Washington Technology Magnet School Analysis

Every experience we encounter presents us with a chance to grow, to overcome difficulties, and expand our minds. We are the result of our life experiences, which are the foundations of personal growth and development. Every single experience has its own unique effect and lasting impact on our personal identities, but it is the culturally diverse experiences, the ones that force us to stop and reflect upon our own perspectives and understandings of the world around us that will remain integral parts of our personal and professional identities. Washington Technology Magnet School has been an advocate of such personal development since the school’s establishment in (year), as this school prides itself on culturally responsive educators and curriculum, …show more content…
Before examples of Washington Tech.’s dedication to providing their students a culturally responsive school environment can be given, a clarification must be made on the distinction between anti-racist approaches to education and superficial approaches to education. Anti-racist education, as it stands alone, is a pervasive process of reforming a school’s curriculum in order for students to receive a quality education that is equal for all students and culturally diversified to meet the needs of each individual students. As a part of this reform, discrimination of any kind, including but not limited to: racism, prejudice, prejudicial attitudes, or stereotypes is not to be tolerated, by neither students, nor faculty. In other words, students of ethnically diverse backgrounds are expected to be treated equally by their fellow classmates …show more content…
Being a large part of the school’s main focus, equity stands alone in the Washington Tech. student handbook as its own right for students to have and expectation for which students to hold themselves accountable. As both a tutor and a witness to the other educators, I can say I have experienced the daily struggle of building and maintaining equity in such a culturally diverse school as Washington Tech, let alone in the classroom in which I tutor. Based on the nature of the situation alone, the students whom are in the program are not necessarily there by choice, rather they are required to be present as a result of missing or late assignments, which, as I have learned, is cause for some personally concerning amounts of disrespect and rebellious behavior. Students, at times, may become frustrated, whether it be with Ms. Brash, myself, or another student, and shout some rather unfavorable language, or antagonizing banter. The misbehavior is then corrected by myself or Ms. Brash to restore an equitable environment in the classroom. Since the school proudly displays such clear behavioral expectations all around the school, such behavior is entirely not