Blog 1

Phillip Massa

Week-1 Blog January 23-27

Professor Uy

White is right in the classroom?

            Much like the dispute of gender advantage in modern day society, there are distinct parallels with the racial advantage when it comes to everyday life. In addition to this distinct advantage in society, author Peggy McIntosh points out the unconscious presence of the white advantage in American society. In her article, White Privilege: Unpacking the Invisible Backpack, McIntosh mentions, “I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was `meant' to remain oblivious.” As I read McIntosh’s article, I found myself questioning how this white unconscious entitlement could directly affect the running of a classroom. How would socialjustice, the “achievement gap”, deficit theories, and equal and equitable education be affected in a classroom? Especially when subconsciously, as a white man, I have a natural assumption of my multicultural students? The truth of the matter is multicultural education can’t succeed without an acknowledgement of the different cultures, learning patterns, and difficulties of each student. McIntosh creates a list of daily white advantages that go unnoticed in her everyday life. One in particular speaks to a concern of teaching a multicultural classroom. She states, “When I am told about our national heritage or about "civilization," I am shown that people of my color made it what it is.” Now as a teacher who sees only a civilization of white culture and proud heritage, it seems highly unlikely that these students are receiving the most quality of education. With a multicultural classroom, where the students are learning about strictly white history and civilization, these students arenot receiving an equal education. Nor are the white students in the classroom; however this white unconscious could prevent good teachers from teaching a multicultural history.

            In addition to the lack of equality in the classroom because of a white unconscious, students of different races will also be assumed to succeed as well as the English speaking white students, or even the English speaking Hispanics and Asians. However, it doesn’t work like that at all. As defined by the textbookAffirming Diversity, equity means, “that all students must be given the real possibility of an equality of outcomes” (p. 9). If the white unconscious assumption is present in a multicultural classroom, then a majority of the students aren’t being given the valid chance an equal education. Therefore, no social justice for these students and the ever so important achievement gap will widengrossly. Unfortunately, what commonly happens includes teachers making assumptions regarding the student inability to keep up with the class, unconsciously not considering the distinct importance of differing cultures, languages, and races. We as white individuals, unless intellectually provoked, go day to day under an assumption of other cultures ad differences, searching for negative reasons why the student is failing not what can be considered to aid this student.

            As I read the article and the text I distinctly could remember ELL’s and other multicultural students in my class that were certainly having a hard time adjusting to the language, as well as the content. As a student, I couldn’t comprehend the difficulty that was occurring. It was an unconscious white advantage when I assumed they had the knowledge that I possess. Sadly, that wasn’t true, much like many cases today. Fortunately, informed teacher and current graduate students are being trained to deal with the multicultural classroom and forever shatter the white unconscious advantage.