Equity and Race

There have been many conversations concerning the idea of equity and how it correlates to race relations in education. Many students have felt a sense of belonging when teachers effectively implement equitable teaching practices in the classroom. However, one advantage many teachers have is the ability to maneuver through various traits and cultures of their learners, which builds collaboration and trust in and outside of the classroom.

Mentors Needed for Students of Color

In their studies on mentoring practices towards African American males, Ishiyama (2007) found that first generation African American males persisted through school when they felt like they could connect personably with their teachers and professors that were also mentors to them. Further, Crisp and Cruz (2009) found that when teachers fulfilled the role of a mentor in the lives of their students of color, it impacted their academic achievement in a positive manner. In regard to mentoring, Nora and Crisp (2007) spoke about four domains of mentoring which were 1) psychological or emotional support; 2) goal setting and career paths; 3) academic subject and knowledge support; and 4) having a role model.

Race

According to national data, there is a significant achievement gap between students of color and their White peers. Although American is attempting to move forward in closing the achievement gap, there are still areas of focus that must be addressed to effectively meet the needs of all learners in an equitable fashion. In their article of “Unequal Opportunity: Race and Education, Linda Darling-Hammond mentioned how in the 1960s most African-American, Latino, and Native American students were educated in wholly segregated schools funded at rates many times lower than those serving whites and were excluded from many higher education institutions entirely. Even when efforts have pointed to other factors such as poverty being a main factor that causes the achievement gap, race has always presented itself as a subfactor if not a major factor that also plays a role in the achievement gap that exists within the nation.

 Furhter, NAEP’s article titled, “School Composition and the Black–White Achievement Gap (2018)” stated that on average, White students attended schools that were 9 percent Black while Black students attended schools that were 48 percent Black, indicating a large difference in average Black student density nationally. Seeing these results are current within the existence school structure nationwide, race must be a part of the conversation as educational leaders from all backgrounds strive to close the achievement gap.

Academic Performance and Race

NAEP data from 2011 suggests that race has been a factor in academic achievement of students. In particular, the main ethnic groups considered have been African Americans and their White peers. NAEP data revealed that for the NAEP 2011 Mathematics Grade 8 Assessment, Black students scored 31 points lower, on average, than did White students.  Unfortunately, the trend still stands regarding the shameful fact that students of color are still performing measures behind their White peers. With various efforts to fill the gap within the academic performance, leaders still fall short.

There’s Hope

Although it seems like the gap will never close, there have still been noticeable gains that need to be highlighted and celebrated. Multiple leaders ranging from superintendents, principals, instructional coaches, teachers, and others have implemented several programs and policies that have benefited learners in their control. For instance, the Tennessee infused comprehensive reform models within their districts and as a result, leaders saw noticeable gains in achievement among at-risk students who were students of color. Many of these programs implemented mentoring programs, schoolwide Positive Behavioral Intervention Systems (PBIS), and grading policies that created flexibility in the grading of all learners.

Here are some tips for using race to help promote equitable strategies in the classroom:

1.      Be intentional when choosing diverse student leaders

       Sometimes, teachers can get “stuck” calling on the same two to three students during direct instruction. This can create a sense of bias and favoritism that can discourage students who are not regularly called on. To avoid this, teachers can use popsicle sticks to call randomly on students for an equal opportunity for all students to lead and be heard.

2.      Celebrate ethnic cultures of your students

        When teachers highlight cultural differences, it strengthens the acceptance of diverse learners in the classroom. This creates comradery between peer-to-peer interactions as well as between teachers and students. Further, as students celebrate ethnic differences, students of diverse backgrounds will know that they are safe and protected while learning in the classroom.

3.      Highlight historical mathematicians of various ethnic backgrounds

        Sometimes, students need to see representation of various diverse leaders of color portrayed in a positive light within the math classroom to increase interest and engagement. As teachers honor various leaders of diverse backgrounds in the field of math, it will stimulate hope in students of color that is needed to help them desire to also become a leader in mathematics.

4.      Create an environment that embraces equity, diversity, and inclusion

        As teachers introduce the idea of celebrating culture and race in the classroom, it enhances social dynamics and trust in the classroom. Equitable practices strengthen the opportunity for inclusion and diversity to thrive in the classroom setting.

Conclusion

There is hope for the idea of implementing equity with the help of celebrating the backgrounds and race of all learners! The sky is the limit for the positive impact that implementing effective equitable practices will have in your classroom! As you become intentional about using diverse students in leadership roles, celebrate ethnic cultures of learners, highlight historical mathematicians of diverse background and create an environment that embraces equity, diversity and inclusion, barriers will be eliminated and students will achieve signifcant gains in your classroom. The best is yet to come as you explore equity with the help of celebrating race with your learners!

References

Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990

and 2007. Research in Higher Education, 50 (6), 525–545

Ishiyama, J. (2007). Expectations and perceptions of undergraduate research mentoring:

comparing first-generation, low Income White/Caucasian and African American students. College Student Journal, 41 (3), 540–549. Retrieved from file:///C:/Users/India/Downloads/Expectations_and_perceptions_of_undergraduate_rese.pdf 

Nora, A., & Crisp, G. (2007). Mentoring Students: Conceptualizing and Validating the Multi-Dimensions

of a Support System. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337–356. https://doi.org/10.2190/CS.9.3.e