White teachers need to become “culturally competent” to teach non-white students, writes Vanessa Romo in Slate. “Minority children now account for more than half of all students in public schools and the teacher workforce remains more than 80 percent white. And so teacher-training programs are increasingly trying to figure out how to bridge this divide.”
When she began teaching a class of second-graders in South Los Angeles in 2002, Amy Davis . . . figured she’d have little trouble relating to her mostly low-income black and Latino students. After all, she was raised nearby, in a household headed by a single mother who for years survived on welfare and food stamps. Like her students, Davis knew what it was like to grow up poor.
But Davis, who is white, struggled to connect with several of the children — particularly a 7-year-old black student named Patrick.
Patrick had frequent meltdowns that disrupted her class.
Davis decided that she was seeing Patrick through a white, middle-class “lens” and needed to understand his home life. She began phoning his mother regularly. “I had to cultivate that relationship, but when he found out we talked almost once a week, he started changing his behavior,” she says.
. . . (Davis) learned to scour catalogs for books featuring black American and Latino protagonists that looked like her students. She adopted classroom management techniques that didn’t disproportionately single out black boys . . . And she figured out how to talk to her students about the beauty and linguistic variations of the language they spoke at home—usually African American Vernacular—and the importance of being able to switch into standard English when necessary.
Davis now coaches teachers in how to help students — nearly all are Latino or black — master standard English. She “helps teachers recognize their own biases and reflect on how those biases influence their expectations of students and approach to discipline,” writes Romo. “She also provides guidance in choosing books and other materials that the children will be able to relate to.”
Is this “cultural competence” or just plain old competence? And wouldn’t Patrick be a royal pain for a teacher of any color or creed?
A comment by “sameoldsameold” asks: “You really want to sit down teachers, a population already disrespected, exploited, despised, blamed, underpaid, saddled with every social ill the rest of the country won’t deal with, and essentially tell them they’re ‘racially biased’ towards students and need to confess their ‘privilege?’ Really?”