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Can We Talk About Race? And Other Conversations in an Era of School Resegregation, by Tatum, B.

As the cultural and linguistic diversity of the United States grows, so does the cultural and linguistic diversity of our schools. In 1995, 35% of American school children were students of color. If the demographic trends continue, by 2020, students of color will make up 46% of the nation’s school age population (Miller, 1995). The teacher population, on the other hand, has become more homogeneous—primarily White and middle class (Causey, Thomas, & Armento, 2000; Pratt & Rittenhouse, 1998). White teachers must face the reality that they will continue to come into contact with students whose cultural, ethnic, linguistic, racial, and social class backgrounds differ from their own. To confront this challenge, teachers must apply culturally responsive pedagogy and be prepared to discuss racism with students, as well as create classrooms that are inclusive, supportive, and provide all students with the best opportunity to learn. Lisa Delpit says it best in her book, Other People’s Children (2006):