Via this case study, I explored the social justice of two Somali educators regarding Diversity, Equality, and Inclusion (DEI) perceptions and their related effectiveness with white third graders. In the interpretive study, I follow the two Somali teachers, Igro, and Ayan, to explore any challenges they experienced in teaching mostly white students. I had a particular interest in the strategies Igro and Ayan employed in instructing a group made up of mostly white students (Igro = 92%, Ayan = 87%). I conducted six interviews and eight observations and analyzed them via critical education research methods (Young & Diem, 2024). I also analyzed students’ reactions to working with Somali teachers, mostly addressing their sense of racial diversity. Education researchers in the U.S.A. tend to address the experiences and challenges impacting white teachers dealing with cultural diversity. This investigation turns the issue around looking (as it does) at the experiences of diverse teachers. However, the fact showed 97% of teachers in rural area of state of Minnesota are white people and 87% of their students also represent majority white families. Results showed that Igro and Ayan traced their success to
1) building the sense of belonging in their educational spaces, 2) creating positive interactions, 3) setting up clear learning goals to maintain students’ success, and 4) standing on a de-colonizing perspective in sharing different cultures.

Authors:
Hsuehi Lo, St. Cloud State University, United States

About the Presenter(s)
Dr. Hsuehi Lo, Ed.D. is an associate professor at St. Cloud State University, state of Minnesota, the U.S.A. His studies include inclusive STEM education, DEI in K-12 education, social justice implicated in critical race theory, and cultural studies.

Connect on ResearchGate
https://www.researchgate.net/profile/Hsuehi-Lo

Additional website of interest
https://orcid.org/0000-0003-0537-0601

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