Howard, T.C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195-202.
This past weekend I went to see my niece’s graduation in Colorado. There were 270 students (predominantly white) in her class and I was amazed when approximately 25 students were recognized with GPAs above 4.0 and above all 4 years. The first student to be recognized for his rank at the top of the class was a student who had entered the country from Mexico, during junior high, not knowing any English. As I listened, I reflected on the school where I teach. The teacher population is similar to my niece’s school, nearly all white. However, Glendale High School has approximately twice the number of students and over half are Latino or African American. I looked up how many students were graduating, and found that the numbers were very similar (25 – 30 students) with GPAs 4.0 and above. The obvious differences I was able to observe were socio-economic and race. African American and Latino students, the “two groups constitute the largest ethnic minority groups in U.S schools. Yet the academic underachievement of many African American and Latino students has been abysmal for decades” (Howard, 2003, p.195). I observe the struggle of these students daily, which has become the inspiration for my inquiry. The increasing number of failures by racially diverse students Howard says, begs the question, “What, if anything, does race and culture have to do with widespread underachievement of nonmainstream students?” (Howard, 2013, p.196) My inquiry is focused on the student population at Glendale High School and how involving the local community support will motivate and inform students. As individual teachers, we are constantly searching for ways to improve our students’ achievement and in doing so I find Howard’s concern relevant on a scale I had not yet considered. As a nation, our education system needs to account more for the increasing number of immigrants and adapt its methods accordingly. Our ability to connect with our students is dependent on critical teacher reflection, where teachers consider their own positionality. As teachers we must be aware of how where we came from and who we are influences how we teach. We need to realize that inevitably, “we teach who we are” (Howard, 2013, p.198). Recognizing and making the separation from ones personal views “is why critical teacher reflection is important to develop culturally relevant pedagogy”(Howard, 2013, p.198). Through reflection, teachers are “examining their actions and constantly modifying them accordingly”(Howard, 2013, p.197). just as they do when they monitor and adjust to ensure the success of a lesson. In my research I perceive myself better positioned to make a connection with the school community. However, the more I read the more I learn what I don’t know. There are norms that I have yet to learn and understand as I attempt to make connections with the community. Garcia and Ortiz pose a question that will help me focus, “How has my professional socialization positioned me to conduct research in culturally and linguistically diverse schools and communities?”(2013, p. 37) I think now about how similar the school and environment where I grew up were more similar to my niece’s school than the school where I teach. The flaw I perceive in my action research will come from one obvious place and that is by my own “cultural bias”(Garcia and Ortiz, 2013, p.43). My approach to the problem is as I perceive it and expect that my initial understanding may not be completely informed. However that may be and lead to frustration, I hope my innovation and research will ultimately lead to greater student achievement.
Garcia, S.B. & Ortiz, A.A. (2013). Intersectionality as a framework for transformative research to special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32-47.
Jeffrey Cook
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