Reflect and Act

This week, my students and I watched "The myth of race" video and we discussed a few questions both before watching and after watch. 
- What is race? 
- Is race permanent? If not, how can you change it?
- Is race a real thing that makes us different or is the concept of race a construct that we've made up? Explain your answer. 

We had a lot of great conversations after the video- many students thought that race was an actual scientific thing that could be proved by our DNA. We settled on the idea of race as a made up construct that allowed people to give themselves and those who looked like them more privilege while taking away from others. 

https://www.scisdata.com/connections/issue-96/the-importance-of-multicultural-literature/

This link discusses the importance and value of diverse exposure to literature and information.

"Through extensive research, Norton (2009) has discovered that when students can relate global events to the themes, conflicts and characterizations found in multicultural literature, it helps them to better understand current world issues. Students therefore develop greater cognitive skills as they learn to engage with and critically evaluate the texts that they read."

"Multicultural literature fosters positive self-esteem and prevents students from feeling isolated. It has the ability to nurture respect, empathy and acceptance among all students (Steiner et al, 2008). Whoever You Are (Fox, 1997) is an older publication that illustrates perfectly how multicultural literature can promote unity among different cultures. The story highlights the fact that all children feel the same emotions no matter where they live in the world, what language they speak, or how they look. It suggests that although people have many differences, there are common traits that unite us."

From 2001-2020, notices of change in enrollment demographics data on the NYS Report Card include the following:

• Black Students: deceased 4% ·         
• White Students: decreased 13.6% ·         
• Economically Disadvantaged: Increased 12,5% ·         
• Hispanic Students: Increased 9.3% ·         
• 2001 Subgroup Category (Alaskan, Asian, PI) modified by 2020 to include two separate subgroups (American Indian, Alaska Native) and (Asian, Native Hawaiian, PI). ·         
• Additionally, noted inclusion of Native American and Native Hawaiian ·         
• 2020: added subgroup- Multiracial, Migrant, Homeless, Foster Care, Parent in Armed Forces
• 
  

I provide resources and instruction that enables students to view concepts, issues, themes and problems from several multi-cultural perspectives. I evaluated my teaching based on the CRT Checklist. I found myself to be a Level 3: Transformative Approach because I meet the following criteria: 

• I provide resources and instruction that enables students to view concepts, issues, themes and problems from several multi-cultural perspectives.
• I provide resources and instruction that enables students to view class concepts being studied from multiple perspectives, frames of references from various groups and various individuals within those groups.
•  I infuse multiple perspectives, frames of references, and content from various groups and perspectives to extend students’ understandings of the nature, development, and complexity of the society in which they live.
• I introduce the “canons” of my discipline and augment them to reflect the complex synthesis and interaction of the diverse racial/ethnic/religious/cultural elements that comprise our society.
• I do not view my students through a deficit lens, but rather a strength-based focus. I respect all groups and encourage students to celebrate diversity by considering multiple viewpoints, using culturally responsive language, and searching for and acknowledging strengths in others.  
  

When I compared the data provided, it said NY state was 57% economically disadvantaged, while SCSD is 81%. In NY state, 6.8% of the population in 2001 was ELL, then up to 10% in 2020, while the percentage in SCSD is much greater - 18%. The SCSD also has significantly less Hispanics (14% compared to the state's 18%) and more Black (49% compared to the states 16%). These numbers point to the big disparity between urban and rural New York.