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How I Became Invisible as a Teacher of Color in the Classroom
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How I Became Invisible as a Teacher of Color in the Classroom

It’s the weekend before my students arrive for the new school year. I’m in my class, listening to Lofi’s rhythms and thinking about what happened and what’s going to happen. All around my room are reminders of my identity as a 6’2, 280 pound black and Puerto Rican man, husband, father, math teacher, and basketball coach. I came to find comfort here; yes, it’s a part of my identity, one that I hold dear – but as I’ve gotten older, I’ve learned that few people see beyond themselves, including those I call colleagues and peers in this education system.

In these moments, I frequently return to my favorite book, “The invisible man» by Ralph Ellison. The novel’s exploration of invisibility, identity, and the struggle for recognition resonates deeply with my experiences in education. Much like Ellison’s protagonist, I feel like I’ve been held up as other people’s definition of who I’m supposed to be. When my students arrive, I feel like I have to do certain tasks that don’t fit my job description simply because of who I am. My leadership abilities are barely recognized. The challenges of being a husband and father are ignored. My existence as a person seems like an afterthought. These are the challenges I faced. I want to feel recognized for the many contributions I make in my classroom, my school, and my community. This work is not easy and feeling invisible at the same time is exhausting.

Ellison’s “The Invisible Man” resonates deeply with my experiences and those of many teachers of color faced in the field of education. The novel’s themes of invisibility and identity crisis reflect the struggles I faced in a system that often does not properly recognize my presence and contributions. I hope that making my story of invisibility visible to those who can relate to my struggle will help my fellow educators of color feel seen, heard, valued, and most importantly, remembered in the classroom.

Who am I in education?

My teaching career began in the fall of 2017, right after I completed the first summer semester of my graduate program. Shortly after, I began my first summer professional development at a school in the neighborhood I grew up in. One of the first things I noticed was that all students had to follow a strict uniform policy, including shoes, belts, and school colors. and school-age children walked in straight lines down silent hallways. I don’t remember middle school ever being like this, and the fact that it was mostly students of color gave me pause.

After my first three months as a resident teacher, the master teacher I shadowed went on maternity leave and never returned. Our principal also left the school a few months into the year, leading to a takeover by central office leadership – all of whom were unfamiliar white faces in a school full of black and Latino kids . Before I knew it, I was teaching a seventh grade math class with little support, minimal pay, and virtually no teaching experience.

Needless to say, I was not prepared for the unrealized stress. I quickly learned that teachers had to play many different roles, wear many hats, and take on way too many extra tasks. I was almost regularly pulled out of teaching to speak to students whom the building leadership could not reach; that’s when I earned the nickname “child whisperer.” Instead of a badge of honor, it was like another invisible tax associated with being a black teacher. I felt like my worth depended on my ability to maintain order. From fights to classroom struggles, I felt limited and locked into a box of preconceived notions about my role as an enforcer of the system’s standards, the same things I despise in discipline-oriented school systems. It was like I was both a puppet and Geppetto. I felt like I was maintaining a lie, making my students believe that this is how things should be. I questioned my place within the school, wondering what role I really played in the lives of the students.

I continued, hoping to further unleash the genius of our children. Yet the beginning of my teaching career indicated that sometimes it takes more than hope to succeed in this profession as a person of color and an educational leader.

The journey to inspire change

Over the past five years of my career, the pandemic has shined a spotlight on the needs of our schools, our teachers, and our students, as conversations about what and how our children deserve to learn have become a controversial and critical racial theory, and DEI became the debate of the times. . Motivated to change this conversation and influence state politics and locally I ran for the school board in 2021. It seemed like a great opportunity to try to create real change for our children while also creating an identity for myself in education that wasn’t limited to how I enforced school policy for children who look like me.

Before deciding to run, I spoke with a few close advisors and the amount of immediate support was validated; however, I quickly learned that politics is not for the faint of heart. The narratives about my values ​​and who I was were set by everyone. I was accused of becoming Puerto Rican for the sake of the campaign, completely ignoring my education and family ties. The feeling I got when my wife was cut out of an ad outside of my campaign was infuriating. The lies about my allegiances and intentions were exhausting. It didn’t take very long for me to feel like I was just a name and a face – and everyone created their idea of ​​who I was behind that.

The campaign became exhausting for my family and tested the values ​​I chose to uphold and uphold. Still, I hoped that being the only teacher on the ballot and committing to my community through service would push me to victory, no matter what. Unfortunately, it wasn’t enough and I narrowly lost the race.

A crushing defeat in many ways that left me feeling like a failure. Seeing others – white men, in particular – get the same opportunity after getting less than me not only made me question my abilities, but also reinforced the role the system wants me to play. In that moment, everything made sense. People see me the way they want to see me. They prefer to keep me in a box. So I chose to stay in the box in which I feel most comfortable: my class.

Make peace with reality

It is here, in my classroom, that I think about how to fight against a system that perpetuates injustice, a system that fights against the brilliance of diversity. This system does not allow everyone to sit at the table.

Nearly a decade in education, and I still wonder if I even existed. Does anyone see beyond my physical appearance? Do my titles as a husband, father, teacher or coach really matter? Did I leave an impact on someone or something? Am I invisible? Perhaps, and over the years I have become accustomed to this feeling of invisibility.

Like the protagonist of Invisible Man, I may have “searched for myself and asked everyone but myself questions that I, and I alone, could answer.” It took me a long time and a painful adjustment of my expectations to realize that I am no one but myself.

I don’t need your eyes to be seen, and I don’t need your validation to continue fighting for what I believe. I am everything and nothing you think I am, and I will do as I please.

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