No matter your cultural background, gender, or race, you can teach and take up issues concerning race as they emerge in your subject matter or classroom. Teachers from non-minority or minority groups can access students who encounter race daily. Losing the opportunity to teach about this topic can eternize inappropriate views of history and race.

BAME Teachers

People often consider BAME (Black, Asian, and minority ethnic) educators responsible for taking up issues of race. The reality is that these teachers aren’t the only educators who face racism, need to teach subject matters encompassing racism or see it first-hand. Lots of teachers contend that BAME teachers aren’t always the ideal resource for students to learn about the modern presence, historical or full extent of racism either.

In the same issue, BAME educators often seek support from their white colleagues to build a united front. Many parents and students involved may observe that addressing racism reminds a BAME educator of their upsetting experiences from the past. But a white teacher would give the same information to the same parents and students differently. This happens due to the context from the perspective of the parents.

Evaluating Race in Education

Countless factors affect GPAs, graduation rates, and more. The student’s race is one of those factors. Arguably, family presence, funding for education systems, and social status belong to other factors. Nevertheless, competition still triggers a worry in education, and teachers are the only persons who’ve direct, daily interaction with the students.

Essentially, the administrative staff not being able to see race in action is the issue with race in education. People commonly believe that guidelines are present to discourage race from affecting a student’s right to quality education. By looking at the execution, you can see that the reality is different.

As an educator, you can play a central role in changing this. Think carefully about what’s going on when working in the school and your classroom. Do you recognize districts that modify the curriculum depending on the minority composition in their schools? Can the minority children in your school access educational resources equally? Every educator’s fundamental job is to provide the students with learning opportunities. While developing new standards in the curriculum or making policies may be beyond your capacity, you can report your observations.

Strategies to Tackle Racism in the Classroom

From a sensitive topic emerging in a history lesson to a slander said from one student to another, you must address racism in your classroom. These subjects, nevertheless, give educators opportunities to confront a sensitive subject. A batch of young people can get educated by them about the history of our country and the reality of racism.

Facing History, The Anti-Defamation League, and Tolerance.org are some of the leading resources for managing lessons and talks on racism. By searching these resources, you can get outlined discussions, lesson plans, and resources that mention new incidents that’ll help maintain the topic’s currency and relevance.

The post Race in Education: A Guide for Educators appeared first on The Tech Edvocate.

So, what ten things do a college need to do to help Latino and Black students?

Never Blame a Student for Failing

Some institutes take the stance of blaming black or Latino students when they fail to graduate. That, however, is the wrong attitude to take. Instead, you need to accept that there have been failures in the past and that now is the time for positive change. 

Ensure There is Sufficient Support for All Students

Support is necessary for students. There are different forms, such as offering checklists, different check-in methods, onsite mentors, and counselors. Providing students support can be beneficial to their education.  

Prioritize Students’ Success

Latino and Black students sometimes don’t have the belief in themselves to go to college and earn a degree. Colleges need to prioritize students so they can identify the best course and achieve their diplomas. 

Offer Personalized Attention 

It’s difficult to give every student personal attention, especially in a class with thirty other students. In smaller classes, however, it is possible for a student to have greater attention. It should be encouraged.  

Encourage Students to Ask Questions

First generation college students are often overwhelmed. It’s an entirely new experience for them, with many leaving home for the first time. Students feel unsure because they feel alone; they don’t know they can ask for help. So, it’s important to encourage students to seek clarity or ask questions when they need help. It will ensure college life is less stressful. 

Make the Financial Aid Process Easy for All to Understand

While most students know there is financial aid available, some might not be aware they are eligible for it. You need to make all financial aid options clear for students, regardless of their backgrounds. It’s important that Latino and Black students know about funding and how to apply for it if they so wish. 

Always Market your College to Latino and Black Students

Students from minority backgrounds do not have high expectations for their education. Unfortunately, it means some Latino and Black students do not apply for college; those who do, attend inferior schools. It could result in fewer students graduating. 

Instead, you need to show why your college is right for them, academically. 

Encourage Latino and Black Students from High School Age

It’s necessary to hold high schools accountable when it comes to encouraging and preparing a child for higher education. Colleges want children from all backgrounds and must actively encourage students, especially those who are Latino or Black. You should make sure minority students are enrolled in IB, AP, and dual enrollment classes. 

You Must Develop Good Rapport and Relationships

Students aren’t always given the encouragement to continue their education. You need to create personal connections. When professors develop a rapport with students, they are likely to continue their education. It helps to ensure they are given a good start in life. 

Work Alongside Local Communities

Some minorities are often overlooked in favor of others, so it’s crucial to work with local community leaders to promote education and attract minority students to your college. It isn’t just about showing your school in a positive manner; you give students, who didn’t believe college was an option for them, the opportunity to learn. 

You can connect with students and even create an ambassador to show why your college is an attractive prospect. 

It’s important for all students to have equal education, regardless of their ethnicity or background. Employing even one or two of the above strategies can encourage more Latino and African American students to your college. 

The post What Colleges Need to Do to Help Students of Color appeared first on The Tech Edvocate.

Because America is a “melting pot” of individuals from diverse cultures, races, and ethnicities, it is not surprising that various cultural groups’ traditions and practices get co-opted. People who grow up in diverse societies catch up on the terminology, rituals, and idiosyncrasies of the cultures represented.

This, however, is not cultural appropriation. When members of an oppressive or dominating group exploit the cultures of less entitled communities, this is referred to as cultural appropriation. This is typically done without a thorough understanding of the culture’s history and the subtleties of its traditions.

What exactly is Cultural Appropriation?

We provided a basic definition of cultural appropriation in the first paragraph of this essay. However, to completely grasp the concept, we must examine the phrases “culture” and “appropriation.” Culture is defined as the traditions, ideas, beliefs, and language connected with a particular community. Appropriation is the unjust and sometimes criminal seizure of someone else’s property.

The most culturally appropriated objects in American history have been black music, Asian martial arts, Native American decorating apparel, and cultural emblems. This can be traced back to a long history of Americans viewing persons of color as less than human. As a result, borrowing or taking from them was not a crime.

People of color’s art and music are mimicked by the dominant group, and after a while, these artistic contributions are linked with the appropriator rather than the creator. The appropriators appear clever and creative, while the people they stole from remaining dumb and unoriginal. This is especially troubling since it denies minority communities the credit they deserve and maintains a false narrative of white dominance.

Cultural Appropriation Must Be Avoided

As a majority member, you may find it difficult to notice that you have engaged in cultural appropriation unless it is brought to your attention. It is, however, your obligation to investigate ways to determine whether something you intend to do falls under the category of cultural appropriation. Fortunately, I have a reliable approach for determining if an activity constitutes cultural appropriation. The D.E.E. approach is what I call it, and all you have to do is ask yourself a series of questions. Let’s get started:

Denigration: Will what I intend to say or do belittle another culture? Is it, in other words, respectful to the culture in question? What would that culture’s members think?

Exploitation: Am I “borrowing” or “emulating” aspects of this culture for genuine interest, or am I exploiting it for monetary gain?

Embarrassment: Am I exploiting aspects of another culture in a satirical or humorous manner? Do I intend to offend individuals of the culture by mocking its customs, rituals, or beliefs?

If you plan to do any of these things, you will be committing cultural appropriation if you accomplish them. If you are genuinely interested in the culture, you may have a reason to imitate it. The sharing of traditions, foods, and customs contributes to the diversity of life and the world. Just make sure your intentions are good and that you positively present the culture.

The post Why Cultural Appropriation is Wrong appeared first on The Tech Edvocate.

1. Do not include any lesson plans or activities that are centered on physical traits.

When playing games or separating into groups, do not instruct students to segregate or identify themselves based on physical attributes, no matter how insignificant they may appear. For example, don’t say, “Simon Says all the learners with curly hair rub their bellies!” when playing Simon Says. This may appear to be innocent, but curly hair is a racial identification for many people, and it can feel like something that makes learners feel like they stand out adversely. This is not to say that learners should be prevented from identifying variations in race and ethnicity, or that they should avoid having talks about these themes, but rather that they should never be made to feel “different” because of their physical traits.

2. Recognize and combat your own bias.

Whether we are conscious of them or not, we all have preconceptions and biases. Personal experiences, stereotypes, what we see in the media, and other factors all contribute to the formation of prejudices. Educators owe it to their students to combat their preconceptions, and the first step is to be aware of them, even if they are unconscious.

Some subconscious prejudices may appear to be harmless, yet they might have negative consequences. For example, a long-held misconception holds that all Asians are gifted in mathematics. Consider a high school math instructor that has an Asian student in their class. If this student has difficulty with math, a biased teacher who subconsciously holds the stereotype that all Asians are brilliant at math may not give this learner the attention they deserve and need, and this learner’s learning may suffer as a result.

3. Don’t label students.

Don’t make assumptions about a learner’s race or ethnicity. For example, if a student seems white yet checks multiracial/biracial on a questionnaire, do not challenge them publicly or privately about it. If a student of color has a white parent, don’t automatically presume the learner is adopted.

4. Make an effort to have equal representation in your school.

Be mindful of the messages you deliver to your students in the classroom. When posters, books, or films featuring solely white children are displayed, it might repel learners of color and limit their ability to engage and learn. Make certain that your classroom reflects the cultures and ethnicities of all of your students.

Educators must encourage children as they strive to discover their racial identities by fostering a positive self-image and creating a safe and inclusive atmosphere. Because they are so underrepresented, multiracial learners are especially overlooked. Educators can make gains toward helping multicultural learners in the classroom by following the criteria outlined above.

The post Supporting Multiracial Children and Families appeared first on The Tech Edvocate.

This means that students who are similar to their teachers are more likely to succeed academically and are even more inclined to seek professions in teaching, and the cycle continues. Attendance, academic achievement and disruptive behaviors have all been shown in studies to be related to the demographic match between learners and instructors. This article discusses some of the reasons why students must have a diverse teaching staff.

Educators of color have greater expectations for their students.

Educators, like everyone else, have conscious and subconscious preconceptions that might impact how they operate. Because of prejudices or prejudice, white instructors may have lower expectations of students of race, resulting in underperformance. Educators of color have greater expectations of students of color, and students of color benefit from this treatment.

Learners require a role model to whom they may connect.

It is good for learners of any race or background to observe someone who looks like them in a position of authority. If a student is oppressed by society and told they will never succeed, this can become a self-fulfilling prophecy. When a student encounters someone similar to them (from the same country of origin, the same race, speaks the same language, has the same gender identity, etc.), it provides them with someone to look up to who they consider to be similar to them.

It is tremendously important and powerful for learners to have an authority figure to whom they can connect, and learners (especially once they have progressed beyond the primary level) often perform better for instructors who are similar to them.

Educators use their cultural settings to approach students differently.

Educators who have had comparable cultural experiences to their students are more likely to handle them properly. A teacher of color is more likely to be aware of and understand the social challenges that students of color encounter, and hence is more likely to consider this cultural context while interacting with students.

This can include academic techniques, discipline, and contact with family members, among other things. One detrimental prejudice in education, for example, is that all Asians are naturally strong at arithmetic. An Asian math teacher may better grasp this stereotype and its influence on Asian learners, allowing them to treat their Asian students more equally and provide them with the academic assistance they require rather than presuming that these students do not require extra help or attention in arithmetic class.

All students must have a diversified teaching force. What works effectively in the present paradigm is that in primary school, students frequently learn many courses from the same instructor. According to research, similarities between learners and instructors are less essential at the primary level, probably because students at this age are not socially or culturally aware enough to be aware of unequal treatment.

 In middle school and beyond, students may have various teachers for different courses. This enables schools to develop a varied teaching force that represents the learner body, ensuring that every student has a relatable instructor. Learners can only benefit from having at least one instructor who is similar to them at school, and it is the job of educational administrators to intentionally establish a diverse teaching staff.

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Using Education to Combat Islamophobia

How can we combat Islamophobia, which is so deeply rooted in the American psyche? Education is the most effective means of accomplishing this. This implies that our K-12 teachers and school administrators must take the lead. This is a problem since academics are just as Islamophobic as the general populace. Educators, on the other hand, might be misled by re-education initiatives.

Let me clear something up for you before you get all worked up. When confronted with the facts about Islamophobia, educators might utilize their reasoning and sense of professional ethics to refocus their views on Muslims. Teachers can also utilize this knowledge to teach parents who may be offended that their children are learning that all Muslims are not terrorists or a danger to our democratic republic. They will be even more outraged if this contradicts what they are teaching their children at home. You may go on to the teaching and learning component after the parents have been persuaded.

Rather than challenging the core causes of Islamophobia, many teaching and learning tools on Islam typically focus on enhancing students’ understanding of Islamic texts, beliefs, and traditions. This is not the optimal approach to combat the problem. Presenting Islam in a context that Americans can understand is the most effective strategy to combat Islamophobia. Discussing the common cultural and religious heritage of Islam and Christianity, the most widely practiced religion in the United States, is one approach to do so.

You don’t need an Islamic studies degree to teach because you won’t be delving too deeply into the Islamic religion’s faith and practices. Only an internet connection and a motivation to study are required. You may then locate or develop a teaching plan or an extensive unit plan that pushes your students to reconsider their understanding of Islam and the history of Muslims in America. Once it is evident that Islam is a peaceful faith, you will come face to face with a terrible truth: Islamophobia, a practice entrenched in America’s history of fear and bigotry.

Conclusion

The only approach to address Islamophobia, as I have stated in this article, is via education. We hope that this essay has inspired you to think about how you might use knowledge to combat Islamophobia in your school and society. We have included some lesson ideas below to help you get started. 

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Generational poverty is typically the result of a lack of opportunity. Children who don’t have access to high-quality education tend not to go on to college, and they wind up with low-paying hourly-wage jobs. As adults, they don’t have the time or resources to go back to school, and they raise their children in poverty. Access to opportunities and entry into high-paying careers can break this cycle of poverty.

STEM education opens the door to those new career opportunities for students. The number of available jobs in STEM fields is growing each year. However, there are more job openings than there are qualified employees. That means tech companies are looking for students with STEM degrees, and they’re willing to pay them more.

High-paying STEM jobs can be the way out of poverty for students. In the past, students who lived in poverty may have taken jobs in manufacturing or other trades. Many of those jobs are disappearing, leaving workers back in poverty. STEM jobs, on the other hand, are everywhere, and the tech industry shows no signs of slowing down. Even as certain STEM trends come and go, we can expect to see the overall number of jobs in STEM fields increase.

By providing STEM education to K-12 students in poverty, schools offer a way for students to get ahead in higher education. Students who enter college already proficient in STEM skills are more likely to succeed if they choose a STEM major. Students who are behind, especially in math, may find they cannot keep up with the rigorous coursework of a STEM major. This robs them of the opportunity to explore the STEM careers that could help them break the cycle of poverty.

Having STEM skills can also help students in non-STEM careers. Technology has become a part of almost every job. Knowing how to use technology effectively can give students a huge advantage in the job market.

Schools that give students an introduction to STEM are providing a way out of poverty. STEM education allows students to gain access to a world of higher-paying jobs and improves their odds of succeeding in any profession.

How do you envision STEM education working to end poverty? Tell us your thoughts.

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