Diversity Project Dimension Example for EDPS 322

Cooper Stein, K., Wright, J., Gil, E., Miness, A., & Ginato, D. (2018) Examining Latina/o Students’    Experiences of Injustice: LatCrit Insights From a Texas High School. Journal of Latinos and Education, 17(2), 103-120. DOI; 10.1080/15348431.2017.1282367

Article Overview

The purpose of this study is to understand why Latino students’ experiences in their educational environments were so negative compared to that of their non-Latino peers. The sample size consisted of 1,132 students, 36% of whom were Latino, 42% white, 9% black, and 10% mixed race. 53% of participants were female. The research also included five case-study teachers, all of whom were white. The principal, assistant principal, and school resource officer were interviewed as well (all of whom were also white.) The researchers performed mixed method data collection to determine the presence of three structures that perpetuated discrimination at Riley High: colorblind discourse, interest convergence, and permanence of racism. This is achieved through a combination of surveys and personal interviews with the aforementioned members of the school community.

Based on survey results and individual anecdotes, the study concluded that Latino students experience exclusion, prejudice, and judgement due to a heavily colorblind community culture, only truly feeling accepted when they participate in athletic or academic activities that bolster the school’s image. Non-Latino teachers and students often harbor preformed stereotypes about what Latino culture is, which affects how they interact with them. Many of the Latino students are immigrants or the children of immigrants, and come from a background which is unfamiliar to the majority population. These cultural differences result in misunderstandings and perhaps on some level, fear of the unknown. White middle class values permeate through classroom instruction, leaving students of color feeling alienated and unable to connect with the material and their teachers. The authors emphasize that this is not always on purpose; rather, many teachers are simply not trained in culturally relevant practices.

The writing is both analytical and personal, while also providing tactics for educators to actively combat racism in their schools through the use of LatCrit (allowing room for Latino stories and perspectives in the classroom, acknowledging white privilege, etc.) This article caused me to consider how I will address race in my classroom. In particular, it caused me to consider how I view race, and how that will impact the way I run my class. The researchers noted during the teacher interviews that they felt that they were not racist, and were unaware of the ways in which their interactions and behaviors in class impacted the relationships they had with Latino students. I’ve realized that many of us probably assume that because we are not actively racist, and do not treat students of color with contempt, that we are establishing an anti- racist climate in our classrooms, which could not be further from the truth.

A handful of Latino students in the study described personal efforts to conceal or eliminate any cultural traits, such as accents and styles of dress. What these students are experiencing is a “double consciousness”, as described by W.E.B. DuBois to explain the two different worlds of culture that minority races must navigate in our western society. These students would be placed in William Cross’ pre- encounter stage of nigrescence. While his framework pertains more so to African Americans, this model could easily be attributed to other minority racial groups, as well. Those in the pre-encounter stage range from neutrality toward internalized racism. They may view white culture as the “proper” way to be. Some students are squarely in the encounter stage, where they are well aware of the discrimination they face in regards to their ethnicity.

Interventions

Variable: Race

Age/grade: Any

Intervention/strategy I: Introducing Artists of Color in Regular Curriculum

Students need to see representation in everyday curriculum, not just for special lessons or events. For example, a majority of African American artists are only represented during Black History Month or civil rights lessons. Generally, the artwork presented pertains to the subject of pain and oppression. While these lessons are certainly important, it is equally important to exemplify artists of color outside the lens of struggle; their artwork is worthy of attention because it is art, not simply because they are of non-white heritage. This intervention is not a one- time occurrence. Throughout the year, I would introduce artworks by artists who fall outside of the traditional list of “European masters.” This is absolutely doable with any age group. Of course, as one would with any art lesson, careful consideration of each artist and their subject matter must be taken depending on what that particular grade is ready to be exposed to, and if they are developmentally able to grasp the material.

Relation to EDPS 322 Material: When we look at Bronfenbrenner’s bioecological model of human development, we see that there are several “biosystems” that affect a child’s development: micro, meso, exo, and macrosystems. The widely-shared beliefs and attitudes of the societal macrosystem permeates through all other systems down to the individual. A society that does not value the cultural customs and values possessed by the individual, even if unintentional, will negatively influence that individual’s beliefs about themselves and their own culture. This includes representation. Children who do not see themselves represented in media, politics, academia, or any other visible part of society are prone to feeling alienated and rejected. This exercise sends the message that they matter.

https://www.simplypsychology.org/Bronfenbrenner.html

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