This module discussed acknowledging students' diverse backgrounds and advocating for an educational approach that allows learners to "expand their repertoires" without abandoning their cultural identities. While I have primarily gone to very diverse schools, I experienced a racial difference in treatment when I was younger. I was a black student in a gifted program in school. My class was very diverse, and I was dating a white boy in my class. The black students in the room were all primarily sitting in the same assigned section. One day, we were allowed to pick seats for groups, and my white boyfriend came to sit with me. The teacher pulled me out of the classroom and spoke to me regarding leaving him alone and not distracting his education. I was shocked during the entire conversation, and it is something that has stuck with me over the years. The teacher's actions suggested an expectation for me to conform to a dominant cultural norm.

This incident is indicative of broader systemic issues in education, where Black students often face discriminatory practices. Research indicates that Black students are disproportionately subjected to disciplinary actions and are more likely to be perceived negatively by educators. For instance, a study by Brown University found that teachers' differential treatment accounts for nearly half of the racial gap in school suspensions and expulsions among young children. This type of differential treatment is also described in the book Troublemakers by Carla Shalaby. Students are not given the grace and understanding that they need to succeed in school. Forms of covert racism, like I experienced, are perpetuating inequality and inequity in education. 

Schools need to implement culturally responsive teaching methods and provide professional development that addresses implicit biases. Schools should be training educators to recognize and challenge their own biases, as well as having people in place to investigate and eliminate issues like this. The community should be an inclusive environment where a student would feel safe to bring up this issue to someone.

Losen, D. J., & Martinez, T. E. (2019, July 18). Teachers' implicit biases contribute to disparities in school discipline. Brown University. 

Shalaby, C. (2017). Troublemakers: Lessons in freedom from young children at school. The New Press.