Seeing Color Better In Diverse Classrooms
What are good ways to respond to educators who say they “don’t see color” when they teach?
Let’s role play a little:
Teacher 1: “So, what do you see?”
Teacher 2: “I see a child who deserves an education.”
Teacher 1: “So you see age, but not ethnicity? …”
Can you see where this is going?
Teachers have the responsibility to positively impact scholars. When teachers implement good teaching practices (like CA Teacher Performance Expectations 1 and 2) they seek to know scholars and make valuable contributions toward their development. We even notice the teachable moments that let us steer scholars in a productive direction.
A scholar’s ethnicity should not be a hindrance to these goals, but provide a valuable context for achieving them. So, why would a teacher NOT want to see the ethnicity or color of the scholars in the classroom?
This is a figure of speech that is supposed to represent being fair toward all scholars, no matter their color. When teachers are treating scholars with fairness and equity, they should continue on this path. But when educators do not have the know-how or resources to do this effectively, using the phrase may be an unnecessary or counterproductive scapegoat. Dealing with this deficiency requires addressing the issues that surround this idea then. Consider some reasons why people would use this phrase:
Fear
People tend to avoid circumstances based on real or perceived danger. Speaking of ethnicity can lead to controversy, and for that reason teachers may not want to risk their jobs and careers to have those conversations. Some also feel ill-equipped to speak about it, in which case can be deflected to others whom are more qualified. (Will this teacher even do that? Do teachers have good resources available?)
Still, skin color is not the pink elephant in the room; it is not what needs to change. But, when fear CAUSES color blindness, you should get the fear fixed. Connecting with scholars may take a conversation about color that can feel uncomfortable. So, consider these alternatives:
- Give assurance. This builds rapport and confirms that you can at least listen and care. This may take using some simple and more complex one liners:
- When hearing a scholar’s story concerning ethnicity: “I care and I’m listening to you”
- When scholars deal with a lack of equity because of ethnicity: “You may have to overcome challenges others do not, but I’m here to help”
- When scholars feel inadequate because they look different: “You and your skin color belong in this class.” Keep going by sharing, “You bring unique value to our class because we do not have to look the same in order to get a good education.”
- Defer to someone more “qualified” by getting them in the conversations. Then, connect with that person for next steps. You are still the teacher with the impact, so your involvement matters.
Handicap
Talking about skin color can be a great tool for creating a better learning and teaching environment. But, some ignore those opportunities for engagements. Such “ignorance” is not the handicap that helps earns scholars’ trust. This self-imposed blinding handicap can lead to a failure to foster differentiation. Turning the lights off so you cannot see color is not the answer.
Other teachers try to defend their color blindness. But, when the evidence sounds like “My best friend is Black…” they have admitted that they see color. So much for that self-defeating argument.
In reality, teachers are hindered from supporting “scholars of color” when teachers refuse to engage concerning their color. You can talk about the developmental stages of scholars at different ages, but not the preconceived notions that come with having a certain skin color? Unless we are literally colorblind, we cannot help but see color, so we should learn to embrace it in our students.
Fairness
Is it fair to scholars to have teachers with self-imposed color blindness? With all of the theories we have learned in order to get a teaching credential, you play a part meeting scholars’ needs, and preparing scholars for the real world perception of the color of their skin can go a long way.
With all of the current conversations about ethnicity, you wonder if a helpful conversation in the classroom about color in the early years would make a difference. It is fine to treat scholars fair, but to treat scholars well you need to see what they are about, what they deal with and get to work.
Color is Not Culture
One problem is the false equivocation of one’s skin color with one’s perceived cultural influences. Skin color as an innate characteristic, while culture is an external influence that can shape character. Biases, group think and ignorance all diminish one’s inability to distinguish between ethnicity and, let’s say, one’s stereotypical culture. Teachers can appreciate variations in skin color among the class without reinforcing assumed character or stereotypes when engaging scholars. One’s ethnicity does not determine one’s culture, just like ethnicity does not inform one’s character.
Next Steps and the Golden Rule
Jesus put it well, “Treat others the same way you want them to treat you” (Luke 6:31). For example, instead of wondering why the Black scholar is struggling so much, wonder how you can help the scholar excel despite being behind. Realize that the scholar is in front of you for an education and that’s what you are there for.
My suggestion is not limited to different ethnicity, but this is a way to get rid of many toxic attitudes and behaviors toward many people groups.
We do not need to claim we are perfection, but we should claim diligence. Learn from others and become a better person/teacher.
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