How students of color confront impostor syndrome
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0:01 - 0:05So, my journey began
in the Bronx, New York, -
0:06 - 0:08in a one-bedroom apartment,
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0:08 - 0:11with my two sisters and immigrant mother.
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0:12 - 0:15I loved our neighborhood.
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0:15 - 0:17It was lively.
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0:17 - 0:19There was all this merengue blasting,
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0:19 - 0:22neighbors socializing on building stoops
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0:22 - 0:25and animated conversations
over domino playing. -
0:26 - 0:28It was home,
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0:29 - 0:30and it was sweet.
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0:31 - 0:33But it wasn't simple.
-
0:34 - 0:37In fact, everyone at school
knew the block where we lived, -
0:37 - 0:41because it was where people came
to buy weed and other drugs. -
0:42 - 0:45And with drug-dealing comes conflict,
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0:45 - 0:48so we often went to sleep
to the sound of gunshots. -
0:50 - 0:53I spent much of my childhood worried,
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0:53 - 0:56worried about our safety.
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0:57 - 0:58And so did our mother.
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0:59 - 1:04She worried that the violence we witnessed
would overtake our lives; -
1:04 - 1:06that our poverty meant
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1:06 - 1:09that the neighbors with whom
we lived and shared space -
1:09 - 1:10would harm us.
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1:11 - 1:14Our entire life was in the Bronx,
-
1:15 - 1:18but my mother's anxiety
spurred her into action, -
1:18 - 1:22and soon we were driving
so fast to Connecticut -- -
1:22 - 1:23(Laughter)
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1:23 - 1:28to boarding school campuses,
with full scholarships in tow. -
1:28 - 1:34Man, don't underestimate
the power of a mother -
1:34 - 1:36determined to keep her children safe.
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1:37 - 1:38(Cheers)
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1:38 - 1:41(Applause)
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1:44 - 1:45At boarding school,
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1:47 - 1:49for the first time,
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1:50 - 1:52I was able to sleep without worry.
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1:53 - 1:55I could leave my dorm room unlocked,
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1:56 - 1:58walk barefoot in the grass,
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1:58 - 2:02and look up to see
a night sky full of stars. -
2:04 - 2:06Happy novelties.
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2:07 - 2:10But there were other novelties as well.
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2:10 - 2:14Very quickly, I felt like I didn't belong.
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2:14 - 2:17I learned that I didn't speak
the right way, -
2:17 - 2:21and to demonstrate
the proper ways of speaking, -
2:21 - 2:25my teachers gave me
frequent lessons, in public, -
2:26 - 2:29on the appropriate way
to enunciate certain words. -
2:31 - 2:34A teacher once instructed me
in the hallway: -
2:35 - 2:38"Aaaaaas-king."
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2:40 - 2:41She said this loudly.
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2:42 - 2:47"Dena, it's not 'axing,'
like you're running around with an axe. -
2:48 - 2:49That's silly."
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2:50 - 2:55Now at this point, you can imagine
the snickers of my classmates, -
2:56 - 2:58but she continued:
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2:59 - 3:04"Think about breaking the word
into 'ass' and 'king,' -
3:05 - 3:08and then put the two together
to say it correctly -- -
3:09 - 3:10'Asking.'"
-
3:12 - 3:15There were some other moments
that reminded me that I didn't belong. -
3:16 - 3:19Once, I walked into
a classmate's dorm room, -
3:20 - 3:23and I watched her watch
her valuables around me. -
3:24 - 3:27Like, why would she do that?
I thought to myself. -
3:28 - 3:31And then there was the time
-
3:31 - 3:34when another classmate
walked into my dorm room, -
3:34 - 3:38and yelled, "Ew!" as I was applying
hair grease to my scalp. -
3:41 - 3:46There is emotional damage done
when young people can't be themselves, -
3:47 - 3:51when they are forced to edit who they are
in order to be acceptable. -
3:53 - 3:55It's a kind of violence.
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3:57 - 4:01Ultimately, I'm a quintessential
success story. -
4:02 - 4:05I attended boarding school
and college in New England, -
4:05 - 4:07studied abroad in Chile
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4:07 - 4:10and returned to the Bronx
to be a middle school teacher. -
4:11 - 4:13I received a Truman Scholarship,
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4:13 - 4:17a Fulbright and a Soros Fellowship.
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4:17 - 4:18And I could list more.
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4:19 - 4:20(Laughter)
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4:20 - 4:21But I won't.
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4:21 - 4:23(Laughter)
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4:24 - 4:27I earned my doctorate
at Columbia University. -
4:28 - 4:29(Cheers)
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4:29 - 4:31(Applause)
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4:31 - 4:33And then I landed a job at Yale.
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4:33 - 4:35(Applause)
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4:35 - 4:40I am proud of everything
that I've been able to accomplish -
4:40 - 4:42on my journey thus far.
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4:45 - 4:48I have eternal imposter syndrome.
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4:49 - 4:52Either I've been invited
because I'm a token, -
4:52 - 4:54which really isn't about me,
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4:54 - 4:57but rather, about a box
someone needed to check off. -
4:58 - 5:01Or, I am exceptional,
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5:02 - 5:06which means I've had to leave
the people I love behind. -
5:08 - 5:14It's the price that I and so many others
pay for learning while black. -
5:16 - 5:19(Applause)
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5:23 - 5:26I police myself all the time.
-
5:28 - 5:29Are my pants too tight?
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5:31 - 5:33Should I wear my hair up or in a fro?
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5:35 - 5:37Should I speak up for myself,
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5:37 - 5:42or will the power of my words
be reduced to: "She's angry"? -
5:44 - 5:47Why did I have to leave the Bronx
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5:47 - 5:50to gain access to a better education?
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5:51 - 5:56And why, in the process
of getting that better education, -
5:56 - 6:02did I have to endure the trauma
of erasing what made me, me -- -
6:03 - 6:08a black girl from the Bronx,
raised by an Antiguan mother? -
6:10 - 6:15So when I think about our current
education reform initiatives, -
6:15 - 6:17I can't help asking:
-
6:18 - 6:22What are our students of color
learning about themselves? -
6:24 - 6:27Three -- three decades of research reveal
-
6:27 - 6:30that students of color
are suspended and expelled -
6:30 - 6:34at a rate three times greater
than white students, -
6:34 - 6:39and are punished in harsher ways
for the same infractions. -
6:41 - 6:45They also learn this through the absence
of their lives and narratives -
6:45 - 6:46in the curricula.
-
6:47 - 6:52The Cooperative Children's Book Center
did a review of nearly 4,000 books -
6:53 - 6:57and found that only three percent
were about African-Americans. -
6:59 - 7:00And they further learn this
-
7:00 - 7:03through the lack of teachers
that look like them. -
7:06 - 7:07An analysis of data
-
7:07 - 7:11from the National Center
for Education Statistics -
7:11 - 7:16found that 45 percent of our nation's
pre-K to high school students -
7:16 - 7:18were people of color,
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7:18 - 7:23while only 17 percent of our teachers are.
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7:25 - 7:28Our youth of color pay a profound price
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7:28 - 7:30when their schooling
sends them the message -
7:30 - 7:32that they must be controlled,
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7:32 - 7:35that they must leave
their identities at home -
7:35 - 7:37in order to be successful.
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7:39 - 7:42Every child deserves an education
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7:42 - 7:46that guarantees the safety to learn
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7:46 - 7:50in the comfort of one's own skin.
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7:51 - 7:55(Applause)
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8:00 - 8:05It is possible to create emotionally
and physically safe classrooms -
8:05 - 8:08where students also thrive academically.
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8:09 - 8:12I know, because I did it in my classroom
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8:12 - 8:14when I returned to teach in the Bronx.
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8:16 - 8:17So what did that look like?
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8:19 - 8:21I centered my instruction
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8:21 - 8:25on the lives, histories
and identities of my students. -
8:27 - 8:30And I did all of this
because I wanted my students to know -
8:30 - 8:33that everyone around them
was supporting them -
8:33 - 8:35to be their best self.
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8:37 - 8:42So while I could not control
the instability of their homes, -
8:42 - 8:45the uncertainty of their next meal,
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8:45 - 8:48or the loud neighbors
that kept them from sleep, -
8:49 - 8:52I provided them with a loving classroom
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8:52 - 8:55that made them feel proud of who they are,
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8:55 - 8:58that made them know that they mattered.
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9:00 - 9:01You know,
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9:03 - 9:08every time I hear
or say the word "asking," -
9:11 - 9:12I am in high school again.
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9:14 - 9:19I am thinking about "ass" and "king"
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9:20 - 9:24and putting the two together
so that I speak in a way -
9:24 - 9:28where someone in power
will want to listen. -
9:30 - 9:32There is a better way,
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9:32 - 9:36one that doesn't force kids of color
into a double bind; -
9:37 - 9:39a way for them to preserve their ties
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9:39 - 9:42to their families, homes and communities;
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9:43 - 9:48a way that teaches them
to trust their instincts -
9:49 - 9:54and to have faith
in their own creative genius. -
9:55 - 9:56Thank you.
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9:56 - 10:04(Applause)
- Title:
- How students of color confront impostor syndrome
- Speaker:
- Dena Simmons
- Description:
-
As a black woman from a tough part of the Bronx who grew up to attain all the markers of academic prestige, Dena Simmons knows that for students of color, success in school sometimes comes at the cost of living authentically. Now an educator herself, Simmons discusses how we might create a classroom that makes all students feel proud of who they are. "Every child deserves an education that guarantees the safety to learn in the comfort of one's own skin," she says.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 10:20
Brian Greene edited English subtitles for How students of color confront impostor syndrome | ||
Brian Greene edited English subtitles for How students of color confront impostor syndrome | ||
Brian Greene edited English subtitles for How students of color confront impostor syndrome | ||
Brian Greene approved English subtitles for How students of color confront impostor syndrome | ||
Brian Greene edited English subtitles for How students of color confront impostor syndrome | ||
Camille Martínez accepted English subtitles for How students of color confront impostor syndrome | ||
Camille Martínez edited English subtitles for How students of color confront impostor syndrome | ||
Camille Martínez edited English subtitles for How students of color confront impostor syndrome |