Opportunity Gaps in the Classroom

Chapter 1, entitled A Diversity and Opportunity Gaps Explanatory Framework, sheds light on five critical areas that, if recognized, can help educators bridge opportunity gaps. These five areas are: color blindness, cultural conflicts, myths of meritocracy, low expectations and deficit mind-sets, and context-neutral mind-sets. Milner's theory states that color blindness does not have a place in the classroom. "Rejecting color blindness allows educators to understand fundamentally that race matters for all involved in education, even White people, and to recognize multiple ways in which race intersects with educational practices" (p. 14). In embracing diversity and understanding the key role that culture plays in the development of successful curriculum, teachers can bridge the opportunity gap and transcend cultural conflicts.

It is also essential that teachers recognize all opportunities for social and academic success in the classroom, rather than simply acknowledging success as a consequence or result that they deserve. In doing this, teachers can bridge the gap and provide effective encouragement for their students. In regards to low expectations and deficit mind-sets, Milner explains that in setting low expectations for certain students, the teacher is focusing on the negative of classroom participation rather than the positive. When attempting to bridge opportunity gaps, educators should remain mindful that all students bring something to the learning environment and should be valued. The last area that Milner mentions as part of his theory is content-neutral mind-sets. This area explains the importance of the knowledge and awareness that teachers should possess in order to teach content effectively to each unique learner in the classroom. Each branch of this theory plays a vital role in overcoming opportunity gaps in the classroom and helping all students participate successfully.

In reading about Milner’s opportunity gap framework, I was able to apply many concepts to my own experience in my novice placement. The students in my classroom are very diverse, which is something that is new to me. In teaching these students, I have learned that it is essential that my expectations are not lowered during my lessons according to particular students in the classroom. I have learned this in realizing the potential that each student holds through informative assessment data and class participation. Considering each student learns differently, it more important that I differentiate instruction rather than lower expectations. This framework also applies to my teaching in that it reinforces my experiences with success in the classroom. In working with the students individually and getting to know their unique learning styles, I have learned that it is important to celebrate all successes according to the little steps that they make in meeting their goals. Milner’s theory states that in celebrating little successes, social or academic, opportunity gaps can be eliminated.

This framework also reflects a little on my Christian worldview and how it relates to celebrating diversity. Each element of Milner’s framework uplifts diversity and how success can be found in all aspects. As a Christian, God calls me to love my neighbor. I think that this concept is fused into this framework as it describes how educators are called to show compassion for each student and strive to help each student achieve great success through excellent instruction and a caring environment. In analyzing this framework from both an educator and Christian perspective, I have found great value in using these concepts to create a welcoming and comfortable environment in my classroom while also celebrating diversity in my own walk with Christ.