Apr 1, 2021
Teach Plus stands in solidarity with the Asian American and Pacific Islander (AAPI) community in the wake of the recent anti-Asian racism and violence. We condemn all acts of violence, xenophobia, and racism that plague our communities — discrimination, hate, and hate crimes have no place in our society. By creating school environments that are culturally competent and anti-racist, our educators build more inclusive communities that affirm racial, cultural, and linguistic diversity to promote justice, equity and respect for all.
I Want My Students to Feel Pride, Acceptance, and Empowerment in Their Classroom
By Meghann Seril
As a daughter of a United States Navy Sailor, I’ve had the experience of living and learning in different cities across the United States: San Diego; Great Lakes, IL; Groton, CT; Corpus Christi, TX; Honolulu; and finally Los Angeles. In some communities, I had Filipino classmates and in other places, my two younger sisters and I were seemingly the only Asian students on campus.
When I was in second grade I brought dinuguan, a Filipino pork blood stew, to school for lunch. As we all started eating, other students nearby wondered about my food, commenting about the dark black color and the smell. I remember my face getting hot, and deciding I wasn’t that hungry as I closed my tupperware container and zipped up my lunch box. I went home that afternoon and begged my mom for Lunchables or a peanut butter and jelly sandwich, like the other kids. I felt shame, disgust, and hunger. Reflecting on this experience, I think my strategy for survival was to do my best to fit in with others, follow the group, and try not to stand out. But this experience also left me without a clear sense of my own identity. It is something I am still working on fully unpacking and embracing.
Now, as a teacher in a public school with a Mandarin dual language program, I have made it my priority to make my classroom community a culturally affirming space, and I am committed to the work because I want my students to feel pride, acceptance, and empowerment. Throughout this year my priorities have been addressing my students’ mental health and emotional well-being. Creating a safe space has allowed us to have honest conversations to process the many traumas we have experienced this year, from the racial justice uprisings of the summer to the insurrection at the U.S. Capitol, to the massacre of eight people, including six Asian women, in Atlanta.
Last October, we celebrated Filipino American Heritage Month. I am embarrassed to say that I had never mentioned it in my classes until this school year. I made a simple, elementary-friendly presentation highlighting the contributions of Filipinos and Filipino-Americans past and present. In particular, I highlighted the numbers of Filipino workers in the healthcare industry serving and healing during the COVID pandemic.
As I talked with my students, many of them shared that they have friends and neighbors who are Filipino. We talked about the similarities in food and culture. Jordan, a student in my class who often has her camera off and microphone muted, talked about her experiences visiting the Philippines and became the “expert in the room.” In these conversations, we realized that there are many more similarities between us than differences.
This past week, using resources from Facing History and Ourselves, we talked about coronavirus-linked racism. Some of my students had heard about the hate crime in Georgia. Responses to the facts ranged from sadness to rage. Some students talked about how they are worried about their grandparents. Others expressed empathy, making connections to their own experiences of dealing with bullying or feeling singled out.
As I was changing slides, Eloise asked if she could share her story. She and her family were in line to get some food when a person cut in front of them. When her parents tried to intervene, he turned around and “made slanted eyes and said some not nice things,” she said. Her voice trailed off and in that moment, I wasn’t sure how to respond. But within seconds, my students had found the heart emoji on Zoom and were filling the chat with words of affirmation and encouragement. “That was not right.” “I’m sorry that happened to you.” “I have empathy for you.”
Using this as our motivation and inspiration, we discussed how we could be advocates and activists in this situation. Students made anti-bullying posters that discourage others from reacting with racism and hate and encourage loving engagement and empathy.
Students need to see themselves reflected in their K-12 school experience. In order to make this a reality, it is vital that all teachers engage in professional development on creating anti-racist and culturally affirming school environments. At the school site level, we need to ensure that systems and processes are in place for schools to meet students’ needs. This means affirming, valuing, and elevating the work many teachers of color already do through capacity building, compensation, and leadership opportunities.
While district and school leaders make plans for professional development and culture building as we return to school in person, I will continue the work with my students to ensure that they are seen and heard, and that they know they are celebrated and loved.
Meghann Seril, NBCT is a third-grade teacher in the Mandarin dual-language program at Broadway Elementary in Venice, a Los Angeles Unified public school. She is a 2020–21 Teach Plus California Senior Policy Fellow.
