes and rules" while speaking, then they are less likely to speak up, and eventually become silenced. The author suggest that instead of deeming one's cultural language as inappropriate we should be more supportive and provide input from additional  "codes" and opportunities to use these new codes in a non threatening way.  

Culture of Power and the Five Aspects of Power

 1. Issues of power are enacted in the classroom, basically here she says that schooling and power are directly related because school prepares one for a job and a job will determine one's economic status so therefore schooling is directly related to one's power. 

2. There are codes or rules for participating in power. That is there are codes or rules to follow when communicating or interacting and the way you are perceived by others is determines by how well you follow these codes or rules. 

3. The rules of the culture of power are reflection of the rules of the culture of those who have power. This says that children from middle-upper class homes will do better because not only are they better equipped by the tools supplied to them but also the schooling itself is based on their own culture, that of the middle- upper class, the ones in power. 

4. If you are not already a participant of the culture of power, being told explicitly the rules of that culture makes acquiring power easier. Here they are saying that people within the same culture can communicate without directly saying something, but when these codes are attempted across cultures, communication tends to break down. In order to learn the culture of power, it would be easier if people were direct with these rules.

5. Those with power are least aware of it's existence. The people with power are less likely to recognize the culture of power, admitting to it can be uncomfortable whereas the less powerful in any situation are the ones who recognize its exitance. 

Delpit brings up a good point, something I have generally never thought about, it is that misinterpretation of directions can occur in the classroom because of cultural differences. In example is how a women of color tells her son to get in the bathtub, it wont be in the form of a question, it will be a direct command whereas a white or middle-upper class parent will tend to give a directive in the form of a question. She says that the student who is used to a direct command being explicit and direct may be confused when a school teacher use indirect commands. A white student would know that the teacher is requiring them to do whatever she is asking but the other student may appear to be disobeying the rules. " The attempt by the teacher to reduce an exhibition of power by expressing herself in indirect terms may remove the very explicitness that the child needs to understand the rules of the new classroom culture (Delpit). 

Color Blindness versus Color Brave

 

“Colorblindness is the New Racism” 

Raising Awareness about Privilege Using Color Insight

Colorblindness is a relatively new term used to explain the idea of ignoring or overlooking race. It is a learned behavior where people pretend not to notice it (Hobson). Talking about race can be uncomfortable and awkward and choosing to ignore it tends to be an easier way out. This can have lasting effects on everyone but truly has a large impact on people of color. By ignoring the problem we threaten to rob another generation of all the opportunities that all of us want for our children (Hobson).  This week’s reading provides an antidote to colorblindness, it is color insight, recognizing and talking openly about race. It serves to promote equality and to emphasize nondiscrimination among races. We need to notice our race and the race of others around us, speak openly about it, and not be afraid. There are four steps to color insight,

• consider context when talking about race,
• examining systems of privilege,
• unmasking white normativeness,
• and combating stereotyping (Armstrong & Wildman).

Examining Systems of Privilege

This weeks reading gave exercises to do with our students and I liked that about it, incorporating color insight into the classroom is an essential component to begin the step toward racial equality and justice. If students and faculty can understand the origin's for their perspective of race, they may be more willing to move from endorsing colorblindness to supporting color insight (Armstrong & Wildman).The first exercise was the power line chart by Kendall and Ansley, here they asked students to separate themselves into privilege and non privilege categories, the emphasis is on the idea that no person is purely privileged or unprivileged.   

White   educated    home owner    upper/middle class    heterosexual     Christian   able   

English first language     physical appearance      citizen         ideal weight married

---

Speaks with accent     homosexual    identifies as neither man/woman     poor     woman

Non-homeowner      illegal alien      different religious views/ atheist    disable    weak     short

Non-white      renter/homeless divorced

Combating Stereotyping by looking at the "Me" in Each Individual

Looking at the "me" is each individual enables us to see the role of privilege and non privilege in all of our lives, no one person is purely privileged or unprivileged. The idea of the next exercise is for students to acknowledge that they belong to multiple identity categories and you may be privileged to some and not privileged as to others. And so, they have asked that everyone speak about their maternal grandmother and how one's ancestors came to be in the United States and what it was like to be asked, "what is your race?" Here is a my example of this exercise.

My maternal grandmother was born in Fall River, Ma. to English immigrants in 1920. They had 7 children, 4 girls and 3 boys. They were very poor, lived in a tenement house down the globe, but her father always made sure to ask what my grandmother wanted for dinner each night. My grandmother was the only one to graduate high school, BMC Durfee HS class of 1938, she was very proud. She was intelligent and athletic, she used to tell us stories about when she was a young girl, her teachers would always call on her to answer questions, Ms. Sherman they’d say. And my grandmother could do calculations faster than a calculator and I can always remember her correcting our English! She played basketball and volleyball and even in her later years she would love to watch the Chicago Bulls on TV, I guess it must have been the Michael Jordan era. I can remember her saying that “black people were good people and that they’re better than the whites.” She obviously saw all the wrong in the world, and didn’t agree with it. My grandmother met my grandfather on a double date, he pulled up in his Ford and she said his beautiful smile was her first attraction. At the time she was working in a factory but when my grandfather learned of the working conditions, he did not find them suitable for her and she left that job. From then on she became a house wife raised 5 children and answered the telephone for my grandfather's business. Every Sunday she went to her sister's house down in Fall River, they would sneak cigarettes', she never admitted to my grandfather that she smoked, (that was always a funny joke for us). On Mondays she would meet her sister-in-law at Nights of Columbus to play bingo and that was the highlight of her week. She passed away in 2003 at 83. 

This authors Armstrong and Wildman argues that, people generally want to see an end to discrimination, but unless people, specifically white people, recognize privilege and take responsibility for it then discrimination will never end. The author urges society unmask colorblindness by speaking openly about race.

Don't put people in boxes

“As long as educators, particularly legal educators, and students fail to question the dynamics of whiteness and privilege in antidiscrimination law, the legal system will reinscribe the privilege and perpetuate discrimination. Identifying and understanding whiteness should be an essential component of education in the US” (Armstrong & Wildman).