SOLSC '19 Day Twenty: Critical mass

This is more of a rumination Slice than a narrative Slice.  Just to let you know.

I didn't sleep well last night, and didn't awake to any Muses flitting beside my bed.  So instead of opening Blogger first, I clicked over to the Two Writing Teachers SOLSC page for some inspiration.  They had reposted an announcement from yesterday:

"PLEASE JOIN US IN THIS IMPORTANT CONVERSATION

The team at Two Writing Teachers has been working hard to make our work more inclusive and representative of multiple perspectives. Please join us in this work. Read yesterday’s post to find out more."

Yesterday's announcement post was a request for more input from what I call "fringe teachers"--English language support, special education, instructional coaches.  I used to be one of them; as a librarian, I still am, so I appreciate their call for diversity in representing the profession and the need for narrative from all aspects of teaching, not just the general classroom setting.

This announcement reminded me of what I read last night; I think I know why I didn't sleep well.  Struggling through the last chapters of Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do by Claude M. Steele before bed, I went from feeling hopeful to defeated.

Hopeful, because Steele asserts that by focusing on high standards for all students and openly welcoming diversity (rather than claiming "colorblindness"), we can help students overcome stereotypes and identity threats.  

"Critical mass" helps, too.  Having others like you in your work and school environment makes you feel more comfortable and less threatened.

The problems arise when we, as a mobile society, decide where to live based on critical mass.  It is natural for us to seek out like-minded, like-cultured people with whom to associate; it lessens the effects of identity threats around us.  One example would be ex-pats working abroad, living in the same apartment complex.  Another example is closer to home--self-segregated neighborhoods.  Which leads to segregated schools and workplaces.

This is great for lessening identity threats; not so great for learning about our differences, accepting diversity, and getting along with one another.  There's been a lot of talk about social media bubbles, but the truth is, there are a lot of geographic and socioeconomic bubbles, too.  The question is, how do we pop those bubbles?  How do we balance diversity with critical mass?

On a related note, Steele provides evidence for the harmful physiological effects from everyday identity threats that have little or nothing to do with overt prejudice.  So this isn't just a philosophical, cultural question--it is one that affects our health, too.

With no ready answers at hand, it's no wonder I tossed and turned last night.