I serve with Mercy Street Ministries in West Dallas, a very low SES area of the Metroplex. The neighborhood high schools is DISD's Pinkston High School, and has one of the highest dropout rates in the country. Many problems plague this zip code, including - but not limited to - high teenage pregnancy rate, generational poverty, lack of quality role models, education is not valued, cyclical abuse, and unemployment. While many people are exposed to these problems, there is a chance for change...if people are willing to do what it takes.
Mercy Street has decided to bridge the gap and allow the neighborhood kids opportunities to excel and see that there is life beyond what they know. I have loved getting to be a part of life in West Dallas, part of a family there, and part of an organization that truly loves the people that live there with the love of God. It is a selfless love, and is not conditional -- it's never based on what the kids/families can give or do, how they perform, or what they say or wear. It's a love that offers grace - we all make mistakes. One of the big ways that Mercy Street has broken down the barriers over the Hampton Bridge from West Dallas to North Dallas is with a mentorship/discipleship program. The goal is to match up every 4th grader at the local elementary school with a loving, caring adult who will commit to walk with that kid and family as long as they can (ideally through high school). Right now there are over 500 mentors, and they are always seeking more. The graduation rate for students with mentors through Mercy Street is 70%, compared to the near 20% at the rest of the school. Mercy Street also takes up to 20 high schoolers on a college tour over spring break to encourage them to go to college and give them resources to know they can do it!
I started mentoring a girl halfway through her fourth grade year, and now she is halfway through sixth grade. She has grown, matured, and changed, even though she often acts like a sixth grade girl. We have had lots of conversations on what it is to make good decisions, how to make good decisions that will benefit now and later, and how to go through this stage of life. From learning table manners, to exposure to restaurants, to help with homework, to watching TV together, to babysitting, to going to summer camp...my girl knows I love her and she's valuable -- she's worth my time. Last summer we filled in applications for her to attend the new neighborhood charter school. She was accepted, and is excelling in every subject (even the one she doesn't like). Her teachers take time to invest in her and ensure that she understands the material. The partnership Mercy Street has with the school has opened doors for mentors to participate in school activities that otherwise we may not be able to. I have seen the impact that mentoring her has had - she treats her mother more respectfully, she volunteers to care for her younger brothers without wanting anything in return, and she wants to go to school. More than that, I have seen the impact on her family - they are open to me coming any time to anything, they wanted my input on naming the new baby brother, they invite me to family and friends' events, and they see me as part of their family.
All in all, one way that students have an opportunity to break the SES barrier is through positive role models. There are many ways, but this is the main one that I have seen personally impact my life. I am truly grateful for my sweet mentee, and the impact has been mutual. My eyes have been opened to another culture 5 miles from my house, and my heart has been opened to a family that needs me...and I need them. Our society is so intertwined, whether we want to admit it or not. Let's seek the good of everyone that is in it, not just ourselves. Let's have open hearts and minds to see beyond our own circles and step out to make a difference.
Tuesday, February 15, 2011
Wednesday, February 9, 2011
#2 - Ethnicity and Race
Ethnicity and Race. These words usually fall on one end of the spectrum or the other...taboo or buzzwords. As we have discussed in class, it depends on the motive of the speaker for how communication should be received. That does not mean that the receiver will necessarily take it the way it was intended, but motives and intent should definitely be considered.
Being "politically correct" seems to be a way of life in America these days. No one wants to offend anyone, use any terminology that could possibly hurt someone's feelings, or overstep any bounds. However, I think that sometimes this can backfire when people do not feel appreciated for their cultural heritage or do not want to be called by some politician's name for their group. I have a good friend who is black...and she does not want to be called an African-American. Her family has lived in the United States for nearly 200 years, so she considers herself an American. After all, haven't almost all of us only been in the United States for a few hundred years? When is it acceptable to drop the other name?
Many educators say they have color blindness, intending to mean that "they do not see a student's color and treat all students equally regardless of race" (Gollnick & Chin, 2009). There are a few issues with this. The first is that teachers do not acknowledge any racial inequality that could be present in the classroom or school. The next is not confronting racial issues because race shouldn't be playing any role in the classroom. Another is that students may not feel comfortable displaying any pride of their race or ethnicity. Students know their heritage and family culture, so when teachers consistently say or portray that it doesn't matter because all are equal, some students may feel threatened or devalued.
In my opinion, race and ethnicity do play roles in education, no matter how much people may want to turn a blind eye. Students (and faculty, for that matter) need to be able to express pride of their background, regardless of what it is. Allow students the opportunity to learn from other backgrounds and cultures. Embrace the numerous learning opportunities, and be thankful for the ones that are already at hand in your own classroom. Seneca said "While we teach, we learn." Listen to his advice and let students take hold of their learning by teaching others about their ethnicity and/or race.
Being "politically correct" seems to be a way of life in America these days. No one wants to offend anyone, use any terminology that could possibly hurt someone's feelings, or overstep any bounds. However, I think that sometimes this can backfire when people do not feel appreciated for their cultural heritage or do not want to be called by some politician's name for their group. I have a good friend who is black...and she does not want to be called an African-American. Her family has lived in the United States for nearly 200 years, so she considers herself an American. After all, haven't almost all of us only been in the United States for a few hundred years? When is it acceptable to drop the other name?
Many educators say they have color blindness, intending to mean that "they do not see a student's color and treat all students equally regardless of race" (Gollnick & Chin, 2009). There are a few issues with this. The first is that teachers do not acknowledge any racial inequality that could be present in the classroom or school. The next is not confronting racial issues because race shouldn't be playing any role in the classroom. Another is that students may not feel comfortable displaying any pride of their race or ethnicity. Students know their heritage and family culture, so when teachers consistently say or portray that it doesn't matter because all are equal, some students may feel threatened or devalued.
In my opinion, race and ethnicity do play roles in education, no matter how much people may want to turn a blind eye. Students (and faculty, for that matter) need to be able to express pride of their background, regardless of what it is. Allow students the opportunity to learn from other backgrounds and cultures. Embrace the numerous learning opportunities, and be thankful for the ones that are already at hand in your own classroom. Seneca said "While we teach, we learn." Listen to his advice and let students take hold of their learning by teaching others about their ethnicity and/or race.
Tuesday, February 1, 2011
#1 - Foundations of Multi-Cultural Learning
I grew up in schools where everyone looked like me, spoke my language, had similar religious beliefs, and came from similar socio-economic backgrounds. I attended small private schools in Oklahoma, and as I look back now I see that one of the school's goal was to have everyone be part of the same "culture". The public schools in my neighborhood became infiltrated with gang activity by the time I was in fourth grade, so my parents made the decision to enroll my brother and me in private school. For me it seemed to be a better learning environment - I could take more challenging classes, receive more individual attention from teachers, and freely practice my religion.
As I currently study the status of education today, I realize that I have much to learn from the diverse people I will encounter. Students, families, faculty, and staff hail from around the world...a world much different than the one I experienced as a child. I look forward to embracing different cultures and gaining from their rich traditions as I step into the the role of an educator. I will have countless opportunities to bridge cultural gaps, build community, and bond students together as we explore similarities and differences in our classroom. As the leader of my classroom, I will be able to set a tone of openness, tolerance, and excitement to learn from others who have different backgrounds.
Leading a diverse classroom well is going to be a difficult task, but not an impossible one. I will need to set high standards and expectations, and help each student achieve them. This will help in making students feel like they are integral parts of the class. I need to realize that each culture has different traditions and social norms, and be sensitive to these in my interactions with students. As I express cultural sensitivity, I need to be cautious to not focus on differences and make the students feel that differences are more important than similarities - build bridges, not separate pathways. It will be a challenge to accommodate every student's individual culture, but the fruit that comes from rising up to the challenge will be worth the effort.
As I currently study the status of education today, I realize that I have much to learn from the diverse people I will encounter. Students, families, faculty, and staff hail from around the world...a world much different than the one I experienced as a child. I look forward to embracing different cultures and gaining from their rich traditions as I step into the the role of an educator. I will have countless opportunities to bridge cultural gaps, build community, and bond students together as we explore similarities and differences in our classroom. As the leader of my classroom, I will be able to set a tone of openness, tolerance, and excitement to learn from others who have different backgrounds.
Leading a diverse classroom well is going to be a difficult task, but not an impossible one. I will need to set high standards and expectations, and help each student achieve them. This will help in making students feel like they are integral parts of the class. I need to realize that each culture has different traditions and social norms, and be sensitive to these in my interactions with students. As I express cultural sensitivity, I need to be cautious to not focus on differences and make the students feel that differences are more important than similarities - build bridges, not separate pathways. It will be a challenge to accommodate every student's individual culture, but the fruit that comes from rising up to the challenge will be worth the effort.
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