J. Luke Wood published a blog in the Huffington Post titled “How to Teach Men of Color: Four Critical Conditions”. Excerpt below:
As scholars of the male of color experience in college, we are often asked whether all faculty can effectively teach men of color. Most often, what is really being asked is whether White faculty can teach these men. While increased faculty diversity is a key component of success for all students, we do believe that faculty of all backgrounds can effectively teach men of color. That being said, there are four critical elements that must be in place to effectively educate men of color. We offer these recommendations for all faculty interested in improving their success.
Writing in the 1960’s, Nevitt Sanford argued that students developed and experienced success when two factors were present: challenge and support. Sanford believed that all students must be challenged academically with rigorous coursework. Lectures, assignments, discussions, and out-of-class work should push students to higher academic horizons. Students should be challenged to think critically, creatively, and to learn how to apply difficult concepts to their everyday lives.
However, challenge cannot and should not occur in isolation. Sanford noted that challenge must be accompanied with support. We like to think about support as relating to direct assistance that students receive from faculty and support personnel. Faculty can hold office hours, make themselves available to students before and after class, and be responsive to phone calls and emails received from students. Colleges can provide support services such as tutoring, advising, counseling, and library services. Of course, students must be aware of available support, perceive available support as being reliable, and know that it can meet their needs…. (click here to read the full blog)