Sarah Findlay

Reflection 2-

Developing Multicultural Educators-Chapter 2

Review-What did I learn?

            Most teachers, including myself, think that they do not stereotype, have prejudices, or have racist feelings.  The topics discussed in chapter 2 of Developing Multicultural Educators prove that even though many do not know it, they believe and feel things based on stereotypes, prejudices and racism.  The author’s explain that it is difficult for one to see their own biases because they are part of who we are (Noel, 2008).  By using Gadamer’s theory of hermeneutical consciousness we are able to begin recognizing our own prejudices by confronting them (Noel, 2008).  We must recognize that our beliefs about others are not outside of our consciousness but are part of our identities. 

            We develop our sense of worth by associating with what we feel is our “in group.” (Noel, 2008)  We have positive feeling towards others in our “in group” and negative feelings to those in the “out group.” Some of these feelings are dispositional, meaning that they are under the control of the individual.  Other feelings are considered nondispositional, meaning they are out of our control  (Noel, 2008).  These positive and negative feelings are what form our stereotypes.  They may be formed by oneself or taught to them by their own “in group.”

            Prejudices can be formed or caused by many different characteristics.  We form prejudices about others because they are physically or culturally different than ourself, we are competing with them economically, we have expreienced a traumatic experience or know someone who has because of this particular difference.  We may also base our prejudices on others because we somehow feel that we are not able to satisfy our own needs because of them  (Noel, 2008). 

            Racism is formed in similar ways.  Economic turmoil, idealism, the need to belong to a group, the need for power or from one’s own self esteem.  (Noel, 2008)  These causes make us believe that our race is superior to another’s.  Racism can be formed by both the individual and society as a whole.  The most prominent reason for racism is power but is often fueled by economic stress  (Noel, 2008). 

            These beliefs can have quite an impact on societies.  These beliefs are often taken on by those in power and then become norms for that society.  Practices based on these judgements often lead to lower self esteems, lower success rates in school, and can have a negative impact on daily life.  (Noel, 2008)                                                                                                                                                                                                                                                                                               

Reflect-What does it mean to me?

             I believe this chapter has inspired me to adopt hermeneutical consciousness and evaluate my own beliefs towards others, especially my students.  The reason I became an educator was so that I can truly make a difference in the life of a child who may not have been given the support they need without me.  I specifically wanted to work with students from other countries, who spoke other languages, and had cultures different than mine.  I also have a passion for working with underprivileged students.  I am wondering now, however, if I had some stereotypes, prejudices, and racist beliefs that caused me to feel the need to become a teacher to this particular group of students.  Some of the theories behind how these beliefs are developed made me think of my own beliefs and how they came to be. 

            I come from a comfortable upbringing where my siblings and I never “needed” for anything.  I had two parents at home who supported me in my education, athletics, and college and career choices.   One of the reasons that I felt the need to make such an impact on my students was because I believed they did not get these types of supports from home.  Some of my students do not have a great support structure in their homes but I now realize that many of them do.  Just because they are of a lower socio-economic status or their parents have a lesser education level than I, does not mean that the parents of my students do not have high expectations or hopes for their children.  I know now that I must take an initiative to actively engage my students’ parents more and trust that they will support their child and me.  They too want their children to do well in life.  Before now, I simply assumed that the parents couldn’t or wouldn’t support us.   

Refine-How will I use this information in the classroom?

            As conferences are rapidly approaching, I have a new and improved outlook on how I will conduct my parent-teacher conferences.  In recent years, I have done most of the talking and have told the parents what I want for their children.  I would like to try taking a step back and allowing the parents to discuss with me what their goals are for their children.  I would like to employ the parents as partners in their children’s education rather than just a passive entity. 

            After reading about how stereotypes, racism, and prejudices effect schools, I want to take a closer look at what I assume about my students.  I need to evaluate whether I treat my English speakers differently than my Spanish  speakers or my boys different than my girls.  I must also be sure that I set realistic expectations for my students based on their academic abilities not their culture.  Tracking is another thing I must be wary of when setting expectations and goals. 

Bibliography

Noel, J. (2008). Developing Multicultural Educators. Long Grove, Illinois: Waveland Press, Inc.