Students bring their biases, challenges, and issues where ever they go.

Cultural origins and heritage are essential building blocks of our society, but they should not be categories we judge each other. Creating trust and community in the classroom may be one of the most important aspects of classroom management. If students are worried about their safety, their learning ability will suffer.

 

I look to a day when people will not be judged by the color of their skin but by the content of their character.

–Martin Luther King, Jr.

 

Strides in civil and human rights made in the '60s and '70s seemed to be a casualty of the new millennia. Large-scale social programs such as Johnson's great society failed not because of the money spent but the dependence and atrophy it promoted. The War on drugs was a war on people, and we feel its implementation's disastrous effects even today. The most brutal hit was the lower socioeconomic classes.  One-parent families, absent fathers',  lack of social and economic mobility are all factors that come into play in the attitudes and unrest we see in underprivileged minorities today.

 

The decline of religious belief and the rise of social media has separated communities. People are not connecting. Social media promotes conflict and division to attract easy attention. Information, entertainment, and music once restricted to mature adults are now available to anyone with a keyboard, iPad, or phone, and every child has a phone.

 

In the absence and breakdown of social rituals, individuals seek community through chat rooms, online games, and social platforms like Facebook, Wechat, Twitter, and Instagram. Anonymity allows attack without retribution. One out of every five (20.2%) students report being bullied. (National Center for Educational Statistics, 2019 ) 41% of students who reported being bullied at school indicated that they think the bullying would happen again. (National Center for Educational Statistics, 2019 ) Of those students who reported being bullied, 13% were made fun of, called names, or insulted; 13% were the subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose. (National Center for Educational Statistics, 2019 ) The reasons for being bullied reported most often by students include physical appearance, race/ethnicity, gender, disability, religion, sexual orientation. (National Center for Educational Statistics, 2019) 70.1% of LGBTQ students were verbally bullied (e.g., called names, threatened) in the past year because of their sexual orientation and 59.1% because of their gender expression, and 53.2% based on gender.  (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018) 28.9% of LGBTQ students were physically bullied (e.g., pushed, shoved) in the past year because of their sexual orientation and 24.4% because of their gender expression, and 22.8% based on gender. (Kosciw et al., 2018) In 2019, 19% of students reported seriously considering suicide, 16% made a suicide plan, and 9% made a suicide attempt. (CDC, 2019)

 

Over 20% of children attending school today are not entering a welcoming or inclusive environment. This is alarming. Physical bullying, psychological trauma, and attack by social means are not acceptable. Children should not be contemplating suicide as an escape or solution. (CDC, 2019) We need to understand our students better and work towards solutions that bring us closer together and build stronger relationships. By interacting with each other and building acceptance and respect for our differences in heritage and gender, we can build a community in our classroom where everyone is welcome.

 

As leaders in their communities and architects of their classrooms, teachers can advance meaningful conversations regarding race, laying the foundation for informed, inclusive communities where all children feel valued, accepted, and confident. To begin this discussion, we must be honest about the reality that some educators, administrators, and other staff lack a nuanced understanding of race and ethnicity, which can negatively impact the children they serve. (Wardle, 2017). Race is a social and political construct—it differs by country, evolves over time, and is maintained for social and political reasons. (Wardle, 2017). This simplistic classification denies the tremendous diversity of race and ethnicity. Whenever we focus on select aspects of identity, we forget that there is more diversity within any large group than between two groups. (Wardle, 2017)

 

Here are some crucial points to consider.

 

• How does the child acknowledge and celebrate his skin color (or other visible features) and national, ethnic, and cultural origins?

• How do parents want the child's first language to be acknowledged and supported?

• How does the family support the child's race and ethnicity outside of the program?

•  How does the family want their child to respond to older people, people outside their community, and people in authority regarding identity issues?

•  Championing diversity means acknowledging, celebrating, and appreciating differences. Our efforts to address diversity should not reinforce homogeneous racial and ethnic groups with stereotypical physical, cognitive, behavioral, and emotional characteristics. Further, we must not focus on just a few parts of each child's complex identity

• Young children are concrete learners. They are fascinated with skin and hair color, eye shape, physical abilities, and natural expressions of likes and dislikes (such as colors, games, and foods)

• Promoting diversity and nuances is a developmentally appropriate practice that strengthens the community both inside and outside the classroom. Moreover, it can sometimes result in unexpected partnerships.

(Wardle, 2017)

 

Understanding our at-risk youth

 

Generation Z

 

The New generation or generation Z is s often referred to as post-millennial, iGeneration, or digital natives. This generally refers to anyone born after 1997. (Linson, 2011) Gen Z students are digital natives, meaning they have little or no memory of the world as it existed before smartphones. (Schukei, 2020) We have to remember that even though these students grew up typing with their thumbs, they are not necessarily tech-savvy. It is important not to assume they know how to do everything. (Schukei, 2020) It is no surprise that the increase in social media exposure and cyberbullying is linked to higher suicide and depression rates. The Social Dilemma Documentary revealed that the suicide rate in girls age ten to fourteen has increased by 150% in the last ten years. (Schukei, 2020)

 

Gen Zers have shorter attention spans. (Schukei, 2020) Generation Z students have endured more standardized testing than any other generation. If the content we are teaching cannot be seen as important to them or is being "taught for the test," students simply do not care and will not pay attention.

 

African Americans, Black, Americans of color, people of color

 

Children of African American descent have long endured struggles for equity. On August 9, 2015, Marissa Johnson and Mara Jacqueline Willaford disrupted Democratic Presidential candidate Bernie Sanders at a gathering of 3000 supporters and demanded the microphone. This event relit the fuse and put issues of racial and cultural inequity into the media spotlight. The fact that black men are incarcerated for drug charges at a rate 20 to 57 times more than white men is just one of the facts that began to surface for discussion. Why is this happening, and where did it start?

 

Wald and Losen (2003) describe this phenomenon as the school-to-prison pipeline. (Yang, 2018) The school-to-prison pipeline is a trajectory that occurs when school discipline policies (e.g., using exclusionary discipline practices) force young people out of school and into contact with the juvenile justice system.  

 

Black children tend to be more intense and confrontational than White children.  Black children are more likely to challenge school personnel since they see leadership as a function of strength and forcefulness (rather than position and credentials). They may jump into a heated discussion instead of waiting for their "turn." (Irvine, 1990) (Weinstein, 2003) National and state-level data have documented that black students are two to three times more likely to experience an exclusionary discipline event than white students, usually for subjective, low-level offenses like disruption and defiance (Wald & Losen, 2003). Exposure to punitive discipline increases students' risk for adverse outcomes such as grade retention, dropout, juvenile justice involvement, and later arrest (Mowen & Brent, 2016).

 

One of the primary mechanisms contributing to discipline disparities for students of color and special education students are zero-tolerance policies and the school-level criminalization of student misbehavior (Allen & White-Smith, 2014; Osher et al., 2002). The zero-tolerance philosophy is rooted in a belief that removing students from school is effective and necessary to maintain the integrity of a learning environment (Skiba et al., 2014a). Students who report low school bonding are more likely to engage in risky behaviors, like illegal substance use (Anyon et al., 2016). In the New Jim Crow (2012), Michelle Alexander discusses the disparate criminal justice system, which acts as a form of social control to keep people of color, particularly black men, at a permanent second-class status.

 

Latinos

 

Scholars have found that Black and Latino students tend to receive disciplinary referrals for less serious and more subjective reasons—such as defiance of authority or disrespect—than White students and are given more serious consequences for infractions (Advancement Project, 2005; Mendez & Knoff, 2003; National Association of Child Advocates, 1998; Skiba & Knitting, 2001). Skiba (2011) found that at the elementary level, Latino students were twice as likely as white students to be suspended or expelled for a minor infraction. Mendez and Knoff (2003) similarly found that Latino students were more likely than White students but less likely than African American students to be suspended. Wallace et al. (2008)  One interpretation of these disciplinary trends is that some students are disciplined more than others because they misbehave more often or are more likely to threaten school safety.

 

LGBTQ

 

A survey in 2016 from the Williams Institute estimated that 0.6% of U.S. adults identify as transgender. Studies from several nations, including the U.S., conducted at varying periods, have produced a statistical range of 1.2 to 6.8 percent of the adult population identifying as LGBTQ. (Gehl, 2020) LGBTQ represents 5% of the population of the United States. In the 45 years since Congress passed Title IX prohibiting sex discrimination in federally funded education programs, the country has engaged in a cultural shift. We now view gender as a spectrum. Polling reflects the growing acceptance of lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) individuals. (Shaffer, 2017)

 

Being called "gay" or "fag” is not just directed at gays and lesbians; it is the most common form of harassment of all teenagers (Kosciw et al., 2012). Verbal harassment negatively affects 85% of LGBTQ students. More than 25% are physically harassed at school, while 13% of LGBTQ kids are assaulted. Almost half (49%) are threatened by their peers on social media (NCWGE, 2017). (Shaffer, 2017)

 

LGBTQ youth may view themselves negatively. These challenges include feeling different from peers, shame about sexual orientation, worry about parents' and other adults' responses, and being rejected and harassed. Many teenagers keep their questions and sexual orientation a secret because coming out in an unwelcome climate can be fatal (Greytak, Kosciw, & Diaz, 2009). (Shaffer, 2017)

 

Native Americans

 

Native Americans often have the identity of being refugees in the land where they were born. What Native students need most is a sense of belonging and care in schools. High expectations can be met without sacrificing cultural identity. (Faircloth, 2020) Native American students are subjected to culturally inappropriate representations of their heritage in classroom situations. Stereotypes reinforced in learning environments are damaging to student’s identity and sense of self-worth.

 

The lower socioeconomic class

 

Students from lower socioeconomic classes are infinitely diverse. (Gorski, 2013) Like everyone else, low-income youth learn best at schools where pedagogy is driven by high academic expectations for all students — where standards are not lowered based on socioeconomic status (Ramalho, Garza, & Merchant, 2010). However, these students may not have the same access to school resources, transportation, and clothing as other students. Often poverty is seen as a marker of intellectual deficiency- this could not be farther from the truth. (Robinson, 2007)

 

Moving forward

 

Rather than focusing on blame and funding research, it is essential to start executing ideas and moving toward a more positive environment of respect that promotes learning for all cultures, genders and varying degrees of socioeconomic status. We must acknowledge the cultural, racial, ethnic, and class differences that exist among people. (Weinstein, 2003) A desire to be fair and impartial sometimes leads teachers to strive for "color-blindness" (Nieto, 1994), and educators are often reluctant to talk about cultural characteristics. (Weinstein, 2003) In order to foster greater trust and build community, we must learn about our student's family's backgrounds. Learning about student's previous educational experiences, their culture's norms for interpersonal relationships, and their parents' expectations for discipline builds knowledge to develop interpersonal relationships. At the same time, cultural knowledge should not be used to categorize or stereotype, nor to imply a clear understanding of another's cultural beliefs and world view (Mishne, 2000). (Weinstein, 2003)

 

“The job of the school is to teach so well that family background is no longer an issue”

Martin Luthor King

 

Making connections is always a good solution for students with substantial energy and no positive outlet to use it. Teachers can use the built-in rebel streak of their personality to make the connections. (Flanigin, 2017)) It is a great idea to use stories and anecdotes to connect with essential issues of students. We want to get to know students on a deeper level (Harmon, 2017). Being aware of root causes influencing a student's behavior (e.g., trauma or lack of social support). (Yang, 2019) A great way to have conversations with students and get to know them. It is even better is to sit down and draw with them. (Harmon, 2017)

 

Relationship building acts as a means for preventing misbehavior by building non-adversarial relationships with students who may typically struggle to build connections with their schools. Additionally, participants noted that recognizing a student's strengths and areas for growth helped them understand any underlying motivation behind misbehavior, thus responding more effectively.

 

Seeking solutions inside and outside the classroom.

Connecting with families

 

There are many benefits of connecting with families. Moll likens the family to a bank of resource opportunities. Moll's "Funds of knowledge" Ideal represents a positive view of households containing ample cultural and cognitive resources with great potential utility for classroom instruction. (Moll, Greenbberg, 1990) First of all, parents can help shed light on what students are like outside of school. Getting to know parents can also create a vast support system. (Harmon, 2018) Capitalizing on household and other community recourses to organize classroom instruction that far exceeds in quality the rote-like instruction children commonly encounter. (Moll, 1992) Parents have a multitude of skills and experiences that they can bring into the classroom. Often children's participation is central to household functioning. One of the significant benefits of parent's help outside the class is that students have opportunities to participate with people they trust. (Moll, 1992) Many parents want to play an active role in their student's schooling and interests but have various barriers like time and resources. Providing a variety of ways parents can engage will maximize the impact of creating a positive learning environment. (Gehl, 2019)

 

There are several ways to build relationships with parents. Start with a phone call with positive feedback. (Harmon, 2018) Too often, many parents do not hear from a teacher unless there is a problem. (Gehl, 2019) Praise will trickle down to the child at home and show up in the classroom. Chinese Schools have long used websites and digital newsletters to keep parents apprised of the school's progress and student events. Classroom newsletters are an excellent way to get students involved and working with each other. These newsletters could be handwritten, printed, or digitally mailed.

 

Here are some ideas for Parent involvement (Gehl, 2019)

•         Art show setup and takedown

•         Social media coordinator

•         Field trip chaperone

•         Materials preparation

•         Parents serve as subject matter

•         Parents help generate ideas

•         Make a piece of art together

•         Do creativity exercises together

•         Visit galleries or museums

•         Critique or discuss art

 

For all the preparations to keep conversations positive and supportive, there comes a time when a parent must be called in. In China, Parent-teacher conversations are about solving the problem and getting the student back on track. Parents are partners in their child's success. Talking about a child with respect gets the most positive results. It is important to be friendly. It is a mistake to be grave or overly serious when speaking to parents (Linson, 2011)

 

I was having challenges with a student whose English was very low. He would try to leave the class independently; he would not answer questions even when other students translated. He became more and more stubborn, refusing to do work in class or prepare at home. I finally notified my Principle, and she arranged a meeting with his mother. His mother was genuinely concerned about his English ability. I kept the conversation positive, not going into specifics but merely saying he had difficulty focusing and following directions. That was enough; I did not need to go into detail and embarrass the student. His mother stated that he could read English but missed all his friends at his old school. Together we talked about the best solution, and the student said he would try harder.

 

Solutions inside the classroom

 

Parents can be a great help, but the teachers drive the classroom. An identity-safe environment values diversity by creating belonging and validating each person's background and the multiple components of social identity. Students in identity-safe classrooms performed at higher levels on standardized tests and felt a greater sense of belonging and inclusion.

 

When teachers and students come from different cultural backgrounds, planned efforts to cross social borders and develop caring, respectful relationships are essential. From the first day of school, teachers can set the tone by greeting students at the door with a smile and a warm, welcoming comment. (Weinstein, 2003) These tasks include (a) creating a physical setting that supports academic and social goals, (b) establishing expectations for behavior, (c) communicating with students in culturally consistent ways, (d) developing a caring classroom environment, (e) working with families, and (f) using appropriate in- interventions to assist students with behavior problems. (Weinstein, 2003) Teachers must deliberately model respect for diversity. Expressing admiration for a student's bilingual ability or commenting enthusiastically about the number of different languages in class creates community and acceptance. Including examples and content from a variety of cultures promotes diversity and respect. ( Weinstein, C. (2003).

 

 Culturally responsive classrooms

 

These are all aspects of culturally responsive classroom management (CRCM). Culturally responsive classroom management (CRCM)  strategies focus on developing a classroom for all students — teachers use cultural awareness to guide management decisions about their classroom. CRCM considers students' backgrounds, cultures, home lives, learning styles, and past experiences to create opportunities for everyone's success. (Brown, 2016) Teachers use cultural awareness to guide management decisions about their classroom. They also consider students' backgrounds, cultures, home lives, learning styles, and past experiences to create opportunities for everyone's success. (Brown, 2017)

 

Here are seven steps to building a caring classroom

 

1. Build a caring classroom community

2. Embrace cultural diversity

3. Set a positive tone

4. Get to know students personally

5. Involve families and communities in supportive and positive ways

6. Set clear classroom expectations

7. Provide continuous support

 

Including heritage and gender in the conversation

 

There are several steps educators can take to create a safe environment for their students. The first is to establish a strict anti-harassment policy that includes sexual orientation and gender identity/expression. Start with clear expectations and consequences. Then, make sure to communicate them to students and follow through when rules are broken. In addition to creating these "hate-free" zones, it is also essential to educate students about the people affected by these insults. (Dewild, 2019)

 

One of the most common ways to include LGBTQ+ issues in the curriculum is by mentioning the sexual orientation of famous gay, lesbian, and bisexual persons during the natural course of teaching. With an art class, this would include artists such as Andy Warhol and Keith Haring. Other artists include Leonardo DaVinci, MarcelDuchamp, and Robert Rauschenberg. (Dewild, 2019)

 

Make culture visible.

 

Culturally responsive systems are the key to improving outcomes for American Indian and Alaska Native students in school and life. The goal is to increase family and community interaction, dialogue, and collaboration. In order to engage American Indian and Alaska Native students, schools must find ways to connect to and honor student's unique history, cultures, and languages. Sharing traditions and cultures in the classroom create the necessary conditions for students to thrive—when they experience shared respect and mutual understanding. (Broaddus, 2018) 

 

Stuhr reminded educators that the arts could foster investigation into culturally relevant issues that students can explore from multiple perspectives to navigate the complexities of life and understand the world through a lens that can develop criticality of social justice issues. However, remaining neutral and not addressing topics that are important to students further marginalizes them and perpetuates injustice (Knight, 2013). (Filbin, 2021) "When art educators open up the curriculum to allow students to make socially relevant and personally meaningful connections, then it is possible for students who may feel disenfranchised to excel at learning in the arts" (p. 37). (Filbin, 2021) Not acknowledging our students' nonindigenous identities and solely promoting a White, middle-class ideal in the classroom does not encourage Black and Hispanic students to participate in academic activities. (Filbin, 2021) The studio class environment is built on mutual trust, and care between the teacher and students, which promotes a safe space for free expression and, much like Emdin (2016) suggested, allows students to be co-constructors of the classroom space. (Filbin, 2021)

 

Today words are more important than ever. Words can help, but words can also hurt.  The classroom is the heart of America. Respect, community and relationships must become priorities for teachers, parents and students. Together we can create a world where Martin Luthors words can ring true.

 

“I have a dream that one day this nation will rise up and live out the true meaning of its creed — we hold these truths to be self-evident: that all men are created equal.” “Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.”

Martin Luthor King, August 28, 1963

 

 

Education should bring us together, not divide us.

 

 

 

 

 

 

References

 

Broaddus, Mandy Smoker (2018) Creating a More Welcoming and Culturally Responsive School Community to Engage American Indian and Alaska Native Families

 

Brown, Casey, (2019) 7 culturally responsive classroom management strategies

https://www.classcraft.com/blog/culturally-responsive-classroom-management-strategies/

 

CDC releases 2019 Youth Risk Behavior Survey Results | Adolescent and School Health | CDC

https://www.cdc.gov/healthyyouth/data/yrbs/feature/

 

Cohn-Vargas, Becki (2015) Identity Safe Classrooms and Schools

https://www.learningforjustice.org/magazine/identity-safe-classrooms-and-schools

 

DeWilde, Jordan (2019) How to Be an Ally to Your LGBTQ+ Students

 

FAIRCLOTH, S. C. (2020). Ensuring American Indian Students Receive an Equitable, Just, and Appropriate Education: A Matter of Personal and Professional Concern. American Educator, 44(4), 28–40.

 

Flanigin Bill (2017) How I Bonded With One Problem Student Over a Mutual Disdain of Dress Codes, Contributor Huffington Post, 03/23/2017 0

https://www.huffpost.com/entry/how-i-bonded-with-one-problem-student-over-a-mutual_b_58d414d8e4b062043ad4b0f8

 

Gehl, Nick. (2020) Why Transgender Representation in the Art Room Matters: An Interview with Rae Senarighi

 

Gorski, P. C. (2013). Building a Pedagogy of Engagement for Students in Poverty. Phi Delta Kappan, 95(1), 48–52.

 

Ingraham, N., & Nuttall, S. (2016). The Story of an arts integration school on english-Language-Learner Development: A Qualitative Study of Collaboration, Integrity, and Confidence. International Journal of Education & the Arts, 17(28).

 

Harmon, Wynita (2017) Why Building Relationships Should Be at the Center of Everything You Do

 

Harmon, Wynita (2018) 5 Ways to Build Better Relationships with Parents

 

Linsin, Michael (2011) How To Talk To Parents About Their Misbehaving Child

https://www.smartclassroommanagement.com/2011/06/04/how-to-talk-to-parents-about-their-misbehaving-child/

 

Moll, L. C., Amanti, C., & Neff, D. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141. https://doi.org/10.1080/00405849209543534

 

Rueda, E. (2015). The Benefits of Being Latino: Differential Interpretations of Student Behavior and the Social Construction of Being Well Behaved. Journal of Latinos & Education, 14(4), 275–290. https://doi.org/10.1080/15348431.2015.1025955

 

Schukei, Abby (2020) What You Need to Understand About Generation Z Students

https://theartofeducation.edu/2020/12/14/what-you-need-to-understand-about-generation-z-students/

 

Shaffer, S., Schlanger, P., & MAEC, I. . C. for E. E. (CEE). (2017). Exploring Equity Issues: Helping Educators to Support LGBTQ Students. In Center for Education Equity, Mid-Atlantic Equity Consortium. Center for Education Equity, Mid-Atlantic Equity Consortium.

 

Yang, J. L., Anyon, Y., Pauline, M., Wiley, K. E., Cash, D., Downing, B. J., Greer, E., Kelty, E., Morgan, T. L., & Pisciotta, L. (2018). "We Have to Educate Every Single Student, Not Just the Ones That Look Like Us": Support Service Providers' Beliefs About the Root Causes of the School-to-Prison Pipeline for Youth of Color. Equity & Excellence in Education, 51(3/4), 316–331. https://doi.org/10.1080/10665684.2018.1539358

 

Wardle, F. (2017). Children Are Not Racial Categories. YC: Young Children, 72(2), 85–89.

 

Weinstein, C. (2003). Classroom Management in a Diverse Society /. Theory Into Practice, 42(4), 269–350.