Introduction
For educators, one of the critical points to consider when interacting with African-American children and adolescents is understanding and respecting their culture. Manning and Baruth (2008) mention various criteria, including religious, linguistic, family, and other values, which can be grouped under the concept of culture. The reason for choosing this aspect as one of the most important is that ignoring cultural differences that have existed for centuries is fraught with the inability to establish contact with young people. Understanding the traditions and historical background that have led to these children and adolescents being educated on an equal footing with white children allows educators to better connect with their target audience. In addition, according to Manning and Baruth (2008), cultural patterns refer to both commonly accepted phenomena, such as family relationships, and less obvious behavioral features, for instance, specific non-verbal forms of communication. Taking these aspects into account is mandatory to earn the trust of African-American children and adolescents.
The significance of understanding cultural heritage lies in the history of African Americans. Manning and Baruth (2008) draw attention to centuries of oppression and discrimination that have left their mark even on today’s young people. This can manifest itself, for example, in language patterns that may seem strange at school but are natural in the family environment of African-American children and adolescents. Moreover, when understanding the special cultural code of these young people, educators can find an individual approach to learning, thereby addressing the ultimate teaching tasks to the fullest. Therefore, the cultural aspect is a critical factor to consider when interacting with African-American youth in a productive way while avoiding insults, albeit unintentionally.
Addressing African American Students’ Learning Styles
Addressing relevant learning styles specific to African-American children and adolescents should be a mandatory aspect of educators’ activities. The reason for choosing this point as one of the key ones is that the educational conditions of the target population are often different from those of children belonging to the racial majority group. Manning and Baruth (2008) highlight low reading rates among African American youth, including both at school and at home, which may be due to family difficulties related to financial problems. In this regard, educators should pay more attention to interacting with these young people directly during the educational process to prevent African-American students from falling behind academically due to barriers beyond their control.
Although the socialization of the youth in question occurs to a greater extent in the school environment, their involvement in various activities should be carried out with particular care. According to Manning and Baruth (2008), educators’ ignorance of the interests of African American children and adolescents while organizing both school and extracurricular activities is fraught with the risk of gradual dropping out of students of this group from the collective. These young people need to understand that teachers and other adults understand the complexities and potential barriers that prevent normal socialization.
Conclusion
In other words, educators should create an inclusive environment in which the characteristics of all students, without exception, are taken into account. Difficulties with homework due to the tense situation in the family, the inability to learn the exact sciences on an equal basis with everyone else, and any other obstacles should be accepted with loyalty. This, in turn, will encourage African-American youth to strive for higher academic achievement and help create an educational environment in which every student is empowered to realize their individual academic potential to the fullest.
Reference
Manning, M. L., & Baruth, L. G. (2008). Multicultural education of children and adolescents (5th ed.). Pearson.