Predominantly middle-class Caucasian teachers across the nation are not treating students in public schools with diverse populations equally, according to a new book by Catherine Cornbleuth, a professor of learning and instruction in the graduate School of Education.
This past June, Cornbleth released Diversity and the New Teacher, a book based on a two-year research project at a charter school and a high school.
Trying to make a difference and get rid of the negative messages, Cornbleth studied the reactions of teachers to their place of work.
"The negative messages of urban schools are so strong that as soon as teachers found out their placement, that they would have violence, chaos, and not enough resources, they took a negative approach right from the beginning," she said.
Cornbleth used her background knowledge in history and social science to study the effects of teachers' responding to the stereotypes of diverse pubic schools. Ultimately, Cornbleth wanted to prepare teachers for the increasing amount of students in public school that do not fit the mold of middle-class Caucasians.
"For my research, I selected a school where the largest minority had to be at least 15 percent; it had to be a diverse school," Cornbleth said. "Then I spoke with prospective teachers and asked to volunteer to sit in on classes and do a series of three interviews."
By the end of her two-year study, Cornbleth had interviewed everyone from security officials to office veterans. She noted that she had interviewed 30 to 35 students and worked with graduate students from UB to help conduct these interviews.
Cornbleth aimed her research at understanding what problems in schools were caused by diversity and how teachers could better solve them.
"I think we cross off too many students and it's not fair to them; it's not decent," Cornbleth said. "We're wasting them."
When teachers put their biases aside, they stop negative stereotypes from determining their attitudes and encourage all students to meet their greatest potential.
"Most teachers did not have previous exposure to dealing with diversity," Cornbleth said about her research results. "Teachers that have had good interpersonal relations in terms of going beyond survival to doing some meaningful academic teaching."
These teachers who go against the grain are teachers Cornbleth describes as mavericks.
"Generally these teachers got to know and respect their students and because they showed respect, they got respect," Cornbleth said. "The teachers then used this respect to connect to students academically. Of course it was exhausting, but it didn't chew them up emotionally or physically in their own lives."
Although these teachers are making a difference, the majority of teachers are not rising to the occasion. These maverick teachers did not get any special attention because they were overlooked in the vast majority, explained Cornbleth.
"I used to have a teacher that believed in me," said Michael Im, a junior business major. "She told me I could do well and her encouragement made me want to try harder."
Cornbleth hopes to see more teachers embrace diversity and encouragement in the name of education.
"We can make a difference," Cornbleth said. "It's certainly not helpless; people are doing it."
Photo: Courtesy of Laron Fomby
