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@danbattey sharing about the deficit vs resource based frames we place on students of color.
What stories or stereotypes are placed on students of color that frame them in a particular way?
Common Frames placed on BISOC with typical thoughts/phrases:
-Aggressive or Violent Behavior: "Students are angry"
-Lack of Intelligence or Ability: "Students can't do math"
-Language Proficiency Confounded with Intelligence: "They can't speak English so they're behind in math."
-Aggressive or Violent Behavior: "Students are angry"
-Lack of Intelligence or Ability: "Students can't do math"
-Language Proficiency Confounded with Intelligence: "They can't speak English so they're behind in math."
A couple more frames:
-Lack of Interest in Education: "Students are lazy"
-Cultural or Family Deficiencies: "Students don't have support at home"
-Lack of Interest in Education: "Students are lazy"
-Cultural or Family Deficiencies: "Students don't have support at home"
How do these frames play out in our classrooms? Would we be able to identify them if we saw them in action? Why or why not?
There are 5 different types of Relational interactions
-Addressing Behavior
-Framing Student Ability
-Acknowledging Student Contributions
-Attending to culture or language
-Setting the Emotional Tone
-Addressing Behavior
-Framing Student Ability
-Acknowledging Student Contributions
-Attending to culture or language
-Setting the Emotional Tone
@Danbattey's research has shown that there is no correlation between the QUALITY of content instruction and the type of relational interaction types. But the quality does impact the FREQUENCY of relational interactions.
In other words, just because you have great quality content instruction does not mean that you are having more positive relational interactions with students. Rather, you just have MORE of them.
With #CGI classrooms, we need to recognize that just because the quality of instruction is good, there are still negative and positive relational interactions occurring with students, especially our most marginalized populations.
We can start to essentialize the relational interactions within classrooms that can be both positive and negative and get a picture for what messages are being sent to our BISOC.
We CAN build students' mathematical competence through lots of different ways.
Here are some ways:
-Credit students for their ideas
-support students in taking ownership of the mathematics they've done
-explicitly assign mathematical competence
-validate students' math ideas
-normalize student difficulties
-challenge stereotypes IN classrooms
-Credit students for their ideas
-support students in taking ownership of the mathematics they've done
-explicitly assign mathematical competence
-validate students' math ideas
-normalize student difficulties
-challenge stereotypes IN classrooms
Great question asked: What if you are well intentioned in wanting to challenge the existing gendered and racial stereotypes, but you are afraid of getting it wrong?
@DanBattey: Look for counterexamples, provide counterexamples, and look for ways to challenge those stereotypes. For some, the fear will decrease if you know you already have different counterexamples within your classroom space. This takes effort.
