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Developing Authentic Identity: Service as Community Building

Dr. Allison NazzalEERA Annual Conference

February 28, 2002

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Theoretical Framework Critical Theory: Much of the failures

and difficulties students experience in school are a result of their resistance to an inauthentic identity assigned to them, out-dated teaching strategies and rules that alienate students from the school community (Bennett & Le Compte)

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Theoretical Framework Theory of Experience: All experiences

are educative, but some are mis-educative informing future experience

Development of identity occurs through experiences in school and informs future experiences and relations with others

(John Dewey)

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Philosophical FrameworkEthic of Care: Purpose of schooling is to develop in

students the ability to care; narrowly prescribed liberal arts curriculum hinders the development of authentic identity (Nel Noddings)

Social Roles: Purpose of schooling is to develop in students the capacity to effectively participate in our nation-home in all of their social roles; focus on skills and knowledge needed for the world of work hinders the development of authentic identity (Jane Roland Martin)

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What is Authentic Identity?

Consider your own identity- Who are you?

Can your identity be defined without connection to others?

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What is Authentic Identity?Propositions:1. Identity must be defined in terms of

relations to others2. Identity cannot be based on

performance alone (example – scholar; artist)

Your work, the product of your efforts/occupation meaningless until used to care for others or until used or appreciated by others

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Inauthentic Identity in Schools

In schools, students develop an inauthentic identity based solely on academic performance (testing)

In schools, students develop an inauthentic identity devoid of social connections (narrowly prescribed liberal arts curriculum)

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Identity, Alienation, and Community

Inauthentic identity developed by school policies and teaching strategies that alienate students and deny them membership in the school community Standardized testing

Graduation requirements Extra-curricular/co-curricular

requirements “No-Pass/No-Play Rules

Competitive teaching strategies

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The Study How would participation as a cross-

aged tutor affect their perceptions of alienation and behavior in school?

Participants: Students identified as at-risk for dropping out of school due to low socioeconomic status and (failure, poor attendance, or misbehavior –forms of resistance)

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Meet the Group 8th graders in large suburb at an “at-

risk” school based on standardized tests

Diverse backgrounds Many identified as at-risk based on

more than one factor Teachers described them as

“problems” in the classroom due to misbehavior, lack of motivation etc.

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Meet the Group Alienated from the school community They described school as very

important, trusted their teachers, but disliked classroom/teaching strategies

Defined themselves in terms of social relations including student but based value of self as student in terms of performance – grades

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Meet “No Identity” Carrie Hispanic, Special Education Student at

risk due to low socio-economic status, failure, attendance.

On herself and schooling: “I’m trying to understand this stuff. It makes me feel like everyone thinks I’m dumb. They really don’t but I think they do. (As a whisper and with a tear in her eye): My math is a 5th grade level. I don’t think [I’ll graduate] because of my math.”

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Meet Lashonna: Lost in the trailer park blues

African-American, at-risk for failure; unable to pass standardized math test; did not participate in school community

On the tutoring experience: “I finally got to do something! I was like oooh, Mama, I get to join a club. It felt great to be one of the chosen ones. I would tutor again in a heartbeat!”

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Meet Why Bother Randy Caucasian Male at risk for failure,

attendance, behavior Teachers described him as lazy, a

disruption to the class “He just sits there and then will sometimes explode if I make him work.”

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Meet Why Bother Randy On school (pre and post interview): “School is

boring. I don’t want to be a street person, so I’ll graduate. But after that, no more for me!”

“I’ d like to tutor again. It was kind of cool to work with someone.”

Three Strikes, You’re out!

Teachers reported a remarkable change in his behavior during tutoring: assuming leadership role in class; helping other students; completing his work

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Meet Claiming an Identity Daniel

Hispanic Male at risk for failure, behavior, attendance

Identified self as leader of “The Latino Crew”, a Hispanic school gang

Became a leader during the tutoring project; expelled

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Implications of Research Schools should assist students in

developing authentic identities. Schools must provide opportunities for

all students to participate in the school community

The curriculum should provide opportunities for students to explore identity, and the social roles included in their identity

The school should reward students for demonstrating a capacity to care