Reflection 3.10
I interviewed two students during my student shadow day; both are seniors. The way it began was that I was talking to the girl I was shadowing about her post-high school plans. She is white, upper middle class, stable family. She told me about her plans to become an aerospace engineer and that she’s been investigating colleges like Purdue, Cal Tech, the military academies. Her older sibling attends Whitworth College, so she’s going to visit there soon.
While I was talking to her, I noticed another girl--of mixed race--listening and kind of cringing into herself when she heard the other student’s confident plans. So, I asked her what she wanted to do. She said she wanted to go to college, but was worried about money, about leaving her home and family. She hasn’t visited any colleges, but she did take the SATs, although she was unhappy with her scores (comparing herself unfavorably to her friend) and is looking at scholarships. She wants to study sports medicine. None of her older siblings have attended college.
I was struck by the difference in attitude and confidence between the two girls. Also by the attitude of everyone about the first girl’s assured success.
Later, I talked to a teacher who had taught both of the girls. I asked about the sports medicine girl first. The teacher said, “Oh, I think she’ll go to a four year college.” The teacher had more confidence in the girl than the girl had in herself.
About the aerospace engineer, the teacher echoed the prevailing belief that “she can do anything.”
Although the expectations of the teacher matched those of both girls, there was a subtle difference in attitude--on the part of all three. I had to conclude that it’s the unspoken--maybe even unthought--expectations of not only adults but the kids themselves that undermine some kids. The second girl may succeed--I hope so--but she may always feel “less” than the confident middle-class, white kids for whom success is a given.
Very interesting. I think that it says a lot to how environment impacts students. Also, I belive it can be very difficult to become a "new" something in a family. The second student said that no one in her family had gone on to college. I wonder with what kind of force this impacts her. I wish we could guaranty confidence in our students. Hopefully we can have an impact.
ReplyDeleteI thought it was interesting that although the teacher expected both girls to succeed, he or she noted that one girl would probably attend a 4-year college while the other could do anything. Why the distinction, I don't know. The teacher is entitled to his/her own opinion, but I think you have a point, Karen, about the subtleties in what we say. Why couldn't the sports medicine girl "be anything"? While both achievements are high, they seem to have different implications.
ReplyDeleteMaybe the best thing we can do as teachers is ask our students what they want to do and then try to support that dream in as many ways as we can. Why limit them?
I think the key word here is "subtleties". What are the subtle ways we influence our students in ways intended and unintended? How do we find those students who might need that little nudge to choose higher expectations for themselves? How powerful are historical and family influences on students' decision making? Can we be influential in these kinds of decisions that our students are making? Should we try to be?
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