It Should Be Taught In School: Cultural Diversity

Ashley Vasquez is a twenty-year-old Puerto Rican/Dominican teacher who works in the Bronx for an after-school program. She assists second-graders with homework and teaches English, math, science, and healthy living. Ms. Vasquez recently graduated from Hostos Community College with her AAS degree in Bilingual Education. She will be attending Queens College this Spring to receive her Bachelors in Sociology. She will then pursue her Masters in Special Education. Ms. Vasquez is the oldest of four siblings ranging in ages from two to sixteen. Ashley knew she always wanted to be a teacher. She started out babysitting for her teachers as an adolescent. She would present them with the lessons she had learned that day in school. Her teachers were impressed with her ability to absorb the information and impart it to other. Ashley just enjoyed watching the light in the children’s eyes when learning the information and again when the children shared what they had learned with their parents.

In high school, Ashley did personal tutoring where she worked with her teachers on what was needed to be imparted. Ashley thought when she went to college she would study to become a nurse. It was a path suggested to her by family. She wanted to help people and this would be a great way to do just that. However, Ashley did not get the same satisfaction she received from teaching. She changed her major to education. She chose education due to her interest of observing individuals take information and apply what was learned. Her examples right now are her younger siblings. She often brings home work and will teach them the lessons of the day.

When Ashley met Sulma Arzu-Brown, Sulma gave a presentation at ASPIRA New York with her book, Bad Hair Does Not Exist. Ashley fell in love with the book. So much so she use the book for her final project. In her Multicultural Education Class at Hostos, she was required to make a lesson plan based on her own experience or an original piece on that would connect worldwide culturally. Ashley did not expect her lesson plan to get the positive feedback given to her by

others let alone her professors. They were enthusiastic that she understood the assignment and nailed it. When implementing her lesson plan, she noticed the drastic change in her subject students than previous lesson plans they have done. She tested the plan on her three and four-year-old siblings. The children noticed the dolls and characters on television and would point out how they looked. They would draw reference to the book. It built self confidence in them and in each other. With the help of the book characters they noticed how unique people around them were and were more receptive to them.

Ashley then released her lesson plan on a kindergarten class, second-grade class, and a high school class. The children in kindergarten were even more perceptive and accepting. One student told another, "Oh I love your hair in braids." Another student mentioned how they would love to have curly hair like one other student. Instead of them asking or focusing on why they were different from each other, they were quicker to complement another student.

The second-grade class got more in-depth. They were asked to observe adult’s reactions to their differences. Students were shocked on how negative the responses were. Many learned how to overcome the reaction and other learned how to change their own way of thinking. Students enjoyed the lesson and could share the information with others. The high school student’s discussion was geared to the value of the book, self-esteem, and how they could impart the message to the younger students. Students researched the history on origins of hairstyles from the book. A deeper discussion of cultural identity would come out of this lesson from an online article read to the class. Ashley ended her project with the hopes that this plan would evolve for a college curriculum based class.

Ms. Vasquez's lesson plans are changing the outlook of the younger generations on cultural differences. Her last lesson on

Dr. Martin Luther King, Jr. was a revelation for both herself and her students. She could teach her students humility and humanity. Many students were under the impression that Dr. King wanted the minorities to be superior individuals. Not about equality. Ashley equates that to social changes, their environment, and the media. "We have to teach students to look at facts. People’s opinions are just that. We need to give children the facts so they can form their own opinions. Learning about cultural diversity is needed in the classroom to mold self-awareness as well as awareness of others. It will help them be more cultural."

It was biology class where Ashley learned the importance of being more culturally knowledgeable than just being knowledgeable in a subject. You become an international diplomat than a nationalist. She shares that NYC is a place where you can experience so many cultures without leaving the country. "You don't get that cultural infused dynamic from any other state." She believes therefore so many people are closed minded to others differences.

Her goal is to show how cultural diversity is not only an English class lesson but can be taught in every subject. "Take math.The way we learn math in the States is different from how we learn math in Dominican Republic. The Asian Culture learns math differently as well. There is a basic premise for math functions, however the basics are stepping stones for you to build on." Ashley thinks it's important that teachers learn and understand these cultural differences. It will help bridge the gap that has been developed between teachers and parents. Parents are unable to help their children with the work being taught today. Ashley instructs us, as parents, to ask for the assistance from Teachers via, Open Houses, classes on what is being taught in the classroom, answer sheets for lessons or teacher/parent conferences.

When asked, what Ashley believed would be her greatest challenge with launching cultural diverse lesson into school curriculum, she answered not the budgeting, but the Board wanting to know if it will work. Which she stands firm that it will. Her curriculum is filled with the standards of Common Core.

Students are engaged and writing more. More writing enhances vocabulary, which she says is being built. As a minority, young woman, her message to young girls is so encouraging. "You can do anything and what you do will not be limited to what happens to you in life." Ashley shared a story of the elementary school she went to. In school the boys concentrating on a trade or sports and the girls were in home economics class. As if that is what they only need to know and strive to be; good homemakers and cooks. "You will be more successfully in life if you follow your passion."

What drives Ashley to teach is the affect she will have on her students and how they deal with their self-worth.

When a student feels low, is having difficulties in the classroom - either understanding the material or behavioral issues, wants to give up, she feels compelled to help them achieve their best. She will do what it takes to get that student back on track and their self-esteem high. She is a great example of Bush Administration, no child left behind. The legacy Ashley wants to leave behind is of mind shifting as well as the blessing of giving back. She is looking for a better world where we are more understanding to each other and more accepting. We can help take care of each other and then next generation and all to follow.

Ashley attended Weldon Johnson Leadership Academy, who she credits for seeing her potential. Teachers and all alike pushed her to do her best and go after your dreams and goals. She also taught third grade there. She teaches in P.S. 294 and P.S 191 in the Bronx. Ms. Vasquez is affiliated with NYECHA, ASPIRA, and College Discovery at Hostos Community College. She is looking forward to her experience at Queens College. She is interested in broadening and strengthening her connection through their programs and organizations.