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Dena Simmons: How students of color confront impostor syndrome

蒂娜.賽門斯: 有色人種學生如何面對冒牌者症候群

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一位(紐約)布朗克斯毒品區出身的黑人女性,蒂娜.賽門斯(Dena Simmons)在成長的過程中獲得了所有學術聲望的獎項。蒂娜知道,有色人種的學生,要在學校成功,有時候是需要犧牲真實做自己為代價的。 現在身為教育家的她,西蒙斯與我們一起討論如何創建一個使所有學生對自己的出身感到自豪的教室。 她說:「每個小孩,無論膚色,都有安心學習的權利。」

- Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education. Full bio

我的生命旅途,
是從紐約布朗克斯區的一間
00:13
So, my journey旅程 began開始
in the Bronx布朗克斯, New York紐約,
一房一廳公寓開始的。
00:18
in a one-bedroom一間臥室 apartment公寓,
我有兩個姐姐和移民的媽媽。
00:19
with my two sisters姐妹 and immigrant移民 mother母親.
我很喜愛我們的社區,
00:23
I loved喜愛 our neighborhood鄰里.
那裡非常熱鬧。
00:27
It was lively活潑.
經常有人在大跳美倫格舞。
00:28
There was all this merengue梅倫格 blasting爆破,
鄰居們在門廊上聊天,
00:31
neighbors鄰居 socializing社交 on building建造 stoops彎身
玩骨牌時參雜著生動活潑的對話。
00:33
and animated動畫 conversations對話
over domino骨牌 playing播放.
那是我的家,
00:38
It was home,
一個甜蜜的家。
00:40
and it was sweet.
但是我們的社區並不單純。
00:43
But it wasn't simple簡單.
事實上,學校的每個人
都知道我們住的那個區域,
00:45
In fact事實, everyone大家 at school學校
knew知道 the block where we lived生活,
因為大家都知道那裡
可以買到大麻和其他的毒品。
00:49
because it was where people came來了
to buy購買 weed野草 and other drugs毒品.
而伴隨著毒品交易
就一定有衝突事件,
00:53
And with drug-dealing毒品交易 comes conflict衝突,
所以我們時常在槍聲中入眠。
00:56
so we often經常 went to sleep睡覺
to the sound聲音 of gunshots槍聲.
我小時候經常很擔心,
01:01
I spent花費 much of my childhood童年 worried擔心,
擔心我們的安全。
01:05
worried擔心 about our safety安全.
我的母親也一樣。
01:08
And so did our mother母親.
她擔心我們目睹的暴力行為,
會在我們的生命裡留下陰影;
01:11
She worried擔心 that the violence暴力 we witnessed目擊
would overtake超過 our lives生活;
而我們的貧窮也意味著
01:16
that our poverty貧窮 meant意味著
與我們住在同一空間的鄰居,
01:18
that the neighbors鄰居 with whom
we lived生活 and shared共享 space空間
可能會傷害我們。
01:20
would harm危害 us.
我們的整個生活圈都在布朗克斯區,
01:22
Our entire整個 life was in the Bronx布朗克斯,
但是我母親的憂慮
促使她採取行動。
01:26
but my mother's母親 anxiety焦慮
spurred刺激 her into action行動,
不久後,我們驅車前往
康乃狄克州,一路狂飆,
01:29
and soon不久 we were driving主動
so fast快速 to Connecticut康涅狄格 --
(笑聲)
01:34
(Laughter笑聲)
去到一所有全額獎學金的寄宿學校。
01:35
to boarding登機 school學校 campuses校園,
with full充分 scholarships獎學金 in tow.
老兄,千萬不要低估
一個母親的能力,
01:39
Man, don't underestimate低估
the power功率 of a mother母親
尤其是當她決心
保護孩子的安全的時候。
01:45
determined決心 to keep her children孩子 safe安全.
(歡呼)
01:49
(Cheers乾杯)
(鼓掌)
01:50
(Applause掌聲)
在住宿學校,
01:55
At boarding登機 school學校,
平生第一次,
01:58
for the first time,
我得以無憂無慮的入睡。
02:01
I was able能夠 to sleep睡覺 without worry擔心.
我可以不用鎖宿舍的門,
02:05
I could leave離開 my dorm宿舍 room房間 unlocked解鎖,
赤腳走在草地上,
02:07
walk步行 barefoot赤腳 in the grass,
仰頭看著佈滿星星的夜空。
02:10
and look up to see
a night sky天空 full充分 of stars明星.
這些是讓我很快樂的新鮮事。
02:16
Happy快樂 novelties新奇.
但是還有其他的新鮮事。
02:19
But there were other novelties新奇 as well.
很快地,我覺得格格不入。
02:22
Very quickly很快, I felt like I didn't belong屬於.
我發現我說話的方式
和其他人不一樣,
02:26
I learned學到了 that I didn't speak說話
the right way,
為了示範如何正確地說話,
02:29
and to demonstrate演示
the proper正確 ways方法 of speaking請講,
我的老師經常當眾糾正我,
02:33
my teachers教師 gave me
frequent頻繁 lessons教訓, in public上市,
如何正確地唸一些語詞。
02:37
on the appropriate適當 way
to enunciate明確地敘述 certain某些 words.
有一次,老師直接在走廊上教我:
02:43
A teacher老師 once一旦 instructed指示 me
in the hallway門廳:
「Aaaaaas-king」(問)
02:47
"Aaaaaas-kingAaaaaas王."
她說得很大聲。
02:51
She said this loudly高聲.
「蒂娜,不是『axing』
那是你拿著一把斧頭到處走。
02:54
"Dena德納, it's not 'axing“砍掉,'
like you're running賽跑 around with an axe斧頭.
那很可笑。」
02:59
That's silly愚蠢."
在那時,你可想像
我的同班同學都在竊笑,
03:02
Now at this point, you can imagine想像
the snickers士力架 of my classmates同學,
但是她繼續說:
03:08
but she continued繼續:
「試試把這個字分成『ass』
和『king』兩個字,
03:11
"Think about breaking破壞 the word
into 'ass''屁股' and 'king'國王,'
然後把這兩個字連起來,
正確地唸出來——
03:16
and then put the two together一起
to say it correctly正確地 --
Asking」。
03:20
'Asking.'"
其它時候我也經常覺得格格不入。
03:23
There were some other moments瞬間
that reminded提醒 me that I didn't belong屬於.
有一次,我走進一個
同學的宿舍房間,
03:28
Once一旦, I walked into
a classmate's同學的 dorm宿舍 room房間,
我注意到她一直在注意
在我身邊的貴重物品。
03:32
and I watched看著 her watch
her valuables貴重物品 around me.
我那時想,她為什麼會這樣呢?
03:36
Like, why would she do that?
I thought to myself.
另一次是,
03:40
And then there was the time
有另一位同學走進我的宿舍房間,
03:42
when another另一個 classmate同學
walked into my dorm宿舍 room房間,
當她看到我在頭髮上抹油。
她大聲叫,「噁!」
03:46
and yelled大叫, "EwEW!" as I was applying應用
hair頭髮 grease潤滑脂 to my scalp頭皮.
年輕人會有情緒傷害,
如果他不能做他自己,
03:53
There is emotional情緒化 damage損傷 doneDONE
when young年輕 people can't be themselves他們自己,
或是他被迫改變自己
來讓別人接納他們。
03:58
when they are forced被迫 to edit編輯 who they are
in order訂購 to be acceptable接受.
那是一種暴力行為。
04:04
It's a kind of violence暴力.
終究,我是一個典型的成功故事。
04:08
Ultimately最終,, I'm a quintessential典型
success成功 story故事.
我就學於新英格蘭州的
寄宿學校和大學,
04:13
I attended出席 boarding登機 school學校
and college學院 in New England英國,
也去過智利留學,
04:17
studied研究 abroad國外 in Chile智利
然後我回到布朗柯斯區
當一位中學老師。
04:19
and returned to the Bronx布朗克斯
to be a middle中間 school學校 teacher老師.
我拿過杜魯門獎學金、
04:23
I received收到 a Truman杜魯門 Scholarship獎學金,
富布萊特獎學金、和索羅斯獎學金。
04:25
a Fulbright富布賴特 and a Soros索羅斯 Fellowship獎學金.
我可以繼續告訴你其它的。
04:28
And I could list名單 more.
(笑聲)
04:30
(Laughter笑聲)
但我不會。
04:32
But I won't慣於.
(笑聲)
04:33
(Laughter笑聲)
我從哥倫比亞大學得到博士學位。
04:35
I earned my doctorate博士學位
at Columbia哥倫比亞 University大學.
(歡呼)
04:39
(Cheers乾杯)
(掌聲)
04:40
(Applause掌聲)
然後從耶魯大學拿到一個工作。
04:42
And then I landed登陸 a job工作 at Yale耶魯.
(掌聲)
04:45
(Applause掌聲)
我對我到目前為止的所有成就
04:47
I am proud驕傲 of everything
that I've been able能夠 to accomplish完成
感到驕傲。
04:52
on my journey旅程 thus從而 far.
但是我一直有冒牌者症候群。
04:56
I have eternal永恆 imposter冒名頂替者 syndrome綜合徵.
我被邀請的原因,
是因為我象徵著某一群人,
05:01
Either I've been invited邀請
because I'm a token代幣,
而不是因為我個人,
05:04
which哪一個 really isn't about me,
又或者因為我在別人的待辦事項上。
05:06
but rather, about a box
someone有人 needed需要 to check off.
或是,我的出類拔萃,
05:10
Or, I am exceptional優秀,
是因為我必須拋下我深愛的人。
05:13
which哪一個 means手段 I've had to leave離開
the people I love behind背後.
但這些是我和其他許多黑人
為了學習所付出的代價。
05:19
It's the price價錢 that I and so many許多 others其他
pay工資 for learning學習 while black黑色.
(掌聲)
05:27
(Applause掌聲)
我常常檢視自己。
05:34
I police警察 myself all the time.
我的褲子太緊嗎?
05:40
Are my pants褲子 too tight?
我應該把頭髮盤上去
或是讓它自然蓬鬆?
05:42
Should I wear穿 my hair頭髮 up or in a fro來來往往?
我是否應該為自己發言,
05:46
Should I speak說話 up for myself,
或者我說話的力道是否
被解讀為「她生氣了」?
05:49
or will the power功率 of my words
be reduced減少 to: "She's angry憤怒?"
我為何要離開布朗克斯區
05:56
Why did I have to leave離開 the Bronx布朗克斯
去得到更好的教育?
05:58
to gain獲得 access訪問 to a better education教育?
還有為什麼,
為了得到更好的教育過程當中,
06:03
And why, in the process處理
of getting得到 that better education教育,
我必須忍受不能當自己的創傷?
06:07
did I have to endure忍受 the trauma外傷
of erasing擦除 what made製作 me, me --
不能當一位來自布朗克斯區,
由安提瓜母親所養大的黑人女孩?
06:15
a black黑色 girl女孩 from the Bronx布朗克斯,
raised上調 by an Antiguan安提瓜 mother母親?
所以當我思考
我們現在的教育改革計劃,
06:21
So when I think about our current當前
education教育 reform改革 initiatives倡議,
我不禁要問:
06:27
I can't help asking:
我們有色人種的學生,
對他們自己了不了解?
06:30
What are our students學生們 of color顏色
learning學習 about themselves他們自己?
30 年來的研究顯示,
06:35
Three -- three decades幾十年 of research研究 reveal揭示
有色人種學生被休學和退學的比率,
06:39
that students學生們 of color顏色
are suspended暫停 and expelled開除
是白人學生的三倍,
06:42
at a rate three times greater更大
than white白色 students學生們,
同樣的違規行為,
他們被處罰得較嚴厲。
06:46
and are punished處罰 in harsher嚴厲的 ways方法
for the same相同 infractions違規.
他們也了解
06:53
They also learn學習 this through通過 the absence缺席
of their lives生活 and narratives敘事
課本中缺少了他們的生活與故事。
06:56
in the curricula課程.
合作兒童圖書中心
做了近四千本書的審查,
06:59
The Cooperative合作社 Children's兒童 Book Center中央
did a review評論 of nearly幾乎 4,000 books圖書
發現只有百分之三的書
是有關非裔美國人的。
07:04
and found發現 that only three percent百分
were about African-Americans非洲裔美國人.
他們更進一步知道
和他們面貌相同的教師也很少。
07:10
And they further進一步 learn學習 this
07:12
through通過 the lack缺乏 of teachers教師
that look like them.
國家教育統計中心的
07:17
An analysis分析 of data數據
07:19
from the National國民 Center中央
for Education教育 Statistics統計
分析資料當中發現,
我們國家從學前到高中
有 45% 的學生
07:22
found發現 that 45 percent百分 of our nation's國家
pre-K學前班 to high school學校 students學生們
是有色人種,
07:27
were people of color顏色,
但有色人種的教師只有 17%。
07:30
while only 17 percent百分 of our teachers教師 are.
我們的有色人種青年
付出了相當大的代價,
07:36
Our youth青年 of color顏色 pay工資 a profound深刻 price價錢
因為他們的學校給他們的訊息是
07:39
when their schooling教育
sends發送 them the message信息
他們必須被控制,
07:41
that they must必須 be controlled受控,
他們必須將他們的身分留在家裡,
07:44
that they must必須 leave離開
their identities身份 at home
才能夠出人頭地。
07:46
in order訂購 to be successful成功.
每個小孩
07:51
Every一切 child兒童 deserves值得 an education教育
無論膚色,
07:54
that guarantees擔保 the safety安全 to learn學習
都有安心學習的權利。
07:57
in the comfort安慰 of one's那些 own擁有 skin皮膚.
(掌聲)
08:03
(Applause掌聲)
創造身心安全的教學環境
08:11
It is possible可能 to create創建 emotionally感情上
and physically物理 safe安全 classrooms教室
學生的課業才有可能
表現得越來越好。
08:16
where students學生們 also thrive興旺 academically學術上.
我知道這點,因為當我
回到朗克斯區去教書的時候,
08:20
I know, because I did it in my classroom課堂
08:23
when I returned to teach in the Bronx布朗克斯.
我的班級就是如此。
所以那是什麼樣子呢?
08:27
So what did that look like?
我的教學是以
08:31
I centered中心 my instruction指令
學生的生活、歷史
和他們的身分為中心。
08:33
on the lives生活, histories歷史
and identities身份 of my students學生們.
我如此做是因為我要我的學生知道,
08:38
And I did all of this
because I wanted my students學生們 to know
他們周圍的所有人都支持他們
08:41
that everyone大家 around them
was supporting支持 them
發揮最好的一面。
08:45
to be their best最好 self.
雖然我無法控制
他們的家庭穩不穩定,
08:49
So while I could not control控制
the instability不穩定 of their homes家園,
他們的下一餐在哪裡,
08:54
the uncertainty不確定 of their next下一個 meal膳食,
或者吵鬧的鄰居讓他們無法睡覺,
08:57
or the loud neighbors鄰居
that kept不停 them from sleep睡覺,
但我可以提供他們一個愛的教室,
09:00
I provided提供 them with a loving愛心 classroom課堂
讓他們對自己是誰感到驕傲,
09:04
that made製作 them feel proud驕傲 of who they are,
讓他們知道他們很重要。
09:07
that made製作 them know that they mattered要緊.
你知道,
09:11
You know,
每次我聽到或要說
「asking」這個字的時候,
09:14
every一切 time I hear
or say the word "asking,"
我就又回想到高中時期。
09:22
I am in high school學校 again.
我會想把「ass」和「king」
09:26
I am thinking思維 about "ass屁股" and "king國王"
兩個字連在一起說出來,
09:32
and putting the two together一起
so that I speak說話 in a way
因為這樣的說話方式,
有權勢的人才能聽見我說的話。
09:36
where someone有人 in power功率
will want to listen.
但有一種更好的方式,
09:42
There is a better way,
一種不用迫使有色人種孩子
進退兩難的方式;
09:44
one that doesn't force kids孩子 of color顏色
into a double bind捆綁;
一種讓他們可以與他們的親人、
09:48
a way for them to preserve保留 their ties聯繫
家庭和社區維持緊密關係的方式;
09:51
to their families家庭, homes家園 and communities社區;
一種教導他們相信自己的本能,
09:54
a way that teaches them
to trust相信 their instincts本能
並對自己的創造天分有信心的方式。
10:00
and to have faith信仰
in their own擁有 creative創作的 genius天才.
謝謝。
10:07
Thank you.
(掌聲)
10:08
(Applause掌聲)
Translated by Melody Tang
Reviewed by Yi-Fan Yu

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About the speaker:

Dena Simmons - Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education.

Why you should listen

Dena Simmons, Ed.D., is a lifelong activist, educator and student of life. A native of the Bronx, New York, Simmons grew up in a one-bedroom apartment with her two sisters and immigrant mother. There, she learned and lived the violence of injustice and inequity and decided to dedicate her life to educating and empowering others. As the Director of Education at the Yale Center for Emotional Intelligence, she supports schools throughout the nation and world to use the power of emotions to create a more effective and compassionate society.

Prior to her work at the Center, Simmons served as an educator, teacher educator, diversity facilitator and curriculum developer. She is a leading voice on teacher education and has spoken across the country about social justice pedagogy, diversity, education reform, emotional intelligence and bullying in K-12 school settings, including the United Nations and two TEDx talks. She writes and has written for numerous outlets including Teaching ToleranceBright on MediumFeminist Teacher and Feministing. Simmons has been profiled in the Huffington Post, the AOL/PBS project, "MAKERS: Women Who Make America," and a Beacon Press Book, Do It Anyway: The New Generation of Activists.

Simmons is a recipient of a Harry S. Truman Scholarship, a J. William Fulbright Fellowship, an Education Pioneers Fellowship, a Paul and Daisy Soros Fellowship, a Phillips Exeter Academy Dissertation Fellowship and an Arthur Vining Davis Aspen Fellowship among others. She is a graduate of Middlebury College and Pace University. She received her doctorate degree from Teachers College, Columbia University.

Simmons's research interests include teacher preparedness to address bullying in the K-12 school setting as well as the intersection of social and emotional learning and culturally responsive pedagogy -- all in an effort to ensure and foster justice and safe spaces for all.

More profile about the speaker
Dena Simmons | Speaker | TED.com