TC's Chris Emdin: Does Representation Beget Brilliance? | Teachers College Columbia University

Skip to content Skip to main navigation
News & Events Header

Teachers College Newsroom

Skip to content Skip to content

TC's Chris Emdin: Does Representation Beget Brilliance?

 

In an interview with News One, TC's Chris Emdin, a social critic, associate professor and Director of Science Education at Columbia University’s Center for Health Equity and Urban Science Education, examines how representation in schools can create the opportunity for students to own their knowledge and actualize their creativity and brilliance.

News One writes: "In an education system that boasts majority minority students being taught by an overwhelmingly white population of educators, it might be safe to say brilliance escapes along with representation. Studies show that, even with comparably high test scores, black students are assigned to gifted programs half as likely as white students. When taught by black educators, however, that number drastically increases. Does representation beget brilliance? By fostering environments and spaces where minority students feel safe and included, can we produce 'diverse expressions of black excellence,' where students feel affirmed?"

Link to News One tape:  Leaders Of The New School: Chris Emdin

Published Wednesday, Mar 16, 2016

Christopher Emdin, Associate Professor of Science Education
Christopher Emdin, Associate Professor of Science Education

 

In an interview with News One, TC's Chris Emdin, a social critic, associate professor and Director of Science Education at Columbia University’s Center for Health Equity and Urban Science Education, examines how representation in schools can create the opportunity for students to own their knowledge and actualize their creativity and brilliance.

News One writes: "In an education system that boasts majority minority students being taught by an overwhelmingly white population of educators, it might be safe to say brilliance escapes along with representation. Studies show that, even with comparably high test scores, black students are assigned to gifted programs half as likely as white students. When taught by black educators, however, that number drastically increases. Does representation beget brilliance? By fostering environments and spaces where minority students feel safe and included, can we produce 'diverse expressions of black excellence,' where students feel affirmed?"

Link to News One tape:  Leaders Of The New School: Chris Emdin

How This Gift Connects The Dots
 
Scholarships & Fellowships
 
Faculty & Programs
 
Campus & Technology
 
Financial Flexibility
 
Engage TC Alumni & Friends