“Youth in this study did not independently create critical opportunities to challenge traditional teaching practices and to combat stereotypes about urban youth in science. They relied on situations in which they had choice, space to express voice, one-on-one dialogue with a teacher, and after-school support. When presented with such resources, they actively took hold of these opportunities to deepen their knowledge and engage in physics in ways that furthered nontraditional pedagogical practices and contradicted stereotypes of minority students. These findings align with existing research, which suggests that youth develop deeper levels of understanding in the context of student-centered instruction.”

(Trigwell, Prosser, & Waterhourse, 1999) (Cited in Basu reading)

This bit stood out to me not in the specific context of this study, but as a commentary on adolescents and people on the whole.

Because cultural and socioeconomic disadvantage does affect every area of learning and school performance, the very first step in helping these students succeed is making the learning process itself as easy as possible as said in this passage. HOWEVER, what this text gets at if you peel back the layers may be even more important, and reminds me of the videos we watched last class; in order to want to learn and succeed in an academic sense, children must feel that they are capable and worthy of this success. I have had children in my class tell me they cannot do something, and when I ask why, they tell me, “Because I’m not smart.” Particularly in low income minority communities, whatever it is making children feel this way from a tragically young age needs to stop. The trouble is that so many factors shape identity, negative or positive. This passage is important to me because, again, it highlights the extreme importance of great teachers (not just good ones). The difference between great and good is being able to provide not only the time and materials for students to succeed, but the emotional support and space to express themselves openly. And of course, to do this in an environment uncolored by stereotypes or low expectations. This is no easy feat, as we must accomplish this while still discussing and empathizing with adolescents’ developing identities, cultural or otherwise. As I have always felt from when I first decided to be a teacher as a little kid, the key to developing and academic success is relationship building–empathy and communication between two individuals. Through this, in the face of adversity, students can learn to love themselves and love learning.