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Do Students of Color Need to Have Teachers of Color?

From The Mind of Dr. Mack T. Hines

Throughout my career, I’ve been continuously asked, “Do students of color need teachers of color to succeed in schools?” My answer has always been the same-Yes.

Black students need Black teachers. Hispanic students need Hispanic teachers. Asian students need Asian teachers. The rationale for this need is that teachers of color can often relate to students of color in unique ways.

An extended way of understanding this uniqueness is as follows:

1.Like students of color, teachers of color have often experienced various forms of racialized inequality during their schooling experiences.

2. Unlike White teachers, teachers of color are more likely to see race as a significant part of the identities of students of color. In addition, they are more likely to use race as starting point for becoming culturally responsive to these students

3. Teachers of color possess a positive familiarity with the cultural backgrounds of students of color. As a result, they are more likely than White teachers to see the mannerisms and expressions of their students as assets instead of deficits.

The significance of these statements are not about the politics of identity. These statements convey the significance or viewing the need for school through a representational lens.

We live in a country that presents all racial groups as a cultural dish of universal equality, brotherhood, and unity. But truth be told, the official representation of America is unequivocally White-White people, White Culture, White Traditions. This leaves little room for cultural representation to reflect the needs and experiences of non-White people.

Of all the places to promote diversity in race representation, the school is one of the most important places. The reason is that other than the home, schools imbue students with the confidence to pursue achievement. It’s one thing for students of color to experience school success. But to be supported by teachers of color in the pursuit of excellence is to be raised to a higher level of self-worth and self-esteem.

As a former student of color, I can attest to the power of these experiences in shaping the ways in which students of color see themselves as people.

Can you?

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Beyond Diversity: Is There A Seat At The Table For Me?

 

From The Mind of Dr. Mack T. Hines………….

 

One of the most recurring themes in the field of education is diversity.

Schools and school districts spend lots of time, resources, and money on diversity. The term pops up in mission statements, vision statements, and other messages that advocate for all children.

Yet real diversity remains an elusive goal for many teachers, principals, and other school personnel.
Why? The reason is that diversity yields celebratory outcomes that fail to foster full inclusion of all children.

The facts are clear.
In racial terms, students who are not White are most likely to experience racial alienation and isolation in schools. On the social class front, low income students are often treated with high levels of disrespect and disdain. In other words, marginalization is the order of the day for many culturally diverse children.

Fortunately, there is a way to address this issue. My suggestion is that we, as educators, get beyond diversity-more so in the rhetorical sense. Now is the time to facilitate the full inclusion of culturally diverse students.

My best analogy for this premise is seats and tables. Seats come in all shapes, sizes, and colors. But seats have special value when they are matched with the right table.

Students come from different races and social classes. And they ought to be able bring those differences to the table of inclusion. In this vein, inclusion is the vast array of opportunities and resources that propel students to success and achievement.

It is one thing to see this table. But it’s another thing to be welcomed with open arms and without stipulations. It’s one thing to be welcomed to the table. But it’s another thing to have a say at what goes on without any stipulations. It’s one thing to have a voice at the table. But It’s another thing to have access to specific resources and opportunities.

This design should be a part of all students’ schooling experiences. This will help to reduce students’ tendency to wonder if their schools’ offer seats at the table for everyone. They will know by the way in which they are treated and seated.

Table Anyone?

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