Cultural Interview

Jessica L. Gore

EDUF 7235Summer 2014Dr. Sabrina RossCultural InterviewBorn and raised in Milledgeville, GAAfrican American femaleMarried with three childrenGraduated from local public high schoolWorks full-time at Georgia College

Background Information on Samantha

2Never discussed post secondary options with her family

No assistance in the college search and selection process

Applied and was accepted to Florida State University

Had doubts about attending a traditional four-year institution

Decided to get married, have children and work full-time instead of attending collegeOutlook on Post secondary educationGrowing up in a small town in the South can very difficult for someone like me, you know, who is African American.Meeting her husband and his family altered her perceptions about herself and the importance of an educationMother-in-Law was the first African American female professor in the College of Nursing Sister-in-Law was a track star and Olympic athlete

As a result, Samantha decided to attend college as a first generation, non-traditional studentCentral Georgia Technical College, associatesGeorgia College, bachelors and currently working on masters

Positive role modelsI now had these two strong and intelligent African American women in my life. They became my role models . . . always pushing and encouraging me.And I finally saw and understood what college could do for me.

18-year-old Daughter (Jen)

13-year-oldSon (Jay)*

4-year-oldSon (Jack)Interviewees Children*Interviewee focused on JayBasic13 years of ageAfrican American maleLives in a two-parent homeBoth parents work full-time Very involved in athletics, especially football and basketball

EducationalAttended a private daycareWent to Creekside Elementary, a public school, K to 4th gradeSwitched to Blandy Hills Elementary, a public school, for 5th gradeBegan attending Georgia Military College Prep (GMC), a private JROTC middle and high school, in the 6th gradeIs currently a rising 8th grader at GMCbackground Information on jayDiverse student bodyStudents separated into levels (Jay was in gifted program but had to test into this program)School did not always meet AYPTeachers tended to stereotype Jay based on his friends actionsLittle feedback from schoolHeld parent/principal/teacher conferences but actions did not alter the teachers attitude or Jays experiencePublic vs. private educationPredominately white institutionVery structured school day with JROTC programJay receives more individualized attention and feedback All students are on the same college preparatory trackOption to take more rigorous classes Teachers provide meaningful information to parents Strong focus on academics and leadership7Jay has encountered a few issues throughout his education:Being stereotyped as a troublemaker by his teachers based on the actions of his friends while attending public schoolNot knowing where he fits in at his predominately white private schoolStaying focused on his education and not just athletics so he can attend the college of his choiceIssues in educational Experience

Because of her experience with the college search and selection process, Samantha has discussed Jays options of higher education extensively with him.

They have established a plan for the next 5 years in which Jay and Samantha work together to research and pick colleges to apply to.

Samantha wants to ensure that Jay has access to all of the opportunities that she and many others in their cultural group are not afforded.College Search plan

The multicultural education approach addresses a reform of not just the classroom, but the entire school, in order to provide equal opportunity and cultural pluralism for all of its students. Approach Selected:Multicultural education approach (Grant, C. A., & Sleeter, C. E., 2007, pp. 177-178)To promote an understanding, appreciation, and acceptance of cultural diversity in the United State

To promote alternative choices for people, with full affirmation of their race, gender, disability, language, religion, sexual orientation, and social class background

To help all children achieve academic success

To promote awareness of social issues involving the unequal distribution of power and privilege that limits the opportunity of those not in the dominant group

The Goals of the Multicultural Education Approach(Grant, C. A., & Sleeter, C. E., 2007, p. 178)

All students should be afforded the opportunity to attend an institution of higher education

As an African American female at a rural public high school, Samantha did not have access to the resources to help her with her college search and selection process

Samantha has ensured that her son Jay, will not face the same issues she did by assimilating him into the dominant culture

How can we provide information and the same opportunities to all diverse cultural groups at every high school?Multicultural education approach and college accessName: Why College?Subject Area: Guidance/College Search Process CourseGrade: 11 or 12Time: Two Weeks

Lesson PlanStudents will learn about the college search process and how it can be different at various institutions and for different cultural groups

Students will understand that self interest is a motivating force in peoples growth and development toward a better quality of life

Students will identify and discuss their own self-interest behaviors for wanting to attend college

Students will compare and contrast the motivations and self-interest behaviors of various student populations

Students will relate their own motivation and self-interest behaviors toward attending college to those of other student populations

Why College?: Objectives Discuss with students the importance of attending an institution of higher education. Stress that everyone can attend college and that not everyone will choose the same type of institution. Also explain that the application process will vary for different cultural groups.

Organize students into six diverse groups and have each group research and report on a different type of institution and how their application process works from start to finish. The groups will report on one of the following types of institutions:Technical CollegeJunior or 2-Year College4-Year Public College/University4-Year Private College/UniversityAll Male or Female College/UniversityHistorically Black College or UniversityWhy College?: Suggested ProceduresHave students compose a 500-word essay on their self-interest and motivation for attending college titled, Why I Want to Attend College.

Show students one of the following documentaries on the college search and selection process: 1) First Generation, 2) In 500 Word or Less, 3) The Graduates

As a discussion, have the class compare and contrast their self-interest and motivational reasons with those of the students in the documentary.

Have students evaluate their pre-documentary essay and compose a new essay that discuss how their view on the importance of higher education as been altered based on watching the documentary. They should also compare and contrast their self-interests and motivations to attend college with those of other cultural populations. Why College?: Suggested Procedures ContinuedAssess each groups accuracy and understanding of the college application process in an oral presentation

Assess each students ability to work cooperatively in a small and large group

Evaluate the classes success in identifying self-interest and motivation for attending college for diverse student populations

Assess each students post-documentary essay for understanding of cultural diversity for why and how students make the decision to attend college compared to their own

Assess each students written essay for proper spelling and grammar and that they express their views in a clear and concise manner

Why College? EvaluationWhat Did I learn?Growing up in a white middle-class family, college was the only option I had, so learning about Samanthas story was very eye-opening. Despite the difficulties of being a member of a minority cultural group, Samantha has been able to overcome these obstacles with the assistance of some very strong role-models. Her story has become an inspiration to others, including her own family, with her sisters and brothers deciding to attend college after witnessing her success.

Samanthas story clearly demonstrates one of our nations major educational issues, which is providing the opportunity for all to attend an institution of higher education. Many students face the same struggles as Samantha including not knowing how to apply to college and not feeling prepared or good enough for college.

I admire Samantha and Jays plan for his college search and selection process. She has and continues to be actively involved in Jays education so that he is afforded every opportunity to attend college. Jay has been assimilated into the dominant culture in order to provide him with the tools for success and a pathway to college.

Samantha and Jay are examples of why we should strive to reform our classrooms and schools in order to offer the same college preparedness and access as those of the dominant cultural group.Grant, C. A., & Sleeter, C. E. (2007). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Interviewee: Samantha. (2014).

Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender disability (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

References