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Within the context of my last academic position, my students largely came from
fairly homogenous cultural backgrounds seeing that 91.6% of the student body
was Latinx, 75.4% being low SES. In terms of ethnic diversity, the vast majority
of students were either first or second generation Mexican-American students,
with a handful of Salvadoran-American, Black, White, and South and Southeast
Asian-American students. Most of the diversity came in geographic diversity (e.g.
what state in Mexico the students families were from or location in the DFW-A
metropolitan area). Levels of English proficiency was the largest area of diversity,
for a significant minority were ELLs at varied levels of performance.
For evidence promoting these statements, please look at the Demographics Page
on this website.
All students bring in their own personal experiences and have an equitable ability
to succeed academically given a learning experience that meets all of their
personal needs. That being said, students of different racial and ethnic
backgrounds bring in diverse cultural and social identities that affect their
background knowledge on certain subjects, their learning styles, and their method
of working within a classroom. From a teaching perspective, it is important to
understand what each individual student brings to cater the learning experience to
the diversity and specificity of that particular class. The varied and rich
knowledge that each student can bring to the classroom ultimately benefits this
experience.
For me, it is always important to understand the implicit biases that I carry that
may be subconscious as well as how I react to my scholars who have one or more
marginalized identities. In the past, I have been more understanding of behavioral
issues if the students had special needs. While, depending on the individuals BIP
or IEP, this may be necessary, it has the capability of perpetuating uneven
standards between students. For instance, not equitably treating these students
through keeping them to lower behavioral standards is not necessarily beneficial
for them as scholars and adolescents. Thus, this is something I will need to take
note of and address as I progress in my teaching. In terms of working with folks
from marginalized communities, I need to make sure that I have a nuanced
approach to behavioral incidents. I need to make sure that I am not overly
chastising individuals based on culturally-normative responses. Thus, I need to
develop a clear behavioral set of standards that is mutually constituted by both my
students and me. I need to keep high standards for behavior and work without
being overly punitive or patronizing, something that is an area of growth for me in
practice.
In terms of academics, I truly believe all students can produce excellent work.
Thus, I hold students to the same high standard regardless of their perceived
ability. I allow my students to participate in their learning processes and carry no
overt or conscious biases within my work with students regardless of their various
identities or abilities. The way that I support or relate to students to promote this
academic development may vary due to the interactions that I have previously had
with them or various points of interest that I am aware each student has. However,
the standard for high expectations remains.
7. What steps do I need to take to make my instructional program responsive to diverse needs?
8. What information, skills and resources do I need to effectively teach from a multicultural
perspective?
This is definitely something I consider an area for growth over the next year,
especially since I will be working in special education over the next academic
year. When I have been collaborative, I have heavily relied on input from others
who also teach the student to discuss what would best benefit the students
learning experience. Over the next year, I aim to develop better skills on how to
identify the need to collaborate with others to fulfill the needs of scholars as well
as to have insight from multiple sources such as family members and friends to
have a more nuanced understanding of what will best allow the students to have
their diverse needs addressed in and out of the classroom.