Reflection: The Power of Caring

Geneva Gay’s chapter on the Power of Caring captures the importance of attitudes and expectations within culturally responsive teaching. As Gay writes, caring is “manifested in the form of attitude, expectations, and behaviors about students’ human value, intellectual capability, and performance responsibilities” (p. 45). The success of multicultural students is heavily dependent on the teacher’s ability to develop a caring environment and educational experience. In the chapter, Gay breaks down the idea of caring into four topics: (1) Concept of caring, predominate attitudes and expectations of teachers, instructional behavior and achievement, and modifying negative attitudes and expectations

Concept of Caring

The relationships you build with your students are most effective with the use of “patience, persistence, facilitation, validation, empowerment for the participants” (Gay, p. 42, 2000). When effectively implemented through these means, caring translates to high expectations and high levels of success. Gay points to Marcedo (1993), and the belief that success among Latino and African American students was largely due to the caring and support from teachers and administration. Gay then draws upon Foster (1995), to state that successful educational practices “model multidimensional caring in their personal behaviors and instructional practices” (p. 48). Multidimensional caring is consistent caring and support for the whole student, not only academic success. Consequently, caring that is not consistent creates negative behaviors and academic results and for Gay, academic neglect (pg. 48) Failing in this manner is often related to low expectations and a lack of understanding for the students culture.

In terms of effective teaching, Kleinfeld (1973, 1974, 1975) found that successful caring among rural Eskimo and Indian students was the result of teachers “(1) congruency between their styles of teaching and the cultural socialization and interactional styles of rural Eskimos and Indian students and (2) the instructional style of the teachers, not their ethnic group membership” (Gay, 2000, p. 51). Similarly, Gay cites Vida Hall’s success with African American students in her commitment to student’s both outside and inside the classroom. Finally, Gay touches on the importance of ‘multidimensional Responsiveness’; understanding people within context including cultural context.

Teacher Expectations

Class engagement largely reflects teacher’s expectations, whether positive or negative. As teachers control class engagement, it is important to understand possible biases or actions that might be detrimental to student success. Gay draws upon the example of a classroom made up of African American students in which the teacher may misinterpret high energy with disrespect. As a result the teacher will spend more time on discipline rather than learning. As an example of a successful class, Gay references the success of a more culturally aware classroom where the teacher was demanding, however, rather in discipline and behavior; the teacher was demanding academic success.

A culturally responsive classroom will align values to those of the students; the consequences of not doing so effects student achievement. Gay summarizes the findings of Holiday (1981, 1985) saying “social competence is a prerequisite for academic opportunities; that is, students must comply with the procedural or managerial rules and regulations that surround the educational process before they are granted permission to participate in in substantive dimensions.” (p. 55)

Among African Americans, low expectations creates not only low academic achievement but can also, according to Holliday (1981, 1985), create “learned helplessness” (p. 56). Students accept the low expectations and reduce their academic achievement. Assumptions can also lead to lower expectations. As Gay suggests, assumptions are created without fact and often ignore contradictory evidence (pp. 58). These biases are seen both inside and outside the classroom and have a direct effect on the performance of primarily minority students.

Finally, low expectations may also reflect the teachers own performance or ability to connect with students of color. Low confidence in one’s ability to teach in turn effects the expectations of students. Blame is often put on the student for lack of motivation, abilities, or outside resources. Addressing these views, changing teacher confidence, and understanding of teaching abilities can give way to higher expectations for students and in turn create success.

Absence of Caring

Teacher interactions with students of color is a clear determining factor in teachers commitment to caring. When compared to their European counterparts, African American and Latino students are often chosen less and given less opportunities. These opportunities include being called on in class, being praised, and being given more intellectually challenging work. The resulting consequences might be low order thinking among minority students and a drop in performance among high achieving students.

Gender also plays a factor in the interactions between the teacher and student. Gender equity is important in ensuring consistent caring for students. As Gay finds, European males are among the top initiators and receivers of interactions with teachers. On the other side, African American males have less interaction; this also reaches to the European vs. African American females. Similarly, assumptions made about student’s abilities have a direct effect on curriculum and course selections. With these assumptions, expectations are set below the performance level and students of color lack the opportunity to be challenged or even have the opportunity.

Moving Toward culturally responsive teaching

To acquire the knowledge to teach multicultural students, Gay cites G. Smith (1998) in laying out six keys to responsive teaching: “learning styles; sociocultural contexts of human growth and development; essentials of culture; experimental knowledge; and principals of culturally responsive curriculum design and classroom instruction” (pp. 70). In additional to building knowledge, teacher must recognize their biases and cultural deficiencies. This ‘personal awareness’ will allow for not only better understandings but growth and develop in the ability to effectively teach. Gay suggests that opening a dialog among teachers and students can help reveal cultural issues and influence adjustments to instruction and interaction.

Response

The concept of caring is applicable to music as it is to all subjects; the philosophies and strategies for caring are universal to educational success. The higher the expectations are for music students, the higher the level of growth and musical development will be. Student participation in class requires a conscience effort by the teacher to involve all students and recognize the contribution and successes/failures of each student. From my experience, it is common to see band students or even sections neglected during rehearsal. Based on the reading, I would gather that this neglect lowers the expectations of the students and gives students the impression that the teacher does not care.

In regards to my current teaching situation, I struggle to effectively demonstrate to my students that I care and that my expectations are high and accountability consistent. I came into this reading expecting to confirm that I care for my students however after the reading I find myself stepping back to evaluate if my concept of caring is seen in my teaching. I can say without hesitation that I am fully committed to caring for my kids and their success. However, my actions might not always come across as caring. Areas in which I believe I can improve on are setting high expectations and accountability for all work; managing the classroom in a firm but fair manner; developing caring relationships outside of the classroom. What strikes me most powerful about the ‘concept of caring’ is that it is multidimensional. The concept of caring extends beyond a feeling or attitude; it involves layers of actions and relationships.