Final Thoughts

My experience in reading Start Where You Are, But Don't Stay There has been eye-opening.  Prior to reading Milner's work, I had an idea about diversity in the classroom without knowledge in how I could transfer it effectively.  In reading Milner's framework on opportunity gaps and embracing diversity in relation to the scenarios he presents, my perspective has changed.  I have developed a deeper understanding of how teachers play a role in facilitating celebrated diversity in the classroom in order to encourage students to achieve their goals.  The various scenarios presented in chapters two through four really grabbed my attention and showed me how my biases must be put aside to really grasp how diversity should be embraced in the classroom.  The teachers in these classrooms went out of their way to build connections with their students and encourage them to participate with one another to develop a classroom community.  Reading this made me desire the same thing in my own future classroom.

This book has also left me questioning the focus of diversity in the classroom that is portrayed.  The concluding chapter really left me feeling attacked because of my race and how preservice white teachers don't have a firm grasp on diversity.  A few of the scenarios in the text describe African American teachers as they strive to make connections with students, but Milner's work is wrapped up with a study done on six white preservice teachers that have no experience with diversity and therefore struggled with diversity in the classroom.  In reading this, I discovered some tensions that I must overcome.  I felt like Milner chose these white preservice teachers to make a point, but also displayed some bias.  As a preservice white teacher that grew up in a minimally diverse educational setting (like the ones presented in the study), I understand diversity and feel that it pervades into all aspects of the classroom.  I want to learn more about diversity so that I can effectively build a strong community in my classroom.  These tensions presented in the last chapter left me feeling bitter, but have also fueled my drive to become a teacher that celebrates diversity each day in my classroom.

Overall, this book has served as an element of encouragement.  It has helped me recognize my position on embracing diversity and has encouraged me to transfer my understanding into my own classroom.  It has also encouraged me to further my understanding and pursue further learning on diversity and its role in the classroom.  One book that I would like to read in the future is entitled Culturally Proficient Education:  An Asset-Based Response to Conditions of Poverty by Lindsey B. Randall.  The description of this book tells that this resource offers information on maximizing educational experiences for all students.  This book closely relates to Milner's work, which leads me to believe that it will be a good read.  I also plan to attend a cultural seminar if given the opportunity.  Through my research, I have discovered that DePaul University in Chicago offers quite a few workshops on diversity.  I believe that attending such a workshop or seminar in the future will positively influence my knowledge on diversity and how it will transfer effectively into the classroom.

A Conclusion to a Mere Beginning of Embracing Diversity

Chapter 5 serves as the conclusion to Milner's work, but also serves the purpose of encouraging educators to practice his theory in their own classrooms to find success in bridging opportunity gaps and dealing with cultural conflicts.  In concluding, he describes six White female teacher candidates and his conversations with them in regards to diversity.  He talks about how some of the teachers attended homogeneous schools which served as the source of some of their struggles in completely understanding the relevance of diversity in teaching in today's schools.  Milner also described that with this mindset, the teachers need to shift their thought process from why diversity matters to what teachers can do and how they can do it.  Later in the chapter, Milner states, "Some societal wisdom would suggest that the best way to address difficult issues is to ignore them--and certainly not talk about them.  Such a position--to avoid using particular words or to avoid certain topics--can actually result in unexamined mind-sets and practices that can leave teachers feeling hopeless" (p. 155).  In stating this, Milner talks about how these six teachers had a hard time even saying the word "race", let alone embracing diversity in their classrooms.  In overcoming these difficulties, it is essential that teachers learn about the history and roots of each race to gain a better understanding on the diversity they see in their own classrooms.  The views of the teachers that were studied may have been skewed due to previous views established by their families and what they were led to believe growing up.  Overall, Milner wraps up his work in stating the importance of leading by example in embracing diversity in the classroom.  It is essential that teachers act as a role model for students so that they are encouraged in their efforts to work in community with one another.  All teacher, not just white teachers, need to be prepared and must feel entitled to take on the role of teachers for diversity.

Reading the conclusion of Milner's work really hit home for me.  The White teacher candidates described in this chapter sounded a lot like myself in their background educational experiences.  I attended a homogeneous elementary school and a somewhat diverse high school.  These experiences have shaped my views of diversity, but I do believe that my views are more accepting than the ones presented in this chapter.  I have not been closed off to understanding diversity, however reading this book has definitely been a learning experience for me.  I enjoy learning about diversity and am interested in using this opportunity gap framework in my future classroom.  My experiences with diversity, although they may be less than most, have encouraged me in embracing diversity rather than wrestling with it as the teacher candidates in this chapter did.  In applying the ideas presented in this chapter, I believe that Milner's ideas have encouraged me in pursuing further learning in regards to diversity.  I want to develop further as a teacher for diversity and focus on the what and how rather than the why.

Experience in Working Through Cultural Confllict

"You teach what you know; you teach what you've experienced; you teach who you are...My students know me.  They know how I live, and there's no misunderstanding, no misinterpretations about that.  I am a Black woman, and they need to understand that there are some differences between myself and them" (p. 79).  This quote begins Milner's third chapter as it focuses on the educational practices of Dr. Johnson, the language arts teacher who made this statement in describing her classroom as it relates to diversity.  Milner takes a look inside Johnson's classroom and how she deals with cultural conflict on a weekly basis. Johnson's theory of diversity in the classroom clearly states the importance of allowing students to self-reflect and find their place in the world around them.  She states, "Avoiding discussion of race and diversity can make it difficult for teachers to provide optimal learning opportunities for all their students" (p. 81).  This being said, Johnson relates to her students in talking openly about diversity and using multiple texts to expose her students to the role that diversity plays in the world around them.  In support of her theory, Johnson strives to create a comfortable classroom environment in which cultural conflicts are seen as a learning opportunity rather than a problem.  Her classroom embraces diversity in a way in which it is openly discussed so that students may learn about the world around them.

Chapter 4 begins with a quote from Mr. Jackson, an African American teacher whose experience is described by Milner.  He states, "the reason I know what is happening in their world is that I live in their world" (p. 107).  Mr. Jackson's theory on diversity in the classroom relates to how he can connect with his students to help each party gain an understanding of each other's culture.  For example, Mr. Jackson will often play hip-hop music in his classroom while his students are working to connect to their culture and share some of his interest as well.  He strives to create opportunities in his classroom to embrace diversity through building relationships with his students.  Ms. Shaw, another teacher that Milner describes in Chapter 4, takes a different approach to diversity in the classroom.  Ms. Shaw believes that it is important to empower her students to develop a critical eye towards some of the social realities that exist in their communities.  In meeting this goal, Ms. Shaw focuses on the role that diversity has played in her own experiences to encourage students to reflect on their own experiences as well.  She also places emphasis on avoiding materialism as it could lead to conflicts in the classroom environment.  In placing importance on this subject, Ms. Shaw shows her students that there is a need for community focus in her classroom as well as in the students' lives outside of school so that they may effectively participate in embracing diversity.

In reading these scenarios presented by Milner, I was able to make several connections to my previous education experiences.  In sixth grade, I had a teacher that developed relationships with each student in a successful effort to create a community atmosphere in the classroom.  He got to know us individually in order to find our interests and encourage our learning in the classroom.  Through is efforts, we got to know each other on a deeper level and were able to embrace the differences that existed between us.  Although my classmates and my teacher were of the same race as myself, I still found that these efforts related to those of Mr. Jackson and Ms. Shaw because of the environment that they all created in the classroom.  Diversity can be a tricky thing in the classroom, but by embracing it through new relationships and community, great successes can come as a result along with a newly developed understanding in how diversity exists in the world.

Relationships and Race Matter Across Contexts

Chapter 2 of Start Where You Are, But Don't Stay There gives readers a taste of what Milner's theory looks like in the classroom of a white science teacher named Mr. Hall.  In writing from his own perspective, Milner talks about the struggles that Mr. Hall struggled with in bridging opportunity gaps and how his philosophy came together in using the opportunity gap framework. Through a vast amount of connections to the framework, Mr. Hall's story is told in order to demonstrate how students benefit from the five areas presented in the theory.  Mr. Hall started off his school year in a new school with a struggle in connecting with his students.  As the school year continues, he realized that he could relate to his students through sharing his experiences in dealing with poverty in the past.  In sharing this with his students, Mr. Hall was able to bridge differences in finding a common point of connection with his students.  Mr. Hall also incorporated celebrated success in his classroom through his understanding of equity and desire for all of his students to succeed.  He gave students multiple opportunities to succeed in his classroom which bridged the opportunity gap in his classroom.  These examples are just a few of how Mr. Hall incorporated the opportunity gap framework to identify and celebrate diversity in his classroom.  In sharing this, Milner supports his framework in displaying its successes in Mr. Hall's science classroom.  The five areas of the theory are displayed successfully in Mr. Hall's story and encourages educators to find the same types of successes in their own classrooms.

In reading this chapter, I made several connections to my own studies.  Assessment is a common topic in most of my courses, which helped me to analyze Mr. Hall's success policy from a different angle.  Although letter grading scales (A-F) are fairly standard for most schools, some schools have made the decision to provide students with multiple opportunities for success.  In allowing students another attempt at specific assignments under certain circumstances, teachers provide students with encouragement and as well as another opportunity to reach their goals.  This concept applies directly back to what Milner says about celebrating success and what Mr. Hall demonstrates in his classroom.  I believe that this element of the framework is essential in bridging the opportunity gap because it provides encouragement while also minimizing failure.

In reading Mr. Hall's story from a Christian perspective, it was evident that Mr. Hall's recognition of diversity and his position in regards to success in the classroom demonstrates a genuine caring attitude for students and learning.  As a Christian, I believe that it is essential to provide students with encouragement and acceptance in the classroom so that they may find their own successes every day.  Mr. Hall's story is a great example of how teachers should bridge the opportunity gap in the classroom through equity in practice and growing relationships built on communication and success.  Although Mr. Hall's religion is not presented in this chapter, it seems as if his efforts relate quite closely to what God calls His followers to pursue in their lives.  His story is inspiring to my life and my journey in becoming a professional.

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.

Start Where You Are, But Don't Stay There

In exploring diversity, I have chosen to read Start Where You Are, But Don't Stay There, a book written by H. Richard Milner IV. Milner wrote this book with educators in mind, meaning that this book directly speaks to educators about how diversity fits into the classroom.  This book presents information on how educators can understand diversity, opportunity gaps rather than achievement gaps, and how diversity applies to classrooms in the United States today.  It serves as a preparation tool to inform and encourage teachers, both new and experienced, on how diversity plays a role in the classroom and how it should be celebrated.

I chose to read this book because the title caught my attention.  In the introduction, Milner talks about how "Start where you are, but don't stay there" is an African saying which is applicable to anyone, especially in the field of education.  In reading a little more about this quote, I realized that as a pre-service teacher, it is my duty to take responsibility for my learning and never stop.  In reading this book, I further my learning about diversity so that I may transfer my knowledge into my classroom.

Milner, H. Richard. (2010) Start where you are, but don't stay there :understanding diversity, opportunity gaps, and teaching in today's classrooms Cambridge, Mass. : Harvard Education Press.