Incorporating Culture Into Teaching

In order to improve our teaching to students of diverse backgrounds, we must learn to teach with a more culturally specific pedagogy. Jacqueline Leonard, author of Culturally Specific Pedagogy in the Mathematics Classroom, argues that the wide achievement gap between white students and students of color is an outcome that is deeply rooted in the history of our country. It is a result of over two centuries of separate and unequal, inadequate education provided to students of color. Unfortunately, research has found that white students and students of color enter school, from day one, at unequal starting points.

Culturally Specific Pedagogy in the Mathematics Classroom helps readers to clearly dissect what is going on with students of color, most specifically students of African American descent. It explores the underlying question of why such an achievement gap might exist in our society today and what steps we need to take, as teachers, in order to close this gap. We cannot discover the answer to why such a wide achievement gap exists today without looking back in history. After slavery was abolished in 1863, public schools were created so that African American students, too, would be able to receive an education. While schools were still segregated, it was ruled that “separate but equal” accommodations were constitutional. The schools for students of color were far inferior to the schools for white students. They were underfunded, had inadequate materials, unqualified teachers, poor facilities, and inadequate curriculum. Even when students of color started to integrate into predominantly “white schools”, they were treated differently and teachers had low expectations of them. Because property taxes fund our educational system and because many of these students live in poverty-stricken areas, they have, for generations, been trapped in a vicious cycle of inadequate schooling and underachievement.

In a study, select students of color were interviewed about why an achievement gap exists in our society. Surprisingly, many of them actually blamed themselves. Key factors they cited were laziness, poor study habits, and peer pressure (not wanting to be seen as “acting white”). Parents explained that they, themselves, often did not understand homework material enough to be of assistance and that they were often too tired to help their children with homework once home from work. According to Leonard there are two factors going on here that seem to perpetuate underachievement for students of color; generational underachievement and institutional barriers to academic success.

According to Leonard, “In order to improve achievement and course-taking patterns among students of color in mathematics, curriculum must be meaningful and relevant to their lives, taught in interesting and sometimes non-traditional ways, valued in the community and seen as a means to economic success” (Leonard 165). These students need to realize that mathematics can be found in many different aspects of African American life and culture, especially art; sculptures, paintings, prints, and posters. Going to nail and hair salons to try different nail patterns and hair styles are very common practices in African American culture. Giving math word problems that incorporate this type of art, using the prices of products sold at hair and nail salons, and using math to figure out which styles might last a longer period of time, are culturally relevant problems that might make math more intriguing for students of color. Even using the art of nail and hair as a way to examine patterns could help make math more interesting. In addition, math problems about distance, time, cost, etc. can be addressed through culturally relevant unit topics such as the Underground Railroad as well as Sharecropping. Even introducing role models like the first African American pilot and the first African American woman in space could help in multiple disciplines, mathematics in particular. Learning about such role models and creating interesting math problems that incorporate these figures could very well give young students of color the confidence they need to pursue careers in fields in which they are so underrepresented. We, as educators, must start taking action and incorporate culture into our teaching!

 Leonard, Jacqueline. Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students. New York, NY: Routledge, 2008. Print.

The Importance of Educating About Cultural Differences

As I begin my journey into the world of graduate studies (working toward my master’s in teaching), I reflect on the moment in time that I realized just how important teaching about cultural differences and diversity truly is.

My junior year of undergraduate schooling at UMass Amherst, I participated in a service learning program which was offered through the UMass Hillel. The program included working in an economically unstable Druze village, a minority community in Israel.  The main project given to my group was to help create a community garden in one of the local vocational high schools. 

While both my group and myself had thought we would be working by ourselves on the project, we were shocked when the local Druze youth came to the garden each day to spend their entire winter vacation working with us. Most of the locals had never met Americans before and were beyond excited to meet my group. They wanted nothing more than to be of assistance.

Looking back on my experience in Maghar, Israel, I realize how lucky I was to have been able to participate in such a cultural exchange. By being able to spend time with the Druze youth and talk with them during my group’s daily lessons on multiculturalism, I learned so much about their community and what it is like to be a minority living in a Jewish state. Being Jewish myself, I found it incredibly interesting to hear about being a minority in Israel, the one place where I, as a Jew, feel that I am finally a majority. This experience was especially eye-opening for me.

From my stay with host families to my interactions with the Druze youth, I was in awe of how quickly and easily I was able to connect and form such incredible relationships with those of a far different culture, religion, and nationality.

Being able to take part in this cultural exchange, I realized just how important it really is to discuss diversity and teach others about the many cultural differences that exist in our world. In order to understand the world we live in, we must study those of all backgrounds and walks of life. While I, myself, have traveled to Israel on four separate occasions, I had never once given thought to the other minority groups living in the land. While people have a tendency to stick to those who are similar to them (those who share similar beliefs, backgrounds, ethnicities, etc.), it is important to go beyond our comfort zone. It is important we know that there are so many different kinds of people in our world and that learning more about them and their way of life could not only help us to see a "bigger picture", but could also help us put ourselves and the world into perspective.

When I have my own classroom, I know that diversity and multiculturalism will be key topics that will be covered. Whether it is studying those of various cultures through books, writing to faraway pen pals, or even going abroad, I know that I will be able to open the eyes of my students, and I cannot wait for them to be able to see the world in a new way! 

Addressing Oppression: Using Privilege To Fight For Social Justice

According to Patricia Hill Collins, all identities are complex and all people have interlocking identities that are subjected to power. In order to fully understand the identities of others and of ourselves, we must pay special attention to all the different aspects of our being as well as the intersecting forms of oppression that we face. The different facets of our identity, together, help make us who we are.

Being a follower of the Jewish faith, having a strong connection to the land of Israel, and being a strong supporter of the Israel has, all my life, made me feel disadvantaged in American society. It has often made me feel oppressed, targeted, and unwelcome. Although I have often times been made to feel as though I am alone in my struggle against oppression in this society, I know that I am not. People are oppressed because of their race, class, sexual orientation, and even ability. People are oppressed because a certain part of their identity appears to be an anomaly to that of mainstream society.

While many people in our society face oppression, many do still have elements in their identity which give them privilege. When I was younger, I never gave much thought to each of the aspects of my identity. I knew that the fact that I was Jewish set me apart from others; however, I had not analyzed the other parts of my identity (race, class, gender, sexual orientation, and ability included). There are so many facets to each individual and, instead of appreciating that I came from a financially stable family, that I was straight, Caucasian, and fully able, I had only chosen to focus on the fact that I was different in a religious sense. I realized that although I may not have been privileged in my religious affiliation, I was privileged in other areas.

Often times, those who hold the most privilege in America tend to focus on maintaining their position in the social hierarchy, rather than using their power to help others and advocate for equality and social justice. While many might disagree, I strongly believe it to be the duty of all those who hold privilege in our society to help in this struggle against oppression. If those who hold power in our society stand idly by and choose not to take action to help those currently suffering in our country, who will decide to help? There is much inequality that still exists in our country today. If those in power were to use their high status and wealth for good and if those in power were to find a way to change the way we think about others through the creation of new educational curriculum, media reform, and institutional change, a more equal and happier world would result.

As a future educator, I intend to advocate for those less fortunate than I, and look forward to teaching my students to do the same.

Education: The Key To Success

"To repeat what others have said, requires education; to challenge it, requires brains." -Mary Pettibone Poole

Education is known as the act of imparting knowledge to others. It is the process of facilitated learning. While many students often feel their grades to be the "be-all, end-all" of their existence, education is about so much more than just "good grades". 

Education is not solely about taking notes and memorizing facts in order to pass a test. Rather, it is the focus of what provides us with the skills we need in order to question others, advocate for our own beliefs, think critically, and make the world a better place. Education is about the journey, not the destination.

No one is perfect. We don't always get the math problem correct and we don't always fully grasp the meaning of the required summer reading. The amazing thing about education is that there is always a different strategy that can be taught to us that can help us solve that math problem, and there is always a new perspective we can look at in order to more effectively analyze the literature. Education is about understanding. It is about using all that we have learned in order to look at things in a new way. It is about trying to figure out the "why".

We, as people, never stop learning. Life is an on-going journey; a learning process, and we have no idea of knowing where it will lead us. We must remember, however, that true higher learning means learning how to think rather than what to think. 

A Success Story: My Struggle With Academics

Like Pierre de Coubertin once said, "The important thing in life is not the triumph, but the struggle". I like to think of this quote as my life motto. Both motivational and inspirational, this quote has given me the strength I need to persevere and overcome what has, in my life, often felt like an insurmountable obstacle. Had I not been faced with such a great struggle so early on in my life, I would not have been able to become the intelligent, independent, and skillful woman that I am today.

While you wouldn't know it by looking at my college transcript, and while the thought would never cross your mind, reading my name off of the Dean's List six consecutive semesters, academics didn't always come easy to me. Throughout my middle school and high school experience, I struggled to learn from many educators who taught students using only one particular strategy. This proved difficult for me especially because I, as a student, do not always benefit from traditional teaching styles. From the fourth grade through the beginning of high school, I would be up until all hours of the night trying to complete my homework. I didn't understand why it took me so long to complete my work, or why it seemed to take my classmates less than half as long as it took me. While my older brother was able to go over to his friends' houses to hang out until dinner time every day after school, I was stuck at home frantically trying to complete my schoolwork. I wanted more than anything to be able to see my friends after school, but it just didn't seem possible because I would never have enough time to finish everything. I was angry. I was frustrated. I was lonely.

I have always been a strong-willed student and while many things didn't seem to come naturally to me, I always had faith in myself and persevered. While my schoolwork didn't seem to show it, I knew I was a smart girl and just needed a little direction.

After being diagnosed with a learning disability in the eighth grade, I began attending sessions at the Research Institute for Learning and Development (ILD), a not-for-profit organization devoted to helping all students become successful learners. It was here that I was paired with the learning specialist who would change my life. This learning specialist was such an inspiration to me and taught me numerous strategies to use for note-taking, problem-solving, time management, and essay organization. After learning new ways to approach my difficulties, I decided to dedicate my time to using these skills in order to become a more efficient and organized student. 

The new strategies I learned were helpful for not one, but every course I was taking. As acknowledgement of my determination, persistence, and resilience in academics, I received the Drive to Thrive Award from the Research Institute of Learning and Development, showing that many students, like myself, need material presented to them in several forms in order for them to grasp a better understanding of it and to succeed. Since my time studying at the University of Massachusetts Amherst, I have been able to apply each of these strategies to my schoolwork and, in the last 2 and a half years, have received nothing short of an A!

After graduating from a high school where I was unable to take full advantage of the extracurricular activities offered, I made sure to make the most of my college career at UMass. Because my class work came so much more easily to me in college, I had the time to get involved and was able to become a part of so many amazing student organizations, clubs, and employment opportunities offered on campus. During my time at UMass, I was able to join the Phi Sigma Pi National Honor Fraternity, write for the UMass Amherst branch of Her Campus Media as an article columnist, and complete the coursework necessary to become a member of the Sinai Scholars Society as well as the JLIC Maimonides Jewish Leaders Fellowship. In addition, I was able to serve as an active member of the UMass Student Alliance for Israel, the UMass Hillel, and the UMass Chabad. While each of these organizations gave me the chance to further develop my leadership skills and scholarship, the employment positions and voluntary positions I was able to hold at UMass allowed me to master the skills I know I will need in the workforce. Such skills include efficiency, effectiveness, organization, and event-planning. While I have so much to be proud of, I would not be where I am without the teacher who helped me see things differently.

In his writings, Dr. Robert Brooks, one of today’s leading speakers and authors on the topic of motivation, resilience, and the important qualities of effective leaders, mentions the idea of a “charismatic” teacher. He says that “charismatic” teachers are those who “possess expertise in their subject areas but they also appreciate that if students are to learn from them, they must touch their hearts as well as their minds” (Brooks 2000). The learning specialist I was paired with at the Research Institute for Learning and Development concentrated on my strengths, using my strengths to help me overcome my weaknesses. She showed such compassion for me and consistently encouraged me in all that I did, both academically and socially. Most importantly, this learning specialist was relatable, making me feel comfortable and allowing me to form a strong bond with her. In my opinion, she showed the qualities that every teacher should have!

Ever since attending sessions at ILD, it has been my goal to become this kind of “charismatic” teacher for students of my own. I know that there are so many other students like myself, who don't always benefit from traditional teaching styles. As a result of this, I feel as though I have a strong advantage in that I would be able to relate to students in a way that many other teachers have not been able. It is my greatest hope that I am able to redirect struggling students early on, put them on the right track, and save them from the years of hardship that I had to endure. 

Next year, I will be attending graduate school at Simmons College where I will be working toward my Master's degree in Elementary Education so that I can make my dream into a reality. I can't wait to change the lives of other students, like my learning specialist was able to do for me and I look forward to empowering my own students to be life-long learners.