The first week of class we defined critical pedagogy as, “the science and art of teaching adults about the negotiation of race, class, gender, and privilege.” McLaren (2003), specifically talks about questioning our practices in order to ensure we are targeting the ENTIRE population and not just a portion. The dominant culture creates “norms” that are deemed the right way by society (McLaren, 2003). The sub culture, then tries to live up to the “norms” of the dominant culture and fit in (McLaren, 2003). The culture forms are symbols or social practices that define the culture (McLaren, 2003). For example, the millennial generation is associated with technological learning. The dominant culture always has the upper hand. Whether it is getting a better education, having more access to technology, recognizing hidden curriculum, or simply being disadvantaged we as educators need to look at this population and recognize the constraints that they may have, address those constraints, and ensure they are getting an equal opportunity.
The one thing that comes to mind in relation to college is the college admission process. We admit based on high school percentile, ACT/SAT scores, and GPA. We also require our students to have a set of high school preps to be met prior to admittance. We do make exceptions, but seeing those listed under the admission requirements may hinder some from applying simply because they have not had 2 years of a second language, enough math, etc. Additionally, with UMD being a predominately white middle to upper class student population. Once students who are not considered part of this dominant class are admitted, how do we help them get connected to campus and stay connected to campus? We have the Student Supportive Services Program, the Multicultural Center, faculty and staff, and coursework. But, is this enough? I have spoke with students who initially find it hard to find their connection on campus and as an advisor I try to hook them up with the engagement opportunities.
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I really think it depends on what the campus values. One thing here at New England College that we treasure is close relationships and helping each other feel like they have a "connection" to campus. For example, my team has taken on a "special needs" student. A bunch of my freshman saw a girl sitting by herself at lunch who has little to no social skills and they walked up and asked her to join them. A few people might describe this girl as "weird, etc." Suddenly, this girl is our teams "super fan". They help her out with buying bus tickets home, invite her to some of their outings, and eat every meal with her in the dining hall. This is just one thing that our campus does very well is making everybody fit in regardless of class, gender, sexuality, etc. It is one reasons why I feel our school is special and that no student has any advantage over any other. We are also SAT/ACT optional. What makes UMD special? What is its niche? Even thought it is a bigger school/campus, I think it needs to find a focus on how to draw the "outsiders" in and be able to "connect" with the campus.
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