Florida Educators: Why We Should Work Together

 

    The United States of America has one of the largest economies in the world and yet, approximately 11.9 million children are living in poverty which equates to about 1 out of every 6 children (Children’s DefenseFund, n.d.).  Poverty is a dire issue for the children of our country, as toxic stress and food insecurity can create severe opportunity gaps in our society and have an impact that lasts well into these children’s adulthood (Children International, n.d.).  Children that grow up in low-income families are more likely to have family transitions, frequent moves, and they tend to change schools often. When they do attend school, their schools are typically not well-funded, therefore, the education they receive is not going to be comparable to that of a child who was born with more advantage (Wagmiller & Adelman, 2009). Parents who are low-income earners may not have the tools and resources they need to enrich their environment; therefore, these children may never receive the cognitive stimulation opportunities that their peers of higher income may (Wagmiller & Adelman, 2009). These alarming facts contribute to the idea that upward social mobility is a problem in our nation because studies show that those born into poverty will more than likely remain there throughout adulthood (Brookings Institute, 2013). While these facts are national statistics, I am asking educators here in my state of Florida to hear me when I say that these issues exist in our communities as well. Educators are in the classroom working hand-in-hand with our state’s most vulnerable children, and we have the platform to insight into real, authentic, long-lasting change. There are many people I can ask to help tackle this problem, but teachers in my state are on the frontlines working day in and day out with those students closest to home. If we want to go big with our change, we must begin by reflecting on ourselves and then extend out into our home base, which in this case encompasses the state of Florida.

(Baldari, 2019)

 

    Social mobility can be a subject that is slightly controversial, simply because it demolishes the American Dream ideology we’ve always been taught (McDermott,2013). It challenges us to look at the inequality in our communities and to set aside our political and societal views for the sake of the future of our nation and to see the evidence in front of us. If we want to be an educator who paves the road to a bright future for our students, we must work to close the achievement gap and allow these vulnerable children the same opportunities as their peers of better future. We can begin to do this by first changing the way we perceive our students. We should partner with community members that have the resources to help these students in poverty so that they can have a chance for a better life. This idea is also a great way to cultivate a harmonious relationship between schools and their communities. We have to challenge ourselves to look at teaching as more than just curriculum. We are investing time into our students so that they can have a chance at being the best version of themselves. This response translates to a society that is better because it would be one that is fair and just. Students of poverty with great talents will have the chance to use those talents and make our society better. This is a win-win situation for both the educator and the student.

    I have had the wonderful opportunity to spend some time in several classrooms in my area and it was during this time that I realized that teaching can be a monotonous job for some. Educators may build rapport with their students, but I often wondered if they thought about what happens when the children leave the classroom. What kind of life do they go home to? Do they care? These are tough questions to present, but they are the reality. As educators, we must ask ourselves what do we value most about the career path we have chosen? Anyone can teach anything, but educators know they are doing so much more than just providing curriculum. We have to take care of our children and that begins right at their basic needs. Children in poverty may not perform well in school simply because their most basic needs aren’t being tended to. Educators have the unique opportunity to reach out to these students and explore their needs, as they spend a lot of time with them in the classroom. Getting the students what they need can translate not only to a better student but also to a better classroom environment.

    Educators, specifically those in the state of Florida, I am asking you to first examine yourself. Why are you an educator? What is it that makes this career worthwhile? I challenge you to explore any implicit biases you may have and to understand why they’re there and how you can work to change how you may view some of your students.  Children from low-income homes can have behavioral issues, making teaching them a challenge, but if we shift our perspective from surface thinking and dig deep for answers, we will often find that these students are simply products of their environments, and we have access to resources that can help change their situation. If there aren’t resources, we have the power to create those resources. All of these small actions contribute to a society that is better for you and one that is better for the student. Every child deserves the chance to thrive and we can help them in our classroom, through our interactions, and by always working for what is fair and just.        

References

Baldari, C. (2019, September 10). We Know We Can Cut Child Poverty in Half, So Why Aren’t We? First Focus on the Children. Retrieved from: https://firstfocus.org/blog/we-know-we-can-cut-child-poverty-in-half-so-why-arent-we

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Children’s Defense Fund. (n.d.). The State of America's Children® 2020. Retrieved from: https://www.childrensdefense.org/policy/resources/soac-2020-child-poverty/#:~:text=Children%20remain%20the%20poorest%20age,and%20older%20(10%20percent).

Children International. ( n.d.).  Child poverty in the U.S. facts & stats about children in poverty in the United States. Retrieved from: https://www.children.org/global-poverty/global-poverty-facts/facts-about-poverty-in-usa

Schwartz, R. & Brody, B. (2012). ETS POLICY NOTES: News from the ETS Policy Information Center. ETS Policy Information Center Educational Testing Service. (20)3. 1-12. Retrieved from: https://www.ets.org/Media/Research/pdf/PICPNV20n3.pdf

Wagmiller, R. & Adelman, R. (2009, November). Childhood and Intergenerational Poverty: The Long-Term Consequences of Growing Up Poor [PDF]. National Center for Children in Poverty. Retrieved from: https://www.nccp.org/wp-content/uploads/2020/05/text_909.pdf