RES 5535: Race, Class, and Gender in Literacy Research (summer 2009)

Students from cultures other than the dominant one have too often been marginalized in educational settings. They have not been given enough opportunities for exploration, thought, discussion, or chances to write about issues crucial to their own lives. They have been systematically conditioned throughout their time in school to submit to the expectations of the dominant members of culture, society, or gender stereotypes. This absence of opportunity, especially prevalent for young Black women, leaves students voiceless. “Voice is power – power to express ideas, connections, power to direct and shape an individual life towards a productive and positive fulfillment for self …” This lack of personal voice then, leaves students powerless. These students may experience alienation and cultural isolation, as well as other barriers to assimilation. Henry has attempted to de-program societal rules from these passively silenced students by providing safe opportunities to express themselves verbally and in writing. Students were asked to interact as a group, allowing them to develop confidence in their own expressive abilities. The girls were motivated to actively participate in articulating their viewpoints, feelings and concerns on a variety of topics relevant to their lives.
Henry’s longitudinal study included 7 female African Caribbean students aged
13 – 14. They met weekly for 30 – 40 minutes each session to read and discuss cultural literature, films, and videos chosen to stimulate connections to the girls’ lives. The girls kept a response journal, giving them opportunity to write without regard to grammatical conventions. Henry discovered that time was needed to gain students’ trust, initiate critical discussions, and to come to the realization that it was okay to “speak up” about pressing topics, issues, and problems relating to personal experiences. Henry related that it took time for the group to understand there was possibly more than one right answer to a question. As the sessions progressed, the girls conferenced with each other, looked at strengths in each others’ writing, and offered suggestions for improvement.
The introduction of culturally relevant materials must have been particularly empowering and motivating for this group of African Caribbean students. Instead of being dismissed as “other”, outside the circle of literate focus, Henry was able to bring these students to a safe place, a carefully crafted forum of trust where they could break down boundaries and discuss topics otherwise off limits and out of place in the usual classroom curriculum. By doing so, the researcher could successfully address academic issues with motivated, engaged and connected learners who, in their own words, “had never been more excited…about school.”
We cannot expect these otherwise excluded students to actively participate in a classroom that does not have any connection to their lives. Nor can they engage with teachers who refuse to recognize who their students are, or what cultural, societal, and personal backgrounds they bring with them. If we truly value diversity in the classroom, we as educators must move past the status quo in the learning environment. We must make it our prime objective to creatively expand upon the requirements of the curriculum. With careful, thoughtful selection of materials and subject matter tailored to the needs of our students, we can offer each individual student a chance to bridge the gap from his / her own personal reality to a meaningful and honest connection to an otherwise foreign real world.
Annie Croon

In “‘Speaking Up’ and ‘Speaking Out’,” Henry discusses how Creole-speaking African Caribbean Immigrant girls are often left voiceless in the classroom. These girls rarely saw themselves in the curriculums they were asked to study. Therefore, they were less likely to become engaged and often viewed as low performing. Henry saw a need to “develop the self-expression, thinking skills, language awareness, and writing abilities of” female students (240). So, she attempted to give them a place where their voices could be heard - a place where they could discuss issues important to girls their age with the same cultural backgrounds. Henry picked books and movies the girls could relate to and asked them to respond through discussions, writings, and role plays. Throughout these discussions, Henry learned what difficulties these adolescents faced daily with Standard English, peers, identity, and prejudice. The girls learned to express themselves and share their views. They also gained self-confidence.
Having small group discussions where teenage boys and girls can get together to discuss topics important to themselves is a wonderful idea. Often times issues important to teens are swept under the rug because of the need to fit all the curriculum in. Middle schools around the country would be a happier place if such a program were in place. All teenagers struggle with fitting in and finding their identity.
The problem is ten fold when you are part of a very small minority not at all represented in the school systems. Teachers need to find movies, books, and articles about the various cultures in their classrooms in order to open the doorway to discussions and understandings. It should not be a “cultural awareness” day or “multicultural day.” It should be intertwined in the curriculum every day so their voices can be heard over and over again.

Elizabeth Noll looks at a different cultural group in her article, “Experiencing Literacy In and Out of School.” She was interested in how literacy played a role in the lives of Sioux Adolescents because reports showed American Indians do not perform as well as their white peers on standardized tests and are more likely to drop out of school. She found this was in part due to their lack of representation in the classrooms. Their cultural backgrounds were not taken into account. Inside the classroom they were average students who did not always fully participate in class. They were often mocked or misunderstood. Racial comments were common.
Outside of the classroom, the Sioux teens had lots of support from the home and community. They were read to at early ages by their parents and encouraged to do well in school. The community was involved in teaching them about their heritage and involved them in literacy activities.
There is obviously a gap between school and home. No matter what the geographical area all teachers need to bring the community into their classrooms. These teachers are missing out on some wonderful opportunities to bring the culture into their classrooms through guest speakers and field trips. Just think of the possibilities the Native Americans could teach all the children. It would be wonderful to see all the children learning about each other and not making judgments on color alone. Sometimes it is simply the lack of knowledge about one another that causes racism. Imagine how empowered the Native American Adolescents would feel if their culture became represented and understood in the classroom. I feel these teachers need to wake up and get involved with what’s going on outside the classroom walls.
As an educator it is my duty to make my classroom a community. A family meeting time is a time when we discuss issues happening within our classroom and try to solve problems. This could be one way to open the doors and give your students a voice. Children’s literature is another. Authors are becoming aware of the need for multicultural literature. Take advantage of the books and use them as springboards for discussions and writings.

Tamera Wilson

Research can be interesting!
I learned a lot more about how research papers are conducted, I am not looking forward to writing one this involved. Both Henry and Noll chose unique populations to write about, I was very interested to the point I had to read all the way through before I stopped. I must admit I don't agree with all of the prejudice talk, I feel this word is used to much for any type of problem.
I see recurring concepts of the reluctant writer, participant in all of the articles we've read, until Noll. I hear the same excuses, “Do we have to do this?” “I don't have a pen?” etc. (Henry). I agree the problems run deeper than most people want to admit but as teachers we must address the needs of the child first, understand where they are coming from (not make excuses for them), and motivate them. I would like to have the time to dedicate to this, it would be a great after school “club” to let down their guard and be themselves, talk in whatever relaxed language they choose and listen in to what their concerns are, not necessarily school related. Page 246 (Henry) is a good example, talking about boyfriends and their parents expectations, society's expectations. Everyone benefits because they learn from their peers, and we could put some questions out there for them to contemplate upon. I believe very strongly that any club should be for anyone who wants to join in, alternating weeks perhaps for girls/boys and boys and girls separately. The interactions and independent actions would be a great study.
We are all important as is our heritage, I wish we could concentrate on how we are the same not how different. On page 234 it states that naming issues critical to their own lives gave them voice, I agree, our students' perspective of their life and history is an essential part of who they are and we must encourage their journey into that history, as long as it is not denying anyone else their identity. “Colonial literacy model” = “literacy for stupidification” is so true (Macedo 1993 p 204), I am happy to see history books being rewritten including various ethnic groups, class, and some women. It probably will not be in my lifetime that they include the influence women had on these events.
Page 235 mentions middle school is a critical time for intervention, I think the earlier the better, they are street smart etc. by third grade. The quote from Talking Back mentions again, all students in the class should have a chance to communicate their needs to the teacher, I see this in every article, I wish every teacher would act on this early in the year, include the families. I started our school program of visiting the neighborhoods years ago, it does break down barriers.
In the Noll article a good point is made on p 206 “what constitutes literacy and who possesses it?” I would like to get locally developed materials for the students literature classes as suggested by Begay, Dick, Estell, Estell, & McCarty, 1995, but where and how? I agree it would make a difference in students scores if they were reading about their world. I had to laugh at the mention of an after-school club on p 210, I thought of that when I read a previous article. Depending on my workload for Grad school I might take that on next year. I hope I will be as open minded as Noll, when she says she had to change her definition of literacy (p210), as I take on new research. Daniel wrote but reluctantly, and then misplaced his work, this tells me he is resisting “our” education system. His Indian education of dancing, singing and drumming are a higher priority. On the other hand I saw more promise of Zonnie succeeding because she did her “work” for school, but put her heart into her writing for herself. She realized this was a way she could immortalize herself and what was important to her, family and friends. Both subjects were proud of their heritage but Daniel wanted it his way and was doing poorly in school due to outside interests. They were both fortunate that someone set and example for them at an early age that reading was important. On page 223 Noll, a “bad way” of responding to her poetry would be trying to “fix problems and mix around words” is a good reminder to me not to try to fix everything, it takes away ownership of the piece.
Again the final thought is we must prepare all students for the global society we all live in and must therefore become productive members. I revised this so many times... sorry it is still long.
Grandma Cunningham

As I read the article by Henry I could not help but to disagree! Think of the Obama’s! Michelle Obama is black, wealthy, and a successful businesswoman! If all teachers are permitting the African American or cultural diverse women to be silent then how did Michelle Obama become so wealthy and well known! Look at Oprah Winfrey! She may have been educated like the article discussed but was able to pull herself together as an adult and today she is one of the wealthiest people in America! I cannot think of a Caucasian woman who has done the same. Can You? This article made me more aware of the importance of teaching the history of famous African American and how we benefit today from their creations or inventions! There are no books on our third grade book list that deal with cultural differences! I know that next year I will add some of these books to Cleveland County’s list. As teachers I feel that we all get behind from time to time in our teaching! When I find myself in this situation, the first thing that I ditch is history! What about you? History is not on the EOG so this becomes the first thing I mark off on my lesson plans when pushed for time! I am not sure about black girls learning to be silent, but I did have a caucusing AIG that was very quite this school year. When she wrote you would have thought that she was a high school student instead of a third grader! The journals discussed in this article are an excellent idea in which I will definitely use next year! I do not give my student options on if they want to answer questions in class. I pull sticks with the students name on them! This keep all students ready to answer at all times! This is a fair and consistent way to do classroom activities!
After reading the next article I will ensure that I read more cultural diverse literature in my classroom! I will try to cover all cultures represented in my classroom! This article took me back to my first year teaching! I had a student who was a Jehovah Witness! I was very careful that I did not make or let him participate in an activity that his culture did not approve of! However, I found him wanting to do more and more activities that he was not suppose to do! Looking back I now realize that he was just trying to fit in and to be liked! The parents still tell me to this day that I am his favorite teacher because "I loved him for who he was!" Wow this is a powerful statement after reading these articles!!!

Thanks for the podcast! If you have not taken Teacher As Research, you may want to take notes! This podcast would have really helped me if I had heard it before I took the research course!

It has occurred to me lately—and now especially after reading Henry and Noll’s research—that our textbooks and standardized tests, for starters, are written with the majority in mind. For a multi-cultured nation such as ours, this is a problem, but I don’t know that there’s an easy answer. For one, there has to be some sort of “standard” to work towards in our schools, right? I mean, we have to comprise some guidelines as to what our goals are and how we know when someone has reached those goals. These sorts of practices, then, lend themselves to many absolutes in our pedagogy; there just aren’t a lot of gray areas where we can work within this sort of paradigm. On the other hand, we are also responsible for teaching our children that life isn’t so cut and dry—there is, at times, room for negotiation and compromise. Isn’t this what the “tolerance” movement is all about?

On to the reports…These two research reports marry just about everything we’ve read so far: The need for students to be affirmed in the area of their home language; how kids interact one way in their school culture and then another in their home culture; and how we as teachers should not give our students permission to fail. You know, all of the participants in Henry and Noll’s studies needed to be affirmed in their home language and culture, and it wasn’t until then, that they seemed to open up and make themselves vulnerable.

I find it especially interesting that the teachers of Daniel and Zonnie gave a much different report of their school performance than the performance that we were seeing with the researcher. It definitely is because Noll was taking the time to understand their culture and home language. It’s important to point out too, I think, that the reason these children excelled more in their culture communities is because they are comfortable with people like them—people who aren’t going to call them names, make fun of their skin, the way they dress, or how they wear their hair. It’s important to point out too the importance of parental involvement. Can you imagine if Daniel and Zonnie’s parents weren’t involved in their education? Wow. They’d really struggle—especially Daniel.

The research on the African Caribbean girls was—as a whole—much more difficult for me to read with much fluency or comprehension. For me, it may be because I read it first, and the research-style writing is much drier than what we’ve been reading, and I had a very hard time switching gears. Even more so, though, is that Noll really made her students come alive on the page. I would imagine that she may have built a closer, more personal relationship with her participants because there was more of a passion there in the reading for me. Nonetheless, Henry’s report of the Caribbean girls further solidifies the notion that we need to affirm our students’ home culture and language and make great efforts to educate ourselves about their cultural background. It’s SO vital that we open up our minds to think differently than we’ve ever thought before and to teach differently than we’ve ever taught before! And lastly, every good teacher knows, certainly, that she should always have her eyes, ears, and mind perked and ready to learn from her students; we know that if we are paying attention, they’ll teach us how they learn best.
Erin Farrington

I would like to start by saying that in my school career k-12 and also in teaching, I have never really experienced any students getting short changed with their education. I grew up in a southern Indiana town that was 99% white, so there was no minority throughout any of my years of school. And now where I teach, the whole school is in the minority (most years I am the only white person in my classroom.) So, I am in the minority. I guess that means I have been lucky not to have seen students short changed with their education, but I know it is out there.

I found the Noll piece a little bit easier to understand. I learned a lot about the two students she did this research project with. I feel like I know these students based on the information she included. Henry did not put as much detail about her students in her article.

Noll picked two American Indian students who live in a predominately white community. Neither student spoke their parent native language which I found odd. Neither student felt that school was of importance although Zonnie knew she had to do what was required. Both students had a passion outside of school: drum group and poetry. Both students had a way with words. Zonnie wrote through poetry and Daniel only wrote when he liked the topic. As a child growing up, I have never been in a setting where I was in the majority and no minority, so I do not know how these kids are feeling. Noll knew a lot about these two students. I liked how she not only used their lives at school, but she also included their outside lives. One can not truly understand someone until they learn all about them. I am going to try to get to know my students more next year and find out more about their lives at home and their interest. I think if Daniel’s teachers did this he would have been more willing to participate in class and do assignments. He was much smarter than and C and D student.

Melissa Lange

Qualitative research is great when you want to develop a theory and quantitative research tests that theory. These articles showed huge results in their qualitative research, however both articles, just reiterated what I already knew: minorities have a difficult time learning in a “white” school. I understand this being a problem, but what I don’t understand is how to solve it. Does this state see the results of this research?

While I read Henry’s article, I kept getting irritated, at myself, at education in general, and at my school for several reasons. First, in Henry’s research it stated that “teachers who ignore issues in the lives of minority students leave them “voiceless.”” Why does it always have to be the minorities – my classroom was full of “voiceless” white children. Most of my students were from a very low socioeconomic background and therefore did not have a place in the “academic setting” (236). They did not have the “identity” or the “power.” It said that students were “reprimanded for using their first languages in the classroom” (237). Could it be – since voice is power (236) and the teachers didn’t understand their voice they felt powerless resulting in a reprimand?

Second, again in Henry’s research, it irritated me that she took a group of 7 girls and had a “private” lesson. They read The Diary of Latoya Hunter… so she could connect with the lives of the girls. During their discussions and writing assignments, they made connections as well as made inferences. I do that every day in my classroom. I have trouble getting my students to connect, because they do not have the background just like these girls do not. They know more about divorce, death, drugs, and deportation than vacations, historical landmarks, and sometimes even just happy times.

Finally, from Henry’s article, I was irritated most, because it made me feel helpless because I don’t know how to help my “minorities.” It stated that the “school’s ESL department practiced current approaches to developing reading and writing” (243). My school has one ELL person and I never saw her. I had 3 Spanish students (1 student just moved here 2 years ago) and 2 Hmong and no one helped me. My one Spanish student has no clue how to read on a 5th grade level, but she will be in middle school next year. How is she going to make it? These authors went out and did the research and published the results, but what is being done in the school systems, because of this research?

On the other hand, Noll’s article enlightened me some with the amount of parental support that Daniel and Zonnie have. In my school’s community, education does not seem important to most. Even though Daniel and Zonnie are minorities, their parents seem to have a strong desire for their children to get a good education. They also were involved during their early school years. I loved the solution Daniel’s parents came up with regarding the bullying (213). However, I was a little alarmed that Daniel’s parents didn’t seem concerned about his grades and his disorganization.

I understand that we have many different cultures in our classes and, as teachers; we need to learn them and to be respectful of them. On page 230, the quote stating (summary) – it is up to the educators to learn the specific information regarding the culture which will lead to more effective educational practices – says it all. However, one concern is time & resources and another concern is…………..EC.

Loren Van De Griek

The Henry article was very difficult for me to interpret. The scientific lingo and research verbiage obscured my comprehension of the study. The article is similar to those we have read, in suggesting that we as educators need be aware of different cultural “home” languages that are students have. Allowing students to “Come to Voice” is helping them to identify who they are as individuals and providing them the ability to express themselves freely, without prejudice or otherwise. It was extremely interesting reading about how each participant was able to “open up” in the small group discussions and begin to find themselves in regards to culture. When trying to find applications I could incorporate in my classroom, I had to keep in mind that this was a year-long process. Due to the already overloaded curriculum and the lack of resource teachers, this type of small group instruction is not applicable. However, I do think that at the beginning of the year I could do activities that help students express “freely” who they are. Through the use of diverse literature and relatable writing assignments, I hope I can help students feel comfortable in their being and appreciate who they are.
The Noll article confirmed for me that parental involvement is extremely important. Parents must take responsibility in helping their child develop—both academically and socially. Daniel and Zonnie’s parents recognized their child’s need for cultural awareness and therefore became active in their development. It is vital that parents realize they are their child’s first teacher! Without their ACTICE involvement their child is automatically placed at a disadvantage. That blame cannot be placed on the teacher!
Kim Shaw

I came away from the Henry article with a bad taste in my mouth. Why is it that some of these researchers can only pinpoint on the disadvantages of minority students? Coming from a rural town, there are several white students in my class that could be considered "voiceless" based simply on the criteria listed in the article. I also felt it unfair to other non-minority students that 7 Black students were taken from the classroom and placed into a small group setting to read and discuss a book as well as life issues. What student wouldn't benefit from small group interraction like this regardless of race? I strive to do things like this in my classroom as much as possible, but I also find it difficult to reach out and connect with some of my students that I don't have cultural similarities with. How can I connect with these children?

After reading the article on the Native Americans, I am amazed at how talented these two children are. I came away from this article feeling better than after the Henry article for one simple fact: it focused on the positive aspects of the culture instead of the negative issues. It was so refreshing to see the Native American families so involved with each other and so closely knit together. I especially enjoyed how the culture of these children was such a huge and positive part of their identity. It was interesting to see how involved in their children's education and success the parents were. One thing that annoyed me about the article was the attitude of the teacher and other students toward Daniel. I think that if the teacher had taken the opportunity to embrace Daniel's culture, everyone would have been enlightened by his talents and in turn more understanding. That is one thing I would like to take away from this article.

Erica Spicer

Speaking Up and Speaking Out

First I have to begin by saying this was a difficult article for me to read and understand. I didn't know what some of the terminology meant, but I think I still got the main jist of it. As I read this article and pondered the author’s discussions groups with these African Caribbean girls, I tried to imagine what I myself might feel like if I were in a similar situation. I think that in our country, as much as we try to say we have put race issues behind us, many American still harbor negative feelings about those who look or speak differently. I know that being a teenager was hard enough for me, coming from a pretty normal family similar to those of the other kids I went to school with. We were not wealthy, but I didn’t have the issues these girls had to overcome. It’s hard as a white woman to think about what it would be like to be of another color, and how many difficulties that would pose for you. Add in the language factor, and it’s no wonder these girls felt some insecurities.

For many children and teens, contribution to class presents some problems. Kids are often afraid to speak their thoughts for fear of being laughed at or made fun of, especially if you are not in the “in crowd”. I would venture to guess these girls were not part of the socially popular. The article mentioned how schools can produce fear about public speaking; if students feel threatened by their peers, either due to their speaking abilities or differences in opinions, why would they volunteer to share their thoughts? If I thought or knew that people would scorn me for sharing my thoughts, I would likely keep them to myself.

I thought it was an interesting situation the author created by meeting with these girls in a separate setting apart from the regular classroom. However, it didn't seem like a scenario easily replicated due to mere time and resources in the read world. I realize she was doing what she did for the sake of research, but not many teachers would have the time or resources to pull that off. However, this situationt gave these girls an opportunity to open up and be themselves, and even in this setting it took them a while to be able to do that. I wonder if that was so because of their own feelings of inferiority or if classmates’ teasing had caused them to become that way. When I was in high school there was a Vietnamese boy in my class. At that time there were not many immigrants in our area. He was in fact the first person in our school from another country. He started classes with us in 9th grade, and was immediately accepted and quickly became friends with almost everyone in the school. His English wasn’t very good at first, but he was very outgoing and brilliant. He always contributed to class discussions and nobody ever laughed about his language or accent. His family was upper middle class, so he had educated parents and dressed like all the other kids. The language issue didn’t keep him from fitting in and finding his way in our culture, so I have to think that there may be other issues at play with the girls in the article. Do black immigrants (or blacks in general) have more difficulties being accepted than Asian immigrants? Do girls have more trouble fitting in than do boys?

There was a comment in the article about how one’s voice is formed, not found, in a classroom setting. I think that statement is very powerful. Everything that happens in our lives helps to shape and form our opinions of the world around us. Our experiences at home as well as those at school form our opinions about ourselves and influence the choices we make in our lives. The play between Alice and Nadia gives us some insight about their plans in life: they are going to grow up and get married and take care of their families. It doesn’t sound like they have many academic goals, such as college or careers. Perhaps this is because in the cultures they come from, girls are expected to marry and be housewives. I doubt if many white American girls would be writing about cooking for and taking care of a husband. That’s just what was important to them, so it’s what they wrote about. At such a very young age, they had already resigned themselves to follow in the footsteps of their mothers and grandmothers, without thinking that maybe they could take another path. I am not saying that being a mom and housewife is demeaning, just that it didn’t seem like the girls thought they had any other options.

It seemed that by the end of the study the girls really began to open up and take more risks in their writing and oral contributions. I think the author found topics which the girls could really relate to, things that really mattered a lot to them in their lives at the time. In a regular classroom setting, however, even if discussing the same topics I don’t think they would have participated as much. Being in the small setting with similar peers gave them the security needed to takes risks in their learning, and opened up opportunities for them to contribute and share their thoughts and ideas both verbally and in writing.

Experiencing Literacy In and Out of School

Daniel and Zonnie both had their own set of complex problems to deal with. Daniel seemed to be having a harder time fitting in at school, but he also seemed to be more assertive in expressing his identity as a Native American. They both had their outlets of expression, Daniel with his drums and Zonnie with her poetry. But they both seemed to be floundering with literacy according to their teachers; they seemed to be the kids who took up a seat but didn’t really stand out as special in any way. The teachers only see them in the academic setting of school, a place where neither of them really shines as a star, so they are missing out on their unique abilities in music, dance, and composing. Even Zonnie’s abilities at writing poetry seem to go unnoticed because at school she is asked to write about things that don’t really matter to who so the teacher doesn’t see her true abilities. Both of these children are using literacy to a great extent in their personal lives, even if it isn’t in ways traditional schooling would consider academic. It is sad that they are not being given the opportunity to develop their talents in school, but at least they have supportive families that recognize their abilities at home and encourage them to persue their education. Zonnie was able to connect to her reading teachers, probably because they came closer to understanding her than any of her other teachers, but Daniel didn’t seem to really connect with any teachers or friends at school.

It is very sad to see children in situations such as this, but it happens much too often in our schools. Children are left out for many reasons, not just for their cultural backgrounds. Being a teenager trying to fit it is difficult for any kid, but I imagine that the difficulties increase dramatically for those of different ethnicity. I wish that there was an easy solution, one that could make these groups of students feel worthy and important and their ideas welcome in our classrooms. Unfortunately, racism is a difficult monster to defeat. It seems throughout the articles that we have read that the students seemed to respond best when teachers took the time to acknowledge these different cultures and validate these children as having a place in their classes. If the children feel welcomed and important, then they are likely to be more interested in trying to learn in predominantly white classrooms. It seems in both these schools the teachers didn’t do much to try to help the children fit in. I would think in areas with higher populations of minority groups, as was the case where these children lives, emphasis would be placed on the teachers and training given to them to help them understand how to be more accommodating. At my school, we have a high Asian and Hispanic culture, and we have had many workshops about the cultures and customs of these groups. It helps to understand why they do things the way they do, and it helps me as a teacher be more understanding of where my students are coming from and more patient with them as I help them learn.

Lorie Hedrick

These two articles have identified something that I have often thought to be true. Writing has to be connected to more than just content in order for it to become meaningful in an adolescent’s life.

The first article showed how a small group of African Caribbean girls learned to express themselves when confronted, through literature, with many of the problems they face in their own lives. The girls were able to make meaningful connections to literature in both speech and writing. They were able to think critically about what they were reading and how it connected to their own lives or what they saw in the world around them. These girls had not previously had the opportunity to express themselves this way in class, and therefore had been left voiceless in much of their educational experience. As teachers, we cannot create an environment where we take out seven girls and do an intensive literature experiment with them, but we can be conscientious about the literature we choose to have our students read. We can also create small, safe, student peer groups that allow students to express themselves in a way they may not be comfortable doing in a whole class setting.

I took particular interest in Henry’s statement that “it took those first few weeks to convince them that there is never only one “right answer”” (241). I find that many students have their voice stifled by the way reading is assessed in schools. They are often taught to find the one right answer and are not encouraged to form a personal response to their reading. By the time students get to high school some of them are so programmed to find the one right answer that it is a challenge to get them to think more deeply than that.

In Noll’s article she did research on two Native American teenagers. Neither of these teenagers experienced a great amount of success in literacy in the school sense. They were not seen as particularly successful students, but they both identified a personal connection with some form of literacy in their personal lives. So, my question as a teacher is how do we tap into these other literacy’s that children experience in their own lives. By tapping into these alternative ways of student expression, teachers would be able to more fully understand a student’s ability.
Teachers need to make a conscious effort to engage students in learning that feeds into their need for a sense of identity. Students must be allowed to discover who they are as they learn in school. They should be discovering things about themselves as they learn content information and not “be doing school work to be preparation for the following year” (226).

Shannon Keough

After reading “Speaking Up” and “Speaking Out,” I have to admit there was a little frustration. I understand that as educators, we need to make sure we are not short changing minority groups, but honestly, we have to make sure we don’t short change all groups, regardless, or race or gender. At the school, in which I teach, the white students are the minority. I give them no more special attention than I do my Hispanics, Hmong, or African American, because in my eyes they all deserve the same. In the article it stated that “Voice is identity, a sense of self, a sense of relationship to others, and a sense of purpose.” This voice is the same for every boy and girl, regardless of race. At the end of the selection, the academia was less of a concern, due to issues in the girls’ lives. I think this is true in a lot of situations in our public schools. Our students come from all walks of life, which influence their learning. That is why, it is so important we take the time to tap into our students lives. BUT when….? In the maybe 20 minutes I have to stuff down my lunch, or the few minutes of recess, when the kids are “by law” suppose to be “moving.” Our educational system does not give us opportunities to get to know our students. (I do the best job I can getting to know my students, and feel I do as well as I can in that area, but I am just pointing out that it is hard to dig deep into our students’ lives with all the other demands). It is hard to be a full time guidance counselor in the classroom, when the state demands we teach such a rigorous curriculum on top of everything else that has to be done in the classroom. Overall, we need to make sure we are short changing no one, regardless of race or gender.
Again, after reading the other selection “Experiencing Literacy In and Out of School,” I was still a little frustrated. I cannot really relate to middle school teachers and their responses about the two students in the case studies, but it does not seem that they know the two students very well. Having a self contained classroom, it seems it would be easier for me to get to know my students, because I have more time with them throughout the day. It is also frustrating that all you hear these days is that we need to be global, but yet we are not meeting the needs of the children in our own backyards. As educators we are going to have to be more creative in the ways we teach (Examples: multi-cultural fairs and projects). Also, as I was reading about Daniel, it made me think about the importance of doing interest inventories with students. The hard part is finding the extra time to go through twenty some or more for middle and high school teachers, to find out what the students are truly interested in and how they like to learn. Then, with all the extra money teachers are given, how we come up with the resources to meet their interests.
The podcast was very informative, and I feel it will be very helpful as I take the Teacher as Researcher class in the fall.

Heather Houston

Wow! I enjoyed Noll’s qualitative research study of Zonnie and Daniel. For only being in middle school, I feel they carry a lot baggage and intelligence with them. My heart goes out to both of them because they have to play two roles in life (learning in a predominately white public school and also carrying on the traditions of their heritage/family outside of school). Just like other articles we have read about non-whites fitting into two different “worlds”, the same goes for Daniel and Zonnie, whom amazed me with their talent in literacy and the arts. For being looked at as being disorganized/lazy in school (Daniel) and mediocre (Zonnie) their stories, journals, music, and poems were very impressive.
I wish I could have somehow helped Daniel with his sense of belonging in the school. I was slightly upset by the fact that white kids would pick on him and when his parents went to ask for help with this, there was no help from anyone. I give credit to Daniel for not wanting to use tae kwon do on those kids before given permission by his father. It must be very hard to want to be liked by others and instead he was verbally and physically abused by them. It makes me realized, that as a teacher, I must make connections with my students and understand why they might not be turning in assignments or focusing in class. He is a bright kid and if given a little motivation and encouragement from a teacher it might have pushed him in the right direction. Instead they sounded like they were frustrated with him when he did not turn in work. If asked “why” about these things, he might have told them and gave his teachers an understanding to his behavior/lack of assignments. It is not like he did not have supportive parents at home to push him if someone were to show interest in his academic talents.
Zonnie… what an amazing poet for only being 14 years old. I also felt much sympathy for Zonnie when she went on about how she enjoyed her reading teacher and that her teacher understood her love for reading, when actually the teacher said she didn’t know Zonnie liked to read and called her “mediocre”. We should be trying to lift up those mediocre students and pay attention to them, instead of allowing kids to think we are listening to them when we as teachers, don’t know what they are interested in. Zonnie and Daniel are falling through the cracks of our education system when there is so much that we could be encouraging them in. How disappointing. :(
In reading Annette Henry’s article on “Speaking Up” and “Speaking Out” I liked the literacy ideas she used to get African Caribbean girls to use their voice. Making connections through reading and writing using background that they can relate to makes for good discussion and allowed these girls to express their thoughts.
I also felt sympathetic for these girls as I put myself in their situation. To be in a new country, without some part of your family or living with relatives, observing different cultures, and trying to learn a new language, would be very scary for me and leave me voiceless as well. I would be afraid to speak up because I would be afraid to be wrong or offend someone. By the sounds of Henry’s article, the girls were able to eventually communicate theirs thoughts on reading and current events, along with discussing their feelings and asking questions.
The podcast mentioned that the qualitative research articles need to be “rich, thick, descriptions” on the research. In some way I felt this article way so descriptive in parts that I needed to go back and reread these sections many times. (Rereading it may have confused me more in some parts, but for the most case I understood her study and outcomes.) Side note: As curious as I was to know what Tamisha shared with the group, I found it sincere of Henry to not disclose this information. She obviously respected her enough to leave it out of her study. Kudos!
Barbara Terauds

As I read both of these case studies I noticed I kept underlining & making notes about two thematic similarities: trust & culturally relevant curriculum. While Noll & Henry approached their research and reporting in very different ways, both case studies made clear the need to build trust within learning communities while involving the student’s unique cultural background as part of a responsive and culturally relevant curriculum.

Before reading these case studies, I had never considered the need for researchers to establish themselves as trusted members of a community rather than simply as observers. On page 241, Henry explains that she worked to build relationships with the girls in her study groups before ever pushing them to extend their thinking or take emotional and educational risks. It was almost as if she needed to reprogram these girls both to trust her and to trust themselves, as opposed to the prior system “in which the teacher does the thinking, knowing, talking, and decision making, and in which the students passively comply and regurgitate.” Her research was tiered, with each tier represented by an increased level of trust.

Initially, I was turned off by her word choice and seemingly prejudicial opinion statements. However, I made myself read the whole case study twice. During round two I understood what she meant by calling the research “outsearch” in which her dedication to the young ladies in the study was more important that her objectivity as a researcher. I appreciated her clarification and believe it brought a degree of humanity to the study.

Noll explains from the very beginning that she is an outsider asking to be included in the American Indian culture. She worked to cultivate trust from the very beginning, inviting parental, educator, and student input. Her responsiveness to parent and student understandings demonstrated a dedication to the people involved in the study. (An example of this is found on page 211 when she changes the name of the club to “Literary” rather than “Literacy Club”.)

I wonder if the research and “best practice” information that is handed down from us from county and state educational decision makers considers the humanity who are represented by the numbers and figures?

Both studies also make clear the need for schools to create culturally relevant curriculum that works to facilitate social change. I would argue that it is impossible for students to find and utilize their “voices” in classrooms that don’t recognize their unique cultural backgrounds. I love the quote Henry includes on 236, “Voice is power—power to express ideas and connections, power to direct and shape an individual life towards a productive and positive fulfillment for self, family, community, nation, and the world.” I think we, as teachers, ultimately desire all of our students to find their voices, but maybe we’re falling short on this.

Noll points to the disconnect between what’s taught and what’s real in the lives of Daniel & Zonnie. Although there is no reference to “voice,” both students are seen as nearly invisible. They participate minimally in school instruction, although both clearly have strong literacy skills that carry over into their home communities. It’s not okay for us to say that students are “just kind of there” (225). It hurts my feelings for Zonnie, but makes me think of many of my young Hispanic ladies who love poetry, friends, and boys, but fall through the public school cracks.

I thought both studies were thought-provoking. I’ll admit that I need to work on finding ways to include more culturally relevant information in my instruction—likely in Language Arts & Social Studies. I love the idea of an after school club that would get into more real issues like Henry’s did. Any suggestions on ways to do that with administrative support?

Ruth Johnson

“Speaking Up” and “Speaking Out” is hard to critique. In fact, I was not sure what to discuss about the research. Should I comment upon the research topic, methods, or about the girls and their “voice”? While I cannot possibly understand what an immigrant from a black culture in the Caribbean experiences, I do understand their need for voice as a woman. On page 236 of the article the definition of voice was given in an extensive paragraph, which in turn prompted a question within me: “Where was my voice when I was in school?” It seems that education has lacked in this area for all students. Those in power of every society, namely, men, mandate curriculum! I can only try to empathize with minorities in society for I will never grasp the entirety of their dilemma.
The research of Elizabeth Noll was most interesting. The role of literacy including but not limited to reading, writing, music, dance, art, and storytelling opened my eyes. It caused questions to arise about my own definitions of literacy and then to change them. Making meaning is what it is all about and I believe this researcher did an excellent job. What I came to realize about the Native American youths is that they above all of us have the best understanding of their identity! What other culture has such a rich heritage still right in front of their eyes? What other group of people are still passing along their traditions so clearly in the United States? I do not know the answer to those questions but the author of this report made me aware of the importance for the participants of the research. I hope they grew to appreciate it as well. Racism is not a situation to take lightly. Hatred damages parts of ones well-being that may not heal. We all have experienced it in some form or another because children (as well as adults) can be very cruel. However, Daniel and Zonnie have goals and values that are enviable for most people. Not only have they learned to read and write in the traditional sense but also in the Native American ways, supported by their families. This is what I see lacking in many of our cultures today.
Janet Gross

Both articles were extremely interesting and hit home for me. I found it intriguing that in both articles there were subgroups/minorities which envisioned themselves as less than most; or perceived themselves as possibly not having a “voice”.
In Noll’s article of the two American Indians students and the perception of the teachers about their students’ lack of skills in reading and writing is despondent, but true. Unfortunately there are teachers who look at students’ economic situation, and/or their cultural backgrounds, and they make judgments about the students’ abilities to perform. Sometimes, it isn’t the student’s lack. Sometimes it is the teacher’s lack of knowledge of the student’s culture/heritage. I found it sad that the U.S. Dept. of Commerce reports “that American Indian students score an average of 57 points lower than White American students on the verbal SAT, and that only 66% of American Indian students graduate from high school nationwide”. Knowing statistics like these are shocking and we all, educators and concerned citizens alike, should be alarmed and willing to do whatever it takes to close this gap. Low level remediation of these students isn’t the answer. Not only do we as educators need to use their dual linguistic skills to our advantage. We also need to learn more about their culture and way of life and let the students make connections through their music, dance and art. With these literary devices all ready in place, and we are all working together for one common goal, we can definitely close that gap.
I thought Henry’s data was innovative and interesting. It’s true…we either look over the black female in our classrooms, or we define who she is by her social calendar or how mature her body has developed. Regardless if you agree or disagree with the previous statements made, we all have been guilty of this in one form or another. I applaud Henry’s ability to collect the data (and understand this group is being over looked and sometimes under-served in our classrooms); establish these particular young girls in a group, get them talking and trusting her, and ultimately get the girls reading and writing. During Henry’s research/out-search I think she did learn a lot about herself, the students she studied, and how to conduct research. I think we as educator can take a listen to the way she listened to these girls and got them to talk out and speak up…I believe these girls found their VOICE!
Toni Wheeler

I really enjoyed reading the Henry article. How wonderful that these girls were given an opportunity to meet as a small group. These girls were very lucky to have a time where they could talk openly about school, boys, and their home lives. I love that Henry chose a book for them to read as a group. This is a great way to prompt discussion, and because the book was so closely linked to their lives, it was a great way for the girls to make literary connections. Each girl kept a journal, which any adolescent would benefit from, but especially ones who were so far out of the cultural loop. It got me thinking about how every teenaged girl would benefit from an experience like this. I think many young girls feel as though adults don't care about them or what is going on in their lives. These girls knew that someone did. I feel like a program modeled after this, for all middle school aged girls could help them more clearly make good choices as they go on through high school and college. This close intimate group (with no boys allowed!) allows girls to speak freely about issues concerning them.

I really admire Daniel from the Noll article. Not many children would continue to embrace their unique heritage after getting ridiculed and ostracized by their peers, especially during adolescence, when children are so impressionable and unsure of themselves. It is a shame that kids can be so cruel. Daniel seems like such an intelligent and talented boy, yet these traits go unrecognized by his peers. As a result Daniel feels like he doesn't fit in at school, doesn't put in any effort, and is not doing well in academic areas. My heart also goes out to Zonnie. How sad that already she is counting down the years until she is done with school. As a teacher I find it truly amazing that Zonnie is a talented poet (and she enjoys writing poetry!), yet she doesn't like school. She says she can't wait to get home so she can spend time with her family. I guess she feels as though they are the only ones she can relate to since she looks and lives very different than her white peers.
Kelly Beckley

Wow! These journal articles were quite a change from what we had been reading! The podcast was helpful processing and understanding what I was reading. This was my first introduction to qualitative vs. quantitative research. My mathematically focused mind immediately began looking for statistics and numbers, so I had to train my mind to read this differently. I actually listened to the podcast after reading the first article and it affirmed many of the things that I had been wondering while I was reading. I wondered how I was to be sure that the research we were reading was quality (other than the fact that Dr. Jackson wouldn’t give us unreliable research for this course!) That question was answered for me in the podcast!

I enjoyed both articles, but I especially enjoyed the journal by Noll. I have been on several mission trips to the Native American reservations. When we go on these trips we usually go to the neediest parts of the reservation to help. Because of my narrow exposures to Native American cultures and the fact that all of my exposure has been based on the lowest income areas, I went into reading this article with some preconceived ideas. Some of the research that I read was not really what I had expected. I had never really thought about the parents being so concerned about what the data from researchers would look like and what it would say about their children. I was intrigued by the fact that the parents asked Noll to change the name of her literacy club to literary club to make it sound more academic. It made me wonder how we are sometimes perceived when we go there to do missions work. Most of the Native American people that I know are very proud of their heritage, so I hadn’t ever thought about their concern over what research could be falsely skewed to portray. I was pleased to note that Noll did ask parental permission, explained the research to be done, and accepted feedback from the parents before beginning, which shows that the research is quality!

On page 206 Noll explains that “students’ cultural and linguistic differences frequently are perceived as deficiencies” when actually a lot of times differences result from miscommunication between Indian children and non-Indian teachers. Once again, something that I hadn’t really thought of, but something that makes so much sense. I can see how this could easily happen in the classroom. On a much minor scale I try each day to make sure that this doesn’t happen with my speech kids. For students with severe speech delays one would think that they simply cannot read if you didn’t understand how to listen beyond their speech challenge areas. I can see how a minority student could feel even more misunderstood—in language, culture, etc.

In both articles I found one large common thread—students must be educated in a way that is meaningful and authentic to their own life. The tie of home to school is crucial in academic and social aspects. Once again we saw the drama scenario and observed how effective it was in teaching language. It seemed that students were much more willing to write when they could include their lives in their writing and when they could write things that would be helpful in real life—like notes, phone messages, journal entries, poems, etc. For each child it seemed to boost their sense of belonging and their confidence when they could feel secure in their culture, language, etc at home and at school.

Jessica Jackson

Both articles were extremely interesting and hit home for me. I found it intriguing that in both articles there were subgroups/minorities which envisioned themselves as less than most; or perceived themselves as possibly not having a “voice”.
In Noll’s article of the two American Indians students and the perception of the teachers about their students’ lack of skills in reading and writing is despondent, but true. Unfortunately there are teachers who look at students’ economic situation, and/or their cultural backgrounds, and they make judgments about the students’ abilities to perform. Sometimes, it isn’t the student’s lack. Sometimes it is the teacher’s lack of knowledge of the student’s culture/heritage. I found it sad that the U.S. Dept. of Commerce reports “that American Indian students score an average of 57 points lower than White American students on the verbal SAT, and that only 66% of American Indian students graduate from high school nationwide”. Knowing statistics like these are shocking and we all, educators and concerned citizens alike, should be alarmed and willing to do whatever it takes to close this gap. Low level remediation of these students isn’t the answer. Not only do we as educators need to use their dual linguistic skills to our advantage. We also need to learn more about their culture and way of life and let the students make connections through their music, dance and art. With these literary devices all ready in place, and we are all working together for one common goal, we can definitely close that gap.
I thought Henry’s data was innovative and interesting. It’s true…we either look over the black female in our classrooms, or we define who she is by her social calendar or how mature her body has developed. Regardless if you agree or disagree with the previous statements made, we all have been guilty of this in one form or another. I applaud Henry’s ability to collect the data (and understand this group is being over looked and sometimes under-served in our classrooms); establish these particular young girls in a group, get them talking and trusting her, and ultimately get the girls reading and writing. During Henry’s research/out-search I think she did learn a lot about herself, the students she studied, and how to conduct research. I think we as educator can take a listen to the way she listened to these girls and got them to talk out and speak up…I believe these girls found their VOICE!
Toni Wheeler

These two articles were very interesting because the students in the acrticles felt unheard and without a voice. In the Henry article these girls felt that they must become silent to blend in. I was frustrated by this article because I felt that the fingers were being pointed at teachers for not doing their part. I feel that teachers do the best they can with the students they have. I think that middle school is not just an important and critical time for these girls but for all students of this age. Why did just these students get pulled out. There are many situations that all children this age are going through and we as teachers need to figure out how to help them but I don't think it was fair for just these girls to get pulled out just because of their race and their language skills. In the article Henry stated that "traditional forms of literacy education have required silence, invisibility, and other forms of accomodations." My question to this was why does this author think that these girls voices have been silienced. She never seemed to really explain this she just kept stating it. I feel that yes teachers need to try to bring in students culture into teaching about things that they can relate to, but there is so much for teachers to get through in a year that we are lucky if we just get the required things in.

I think the Noll article was very interesting too. I felt very bad for the way the students percieved themselves and struggled with their culture and how to find a happy medium with their school lives. They seemed to both feel more comfortable outside the school environment and they thought of school as a job that they wanted to leave there everyday. I found it very interesting how the Native American children used music and art to interpret reading and writing. I had never thought the way they had with music and art. I do however think that these children were very intelligent and that they just were not as interested in school. They had many other different things going on outside of school. I think that Daniels teachers did try to engage him in the classroom with some of the choices in work but he was just not interested in them. I think that he felt that his teachers were not trying very hard to see who he was as an individual and therefore he just became voiceless and they thought that he was not a fard worker. I think that Zonnie had more friends but she did not like the attention that they gave her about her poems. She felt that her work was personal and that it shouldn't be read outloud. I feel that Zonnie still felt like she disappeared because her teachers did not take an interest in knowing who she was either.

I know that as a teacher I take all my students interest at heart. I make sure to learn about who my students are and to make sure that they are not falling silent or voiceless in my classroom. I think this happens more so in the upper grades, middle, and highschool level. So many children come through those doors of the classroom and I think that the teachers have a hard time finding the time to speak and learn about these students. I am fortunate enough that in kindergarten I am able to spend ample amounts of time with my students and make sure that they are being heard.

Megan Machuga

These articles took me a while to read, I just couldn’t get into them. It’s hard for me to relate to the students in the articles, I am a white female from a middle class family. It’s sad that we as teachers sometimes do not realize our students’ potential, like in Noll’s article about Daniel. I’m sure that I probably have had students that read more at home than at school because it is more interesting to them. I try to let my students have free choice reading time in class so that they are encouraged to read something that they want. I find it amazing that the parents were so involved in their children’s education and wanted the best for them. This is not really who I am used to teaching to. Most of the parents I deal with do not even bother to call me back.
Daniel may have not liked to read at school but he has so many other talents. I’m very glad that Daniel didn’t give up on who he is. I’m not sure that I could say the same, if my classmates were constantly teasing me. I also can’t believe Zonnie’s love for poetry, this could be because I hate it. If Zonnie was in my class, I would do everything that I could to encourage her to keep writing. It’s not often that a teenager would rather write poetry than hang out with her friends. Being a teenager is hard enough, but being different makes it even harder.
In Herny’s article, I think that it is great that she tried to choose books that relate to the girls’ lives. Our culture is an important part of who we are. I also liked how she told them that there was not just one answer. It’s sad to think that so many students think that their voice is not important. I want all of my students to feel comfortable in class and to be able to contribute to our class discussions. I know this is easier said than done. No teenager wants to say something wrong in front of their peers. It is hard enough to fit in, let alone be from a different ethnicity. I have always taken my life for granted.
I want to make sure that all of my students have a voice in my classroom. It doesn’t matter to me where you are from, in my class we are a family. I need to make sure that all of my students get a chance to speak up when they have something to say. I never really considered that my ESL students did not speak up in class for these reasons. I have also never really studied any of my students’ cultures. I try to be respectful when I know about certain topics, but I have never really gone out of my way to research their cultures. Next school year I am going to be aware of the differences in my classroom. I also am going to make sure that my students feel like they have a voice.

Dana Eudy

The Noll article had me confused as to the similarities and differences between Lakota and Dakota Indians. I didn't know if, while they were both Sioux, if there are different cultures/language of Sioux -- much like the term "Asian" is broad and then you define them more when you label people of Asian descent and begin to define them as Hmong, Vietnamese, or Chinese: I wondered if Sioux was a broader term used to describe a group of Native Americans. I have not had as much experience with American Indian students as I have had with students from other backgrounds and this was something that peaked my curiosity.

Both children in Noll's article are very proud of their culture and are seen at and participate in cultural events.Daniel's teachers recognize his intelligence, while they are frustrated his scatteredness and the fact that he doesn't seem to care whether or not he turns in the work. He will write stories but he seems to edit them as he tells them. He becomes discouraged if his work is not singled out by teachers. Daniel seems to be torn, while proud of his heritage he also wishes he could blend in more with the white world.

Zonnie on the other hand would rather work on her poetry than spend time with friends. At an age that has most children seeking to break away from their families, Zonnie still enjoys spending time with her family and is close to them. Like many of the children I teach, Zonnie's father has spent much of her life in prison and other family members have helped her mother raise her.

While Daniel still is very active in different cultural groups, Zonnie has started t break away in ways like no longer taking part in a traditional dance group.Both children have been the victims of racism in their lives - both in school and out of school. While Daniel becomes discouraged by the lack of teacher response to work, Zonnie feels more free to express herself.

Both children in Noll's article have families who support them and their education. The families of both children have been part of supporting their literacy. Daniel and Zonnie come from families who are very active in the cultural community. Both children have experienced racism and have written about the racism they experienced.

As educators it is important to acknowledge our students' experiences, even if they make us squirm. We can make it possible for them to feel free in their wirting while still acknowledging their work. We have all had students like Daniel, and we know getting tehm to turn in work is half the battle. We need to make sure that those children feel rewarded so that they will want to turn in the work on a more regialr basis.

At the same time we have all had students who, like Zonne, can get lost in the crowd because theya re quiet. They do what is expected and are more "middle of the road" -- not trouble makers and not the top students.

Henry's article focusing on girls of African Caribbean descent was of major interest of me as I have had and do have students who come from that area of the world. All children must be given the freedom to explore their literacy through writing. Teachers must be aware of dialect and of native languages. Sometimes in wiritng the native language and English meld and a kind of new language is created. This happenes when children are speaking as well as writing.

At one point, as a 4th grade teacher, I had a student who moved to HIckory from Brooklyn. TH epoor thing spent the first six weeks asking me, with my very southern accent, to repeat everything. Children coming from one of the African Caribbean will have this type of experience also.

Journal writing is a more free way for children to express themselves. In my class children have journals. If they are writing something they do not want me to read, they fold over the pages they do not want me to read. If they do not trust me to keep my word, the can staple the pages in question. They can not do this every day, as I do respond to each child's journal at least once a week.

When a child comes to the United States not only must they learn the langauage -- both social and academic -- but they must also learn what social norms and how to navigate their way through these norms. It is difficult for me to imagine being far from home, in a strange country surrounded by a strange language being spoken to people who do not look like me or dress like me or eat the foods I like. All of that then being thrown in to school and expected to speak, write, and read in a langauge I was only beginning to learn and do it formally.

Caroline Walker

Noll/ Henry

In a recent study of students ages 12-13 all girls were placed in groups of multicultural backgrounds. They were to listen to others tell stories about their cultural backgrounds listening for likenesses and differences. This study enhanced young writers to become more avid thinkers in the world that surrounds them today. Students often feel left out or just not in the realm of society due to our subject material being biased in a way that only certain criteria are not met due to cultural differences. Of course, our standard way of teaching is to eliminate any topics that we are not familiar with leaving only “our” culture the one we all know and expect others to succumb to. This is problematic due to lack of knowledge where other cultures are concerned. In the past, I have taught ELL learners in the classroom, mainly Hispanic descent. I often wondered in my beginning years of teaching why these students never spoke out or answered questions I knew that they had knowledge of due to materials that were covered in class. I quickly found that these students felt intimidated to write their feelings much less answer a question in class worrying about language differences and culture differences. After a year of studying why and what could be done to enhance ELL learners in the classroom, I found that comparing background knowledge with other students would and does help creative thinking and writing. When students are young they are very impressionable and with this article putting thoughts and ideas into perspective students can become great writers and independent thinkers. By the way, one of my ELL students was documented as making the most progress from the beginning of the year to the end of the year. She had no discrepancies except her way of life was not the same as our southern culture. The materials we use in class needed expansion to incorporate all learning styles and learning criteria needed exposure so these students could feel a part of the culture they have become to know as an intimidator.
Whether Indian or Creole descent, the teacher is responsible for expanding the SCOS into something creative and interesting that students can relate to in life. I love learning about different cultures and lifestyles and when this is opened and discussed in the classroom then students are more engaged and feel a part of a safe and happy environment. When children feel less threatened or less pressured to know what is expected of them then their creativity will transpire into wonderful prose and vocabulary will expand giving students the knowledge to communicate verbally and production will increase in essays and writing tests.
I thought that including Chinese New Year was a big step in integrating different culture backgrounds in the classroom. After reading these articles, I feel that every week should be devoted to other cultures and everyone should be subjected to learning new material about descendants from other countries.
Robin Hand