In essence, this research creates a wide range of components that enables its viewers to get a sense of what the Indo-Caribbean Community (ICC) is like. The ICC emphasized the importance of family, tradition, race, and education, in addition to other factors. With this, we can see that all of this dates back to the initiation of when the women and girls were withheld from receiving a proper education due the insecurities of them being educated in a religion aside from theirs. However, because of the migration from the Caribbean to the United States, many IC families adapted to the western lifestyle and encouraged growth professionally and educationally among their girls.

         Conducting my workshop allowed me to get a one-on-one sense of what life has been like for these participants concerning education and their personal growth. The workshop was used as a guide in which the participants focused on creating digital stories based on their experience with education. I didn't expect to get the same stories from everyone, but even so, I was surprised by the diversity of the experiences. Each story added to the wealth of research and in reviewing each story, it is clear the participants chose not to hold back. When looking at each story, the participants chose not to hold back. Clearly, I was not the person they were creating their stories for which made the stories authentic. The fact that the participants chose not to sugar coat their journey but rather discuss the struggles of balancing life and school, depressions, expectations, and what society expects of them really touched me. In all honesty, I did not know what to expect from my participants at first. I thought they were going to give me what they thought I would want, but rather they did the opposite. What enabled this too was the fact that I left the theme quite general. I allowed them to interpret it the way they thought it was meant to be and chose not to comment on their approach but rather provide suggestions on what they felt they were struggling with expressing. For instance, in Sameea’s story, her chivalry is presented as she is giving her audience the raw uncut version of what life is like for many Indo-Caribbean women and girls. When she told me this was her approach and that she did not have a good experience with education, I told her to go with it and discuss it because this is the reality that many are faced with in terms of education, and other women and girls from the ICC would benefit hearing it.

         The workshop was a representation of my classroom. Given this, I would like to emphasize the importance of creating a classroom culture that allows for mutual understanding between students and instructor. My research into culturally responsive pedagogy shows a clear aligning with this project. Creating a connection with the students and helping them uncover the power of their own voices helped to create a more equitable classroom experience. The workshop was my classroom, my students met with me however they felt the need to via zoom. Through these meetings, I felt I was able to get a deeper understanding of their situations and expectancies. Having this understanding and creating this kind of setting between myself and my participants, I felt that my students were comfortable. The sense of comfort allowed me to be empathetic towards my participants. These are all attributes in which culturally responsive pedagogy discusses. How can we create and provide empathy towards our students? It is simple, yet complicated: create an environment that the students and you have a level of comfort whereby neither party is afraid of expressing themselves. I realized that I could not expect the same amount of dedication among my participates due to their ongoing lives. Therefore, we as instructors need to be understanding that not every child will be able to produce work at the same level nor learn the same way. It is our job to evaluate what works and what does not. Upon the completion of my workshop, I reflected on the process and looked at the products. I asked myself, what could I have done differently? In doing so, I evaluated my workshop to what could have been changed, or what could have been added. If we are constantly looking at ways to improve while taking into consideration the situations of our students, then we could become effective in both learning and teaching.