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social interaction is inherently true. Each person or parties’ racial background, class, language,
gender, age, sexual orientation, position of power, etc. cause us to change how we interact,
playing on portions of our background to suit the social needs of the now, influencing how others
see us. These interactions especially permeate the realm of teaching but is ignored by some
teachers’ their color-blind eyes and teaching practices that “treats all students the same.” I refuse
to fall into this category, choosing to explore my positionality as a white passing, middle class,
Entering any room, the most salient portion of my positionality is my Caucasian skin
tone. Although I am half Mexican and half white, everyone I meet assumes that I am just some
white person. This idea that I was only white, regardless of my father’s heritage, was further
reinforced by living in a predominately white suburb. Growing up, other students would look in
disbelief when I told them of my racial background. White classmates would respond with, “I
don’t believe you, show me a picture of your family,” and when I showed them a picture, they
claimed I just found that. These beliefs were not limited to my white peers, classmates of color
responded in a similar manner. Although not being recognized for my lineage was tough at
times, the privilege gained by being white passing was evident. Everywhere in school I saw
people who looked such as I do, giving me the impression that I could achieve whatever I
dreamed of. My teachers too reinforced this idea, praising me as gifted and letting minor
interruptions I caused in class slide. Now, student teaching in an urban area composed of people
of color, I must make sure that I do not mirror my teachers and marginalize my students.
Walking into the classroom my first day teaching I was met with the same response I
have had most of my life when I told people my racial background. Although I looked like just
another white teacher, I needed to make sure that I did not teach like a white teacher. Teaching
the same way my teachers growing up did would “just shoving white supremacy down their
throats” (Montgomery 2013). Working with my partner teacher, we tried to create lessons
relevant to the cultural background of our students to empower their cultures and not show the
superiority of white culture. I made sure to see the positives in every student and express what
made them great. Everyday I talked to my students and built relationships with them to find ways
to change class to better suit their learning needs. By recognizing this portion of my
positionality, I was able to change my teaching style to prevent the reinforcement of the idea that
my students were lesser because they did not act like students of the dominant culture.
Growing up my family had a comfortable life. My parents made sure there was always food in
the kitchen, someone to watch my siblings and I when they were not home, and made sure that
we were cared for in other aspects of our lives. My job as a child was to do well in school so that
I could possibly achieve a better living and life than my parents. If an issue arose that might
prevent me from doing well in school, my parents made sure to provide me the support to rid
myself of the impediment to my duties. From this upbringing, I had the idea that my classmates
who were not doing well were just not motivated or were lazy. I did not consider what might be
going on in their lives or facets of the institution of the education system that might be affecting
them at school. As a student teacher, I had to throw away these ideas and understand that my
students might have a different idea about what their role as a child is.
Understanding the privilege, I had growing up in middle class, I could not use my power
as a teacher to impose this idea that all my students’ main focus had to be school and that if it
was not, they would not achieve success in my class. While teaching, I had to get to know each
of my students and learn to make compromises and not be so rigid with my classroom
management. I had to see that school might not be their main priority, it could be taking care of
their siblings, working to make more money for their family, or getting something to eat. Instead
of yelling at my students who may be nodding off or turning in work late or incomplete as I did
while subbing, I started to ask them what was causing this behavior. After I found out the cause,
this middle-class ideal for students, I can hopefully prevent my students from believing that they
are the bad students that society says that they are. Instead of shaming my students, I can find a
way to work with them and help them make progress towards whatever goal they have for the
future.
Another part of my background I bring every day teaching is being a male. Growing up, I
was always a sensitive child. My mother always recounts how sweet it was that while she was in
the dentist’s office getting a root canal I looked concerned and asked if they were hurting her.
My father did not have the same appreciation for this. Being Mexican and engrained in the
Latino machismo, any time I shed a tear I would be punished. Talking about emotions or feelings
with him were completely off limits as well. Internalizing this idea that feelings were bad
because I was a boy, I began to shut out my emotions. It was not until I went to college that I
began to reject these male ideals and started to express my emotions through dance, writing, and
Teaching in a science classroom as a male has some implications for my students due to
my position. As a male teacher, I set one of many examples of how adult males act. Furthermore,
being a man in science is considered the norm, so when my students see me teaching, they might
be internalizing this belief as well. However, being aware of this implication, I had to actively try
and subvert this idea. During circle my partner teacher, who is also male, and I would express
my feeling son any topic to change the idea that men must be stoic and emotionless. This was
especially important when a student at the school passed away, as many of the boys in my class
were holding their emotions inside. It was much harder to have my students see that not only
men were able to do science when the two science teachers in the classroom are both male. I
made sure to mention my girlfriend’s experience in science, talking about her whenever
something related to her experience in grad school was relevant. Moreover, my partner teacher
and I tried to limit the amount of men we talk about in science to prevent the women in the class
Teachers have more than the power to help students learn, we have the power to shape a
how each portion of it can affect my student’s identity. If I am to truly become a social justice
educator, I must prevent my white middle class ideals from continuing to marginalize my
students, instead understanding my students and finding ways to work with all the parts of their