Excerpts taken fromExcerpts taken fromCulturally Responsive Classroom Management Culturally Responsive Classroom Management

AssignmentAssignmentforfor

EDUC 490EDUC 490Fall 2005Fall 2005

Self Awareness of Cultural PreconceptionsSelf Awareness of Cultural PreconceptionsPrivilegePrivilege

My social identity group is privileged in every area – white, male, English My social identity group is privileged in every area – white, male, English language, professional, heterosexual, able-bodied, Christian. I expect my language, professional, heterosexual, able-bodied, Christian. I expect my privileged status to result in preconceptions of entitlement by privileged privileged status to result in preconceptions of entitlement by privileged students (Goodman, 2001).students (Goodman, 2001). ExperiencingExperiencing – – Expected most behavioral problems to be associated Expected most behavioral problems to be associated

with African American males and white males.with African American males and white males. White males take White males take advantage of their privileged status by seeking special treatment (hall advantage of their privileged status by seeking special treatment (hall passes) but some white females also seek special treatment (feeling of passes) but some white females also seek special treatment (feeling of entitlement when it comes to grades and what they expect of me as a entitlement when it comes to grades and what they expect of me as a teacher to help them achieve their expectations)teacher to help them achieve their expectations)

EnquiringEnquiring – – Conversations with mentor teacher did not reveal any Conversations with mentor teacher did not reveal any expectations that students of privilege expectations that students of privilege demand demand preferential treatment preferential treatment but its subtle nature is evidentbut its subtle nature is evident

Examining Examining - None - None ReflectionReflection – – Recognizing that students of privilege are likely to be more Recognizing that students of privilege are likely to be more

proactive in seeking assistance to help them meet their expectations, I proactive in seeking assistance to help them meet their expectations, I am trying to be intentional about offering assistance to minority and am trying to be intentional about offering assistance to minority and underrepresented groups.underrepresented groups.

Self Awareness of Cultural PreconceptionsSelf Awareness of Cultural PreconceptionsOppressionOppression

Economically disadvantaged – Economically disadvantaged – Preconception of lacking motivation or Preconception of lacking motivation or empowerment (Goodman, 2001) to learnempowerment (Goodman, 2001) to learn

Non-white – Preconception with unruly behavior (African American Non-white – Preconception with unruly behavior (African American only)only)

Female – Female – Preconceptions include unwillingness to ask questions and Preconceptions include unwillingness to ask questions and deferring to male counterparts in lab work (McDonnell, 2005)deferring to male counterparts in lab work (McDonnell, 2005) ExperiencingExperiencing – – Some of my economically disadvantaged students Some of my economically disadvantaged students

fit my preconception while others don’t. All of my students are fit my preconception while others don’t. All of my students are pretty well behaved (including African American and other non-pretty well behaved (including African American and other non-white students). White females are active in questioning and lab white students). White females are active in questioning and lab work. Other females are less active.work. Other females are less active.

EnquiringEnquiring – None – None ExaminingExamining – None – None ReflectionReflection – The referenced groups are the only ones represented – The referenced groups are the only ones represented

in my classroom. Physics students tend to be more motivated in in my classroom. Physics students tend to be more motivated in general which may result in fewer issues here than in other general which may result in fewer issues here than in other classrooms. classrooms. An awareness of possible internalized oppression and An awareness of possible internalized oppression and potential impact on learning is a good idea (Goodman, 2001).potential impact on learning is a good idea (Goodman, 2001).

Acknowledgement of Student DiversityAcknowledgement of Student Diversity“Cultural Content Knowledge”“Cultural Content Knowledge”

PreconceptionsPreconceptions – – Relatively low awareness of language, Relatively low awareness of language, socioeconomic, sexual orientation, and disability issues. Relatively socioeconomic, sexual orientation, and disability issues. Relatively high awareness of race and gender issues.high awareness of race and gender issues.

ExperiencingExperiencing No language, sexual orientation, or disability knowledge gained No language, sexual orientation, or disability knowledge gained

from my classroom.from my classroom. Most students that I would guess are from low socioeconomic Most students that I would guess are from low socioeconomic

status are underperforming relative to their peers. They are status are underperforming relative to their peers. They are well-mannered but quieter in general. They do not show much well-mannered but quieter in general. They do not show much initiative in their learning such as taking advantage of re-testing initiative in their learning such as taking advantage of re-testing or after-school help.or after-school help.

EnquiringEnquiring No specialized instruction or culturally-creative expression No specialized instruction or culturally-creative expression

emphasizedemphasized ExaminingExamining

Demographic and socioeconomic breakdown provided on Demographic and socioeconomic breakdown provided on previous slideprevious slide

ReflectionReflection I am seeking out the quiet students (regardless of gender, class, I am seeking out the quiet students (regardless of gender, class,

etc.) as well as those who are struggling with the material. I try etc.) as well as those who are struggling with the material. I try to be encouraging without pressing them to respond in ways that to be encouraging without pressing them to respond in ways that are either culturally inconsistent or outside of their comfort are either culturally inconsistent or outside of their comfort zone. But I do want them to know that I care.zone. But I do want them to know that I care.

Understanding Society’s “isms”Understanding Society’s “isms” PreconceptionsPreconceptions - - Expected to see evidence of classism and Expected to see evidence of classism and

possibly racism, but only between students.possibly racism, but only between students. ExperiencingExperiencing - Potential sexism between a male athlete and - Potential sexism between a male athlete and

a female(s) per discussion between mentor teacher and a a female(s) per discussion between mentor teacher and a guidance counselor. No evidence of classism, racism, or guidance counselor. No evidence of classism, racism, or heterosexism/homophobia. Some confusion whether heterosexism/homophobia. Some confusion whether competitive nature of some white students could be competitive nature of some white students could be associated with ableism.associated with ableism.

EnquiringEnquiring - I was reluctant to probe deeply into this matter - I was reluctant to probe deeply into this matter due to its sensitive nature. My conversation with my mentor due to its sensitive nature. My conversation with my mentor centered more on this male student’s standard behavioral centered more on this male student’s standard behavioral problems where this topic was merely mentioned as one problems where this topic was merely mentioned as one manifestation of them.manifestation of them.

ExaminingExamining – Achievement Gap chart (next slide) – Achievement Gap chart (next slide) ReflectionReflection – – I have discovered that I should be on the I have discovered that I should be on the

lookout for female internalized oppression in the physics lookout for female internalized oppression in the physics classroom.classroom. I will look for evidence of females not believing I will look for evidence of females not believing that they are competent in this subject. I will also mix up that they are competent in this subject. I will also mix up lab groups so that all-female groups are the occasion if not lab groups so that all-female groups are the occasion if not the norm.the norm.