Reflection Of My Mentees

As an economically disadvantaged, minority student who ventured out of a small, closed-minded town, I have developed a passion to serve the underserved. Throughout my life, I have been associated with and witnessed the consequences of being a minority. For example, with 1% of my high school identifying

B.2.a. Within this video, the teacher took her students on a field trip to observe citizens and gauge how the rights showed individualism in America. It made them aware of stereotyping. This supports students learning about cultural diversity by showing how others were treated in history. In student reflection forms, students wrote about how color should not matter when interacting with others. People can be a good person even if they aren’t religious or believe the same way as themselves. The teacher taught the students that everyone is different and that we need to look for and identify the good qualities of others. This was an effective way to teach the students because they became more aware of the way they acted toward others.

One of the larger changes in our workforce is that the employee population is becoming more and more diverse. The U.S Bureau of Labor Statistics states that the workforce in 2014 was made up primarily by Caucasians coming in at 79%. African Americans, Asians, American Indians, Alaska Natives, and race list as “other” made up the additional working population (BLS Reports, 2014). Although when looking these different races individually you wouldn’t think that they are a large part of the population. But when you are talking about 21% of our workforce, that is a large number. Looking at the number of people by race actually work is also very interesting. Native Hawaiian 70%, Pacific Islanders 66%, Hispanics/Latinos, Asians 64.6%, Caucasians 63.5% , 63.3% of people descending from two or more races, African Americans 61.2%, and American Indian and Alaska Natives 59.6% (BLS Reports, 2014). Over the last three years our school as went from being a primarily caucasian school to a school with a diverse population. I believe this has made our school strong and offered more of an opportunity for the students and staff to emerge and understand the diverse culture we have all around us. Understand and teaching our students will make a student population that will themselves be more knowledgeable and understanding of the

I spent most of my time at underprivileged schools. Being from a school district where every student received the same education without considering the student’s race, gender, and/or ethnicity. The one experience that has stood out to me was when I was helping a fifth grade student with his math homework. This student was really struggling with multiplication. I recalled working on more advanced math when I was in the fifth grade. This opened my eyes to see that these children were more than likely not receiving the same education I received when I was their age. After spending all afternoon with this student, he thanked me for taking the time to help him, saying that no one, not even his parents have ever invested that much time into his education. This was one more thing I did not experience; I had two parents who were constantly helping me with homework even to this

The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings was a great resource in thinking about how I would work toward influencing my staff, and the school community as a whole, to engage in discussions about equity. Most notably, she advises us to “acknowledge the race and culture of your students and try to weave it into your teachings” and to “foster a sense of community”. I am lucky to work in a school that was founded and lead by a woman of color for the last 6 years, so equity conversations are not as awkward as they may be in some other schools. In light of recent travesties of justice that have occurred in the US over the past year, these conversations have the potential to become more high-stakes

The next segment during Diversity Day would have counselors running groups in order to educate students to stand up for others and also hear first-hand stories from other students that have been treated differently for being different. Counselors will facilitate students in discussing past stories of witnessing or receiving discrimination and have the students discuss what they have heard. For students that have witnessed these acts, they can discuss how they felt when they decided to stop the act of discrimination. Additionally, they can also discuss with the student how they felt when they decided to not stop the act of discrimination. For the students that have suffered from acts of discrimination they can explain how they felt when someone stepped in to help them. Additionally, students can explain how it felt when no one stepped in and just watched as they suffered from discrimination. The purpose of this activity is to educate the students on how the victims feel when someone helps them compared to someone who does not. Additionally, it will educate students on how people felt when they helped someone in need compared to someone who watched the incident without intervening.

importantly gain insight and knowledge into what they might like to continue learning for their

Have you ever been in a situation where you witnessed an incident where someone was discriminated against for just being a part of a minority group? In most cases the majority of American’s have. In today's society, it is not uncommon to witness, overhear, or be a victim of microaggression. Microaggressions are defined as everyday verbal, behavioral, and environmental indignities that communicate slights or insults to a targeted group (e.g., racial minorities, women, and sexual minorities; Sue et al., 2007). Every human is different from each other in one way or another and this is what makes it possible to find yourself being discriminated for your race, sexual identity, sexuality, immigration status, and much more. Throughout this essay we

In the article “College students confront subtler forms of bias: slights and snubs”, by Teresa Watanabe and Jason Song, published by Los Angeles Times (November 12,2015) talks about “microaggression” and “victimhood culture”. Microaggression is verbal, nonverbal and environmental slights that communicate hostile towards others by their characteristics (race/beliefs). Watanabe and Song shows us that we have an increase of attention to microaggression in our society today. In my opinion, there has been a dramatic increase of microaggression today. However, it can also be part of victimhood culture.

Growing up as the only white kid in my elementary school classes didn’t feel ostracizing, but was my first lesson in diversity and cultural respect. Despite my the economically, socially, and racially diverse surroundings, I came from a conservative home, and was often isolated from a diversified mindset. Still, the diminutive self-awareness I was fostering began to grow, under heavy influence from a sixth grade teacher. Ms. Ray talked about subjects that I was unaware adults could discuss, presenting the option

Besides the struggle that come with being able to fund their college education, the racial cognitions associated with the black race have led to ongoing racism and racial microaggressions that more so affects black women’s college experience at predominantly white institutions than historical black colleges and universities. D’Augelli and Hershberger conducted a survey of a pool of black students that resulted in “the majority (89%) of black students indicated having experience some sort of negative racial experience (harassment, racial remark, feelings of mistreatment, etc.) (Shabazz 2015).” Racial microaggressions (RMAs) refer to subtle, yet derogatory communications toward individuals of color (Chambers 2012). These racial microagressions are commonly seen in the academic settings at predominantly white institutions, which tend to perpetuate negative stereotypes. Studies suggest that RMAs remain commonly experienced by many non-White students. For blacks, an example stereotype that is typically expressed is the perception that black students are not intelligent by their classmates and professors. Within the study, a recurring experience for black women was that they were perceived as not being smart enough. Black students tend to form fraternities, sororities, and organizations within themselves to feel more valued whether that may be academically, personally, socially, or culturally. Within the classrooms, dorms, parties, or dining hall are example of places that

As a poor Asian who ventured out of a dominantly white, small town, I understand the consequences of being a minority. This is how my passion to serve the underserved originated, and why I have partnered with service organizations such as Berea Buddies and AmeriCorps. Being a member of these empathetic communities has deepened my gratitude for how beautifully diverse our world is and for all people regardless of the challenges they face. For example, upon entering my service year to mentor children in D.C. public schools, I was told by almost everyone that there is no helping those children because of the family and monetary problems they encounter. Their responses reminded me of the comments I heard when I decided my life after high-school.

I was raised in a diverse environment. Being multiracial- Asian and Hispanic- and going to a school with predominantly minorities has shown me the difficulties that come with it. Minorities often face disadvantages because they have been discriminated against for centuries. Despite what any statistic may say, I believe that minorities are just as capable of making something of themselves. The culturally enriched school that I go to has vividly depicted this to me, allowing me to cross paths with some of the most brilliant students I have ever met. Being raised in an environment where students prove to be more than a statistic on a daily basis has fueled my interest in civil rights, a topic dear to me that I would like to see change in.

Coming from a diverse community to a predominantly all white community has been a slow transition. I’ve experienced situations where sometimes I question my identity and who I really am. I’ve experience microaggressions within my work environment and my internship at the Boys and Girls club in Mckinleyville. Kids are extraordinary, but are a mirror image of their parents or adult figures present in the household. You can see by the way kids talk to peers or adult figures, treat one another, that there’s an unfair thinking being embedded in their cognitive development. This will affect them in how they go about their day, who they chose to interact with, what they allow to happen and the type of

Once students and teachers are aware of cultural differences, they become aware of racism and can fight to eradiate it. Through their unbiased understanding of the differences between cultures and races, they are able to come to a point of acceptance of themselves and others. If you noticed in my previous paragraph, I mentioned the different types of diversity. Diversity emphasizes how different students and teachers are, but when explored in a classroom, can be used to reveal our similarities. Once students and teachers grasp the concept of diversity, displayed through everyday interactions with diverse groups of students and teachers, racism begins to disappear. In addition, positive sense of self can be developed once students and teachers have an understanding of their own uniqueness through experiences and understanding of diversity. Once teachers and students