Module 9: Lewis

School Overview

  • Location: West City is an urban elementary school with about 250 students.

  • Demographics:

    • 90% of students are children of color.

    • Almost 75% identify as Latino or African American.

    • The teaching staff remains over 80% white.

  • Community Connection:

    • School located in a predominantly white, middle-class neighborhood.

    • Few students live in the immediate community, most are bused from lower-income areas.

School Dynamics

  • School Environment:

    • Described as a place full of contrasting emotions: warm, tense, lively, chaotic, joyful, and sad.

    • Some students feel a part of a supportive family, while others do not.

  • Cultural Mix and Conflicts:

    • Racial and socio-economic relations bring tensions, particularly between white teachers and classified staff of color.

    • Lower-status classified staff includes Ruby Fellows (African American) and Jennifer Guzman (Latina).

Racial Segregation and Transportation

  • Transportation:

    • Students of color are typically bused in from racially distinct neighborhoods.

    • The buses reflect racial lines; African American and Latino students travel on different routes.

  • Geographic Racial Codes:

    • Predominantly white neighborhood contrasts sharply with the demographics of the school.

School Culture and Practices

  • Morning Rituals:

    • Students gather in the yard for morning circle, led by the principal. This includes announcements and songs.

  • Lunch Dynamics:

    • Lunchrooms divided along racial lines; children tend to sit predominantly with friends of the same race.

Classroom Observations

  • Classroom Dynamics:

    • Teachers managing classrooms with varied strategies—some successful, others contentious.

    • Teachers like Mr. Ortiz focus on building community but sometimes neglect academic rigor.

  • Social Learning Focus:

    • There is significant emphasis on social learning, often at the cost of academic instruction.

Student Experiences

  • Differences in Treatment:

    • African American boys often received more disciplinary actions; teachers believed they were more disruptive.

    • Latinas, by contrast, often overlooked and their needs unmet.

  • Student Conflicts and Resolution:

    • Disciplinary measures often did not address the underlying emotions or situations driving behavior.

    • E.g., Briana Jones: An observation showed how a child's grief was misinterpreted as misbehavior by her teacher.

Themes of Race and Community

  • Identity Conflicts:

    • Students grapple with cultural differences and misunderstandings—seen in language usage and behavioral expectations.

    • The school’s curriculum lacks comprehensive strategies to address and teach about racial issues.

  • Staff Dynamics:

    • Racialized experiences are present among staff; some white teachers felt uncomfortable discussing racial issues directly.

    • Administrators imply that addressing race head-on could stir conflict or discomfort.

Conclusion and Recommendations

  • School Improvement:

    • Need for open discussions about race and the impact of socio-economic divides on students' educational experiences.

    • Encourage teachers to acknowledge and understand cultural differences to foster inclusivity.

  • Focus on Community:

    • Building stronger ties and understanding between staff and families from different racial backgrounds is crucial for holistic education.

  • Policy Change:

    • Implementation of training for teachers on cultural sensitivity and equity in the classroom might reduce disparities in treatment and academic outcomes.