The Difference Between Equity And Inequality In The Classroom
It is important because each of us has it, and it is important to recognize that we have it. One way of doing that is by taking the tests that we took that showed us our biases towards certain groups of people. The consequences of racial bias are segregation, disproportionate discipline, and absence of advanced planned courses. This information will help me grow as an educator because I am aware of the implicit racial bias’ that I have. And as hard as it is for me to admit it, I do unconsciously slightly favor white European Americans as true Americans. With this knowledge, if I work with students who are of a different race than me, I will be able to acknowledge the problem I have and work hard to fight against it. This can be done through intentionality. I will intentionally plan diverse lessons and be aware in the interactions that I have to combat the bias.
It is extremely important to acknowledge student’s diversity in classroom settings because their diversity is part of who they are. Just like my ethnicity and background makes me who I am. It is not racist to acknowledge diversity, racism is seeing the diversity and either not acting on the opportunity or responding in an inappropriate way. Teachers should understand the levels of the AVID Cultural Proficiency Continuum. They should also understand the diversity …show more content…
The messages that are communicated are taken at face value. Repetition and written confirmation are appreciated. Examples of Low Context cultures are the United States, Germany, and the Netherlands. High Context cultures, on the other hand, have communication that is sophisticated, nuanced and layered. Reading between the lines is expected. They put less in writing and leave more to interpretation. Examples of High Context cultures are China, India, and France. According to the test, I lean slightly towards High Context communication. I think since I am in the middle of the scale that I may be able to communicate to both cultures with only changing slightly how I think. If I am teaching to someone from a Low Context culture, like people from my home, I will be more direct and acknowledge what they say at face value. But if I am speaking to someone from a High Context Culture I will be sure to read carefully into what they are saying and try to do the same when I speak. On either side of the scale, I will be intentional with my words and when I