FAMILY | Bridging the Gap

Bridging the Gap – The African American Learner
by Emily Terry, M. Ed.

Why is Shiquan in the hallway again? How can he learn if he is never in class? Why is it that Shiquan’s teacher constantly asking an African-American peer teacher to help explain proper classroom behavior to the student daily? These scenarios leave one to question whether an at-risk African-American student is having difficulty adjusting to the academic expectations because of cultural differences.

The Problem

Often when one walks the hallways of a rural middle school in South Carolina, one can witness a student being verbally reprimanded. The unpleasant discussion often leads to the students being suspended and losing instructional time from class. Moreover, the student in the hallway that is engaging in a verbal altercation, 85% of time, is an African-American student. How can a student learn if they lose academic time because of poor behavior? In most incidents the student fails to take responsibility for their actions and this leads to trust issues. In conferences with the parents of the at-risk child, the parents are already aware of the issues the children may have been experiencing during the school from present and previous grades.

Also, living in a southern society has an “Uncle Tom” effect on students that grow up in the south. The confederate flag becomes unnoticed and acceptable because of their southern existence. Moreover, for educators who do not see the negative effects of the “Confederate Flag” and permit other students to wear the flags apparel gives the minority child a hidden message from this act. The flag issues portrays an unintential belief the nonminority teacher is racist and thus the student becomes defiant on many levels.

Historical Issues

Historically, evolving educational reform extends from events that affect society through an influx of learners and new community members. During the reconstruction period, newly freed slaves became the hot topic in the educational debate. Historians held the belief that slaves were inferior an unable to complete task independently. The newly freed slave still needed someone to tell them what to do, clothe, feed, and provide housing for them.

While the issue today does not evolve around whether to educate or not to educate, the issue today revolves around how to ensure that all students learn. Throughout the country, bridging the communication gap between African-American students and teachers is a daily struggle. In 2007 most schools provide students with food, counseling, intramural, and fine arts programs. Today’s student have exposure to rigorous curriculums that supports state standards; however, the African-American child is still lagging behind their nonminority counterparts. When an African-American student has an academic label that of nonreader or non-communicator one must what deals with communication barriers. When the child reaches middle school, the learner will have had experiences with the English language with disruptive behavior hindering academic progress.

Solutions

The first issue that educators must understand is that at-risk students learn in better in culturally diverse classrooms that are culturally sensitive towards all students. One must understand that African-American students use a different style of talking than their nonminority counterparts.
Another possible intervention calls for improving communication strategies that will lead to positive academic outcomes through discussions with staff members. Understanding cultural differences will lead to empathy of the part of the nonminority educator. The staff must explore cultural beliefs to reach minority at-risk learners. The nonminority teacher must understand the older the African-American learner gets the more aware of their historical culture. For the African-American child exploring the reality of the movie “Roots” presents Caucasian teachers in a different light. The African-American child understands that they are different racially from most of the class in southern school setting.

According to a seasoned educator cultural empathy is important:

There is a definite difference which impact communication between white teachers and African-American students and African-American teachers and White students. The verbal jargon that is used in discussions within a family setting is understood by teachers of the same ethnic background with the student. The African-American teacher will have empathy towards the circumstances of the black students, while many of the white teachers have the same opportunity of white students. You have to research the family environment to learn why certain students react to certain situations more than other students. The white students in the DC area have more opportunities to build schema than their minority counterparts with the white students experiencing cultural arts, historical venues, and fine arts performances. Thus, the white teacher will not have a cultural empathy for the African-American child. (Avant, 2007)

Another issue to bridging the communication gap is that some African-American students only respect their parents or guardians. This is clear in the student’s response to teachers with the phrase, “You ain’t my momma, and you can tell me what to do”. The student may come from a family that holds a natural distrust for a desegregated school system; therefore, this natural distrust for Eurocentric authority figures spill into classroom and creates a defiant child.

“He uses the foolish to confuse the wise” (1st Corthinians, New Testament).

The first tactics one can use is open dialogue with students about their family life and educational expectations of their African-American family. Most students come from backgrounds that have a strong respect for their elders and religion. With this knowledge, an educator can direct the defiant student to reflect on suitable behavior in a church setting. The African-American child will express the importance of a child being reverent and respectful in church. The student understands that reverence goes beyond the chapel, but extends to the rest rooms, Sunday school classroom, and church outings. The child is aware that any adult in the church family has permission to correct them if they are out of line and the requests of the pastor are of the utmost importance.

Some middle level African-American students feel their Caucasian teachers are seen as a push over. For teachers that work with vast numbers of African-American students, one must understand the authoritative teacher has better management skills with difficult students. In bridging the communication gap, the African-American student respects authoritative traits in a teacher and the Caucasian educator must exude authoritative traits always. If the teacher can handle the behavior the student will comply with the rules of the classroom. In addition, the educator must learn what is important to learner to guide the student down the correct educational path. The educator must also understand the meaning behind nonverbal cues and the meaning to the at-risk learner. The cues in African-American community could mean “’I’m ignoring you” or “Whatever” which coincides with rolling the eyes. The novice nonminority teacher must not let the nonverbal behavior continue, it is still a way of disrespecting the teacher without consequences. The novice educator must always address inappropriate verbal and nonverbal behavior, this shows the at-risk learner that one cares. Moreover, the nonverbal cues are not allowed in the African-American home and should not be allowed in the classroom. This correction process provides the students the importance primary/ secondary education and bridges the communication gap.

Conclusion

In conclusion, bridging the communication gap between African-American students and European American teachers begins with understanding your student base with strategies in place. The cultural differences have widened the trust factor and educators must look what part they are playing in the problem. Next, the educator must being to explore strategies that work with African-American students that do not seem mesh well with their academic environment. With the diverse family backgrounds of many African-American learners, the educator must uphold the authoritative role and guide these learners into success; presenting oneself as weak will close the communication gap but leaving it wide open to mishaps. Importantly, the educator must respect the differences all children bring to the classroom and embrace their colorful personalities.

References
Avant, S. (2007). Personal Interview. Patton, J. & Townsend, B., (1997). Creating inclusive environments for African American children and youth with gifts and talents. Roeper Review. 1(20).

About the Author

Emily Terry is a certified educator with over five years of experience in the classroom. Ms. Terry’s experience expands grades first through young adult. Currently teaches English language arts and social studies at a rural South Carolina middle school. Hence, Ms. Terry is an adjunct English professor at the collegiate level for the past three years.

Ms. Terry is a certified educator with a gifted and talented endorsement. Additionally, Ms. Terry is pursuing a doctoral degree in Educational Leadership with a specialization in improving literacy with at-risk African American students.