Student Ethnicity Analysis in Public Schools

"General High School" holds 2000 students each day and belongs to the State's second largest school district. This suburban institution is a Class A school (determined by enrollment numbers) that spans grades nine through twelve. A new addition was recently added giving the new library expansive room to grow a collection of technology, which as of now is hardly utilized. At passing time the common areas are filled with chatter and the carpeted halls muffle the hurried footsteps. The classroom doors close promptly at the bell so if one is caught on the wrong side they should prepare for a security guard interrogation. Other than for hall monitors, the security staff is usually dormant, for the area is relatively safe. The local crime rate is minimal and the ethnicity rate is predominately Caucasian, ranking at 94%, while the State of Michigan average is only 72% Caucasian. African Americans compile only 2% (State average 18%) but the ethnicity that stands out the most at General High School are Asian Americans. This was only noticed because they had their own lunch table and their own conversations in the halls, and their own section of desks in the classroom. The isolation made me curious so I chose to observe one such student for this class assignment. Throughout the school day this Asian American was followed to observe his interactions with fellow students and most importantly the interactions with teachers.

We'll call him "Pete" and although he blends into the crowded hallways as an average student, he is not the same. Pete was chosen to be observed for this case study because of his ethnic diversity and isolation within the school. It seemed strange that with so much interaction throughout the day, that Pete could manage to say nearly nothing. I wondered if he was holding back, for no teenager could be truly that quiet! I would imagine that in a group of similar backgrounds he would liven up, or maybe his Philippino upbringing instructed him to be so silent. Yet with only three percent of the student body matching Pete's ethnic background, it would seem that while I was present he would not interrelate with anyone requiring him to converse.
As a senior, Pete is seventeen years old and anxiously awaits graduation in the spring. He is well put together; dresses in all the latest designers, as if money has no meaning, and his hair is carefully spiked to perfection. He mumbles to me that he plans on going to a local University but sounds unsure of his educational future thus far. My first class I attended with him happens to be a sophomore history class. Yes, he is a senior in a sophomore class which he doesn't seem to mind.

The classroom we entered is painted bright blue. Posters and murals try to cover each ceiling tile and cinderblock. This room is a day dreamer's heaven. His, as do my own eyes scan wildly around the room before the teacher directs the attention of the class to the board. I instinctually focus on the teacher as he gives directions for today's test but Pete is still gazing around the room. Ahead of directions his desk was already clear, and his book bag was never opened. He received the test and began hesitantly. He remained silent throughout the hour, just as will in the next classes. No surprises here, the teacher never looked twice at him. He is easy to miss.

As we walked to the next hour I went into the classroom and explained my presence to the teacher. In the mean time Pete had gone into the hallway and managed to be tardy. In this classroom Pete sat down in the front row, immediately in front of the teaching podium. Seats are not assigned in the room but I had the feeling that was his regular seat. The physical position in the class that he chose would be considered by most to be the "hot seat," yet no questions were directed for the entire duration of the lecture towards Pete. Most of the teacher's attention was taken by a noisy group of girls in the left corner. They would ask and answer all of the questions, with little giggles and sidebars in between lulls. Pete is looked over for the most part and shakes his foot while sitting in his desk patiently awaiting the bell.

The final class I attended with Pete was a Senior Government class. I was hoping this hour would provide a more challenging lesson or a better social aspect of Pete. Maybe one teacher would probe his blank stare. I was wrong. Although the room is not far from the last, Pete is late again with no explanation needed. He yawns and slowly falls into his desk. No different than previous classes Pete does not speak or spoken to. While passing back old homework and quizzes, Pete is allowed to put his head down and take a ten minute nap. I don't believe he is tired, probably just bored. A lesson/lecture begins and takes absolutely no effort. Pete remains invisible, which he probably likes, because it is easy that way. No teacher has yet spoken to him even to say hello. He awakens to the homework assignment being dictated which he doesn't write down and lines up at the door with his fellow classmates. Pete has STILL not spoken a word in three hours!

If that was a typical day for a suburban high school student than I have been disgraced as a teacher. I hope that a child in my classroom never goes the entire day without speaking. I hope I would notice those students who desire to be ignored. Unfortunately I never had the opportunity to watch Pete interact with friends but I can assume he would be well liked and lively, for he seems like a pretty cool guy. He barely spoke to me when I asked him direct questions but I don't feel that he is shy, rather just entrapped in a constant state of boredom! At General High School he does not question and therefore is never questioned. He doesn't cause trouble and passes his classes. For Pete to slide under the radar and graduate he just needs to show up… and he can leave his brain at home.

With this observation, I feel that it is pretty typical for students to just slide through the day. Only a select handful of students actually participated in Pete's classes. Teachers are not to embarrass their students by calling names randomly. The volunteer assumption only reaches the students who actually know the information and feel comfortable enough to share it, which at this age is minimal. Pete would never volunteer, maybe because he doesn't know the answer, but it is not required of him to know the answer. Maybe he doesn't volunteer because he is withdrawn, or secluded, or bored stiff, but either way… Pete is never reached.

If I was Pete's teacher I would engage him in conversation on a daily basis, as well as other quiet students. These few exchanges would be brief and completely unrelated to school but vital to making the teacher-student relationship work. Once they know that I am interested in THEM, they might actually be interested in me, and fulfill their obligations as a student. Things like participation are critical for classroom discussions and debates. Also forum groups are a great way to assess that the students understand the material and can take that information to a higher level. Once these students are engaged and active within the school they can perform at a much higher level and actually learn something instead of just going through the motions and being ignored.