What Can Educators Do to Increase Positive Representation in the Classroom?

I don’t know why, but every time I see the word representation, I hear Aretha Franklin’s “R-E-S-P-E-C-T” in my head, and I attempt to make the word representation spelled out match the tune of the song (spoiler alert: it doesn’t). While there really is no reason for that song to pop in my head–besides that fact that I’m lovably quirky–in some ways it is fitting. The idea of representation really is about respect. We want to show respect for the various aspects of our students’ identities. 

This may feel like it is too complicated, too idealistic to do well.  Certainly, you are never going to be an expert in all of the different cultural values that may be present in your classroom. Like any aspect of teaching (and life!), mistakes will be made, and those should eventually be embraced as learning opportunities, no matter how difficult they may be in the moment. However, there are a lot of really simple steps that educators can take to increase positive representation in the classroom for all students. This is not a comprehensive list, of course, but here are some ideas to get you started:

1. Use literature in the classroom that highlights a variety of characters from different backgrounds in a variety of different lights. Please note that I am not advocating for excluding books that feature white males as main characters, as those also represent important glimpses into certain cultures as well (and are often important works of cultural literacy).  But for every Great Gasby, there is a Joy Luck Club; for every Junie B. Jones, there is an Ellray Jakes.  In other words, multicultural literature should no longer be just one class or one unit; rather, it should be emphasized across the curriculum. In the same sense, reading books that feature BIPOC or female lead characters should not be something that the teacher emphasizes or blatantly advertises as a big deal. In other words, educators should avoid announcing multicultural literature in the context of “We are reading this book because it is Black History Month” or in a manner that clearly demonstrates it is just a superficial way to check a box. Rather, to be effective, reading books with a diverse cast of characters should be seen by students as a normal part of classroom procedure in the same way as it is a normal part of society.  
2. Analyze the materials that are in your classroom, particularly the books available for free reading and the pictures you have on your walls, to see if they contain positive representations of different groups.  If you are in need of free multicultural books or posters, there are resources available.
3. Recognize that an inclusive classroom/school/district goes beyond just books and posters. Analyze all aspects of the curriculum, such as history, science, math, etc., to ensure that there are positive examples of different groups represented. In most districts, as an individual educator you will usually not have the autonomy to change the curriculum, but you can supplement the curriculum in whatever ways your district allows. Plus, you can advocate for change.
4. Share your culture (however you choose to define that) and allow opportunities for students to do the same. It is important, however, to make this exchange a natural and normal part of your classroom environment and relationship-building with your students. In many ways, this too boils down to modeling (you guessed it) the simple act of R-E-S-P-E-C-T. Listening to what students present about their backgrounds in a non-judgmental, affirming way models positive behavior for all students, and they will eventually learn to engage in these important discussions with each other.
5. Practice Culturally Relevant Teaching.  I know, I know—the term has become so ubiquitous that it loses meaning.  Yet, CRT coincides with what you already know is best practice.  Still, there are some important tenets that you can draw upon to check yourself every once in a while to ensure that all learners are feeling welcomed, challenged, and ultimately, respected in your classroom.
6. Most importantly, don’t forget to treat yourself the same way that you treat your students—with empathy, kindness, forgiveness, and…wait for it…respect. There is a reason that we are often reticent to discuss sensitive topics. We often worry that we may make a mistake and offend someone. You might. You may be misunderstood, à la Ruth Sherman.  If that happens, consider it an opportunity for personal growth.  If you offend, hear the person out, sincerely apologize, and learn from that experience. In the future, try to catch yourself in moments when you find yourself making that mistake. If you are doing this difficult work because you truly believe it is what is best for all students, and you make that the North Star for your decisions, you can have courage in those convictions because in the long run, your impact is most definitely net positive.

If you are reading this as a parent instead of an educator (or in addition to being an educator), you can take these points into consideration to become advocates for change in your child(ren)’s school and in your home. Ask your children’s district and teachers how their curriculum and classrooms are inclusive and representative of all learners. At home, be willing to have conversations about different races, ethnicities, and cultures with your children.  Surround them with positive representations of people from different backgrounds. Be empathetic with educators. Be kind and forgiving to yourself, knowing that it is human to make mistakes, and be empathetic with educators who will also make mistakes but who almost always are doing what they think is the absolute best for the students they care about so deeply.

Many people strive to achieve this ideal vision of the world and lament how far we are from it.  Well, there is one place where we have a real chance to make a difference, a place where virtually every American visits and spends an average of 19,000 hours (or 5% of their life), and one that becomes a foundational bedrock upon which a fair amount of their worldview is formed.  That place, of course, is the classroom.  If we can make that a place where students feel valued, what will come out of that is a world filled with much more acceptance, much more…

(my apologies, Aretha)

…R-E-S-P-E-C-T.

Jared Daigle has been an educator in the Milwaukee area for over 17 years, working as a High School English teacher, a School Counselor, and tutor. He has worked with a variety of age groups in urban and suburban schools.  He is passionate about eradicating the inequities that, despite good intentions and concerted efforts, continue to persist in schools. He is also passionate about eradicating the ones that continue to persist in society at large and loves the approach that Black Phoenix Ink is taking: to reframe the perception of what it means to be Black.