Racial Identity Development

As hokey as I think the “scenarios” in this book are, I actually found value in the one at the end of Chapter 7 between Mr. Campbell and Ms. Petersen (p. 148).  In this vignette Mr. Campbell is trying to help Ms. Petersen to improve her relationship with Antwon, which has been rocky lately.  Antwon has learned that he can identify with Mr. Campbell, a black, male teacher in the same high school.  The part about this incident that I related to was when Mr. Campbell advises Ms. Petersen to have a conversation with Antwon in which she mainly listens and only interrupts when she has questions for clarification.  This will allow Antwon to get his side of the story out and feel like he has a true voice that Ms. Petersen values.  From there, Ms. Petersen was advised to summarize his story back to him, and continue the conversation from her perspective. 

While none of this is new information I thought that it was a good reminder for me, because sometimes I am quick to judge what’s happening in my classroom and only look at it from my perspective.  I have found that it helps to take a step back, have these important (although sometimes difficult) conversations, and continue to try to build relationships in the classroom.  I definitely believe that the students as well as the teacher benefit from this type of interaction. 

The following is a clip of an individual who discusses some difficulties he faced while growing up and how he dealt with them.  There is some inappropriate language, so consider yourself warned!!

This video, as well as the chapter we read, really got me thinking about one of my students, C, who frequently talks about her mother being white and her father being black.  She often shares pictures of her family and talks about her younger siblings (who do not have the same father).  I usually listen to her talk and look at her pictures, but I don’t often take the conversation much further, I think because I’m not sure where it might go.  I realize after reading this chapter that she is trying to construct her own identity and that she sees this aspect of her life as a big part of that.  As Nakkula suggests on page 141, I would like to, “see how (her) language may suggest the ways in which they are orienting themselves racially… and to engage what they say and do, and to find out how they understand and experience their words and actions.”  Now I believe she’s reaching out and trying to have a conversation, but I am the one who has been holding back – I’d like to change that after reading this chapter.

While reading this chapter I couldn't help but think of the Steve Martin movie, The Jerk.  Even if you aren't familiar with the movie, I think that after watching this brief clip you will understand why this scene continued to pop into my head as I was reading the chapter about racial identity development.  

 

Switching gears... I’m still struggling with who to choose for my case study.  Right now I have a few students who will probably be in my classroom for the remainder of this semester – which is a good thing I guess!?!  The “girl who was left on the stage” is not the one who I was originally thinking of, but after that exercise I wonder if maybe I should go in that direction?!?  She is very immature and more difficult for me to relate to than many of my other students, but maybe those are the reasons why I should pick her?!?    

"Home"

As I was reading this chapter I received an email from one of my assistant principals about a new club that the administration and teachers are trying to start up at the high school.  According to this email, this group (named OneSmithfield) is, “an effort to improve student interactions and decrease negative and hurtful behaviors".  According to the email some of the focuses are going to include, but not be limited to increasing awareness in areas such as ethnicity, gender, sexual preference, social status, and disabilities – many of the topics that we have been discussing throughout this program.  The purpose of this group is, “to promote an awareness of tolerance, respect, and diversity throughout the student body at Smithfield High School.”

Later that day, as I was looking at various videos, I found an inspirational video about a high school student who started a Twitter account used to compliment people and fight cyber bullying.  I am really encouraged by this video and think that it would be so great in high schools everywhere.  

It sounds to me like the goal of the groups OneSmithfield and West High Bros is to start focusing on creating safe spaces or the idea of “home” where people can “explore options for healthy development.” (pg. 107)  OneSmithfield already has three co-advisors and is looking for one more.  Without being present in the high school on a daily basis, I can already theorize that the teachers who have agreed to be advisors are already the teachers, “where youth gather before school, at lunch, and after school.” (pg. 108)  These teachers likely have some similar qualities to Ms. Peterson, who is clearly a teacher who students feel comfortable with.  As a teacher, Ms. Peterson has worked to create these spaces where students feel comfortable and able to express ideas and opinions freely.  This isn’t something that happened by accident, but instead took careful planning and action on her part from the very first day of school.  By placing a focus on working to create these “homeplaces” for our students we will allow our students to continue to discover who they are as individuals. 

More co-authoring!

            I really enjoyed reading these two chapters and Nakkula discussed a lot of ideas that really resonated with me.  He continued the theory of co-authoring our students’ lives and I have found myself thinking about that (sometimes) throughout the day as I am teaching.  This thought of co-authoring was further enhanced for me at the end of chapter 5 where Nakkula was discussing the role of mentoring for adolescents.  On page 97 he discusses the “close, trusted relationships” that mentors use to do great things.  

Throughout my years of teaching in the group home I have seen the impact that mentors can have on individuals of this age group.  Many of the girls here are included in a therapeutic sports program that involves them with other same age peers and allows them to cooperatively play volleyball, basketball, or soccer.  These sports programs have many benefits to the teens, but one that I have seen over and over is the relationship that the girls form with their coaches.  The look up to their coaches, look forward to seeing them every week, and it means so much to the adolescents to receive compliments from their coaches.  I often hear stories about their experiences the next day in school.  This excitement illuminates the students and it’s obvious that they look forward to going back to their activities every week.  These chapters made me want to cause the same emotions in my students when it comes to going to school too!

A project that I always have my students complete when they first start in my classroom is one that I designed about seven years ago when I was teaching in Pennsylvania that I call Top Four Job Choices.  In the project I have students think about four jobs that they might like to have in the future and tell me the salary, job description, education required, why they would like the job, and what they might not like about the job.  The students then make a Power Point and get to share their findings with the class.  Students generally love completing this project and it helps me get to know something about their interests, from an early point in our relationship.  

The reason I mention this project now is because it always surprises me how many of my students choose Residential Counselor as one of their jobs.  Residential Counselors are the ‘staff’ who are in charge of monitoring these teen’s behavior, enforcing rules, providing general care for them, and putting ‘hands-on’ when a student needs to be restrained for safety reasons.  Typically, I would think that these teens would be resentful toward these individuals, and sometimes they are, but overall it seems that they respect them and even would consider having this job in the future.  On page 66 Nakkula discusses that many individuals in the mental-health field had challenging experiences of their own that they were able to overcome and turn into a positive experience by eventually helping others.  I believe that this same sentiment is what makes the role of Residential Counselor appealing to the students who are in my classroom.  Throughout my five years of being affiliated with this classroom, I have heard of at least four individuals who used to live in this group home (before my time here) who eventually applied for a job with Family Services of Rhode Island.  As Nakkula points out, it makes sense that these females want to take what was a difficult experience and turn it into a somewhat positive experience for others who are in the same position.