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Group #4 Takeaways:  Melissa, Grace, Kevin

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Group #4 Takeaways:  Melissa, Grace, Kevin

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1) Toldson (2019) shared another powerful, head-scratching vignette, this time about adults struggling to maintain attention during a professional development training.  He listed half a dozen reasons why he can empathize with the participants' need to address individual attention constraints, ending with a challenge to educators:  "why don't you get this about your students" (p. 136)? Only someone with Toldson's (2019) childhood school experiences with special education (all-too-common for black students) can make this connection so succinctly and powerfully. Our takeaways this week center on the theme of empathy.
2) Really struck this week by the focus on compassion and empathy. We need to remember that in every situation, we (educators) and our students are full human beings. To treat ourselves and anyone else as anything but a whole human is a disservice to ourselves and society. As Toldson said, “How you feel about your students reflects how you feel about yourself and your career.” (p.148). This means that we must find a way to look past our own guilt and shame (and whatever other emotions we carry as a result of being touched by social forces such as whiteness and coloniality), and grow stronger from it, so that we can give something better back to the world around us. As critical scholars, we have an opportunity to model this behavior and reach out to our circles of influence to encourage others to do the same.
3) Connecting this theme to Perez Huber, Velez, and Solorzano (2017), we recognize the importance of using QuantCrit methods as a way of advancing a counterstory to data that misrepresents or decontextualizes the lived experiences of communities of color. At the start of the semester it would have been a stretch for us to consider using 'numbers' (as opposed to qualititive narrative) to build empathy, but we are seeing it differently now. Mixed methods may be the most responsible and responsive way to tell a complete story, within context, that builds empathy and advances the cause of social justice.

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Group # 5 Sobeida, Norma, and Juan Carlos

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Group # 5 Sobeida, Norma, and Juan Carlos

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The website ChalkBeat published a report titled America’s great remote-learning experiment: What surveys of teachers and parents tell us about how it went. The report reads like a doomsday narration of everything going wrong in communities of color with students and families of color during the shutdown in the Spring of 2020. The writers are White; \ they are reporting on people of color based on data that has not been interrogated for its accuracy and trustworthiness. It is written without a holistic understanding of the communities they are writing about. Additionally, the systemic educational inequities that stem from a history of racism and discrimination that permeate schools and cause inequities in schools are not even addressed nor acknowledged. The report has many links, and as a reader, you can dig deeper and weed out the vetted research from the uninterrogated data. 

Perez Huber, Velez, and  Solorzano (2017) offer a critique on Latina/o degree value and occupational prestige concerned with the misused data and distorted public discourse of people of color.  The tools used to interrogate the research are cultural intuition and ground-truthing. Cultural intuition, according to Bernal (1998) as cited in Perez Huber et al. (2017), is a complex perspective and awareness that is “experiential, intuitive, historical, personal, collective, and dynamic (p.4). Cultural intuition is a methodological strategy to ground the experiences of Latina/o (Perez Huber et al., 2017). Velez and Solorzano (2017), as cited in Perez Huber et al. (2017), introduce ground-truthing as a way to mitigate the misuse of data and let the numbers speak for themselves. Ground-truthing is to “theorize the role of community expertise in determining the accuracy of geographic maps to portray socio-spatial relationships” (p.5). The authors assert when discussing matters of race groundtruthing with community expertise is a vital step to better understand race and racism to avoid hypothetical analyses. The authors also went through a series of steps; questioning, analyzing data, running analyses, and asking more questions. The iterative process led the authors to question the research on Latina/o and the value of a degree based on their findings and how other research was misconstrued to portray people of color. The authors argue that quantitative research with a critical race methodology when positionalities are considered can be useful with a qualitative component to make the numbers (data) tell a more in-depth story. 

Toldson (2019) highlights that it is critical to consider the entire education system including the classroom environment and how it undermines or strengthens students’ learning.  School policies and practices are based on attitudes and assumptions about how students should learn and behave and often dismiss the potential of students including students with or without disabilities.  When doing research, asking the right questions can lead to statistical analyses that can provide visible patterns of effective learning environments.  This knowledge tied to teachers’ cultural proficiencies, empathy and respect for students, regardless of race, can foster integrative school contexts.  
References
Barnum, M., & Bryan, C. (2020, June 26). How did America's remote-learning experiment really go? Retrieved November 17, 2020, from https://www.chalkbeat.org/2020/6/26/21304405/surveys-remote-learning-coronavirus-success-failure-teachers-parents
Pérez Huber, L., Velez, V. N., & Solorzano, D. (2017). More than ‘papelitos:’a QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race Ethnicity and Education, 21(2), 208-230. DOI;10.1080/13613324.2017.1377416
Toldson, I. A. (2019). No BS (Bad Stats): Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people. BRILL. Available full text, unlimited access at: E-Book Link https://ebookcentral.proquest.com/lib/sandiego/detail.action?docID=5760804

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From newspapers to articles on websites...

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Group #3 G.0.A.t - Gabriel, Orpheus, Abel

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Group #3 G.0.A.t - Gabriel, Orpheus, Abel

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Module Six Ahas!

Black boys tend to be placed in special education courses more often than their White male peers. Toldson argues that we should be providing services for these children to support and uplift their “alternative learning styles” (Toldson, 2019, p. 132) in order for them to excel not be placed in classes where they will fall behind or not excel in the manner that they would if they were placed in honor classes.

Black students tend to face harsher punishment in school than their White peers similar to situation in the legal system.

If we know that we need unique environments and considerations for our learning success as human beings, why don’t we extend these considerations to students? (Toldson, 2019).

Race matters, but is not the definitive variable for teacher effectiveness for any teacher teaching in a cross-cultural setting (especially White teachers in Black/Brown schools) (Toldson, 2019).

Huber, Vélez, and Solórzano (2018) remind us, like Toldson (2019) and Lopez (2020), that numbers do not speak for themselves; when presented decontextualized, without connection to the voices and narratives of those people and communities for whom these “neutral” “objective” numbers purport to speak for that they perpetuate racist and sexist ideologies, such as the myth of meritocracy and cultural deficiency.

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Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria

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Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria

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As three Latinx folx in this group, the magnitude that 'Papelitos' symbolize for us is the constant sacrifice by our parents and ancestors who paved the way for us to have a future in this country. This photo and story captures that for us.

alfaroerica47 (Instagram)

Con mucho cariño le dedico mi Maestría a mis papas. Sus sacrificios de venir a este país para darnos un mejor futuro si valió la pena 😭❤️  ("With love I dedicate my master's to my parents. Their sacrifice to come to this country to give us a better future was well worth it")
May 13, 2019

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Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria

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Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria

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Video: College Degrees and Guarantees inspired by
Lindsay Pérez Huber, Verónica N. Vélez & Daniel Solórzano (2017): More than ‘papelitos:’ a QuantCrit counterstory to critique Latina/o degree value and occupational prestige, Race Ethnicity and Education.