Day 5

        Since Seattle Public Schools were having their Mid-Winter Break between February 20-24^th, there was no school and no Brain Train for students during those days. Instead, I participated in the Reflection Sessions that Seattle University Graduate Students organized for the volunteers at Bailey Gatzert. The first session I attended was called “Education Equity” and it made me more aware of the difference between the definition of equality and equity. We defined the educational gaps with a deeper knowledge of the roots and manifestations of educational inequity, gaps, and barriers because knowing and understanding these terms helps begin/further multicultural competence.

            A good definition that was brought up by the group leader of the session was an example of two students taking the SATs. They both have the same opportunity to take the SATs, one student can afford it and the other student has financial needs to he or a waiver fee accompanies her for the SAT. This represents the equality between the two students. However, one student can afford to pay for a SAT tutor and other services that help students on the SAT. The other student, who is not financially enable to pay for the SAT test, is also enable to pay for a tutor or other services. This represents equity because although both students have the same opportunity to take the SAT test, one student has a better opportunity to more resources to get a better score.

            This session relates to the Brain Train program at Bailey Gatzert because although all students have the same equality and opportunity to attend school to learn, they do not learn at the same pace and sometimes need special attention to fully understand all the concepts taught. Students have equality by going to school, but do not have equity in school. This is why the Brain Train program is a great program to balance out the equality and equity in public schools.

            The second session was called “Building Bridges across cultures” and it made me more aware of the ethnocentric tendencies and possible impacts on multicultural diversity. During the session, we went over common scenarios of how ethnocentric beliefs impact the young minds in school.ne scenario was about two boys, at the age of eight. One child asked the other what he was going to dress up as for Halloween, and the boy responds, “I do not celebrate Halloween, that is the devil’s day.” The other boy responds, “Oh, you are weird.” This scenario is common, especially in a diverse public school with students at that age. In a situation like that, one can only make the two students realize that the world is consisted of diverse people and to be open with everyone’s religion and beliefs.

            The workshop was very beneficial to me because it was a great opportunity to share and reflect on my experiences at Bailey Gatzert Elementary so far, as well as get to know other students who have been serving at the school.