Educating Students of Color successfully is a complex process involving big-picture considerations and specific instructional strategies; at the very least, these students need to know adults in their lives are aware of the cultural and social situations they encounter on a consistent basis and truly care about their personal and academic success.
From this foundation, trusting relationships develop and serve as an essential context for learning. While this bridge from awareness and caring to learning is necessary for a successful school career, it is vitally important for students of color who tended to experience more challenges in their personal and academic lives. These students benefit from the type of support that nurtures emotional growth while simultaneously providing optimal conditions for effective learning. The data extrapolated from the research reveals educators who serve as counselor, advocate, disciplinarian, surrogate parent and role model embody the necessary characteristics to provide this support and educate students of color.
The literature provides a basis for determining the historically roles of educators of Students of Color prior to the Brown versus Board of Education decisions as counselor, advocate, disciplinarian, surrogate parent and role model. From the literature, a survey was constructed to ask educators from various backgrounds if they believe that they perform these roles and to determine the relevance and importance of these roles in today’s classrooms.
The purpose of this questionnaire is to determine, to what degree, educators in your academic community perform the historical roles of counselor, advocate, disciplinarian, surrogate parent, and role model, and to determine how educators in your community perceive the importance of performing the historical roles of counselor, advocate, disciplinarian, surrogate parent, and role model and lastly, to determine, to what degree, educators perceive the historical roles of counselor, advocate, disciplinarian, surrogate parent, and role model contributed to student success as evidenced by: standardized test scores, attendance, enrollment in constructive social activities (clubs, sports, community efforts, tutoring, and social activities), selection of advanced classes, GPA and matriculation to college.