Stereotypes and Diversity in Technology

It’s important to break the stereotypes associated with technology–especially in today’s global climate. The stigma surrounding sexes and ethnicities must be realized and dealt with if we hope to succeed as a nation (Chapman).

We should be diligent to recognize opportunities to engage students from all backgrounds with regard to technology. If we can find a “hook” which will catch the interest of today’s youth (in art, technical drawing, music, photography, web design, programming, science, etc.), then perhaps we will enable members of all social groups to grab technology by the horns and use it fluently within the context of their lives (Pinkett).

A huge remedy to these challenges could be to create Community Technology Centers (CTCs), which would foster not only the technological skills needed, but would do so by using the “hooks” which appeal to our diverse youth populations. In this way, boredom can be transformed into something useful, causing accidental learning everywhere (Chapman)!

Works Cited

Chapman, Robbin. “Redefining Equity: Meaningful Uses of Technology in Learning Environments.” 2001. Position paper on Equity and Education Technologies. 9 April 2009.

Pinkett, Randall. “Strategies for Motivating Minorities to Engage Computers: Position Paper for the Carnegie Mellon Symposium on Minorities and Computer Science.” MIT Media Laboratory. Cambridge, MA. 1999.

Linking Sexuality and Learning

I’m confused as to why we, as educators, are concerned that students are heterosexual when considering learning abilities. This needs to be left out of the academic educational sphere (except to deal with any resulting bullying). Why? Because while sexuality is a part of human behavior, it is just that–a behavior. Gender, ethnicity, and socio-economic status are all unrelated to an individual’s behavior. If we begin talking about heterosexual/homosexual tendencies within the classroom, then perhaps we must begin considering solo sexuality, fantasies, sports preferences, what the children have eaten as after-school snacks, and tissue brand preference.

These examples are matters of behavioral preferences (some of which are inappropriate to the academic setting) and ought not to be attributed as classifications to the students we teach. Could you imagine if we identified someone as an upper-middle class, able-bodied, Caucasian, Puffs-blower, chocolate-covered-pretzel-after-school-snacker male? While perhaps these attributions are true, it is unnecessary for educators to classify based on behavior in such an inappropriate way, no matter how public students may be about such preferences.

From an educationally researched standpoint, how are we to truly incorporate consideration of something like sexuality within the bounds of reviewing an educational software package? Do people learn differently because they prefer a particular type of sexuality? Any sensitivity toward sexual preferences with regard to educational software would be disasterous because there should be NOTHING suggestive of that nature within our technological tools. Even if we included a picture of a family with two mommies (in an attempt toward sensitivity), it would detract from the learning process as the learner’s attention would be immediately diverted toward an image of something that is uncommon rather than being focused on the academic content involved. In this way, the content of the software has become more sexually explicit than necessary.

In mixed-sex classrooms, especially, the use of information technology to reach sexually explicit or risqué text and material provides a high-tech medium for teasing, harassment, and embarrassment. From the teachers’ perspective, the introduction of this material disrupts learning and weakens their confidence in being able to manage technology in the classroom (“Tech-Savvy”).

While perhaps advantageous from a political standpoint due to any normalization attempted by the software, it has no place within the academic educational sphere.

It’s not that I advocate insensitivity toward topics and situations which present themselves; I do not believe it is the place of educators to carry out political agendas to popularize human preferences–especially those pertaining to subjects which are banned to those younger than 18 years of age in media such as magazines, television programming, filmography, and websites. It is, however, appropriate and necessary for educators to guard against inappropriate material and any bullying resulting from students’ professed preferences within the academic environment. If significant educational research presents itself concerning the differences in learning abilities within groups of people who have preferences [seemingly] unrelated to education, I will certainly change this tune.

Works Cited:

“Tech-Savvy: Educating Girls in the New Computer Age.” April 2000.  AAUW Educational Foundation. 9 April 2009.

Ecstacy Candy! (DEA Microgram Bulletin)

Just in case you were interested on staying up to date on the latest and greatest developments in drug smuggling and disguises…

Straight from the Drug Enforcement Administration’s Microgram Bulletin, read up on what’s going on in your world. Everything from cocaine found in ukeleles to candy, the DEA has it identified!

Click the pic for DEA’s Microgram Bulletin link.

The Reason Violence Has Risen in School Settings

Think back. When you were a child it was not unusual for adults to encourage children to express themselves by developing healthy imaginations – even to the point of role-playing games like “cops n robbers” or “cowboys and indians” where a central aspect of each game was the simulation of assassinating one’s adversaries with pretend weaponry. I would also be willing to wager that your neighborhood also served as a venue to more than a few physical confrontations that resulted in little more than bumps, bruises, occasional bloodied noses, and forged friendships.

In today’s cookie cutter, everything smells like roses, politically correct fascade, children are forbidden to “play rough,” let alone imagine that they are heroes or villains in any one of the television shows or movies which they have watched. In other words, they are not allowed to explore the boundaries between fantasy and reality as children, yet they have, in effect, recieved a Master’s degree in television violence since infancy. How is it then that we as a society dare to feel any shock at the resulting instances where pent up, instilled, violent tendencies are manifested by children, adolecents, even adults? Not only should it not surprise us, but we should have expected these tragic events that have occured and realize that there will be more as long as we continue to bombared our children with these mixed messages.

The Defeminization of Young Men

What are we to do with those young men who demonstrate a lack of, well, maleness? Whatever happened to stifling the bent wrist, the dainty walk, the lispy speech, and the soft skin? When did it become acceptable to shed the shame? There is a strong need for the return of masculinity among youth today.

In a socially detrimental effort to construct new man-made (I’m sorry–perhaps woman-made) morality such as “acceptance” and “tolerance,” we have foregone any sense of right and wrong. Single parent households (mainly matriarchally maintained) are exposing young men to an awful softness which is pervading society at all levels.

Let’s examine what one educator has to say:

Some years ago, I had the first young lad in a class of mine who couldn’t seem to show much evidence behaviorally that he had anything between his legs. Chubby, walking like a stiff-legged cartoon, whiny, and with speech that shouted a female-dominated upbringing, he flailed about in my class for the first semester and a half.

Finally I had had enough, and felt morally obligated to break the politically correct norms of allowing him to be what he was. I decided he needed to be broken.

Did I think I could break him? Well, yes–with 90 days in the wilderness and no witnesses I feel confident he would have grown a couple things he lacked. But without these conditions, of course not. But I would do what I could, or I would spend the rest of my life wondering if I somehow did the young chap a disservice.

 So I embarked on a journey to dissuade him of his lassiness. I had a discussion with him about his language. “Cheerleaders,” I told him, “will use the word ‘like’ excessively when speaking. Are you a cheerleader?” He smiled that cute, soft smile and admitted that, no, he was not a cheerleader. I taught him male posture and how to walk. Shoulders back. Extend the legs rather than walking around pretending to wear a tight skirt.

And so he had to walk back and forth, shoulders back–practicing. When speaking, he began to catch himself beginning every sentence with “Auaahh…” and rephrased when he came to his natural inclination to use an unnecessary “like.” It was a slow process, with constant reminders, and certainly he was far from perfect the last time he walked out of my classroom.

But I had done my part. I wouldn’t succumb to society’s curiosity toward flamboyancy. It has been, is, and always will be unacceptable regardless of popular opinion. I must stand and fight even in the face of society fostering the flamboyant, parading the plastic [enhancement; or amputational surgery], and applauding anything unnatural…

What are we to do? As educators, we fight. We give our kids male role models who demonstrate what it means to be and act like responsible males. Above all, we do not allow young men to go through life thinking it is okay to act like their counterparts.

Eradicate the softness in your classroom today. Question the emerging morality of tolerance. Train them well. It’s up to us.

Celebrating Diversity within the Classroom

Differering personalities, creative minds, cultural backgrounds, crazy hairdos, favorite bands, sexual persuasions…these are all a part of who we are.

Instead of questioning behavior or choices people make we should, as educators, accept everyone as they are and provide an environment which fosters a continuum of self-expression. As educators, this is our role and responsibility.

Do not let those who would cling to old-fashioned values persuade you with rhetoric of “right” and “wrong.” This is not what America stands for. This is a country of freedom. Of self-expression. Of progressive thought. If we don’t progress, we’ll never move toward a world of peace. Tolerance is, perhaps, the best medicine for our world today.