The Colors of Cultural Diversity

Cultural diversity is not as clear as black and white; through the experiences teacher Vivian Paley expresses in her book White Teacher, she discovers the numerous colors of cultural diversity in her kindergarten classroom.  In a school experiencing the immersion of African American children for the first time, Paley learns many lessons on how to adapt to being a “white teacher” teaching black students.  She begins teaching in these circumstances during a very crucial time in American history, closely following the death of Martin Luther King Jr.  During this monumental time period, Paley learns how to celebrate the diversity of her students and relate to each of the children at a new level.   Paley is placed in an unfamiliar classroom setting, but learns to unite her student’s differences and embrace their vast cultures through her willingness to create new concepts and persist in her student’s growth.

Paley faces many different hurdles in creating a classroom community.  Some students enter her classroom comfortable with the diversity of their peers, while others search for their own identity.  Paley does her best to try to understand and relate to her students, but being a “white teacher” in a new environment is a challenge for her.  One parent, Mrs. Hawkins, makes cultural diversity come to life for Paley.  Mrs. Hawkins describes an experience she had with another teacher who she told “My children are black.  They don’t look like your children.  They know they are black, and we want it recognized” (p. 12).  After her discussion with Mrs. Hawkins, Paley tries to create a sense of respect and ownership in her students through their differences.  She shows her students of all colors and cultures that she loves them, and even makes calls to home and arranges parent/teacher conferences when she feels it necessary.  Paley tries  to stops herself when she is unconsciously making a segregating remark.  Having been discriminated against as a Jewish child in a Gentile society, she knows the ramifications of children feeling like an outsider because of ethnic and racial differences.  Her background makes her more gung-ho about classroom equality and respect.

Mrs. Hawkins influence becomes a struggle for Paley, however, when she has to handle an uncontrollable child and face her classroom management issues.  One of her students, Steven, has a problem with hurting other children and using profane language. Consequently, Paley decides to limit but not stop Steven's behavior; her strategy is extremely successful.  Not wanting to draw any extra attention to Steven by scolding him, Paley sets limits with him privately. Her approach to his behavior is strange, yet extremely effective. Because of the one-on-one time that Paley takes with Steven, he knows that Mrs. Paley cares for him when he is behaving and when he is wild.

While searching for a way to connect to her all of her students, Paley discovers different methods to unite her classroom and applaud the children’s diverse backgrounds.  She has her students’ parents of all races and cultures come into the classroom and cook different family meals. In addition, the children bring in different songs from their various cultures and share them with the class.  This approach works wonders with many of Paley’s students, including Ellen, who is desperate to become Jewish after Barbara brags about it throughout the first day of school.  As a result of Ellen’s insecurities, Paley asks Ellen’s mother if she would have Ellen bring her favorite Sunday school song into class.  She brings in the “Caney Mi Macaro,” and the children dance and sing to it all afternoon.  This makes Ellen proud, and afterwards, the other students bring in different songs and pictures from their own culture to share with the class.  The children unite together through their differences.  Along with the children, Paley adapts to the diversity in her classroom. She realizes that before diving into the children’s cultures, she has neglected many differences among her students, “Differences that” she says, “had no emotional overtones for me, but were real enough to each child” (p.32).

Paley encounters unique and unexpected differences with a child named Claire.  Sadly, Claire does not know how to interact or play with other children. At first Paley thinks that Claire might be retarded, but she does not give up on her.  Because she is persistent, she finds out the root of the problem, and discovers ways to help Claire develop.  Paley talks to Claire’s father, invites her to stay for lunch on Wednesdays, and encourages the children to play with her.  These aspects give Claire confidence and reassurance in her successes.  As a result of the effort that Paley took into making a difference in her life, Claire shows a huge improvement.  Paley learns a valuable lesson from Claire, when she states, “Somehow the children who excel are given practice in excelling.  The children who begin slowly receive a different set of experiences” (p.67).  Far too often, teachers expect failure from certain students, when those students could be much more successful if given the opportunity.  Paley gives Claire the opportunity to succeed, and the results are miraculous.

Through all of her successful experiences and learning opportunities, however, Paley realizes that she has still been like the judgmental non-Jews of her childhood to the black students in her class.  There is a group of African American girls who she always refers to as the “black girls.”  Through the honesty of a good friend, Paley understands the consequences of this statement, and expresses her feelings by saying, “Those of us who have been outsiders understand the need to be seen exactly as we are and to be accepted and valued” (p. 131).  Throughout her book, Paley grows to gain a new connection and respect for the many different cultures in her class.

Cultural diversity is a colorful topic; there are many different methods of handling it, and Paley discovers techniques that make a lasting impact on not only her students, but also herself.  The manner in which Paley recognizes her many mistakes, evaluates herself as a teacher, and finds new ways to connect and respond to her students is incredible.  No matter where a teacher teaches, cultural diversity will be an issue.  Though she makes mistakes, teachers can look to Paley as an example of how to celebrate the widespread colors of cultural diversity.
Graphic:  http://www.nexternal.com/adl/images/white_teacher200.jpg