Learning about my own privilege

This week I decided to take action on the numerous tardies that have accumulated in my morning sections of College & Career Readiness course (typically 9th grade semester-long course intended to teach students about "success skills"). We are about 7 weeks into the semester now, and I've been able to identify about three students in both classes that habitually arrive late. Tardy students, and even absent students still present a challenge for me as an educator that believe in expanding equal access to education. I'm not proud to admit that about half the time, I do not address the student about their tardy/absence right away and when I do, they accept a stern talkin'-to and join the rest of the class. I wonder about how much tardies actually affect their performance academically. I hold a strong habit of starting class immediately after the bell. I jump enthusiastically into describing the "story of today" and briefly go over our learning objective. How much are students penalized academically or socially by missing my presentation? How can I really measure this?

I figured a good place to start is by calling home right after the bell rang. As students did some independent work I looked up the attendance record and parent contact info of three students. One had been tardy once a week since the semester started, another tardy only four times but absent most of the rest, and the third had been tardy five times and usually arriving 20-30 min late. I spoke with each student letting them know that it is a problem and that I'll be calling home. I asked each student if there was a particular reason that they were late so often--the answers were no. And then I let them know that the reason I bring this up is because I think it's important for them to be here on time and that I would very much like to see them start the day with the rest of the class.

Immediately after dismissing the class, I took to the phone. I noticed several things:

• all three students had only Mother listed as a parental contact
• all three mothers had a different last name then the child
• two of the three mothers spoke only Spanish, the third mother had an answering machine in both English and Spanish
• My broken Spanish was good enough this time to communicate the problem with parents, but not to have a meaningful discussion about the tardies

I realized later on my drive home how much the first noticing shook me--it didn't so immediately, probably because I had 10 minutes to make the calls and prepare for the incoming class. But as the day drew on I felt a gradually booming impact, like in slow-motion, from the fact that all three of my students who had issues with tardies were coming from single-parent homes. 

It was that moment that I realized the privilege I held/hold of coming from a two-parent household. I do not know the first thing about growing up with a single mom or dad, nor can I easily empathize. Although my childhood was not easy, I had access to the attention and resources of two adults. This is a BIG deal. It was easily for me to engage in school for a multitude of reasons that are related to having two adults at home. I cannot assume that engaging in school is that easy for students without two adults at home. I just won't.

Attendance in school was a valuable thing in my household. I can boast about my 3-year perfect attendance record in high school, but it means nothing if I can't advocate for children. And in doing so I think it's important I have a deep understanding of how my privileges affect the way I evaluate my students. 

Moving forward here are some actions I'd like to take:

• address tardies sooner by conferencing with students, focusing on reasons why they may not be in class on time and an exploration of when and why punctuality is important
• make more phone calls home with the intention of learning about my school's community and not just as a formality or as a way to discipline
• brush up on my Spanish to do the previous more effectively