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Nelly Forsyth

February 7th, 2016

Chapter 5: Culturally Responsive Leadership,

Raymond D. Terrell & Randall B. Lindsey

Responding to Issues Related to Language, Gender and Social Class

2009

Chapter Review

Authors Terrell and Lindsey invite us to answer this question: "Think of a recent meetingfaculty, department/grade level, or professional development-where the topic included
references to students by their primary language, gender, and/or social class...What did
you not say at that meeting that you wish you had said?" (Terrell &Lindsey, 2009).
This very question had me thinking all day about a recent staff meeting in which
achievement data from our school was presented, as part of a warning which for many of my
schools teachers -including me- sounded more like a threat. Data seemed to show that an
alarming number of students receiving Special Educations services, were identified as
African American or Hispanic. By the end of the presentation I had many comments and
questions about language proficiency of SPED students, gender score data, and
socioeconomic factors that influence test scores. When the presenter opened the floor for
questions however, I stayed silent.

After reading chapter 5 of Culturally Proficient Leadership by Terrell and Lindsey, I


realized that in order to be able to become a real educational leader, I must learn to confront
the undiscussables (Terrell & Lindsey, 2009). In a very practical manner, Terrell and
Lindsey pose a challenge to educators; as they invite us to analyze the historical context of
how the undiscussables: gender, language acquisition and social class have impacted our
classrooms.

Terrell and Lindsey define these as the topics that educators prefer to avoid, even though professional
debate about these topics is necessary in order to even attempt to pursue social justice (2009). Teacher witness these
topics being ignored or pushed aside during professional meetings. I have sensed the hostility of some educators

when a discussion involving gender, language acquisition and social class is initiated. I have also witness major
misconceptions being cleared whenever someone is brave enough to engage in such discussion. Overall, the authors
challenge us to improve our leadership practices by confronting these taboo topics and become true leaders.
One example of the historical impact that proactive discussion about the undiscussables has had on our
education system is the involvement of well-intentioned politicians and political activists. Regarding language
acquisition, U.S. Congress and Supreme Court have taken action to ensure that minorities have access to the best
educational environments. "It took action by the U.S. Congress and the U.S. Supreme Court to guarantee access to
educational resources (Terrell and Lindsey, 2009).
On the other hand, gender and social class have maintained the undiscussable status and these has
marginalized many students in our schools; unfortunately, due to the weak action of educational leaders in our
country (Terrell & Lindsey, 2009). History itself has many examples of gender discrimination, and even in this era,
women's right are denied or abused in some parts of the world. The U.S. has its own example at the heart of
America's public schools where "girls and women have been systematically discriminated against since the founding
of our public schools in the nineteenth century." Fortunately, despite being considered an undiscussable for many
years, recent legal reforms have proven "disparities in achievement a gender-based visible issue" (Terrell & Lindsey,
2009).
Adding to the challenge, Dubetz and de Jong (2011) provide some tools for teachers to become advocates
of our students in order to break the barriers related to gender, language acquisition and social class. The authors
point out that true educational leaders help them [our students] gain access to opportunities that society has
historically denied to racial and linguistic minorities by dealing directly with the disparities created by mainstream
schooling (Dubetz & de Jong, 2011).
As a conclusion, researchers agree about the imperative need to bring up the topics that need to be spoken
during our staff meetings, trainings, teacher planning sessions, and all other opportunities in which we can help clear
misconceptions and gain allies in the continuous battle that teachers and administrators have been fighting in favor
or equity and social justice in the U.S. "The general lack of awareness among many of our educator colleagues
regarding the legal action necessary in the United States and Canada to guarantee access to education for language

minority, female, and lower socioeconomic students is always disquieting " (Terrell and Lindsey, 2009). Therefore,
let us become the bearers of awareness about gender, language acquisition and social class in and outside our school.
On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.
References
Dubetz, N.E. & de Jong, E.J. (2011). Teacher Advocacy in Bilingual Programs. Bilingual Research Journal, 34(3),
248-262.
Terrell, R. D., & Lindsey, R.B. (2009). Culturally Proficient Leadership, The Personal Journey Begins Within.
Thousand Oaks, CA: Corwin Press.

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