Teachers’ sacrifices deterred, then inspired her career path
Third-generation teacher Tiana Herron MAT ‘24 believes diversity in education encourages students of color to consider a wider range of possibilities.
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By Carol Jean Tomoguchi-Perez
February 14, 2024 As a child, third-generation teacher Tiana Herron spent her childhood summers helping her mother and grandmother, both teachers, decorate their classrooms, and spending her days off watching them teach. But after seeing the sacrifices both women made for their students, Herron didn’t feel compelled to become a teacher herself. “Their sacrifices were what first deterred me from pursuing teaching as a career,” Herron recalled. “But the more teachers I saw who modeled my mom and grandma’s commitment, the more I realized that we need more teachers willing to do the same as them. I saw the time and energy that they sacrificed for their students as a standard that I hoped my teachers would do for me as well.” A week after graduating with a B.A. in English from UC Riverside in June 2023, Herron started the Master of Arts in Teaching + Credential Program (MAT) at UC Irvine. She is on track to follow in her family’s footsteps within the year. “My grandmother taught a dual-immersion kindergarten class in Santa Ana for 29 years, and my mother taught sixth- through eighth grade English and History at a private school in Costa Mesa (Calif.),” Herron reflected. “I will finish this year with both my teaching credential and my Masters in Teaching.” |
Tiana Herron
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Herron believes that diversity and representation are important within the education system, based on her own experiences as a student at a private religious school and later at Foothill High School in Orange County. “Being raised in Orange County, I never came across a teacher in my education who reflected me,” Herron said. “I believe that diversity in the education system sets a precedent for students of color, telling them that they too can pursue higher education and career paths where they don’t often see themselves.”
Herron has already brought inclusion to her classroom. “Thus far in education, White history is all that we have been taught,” she explained. “For so long, Black figures in history have been intentionally pushed into the background, when in reality Black figures play just as an essential role as any other historical figures.”
“Right now, my students are reading The Great Gatsby by F. Scott Fitzgerald,” she continued. “As many of us know, this is a White-centric narrative with some outdated ideology. To disrupt this narrative, I have been teaching modernist poetry in tandem with the novel, with many pieces featuring Black poets like Claude McKay. These pieces explore the modernist era from the Black perspective.”
Herron has found inspiration while in the MAT program. “I want to specifically name Dr. Symone Gyles, who taught a course exploring the importance of diversity and inclusion in the classroom,” she said. “Many of her lectures and readings have opened my eyes to ways that I can promote diversity and inclusion to foster a healthy classroom environment.”
“Dr. Bettina Love has become a focal point for me as I continue my education in the MAT program,” she added. “She speaks on the importance of Black figures in the education field and paves the way for young abolitionist teachers.”
“Tiana has been open to learning and asks very thoughtful questions,” said Susan Toma-Berge, the MAT program’s director of teacher education. “She enriches class discussions when she shares her perspective and experiences.”
Herron offered advice to other educators seeking to promote inclusion and diversity in their classrooms. “Keep trying and be creative! Some people may feel restricted in the ways that they can promote diversity in classrooms, but there are so many ways to weave it in.”
This year, Herron was a recipient of the Thriving Teacher Fellowship, which is awarded to MAT students who demonstrate commitment to promoting educational opportunity and success in historically marginalized communities.
“As a Black student, I often experience impostor syndrome, wondering if I was admitted because of my academic achievements, or because I check the diversity box,” she said. “The Thriving Teacher scholarship alleviated some of those worries and allowed me to focus more on my work.”
Herron is also a Teacher Diversity Advocate within the MAT program. The program calls future educators into the work of social justice, inclusivity, and educational equity. “The Teacher Diversity Advocate program is a newer addition to the School of Education, so there is so much work that we are doing to establish a strong foundation for future fellows,” she said. “All of us have high hopes for the program and are working hard to pave the way for next year’s fellows.”
Herron has already brought inclusion to her classroom. “Thus far in education, White history is all that we have been taught,” she explained. “For so long, Black figures in history have been intentionally pushed into the background, when in reality Black figures play just as an essential role as any other historical figures.”
“Right now, my students are reading The Great Gatsby by F. Scott Fitzgerald,” she continued. “As many of us know, this is a White-centric narrative with some outdated ideology. To disrupt this narrative, I have been teaching modernist poetry in tandem with the novel, with many pieces featuring Black poets like Claude McKay. These pieces explore the modernist era from the Black perspective.”
Herron has found inspiration while in the MAT program. “I want to specifically name Dr. Symone Gyles, who taught a course exploring the importance of diversity and inclusion in the classroom,” she said. “Many of her lectures and readings have opened my eyes to ways that I can promote diversity and inclusion to foster a healthy classroom environment.”
“Dr. Bettina Love has become a focal point for me as I continue my education in the MAT program,” she added. “She speaks on the importance of Black figures in the education field and paves the way for young abolitionist teachers.”
“Tiana has been open to learning and asks very thoughtful questions,” said Susan Toma-Berge, the MAT program’s director of teacher education. “She enriches class discussions when she shares her perspective and experiences.”
Herron offered advice to other educators seeking to promote inclusion and diversity in their classrooms. “Keep trying and be creative! Some people may feel restricted in the ways that they can promote diversity in classrooms, but there are so many ways to weave it in.”
This year, Herron was a recipient of the Thriving Teacher Fellowship, which is awarded to MAT students who demonstrate commitment to promoting educational opportunity and success in historically marginalized communities.
“As a Black student, I often experience impostor syndrome, wondering if I was admitted because of my academic achievements, or because I check the diversity box,” she said. “The Thriving Teacher scholarship alleviated some of those worries and allowed me to focus more on my work.”
Herron is also a Teacher Diversity Advocate within the MAT program. The program calls future educators into the work of social justice, inclusivity, and educational equity. “The Teacher Diversity Advocate program is a newer addition to the School of Education, so there is so much work that we are doing to establish a strong foundation for future fellows,” she said. “All of us have high hopes for the program and are working hard to pave the way for next year’s fellows.”
