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?!?