See Beyond – July 2019

36 July/August 2019

coming to terms with her “ethnically ambiguous”

appearance and denial of her father’s Columbian

contribution to her DNA. She explains, “The

same shame I felt as a little girl, I feel every day

when underestimated because of the color of my

skin” (22). I was surprised to learn that some

teachers still believed that darker skinned students

might be less intelligent, diligent, or capable. Even

more surprising is that a teacher would let such

views be known or felt.

Let’s consider the recommendations this study

inspired. Dweck suggests getting “students to

question their own academic mindsets.” In teach-

er-speak, this is called metacognition and it’s not

new. But perhaps we don’t discuss this enough. As

teachers have a locked notion of what is possible,

most students do, too. Actually, I still feel inad-

equate with regard to math, but I know enough

to balance a checkbook, compute a tip, estimate

sales tax, and figure out grades. If my math need

exceeds those skills, I’ll ask my husband.

Dweck also challenges teachers and students to

consider which subjects they see as more fixed, so

we “can help students recognize when and why

they feel differently about different subjects or

skills.” It’s good to acknowledge that some people

do learn more easily and have a greater knack for

certain subjects. But that does not mean that those

not so naturally blessed cannot make the leap, at

least somewhat—and perhaps enough. After all,

we Humanities folks did get through our general

ed classes. Part of a fixed mentality includes the

expectation that only brilliant students deserve to

get an A. I don’t agree, but I also don’t care. All

students don’t need to get an A, all the time, in ev-

ery subject. I certainly don’t need to be brilliant in

biology to be an English teacher. Dweck explains,

“There’s always going to be someone better than

you; so what? You need this set of skills, so do it.”

Now, we’re talking. Let’s get out of comparison

hell.

But how the comparison is set up makes a differ-

ence. I remember the beginning of every school

year when elementary teachers condemned us to

an ability-based math group. There were usually

three levels, with cute little names, like the Blue

Birds. That was usually the middle group where

I lived. The smart kids were likely the Eagles and

the kids in the low group were maybe Dodos. OK.

Probably not. But it kind of felt that way. I was

always relieved not to be a Dodo. That was differ-

entiation medieval style. On the other hand, I was

perfectly content to take a two-year Algebra 1 class

in high school. The difference is that I wasn’t given

different work in the same class. The teacher didn’t

have lower expectations of me than my peers. We

were in it together.

I had an interesting confrontation at the hands

of a special ed advocate a while back. She asked

what I was doing for her student, and I explained

the many practices, checklists, organizational

structures and other supports I’ve created that the

student has access to and often uses. The advo-

cate asked if everyone gets these supports. Yes. Of

course. Then, she wanted to know what her stu-

dent was getting that was extra. I hadn’t thought of

that. When an IEP/504 plan requires support,

I build something. Then, everyone gets to use it.

If I am going to nurture my growth mindset, I must be allowed

to support students in their effort to become the successes I am

trying to believe they can all be.