No blame

Valerie Strauss, a Washington Post blogger, recently posted an excerpt from Paul C. Gorski's book ,“Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap,” about the 5 stereotypes about poor families and education. In chapter 8 of the text, Bode discusses the importance of family for student success.
In this excerpt, Gorski mentions, "There exist several common stereotypes about poor people in the U.S. that suggest that they are inattentive and, as a result, ineffective parents. Low-income parents or guardians who do not attend parent-teacher conferences can become targets of stereotyping—or worse, targets of blame—by those educators." Contrary to the stereotypes, Bode mentions many students in the chapter who come from a low-income family whose parents are neither ineffective nor inattentive, yet these parents may not show their support in conventional ways. As Bode mentions in the book on page 313, "Although relationships with their parents and other family members were obviously prominent in the academic success of these students, their families were not always involved in the school according to the traditional definition of parent involvement. Most of the students' families did not go to school unless called, did not attend meetings or volunteer in school activities, and were not members of parent organizations." This also coincides with Gorski's first stereotype, "Poor People Do Not Value Education". It really isn't that they do not value education, it's that the don't show it in the conventional way. Teachers need to understand that their are so many ways families show they value education. They also need to show support to all families, not just blame. I know personally I could find it very easy to simply blame the parents for not caring, but it isn't that simple. It is our responsibility to show our students that we care, but also communicate, to the best of our ability, to the parents and get on the same page in terms of showing their student we both value their education. We teachers need to remember to not only be aware of our stereotypes our students must overcome, but also the stereotypes their parents must overcome in their education experience. We must not blame, but assist to up our students success.

Is "Acting White" really a burden?

The burden of acting white. That is what many cultural-ecological theorists attribute differences in academic achievement to. According to the book on page 269, John Ogbu developed a cultural-ecological theory to explain this difference. "Ogbu and Herbert Simons suggested that it is necessary to look not only at a group's cultural background but also at its situation in the host society and its perceptions of opportunities available in that society. Ogbu concluded that the variability in academic performance can be explained by the sociopolitical setting in which they find themselves and the experiences of the voluntary and involuntary minorities. Basically the burden of acting White is that students from involuntary minorities attribute certain behaviors, like being studious, to being White and do not want to be ostracized by their peers. In Ivory A. Toldson's article The 'Acting White Theory' Doesn't Add Up, she turns this idea upside down. She mentioned a study that said, "(Fryer's) research clearly demonstrates that the "social price" paid by the lowest-achieving black students is far greater than the so-called price paid by the highest-achieving black students." She also states, "For more than three decades, researchers have found that black students consistently exhibit more positive attitudes about education than white students, contrary to their lower levels of academic achievement." While the  Acting White Theory may have made sense in the past, Toldson cites many more examples of how black/African American, an involuntary minority by Ogbu's definition, students prove that there is no burden of being white. She talks about their view on being smart and going to college compared to white students and even the difference in parental views. Her overall conclusion, "that the Acting White Theory for black education is more fodder for cultural critics than it is a construct that will advance any meaningful solutions for academic achievement gaps" is how I have always viewed this theory. I am not saying it does not exist for individuals, but that is going to happen anytime you assimilate into another culture. As Toldson says, "The problem with the Acting White Theory is that it promotes the misconception that black students underachieve because of their corrupted attitudes." It is much easier as teachers to say this student isn't doing well in my class because his or her culture is standing in the way. The lack of motivation does not solely come from the fact that students don't want to get ostracized for being smart, especially in minority students. Lack of motivation comes primarily from low expectations. It is wonderful that future educators learn about all these theories that try to explain the achievement gap because we need to try and make sense of this so we can solve it, however we cannot get lost in theories. This article cites many studies that shows the burden of white is not and cannot be an excuse. We need make sure that we have high expectations for all students and push them to reach these. Along with that, the world of education needs to ensure we provide all students opportunities for academic enrichment. It is critical that academic support and resources are provided to all students, particularly those from low-income areas. Most important, educators must advocate for policies that reduce racial disparities in income and increase equity and inclusion in education.