How New Teachers Can Support Their Black and Brown Students

In the past 20 months, awareness around social and racial justice in the US has skyrocketed.

Initiatives that will ensure everyone, no matter their skin color, can experience a life that is fair and just have gained national attention. Educators are key players in this movement.

LaQuita Maxey

As UniServ Organizer on Social and Racial Justice at the Indiana State Teachers Association (ISTA), LaQuita Maxey is on the front lines of these conversations. “I work with Locals on social and racial justice campaigns, I’m the staff liaison for the Minority Affairs Committee and I work with our early career educator programs, like ELP,” she said. “A majority of our teachers are white, and our student population is becoming a lot more diverse. Every day, I think about how teachers can support these students who are going to live in a global society.”

New teachers face so many challenges as they acclimate to a school environment and lead a classroom. LaQuita shared valuable tips that new teachers can use to create a welcoming environment for their black and brown students.

Be mindful of microaggressions, implicit bias and stereotypes

Microaggressions, implicit bias and stereotypes are far more common than more overt forms of racism, like using a racial slur. “The biases we bring into a classroom are often not intentional, but it’s important to understand what they are and work on dismantling them,” LaQuita pointed out. “We may cause a lot of hurt unknowingly.”

Microaggressions are subtle, intentional or unintentional behavioral or verbal slights that communicate a bias toward historically marginalized groups. For example, someone might comment to a black student, “Oh, you speak very clearly,” or, “When I look at you, I don’t see color.” Someone might ask a Hispanic student, “Where are you from?”

Implicit bias occurs when someone acts on the basis of prejudice or stereotypes without intending to do so. For example, LaQuita’s son received a full-tuition scholarship for college and an acquaintance asked him, “What sport do you play?” LaQuita’s son is not an athlete; he earned an academic scholarship for STEM.

Even an innocent conversation starter could be hurtful to some students. “What did you do over summer vacation?” It’s such a simple question, but students from low-income households who don’t have the same opportunities as their wealthier peers may feel ashamed, sad or left out.

Build relationships and set high expectations

It’s important to build relationships with students and their parents. First, learn the correct pronunciation of their names. A student might say, “Just call me Q. It’s easier.” No. Ask them to help you learn how to pronounce it properly.

Next, hold all your students, including students of color, to high standards. The best way to start is by identifying their strengths and encouraging them to excel in those areas.

Finally, show your students grace. Kids are going to do and say dumb things. Remember that their brains are still developing. One moment they’ll say something brilliant and the next moment they may act like a toddler.

And don’t forget to show yourself grace! “New teachers will make mistakes, say the wrong thing, or fall silent when they should have said something,” LaQuita stated. “Teachers who are enrolled in the ELP pilot program have a safe space to talk about these missteps with their Building Mentor. It’s important to discuss, debrief, learn and move on.”

Develop an inclusive mindset

Call on and engage all students in your classroom. If you have one black or Hispanic student, don’t ask them to be the spokesperson for the entire black or Hispanic communities.

Teachers sometimes unintentionally call on male students more than female students. Perhaps their male students speak up or raise their hand more often. Be sure everyone has the chance to participate equally.

And be especially mindful of gender stereotypes, like male students are better at math than female students.

A fantastic book on this subject is The Inclusive Mindset by Justin Jones-Fosu.

Integrate culturally responsive teaching

“My youngest son took chemistry,” LaQuita recounted, “And we had to get him a tutor. She learned that he loves basketball, so she incorporated basketball examples in their work together to help create a connection. She also called him a young scientist, and this planted the seed that yes, I can do this chemistry stuff.”

In the classroom, make sure your space is welcoming. One way to start is by sharing images of students and people from all racial and ethnic backgrounds. Even in a student population that is mostly white, you need to show diversity - that’s the world they’re going to live in.

“As educators, we can do better,” LaQuita offered. “We are lifelong learners, and we have to continue to challenge ourselves to learn new things, be creative, do things differently and step out of our box.”