Professional Documents
Culture Documents
viewed as one based on race, ethnicity, and economical background. With the country
progressing on with a new President, as well as new cabinet members, it is important to note how
this divide will affect the foundation of public school education from this point forward. In this,
the socio-cultural divisions will be evaluated and extrapolated to determine the potential
outcomes in regards to the future of public school education in the United States of America.
First off, lets discuss the impacts of the division of race and ethnicity inside a public
classroom. As a future science educator, I foresee race and ethnicity being less of a division
among classmates, but that of teachers and students. From my experience in the classroom so far,
it seems that students do not show any ill will or contempt to other classmates of color or
different origin; however, I have witnesses a few occasions in where students use their
assignment. To clarify, a generalization of the scenario that I am seeing starts with the student
stating to the teacher, Why did I get a bad grade? Is it because I am (black, Hispanic, etc)? The
teachers typically retort with an automatic no, but in a voice that is not positively framed;
therefore, this feeds the fire of the argument and teachers are forced to give into the students
demands to prevent further legal trouble. In the future, I see myself coming across this same
situation as a teacher, and I hope to handle it in a way that: (1) is legal, (2) positively framed in a
way that is both sympathetic and empathetic towards the students, and (3) allows for further
assessment of learning for the student, instead of caving into the demands of the students without
This is easier said than done, and I dont expect for it to be easy the first time I encounter
this issue, nor the last time I do at the end of my teaching career. In this, it will be important for
me to understand the ratio and background of the multicultural students that will come into my
classroom, so that I may create better teacher-student relationships with these students before
situations like this occur in my classroom. I think one of the best ways to establish these better
relationships is by talking to the students themselves; sure, I can look up their files and histories
through the archive that the school/district may provide on the students, however, this is not
enough to create an empathetic relationship with a student. At the beginning of each semester, I
hope to spend a couple of class periods of genuine time with my students, so that I may come to
understand their lives and backgrounds to a point of trust and understanding between them and
myself.
Another aspect of race and ethnicity that may arise in the classroom is potential conflicts
between groups of students based on prejudices and affiliation with gangs/cults/etc. Although
this may not have any personal connection with myself as a teacher, I need to make sure that I
intervene in these students confrontations effectively in a manner that promotes less conflict, but
more of a model citizen feel to it as well. This model citizen example must be setup through
the classroom climate and culture that I establish at the beginning of each semester/year with
each new group of students that come into my classroom. An idea to help establish this could be
setting up personalized rules created by the students in how they view a model citizen in
modern society, and making them accountable in following those rules. This allows for a level of
social accountability for students, as well as muting the argument of students confrontation with
one another on the basis that they are not being model citizens. With time, I am sure that I will
adapt to new issues of race and ethnicity that comes with the ever changing society that we live
in now in the United States, but I believe it is good to start forming a foundation on trying to
Moving on, the division of wealth among students may be one that is a bit harder to
attack in my mind. As a future science teacher, I can be considered either middle to low-middle
class in the United States based on the economical standards established; with this label, I could
find difficulty identifying with high middle to high economical class students on an empathetic
scale, to which I will need to revert to more sympathetic approaches in the future. To do this, it
will again come back to how my classroom culture and climate is setup at the beginning of each
classroom, I believe it will be important for students to know that come into my classroom as
equals; for this, I can allow students to define their own definition of equality in the classroom,
and make them accountable for obeying their own definition. It is very similar to the idea
presented for race and ethnicity, but I think the same idea can be applied effectively in both areas
of socio-cultural issues. By allowing students to be accountable for themselves and one another, I
believe that a sense of sympathy with become prominent between students in a way that they
With a side note to the wealth division in the classroom, the hardest conflict that I may
need to overcome is mostly likely parent-teacher relationships. I can see myself being in an
argument with a parent because they dont understand how I can use my own money to buy
supplies for the classroom or providing further materials needed to perform experiments, etc. As
a teacher, I still may not be able to create more effective relationships on an empathetic scale due
to the difference in socio-economical class labels; however, it will be important for me to try and
make the parents understand that I am trying to provide for their students needs to the best of
doing so, I believe that I may have a better time in dealing with parents on economic issues due
to the effort that I am trying to put into their students learning. Hopefully, for the parents and
With the years I will accumulate in my teaching career, I have no doubt that I will run
administration in regards to race/ethnicity, and the wealth divisions amongst all of those groups;
however, it does not mean I cannot approach each of these situations in manner that is positively
framed for all parties involved as well as putting a halt to students learning as well. As a future
public school science teacher, I plan to utilize my academic experience and external resources to
approach these socio-cultural issues appropriately to the best of my ability, including learning
from each experience to better myself and my students as the years of my teaching career go by.