Critical Consciousness
"Schools never have, nor do they currently, prepare adults and young children to learn how to respect each other across cultural differences." - Dr. Carter
Critical consciousness is essential for educators as they must have a reflective awareness of the structures of oppression and be able to create strategies for overcoming those. In regards to teachers' expectations of students, critical awareness plays a large role as mentioned in Dr. Carter's TEDx Talk above. This gap in consciousness is one of inequities within our education system and schools today. As research shows, the average teacher maintains lower expectations for students who belong to the minority groups, which in turn hinders those students’ achievement outcomes (Eccles & Maddon, 1996; Ferguson, 2003; Rist, 2000). Situations such as this are extremely problematic and demonstrate the importance of educating teachers about how to understand their own biases and strive towards equal expectations for all students. What is even more startling is the notion that these expectations are adversely contributing to the achievement gap that current exists between students from the dominant culture and those that are marginalized. Thus it is imperative for educators at all levels to strive away from annual professional development sessions and work towards a continuous self-reflection approach that is embedded as a part of pedagogical practices. Below are a few suggestions and resources that will help begin this journey of becoming a critically conscious leader and educator.
Three Main Questions For Educators to Reflect On...
- How do my own social location (my race, my class, my gender, my religion) shape my mindset about teaching and learning, the students that I am serving, and the practices that I act out?
- What is it that I need to know about what I don't know about those things related to culture, power, and difference? Where can I learn that material?
- How can I be a more critically conscious leader and instructor?
Additionally, critical race theory provides a framework to challenge cultural deficit theory. Educators should engage in the following four exercise to better understand and challenge race, racism, and racial stereotypes in our classrooms (Solorzano, 1997). These exercises could also be used to understand and challenge other stereotypes found within today's classrooms.
Awareness of and Challenge Stereotypes
1. Examples of Concepts - Educators must define, analyze, and give examples for the concepts of race, racism, and racial stereotypes. The first step is to engage in discussion, analysis, and debate around these concepts by examining and giving examples of them on institutional and individual forms, macro and micro forms, and the conscious and unconscious elements.
2. Identify Media Stereotypes - Educators must identify racial stereotypes in the popular media and show how they can be used to justify attitudes and behavior towards Students of Color.
3. Identify Professional Stereotypes - Educators must identify professional stereotypes, show their relationship to popular stereotypes, and then examine how both are used to justify the unequal treatment of Students of Color.
4. Identify Personal Stereotypes - Educators must also identify their own personal stereotypes and engage in deep personal reflection as they work to combat and eliminate negative stereotypes of students.
5. Find Examples that Challenge - Educators must find examples within and about Communities of Color that challenge and transform racial stereotypes.
Awareness of and Challenge Stereotypes
1. Examples of Concepts - Educators must define, analyze, and give examples for the concepts of race, racism, and racial stereotypes. The first step is to engage in discussion, analysis, and debate around these concepts by examining and giving examples of them on institutional and individual forms, macro and micro forms, and the conscious and unconscious elements.
2. Identify Media Stereotypes - Educators must identify racial stereotypes in the popular media and show how they can be used to justify attitudes and behavior towards Students of Color.
3. Identify Professional Stereotypes - Educators must identify professional stereotypes, show their relationship to popular stereotypes, and then examine how both are used to justify the unequal treatment of Students of Color.
4. Identify Personal Stereotypes - Educators must also identify their own personal stereotypes and engage in deep personal reflection as they work to combat and eliminate negative stereotypes of students.
5. Find Examples that Challenge - Educators must find examples within and about Communities of Color that challenge and transform racial stereotypes.
References
Benard, B. (1995). Fostering Resilience in Children. Eric Digest.
Brophy, J. (2008). Developing students appreciation for what is taught in schools. Educational Psychologist, 43(3), 132–141.
Eccles, J., & Madon, S. 1996. Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-336.
Ferguson, R.F. (2003). Teachers’ perceptions and expectations and the Black-White test score gap. Urban Education, 38, 460-507.
Rist, R.C. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Education Review, 40(3), 411-451.
Solorzano, D. G. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 5-19.