Racial Awareness At Black And Latino Males

My first awareness of racial identity and diversity occurred when I was in Year 3. Having being raised acknowledging acceptance of people of racial or cultural difference my thoughts of children of colour were positive and impartial. However, one day a boy in my class of Sri Lankan descent got into trouble with another student, but only the Sri Lankan boy was asked to go to the principal’s office. During our lunch break he came over to a group of us and told us that he thought he was the one that got into trouble ‘because he was ‘black’’. I remember thinking to myself, ‘why would he get into trouble just because he was black?’ It was in fact that both boys

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

Systematic racism within education Institutions, such as the lack of adequate funding as well as subtle discrimination, continues to be the root of the problem that plagues this nation. Even though segregation was abolished in 1964, the lingering effects that remain are significant and cannot be passively mended. Although it is tempting to think that this prejudice is caused by a select few and not the many, it is clear that this problem holds more depth. Recent studies conducted by the National Education Studies (NEA) have proven that even in school’s African American students are often times targeted and punished at a significantly higher rate when compared to their white peers. The study states “Black students make up almost 40 percent of all school expulsions [in the] nation, and more than two thirds of students referred to police from schools are either black or Hispanic” (Blacks: Education Issues). This study conducted by the Department of Education, cabinet-level department of the United States

The intersectionality of race and racism in education and how researchers’ conception of race may affect the research methods used are best understood multidimensionally (Feagin & Elias, 2013). This means that there is no one way to understand why race may affect the research method used, the way in which systemic racism may play a role in the researcher or the individuals they choose to study, the scope of the work that they select, and the way in which they report their findings. So far this term, we have read articles and text that describe race and racism through different lends on why there are discrepancies in the literature and research.

We need to be a school district that prepares all students to be productive members of society. We need to expose our students to the real world and help them see that the world is bigger than our very small community. We need to ensure that all students have the opportunity to succeed and reach their goals. We need be a school with a pluralistic culture. Our students need to be culturally competent and have a good understanding of diversity. We need to promote the acceptance and celebration of people from all walks of life. We need to develop a supportive atmosphere where students feel they can express their beliefs freely without prejudice or judgment.

This perspective, at first glance, can be seen as appropriate but a closer examination reveals several weaknesses to this perspective. Principal Foster is a white female elementary principal at a suburban school district. Foster describes her school as being a “fairly homogenous group of students, but I would say we do have some racial diversity. I’d say maybe our African-American population for a suburban area might be a little larger than some other schools around this area.” Here, principal Foster reveals that compared to other suburban school district’s her school has a great proportion of black

In modern day America, racism is a prevalent issue that is often brushed to the side as an issue of the past. As a citizen in America we are under the assumption that, in accordance with the Declaration of Independence, Bill of Rights, and by Biblical standards, everyone is equal- therefore prejudice based on race is wrong. In order to establish how wrong racism is people should be educated about the reasons why and how to prevent it. The best way to do this is to teach about it in school curriculums. The quandary in this paper is that racism is not taught in schools to the adults and the youth today- the only ones that have a hope of making a real difference. While Racism is by no means new to society it is a covered matter up where people are often left ignorant of an issue that impacts thousands of Americans on a daily basis. Despite historical significance, racism is often glossed over in history classes even though it has a high influential impact on society. More often than not school history classes speed through from slavery, the Civil War, Jim Crow, and the Civil Rights Movement as a way to honor Black History Month; while important cases involving racism, like Brown vs. Board, Brown II, the case of Emmett Till, and the Clark experiment are often times left out because of the negative outlook it has on American society.

Educator must decide between two racist impulses. The first racist impulse is “to treat all people as human beings rather than race group members” and the second impulse is “to recognize people’s real experience as race group members in order to assist them and treat them equitably” (Everyday Antiracism in Education, M. Pallock Ph.D,

The argument proposed by researchers is that an alternative theoretical perspective centered on racial analysis could better inform leadership practices that improve the educational outcome for students of color (Brown, 2005; Gooden, 2012; Gooden & Dantley, 2012; Gooden & O’Doherty; Lopez, 2003; Young & Laible, 2000; Young & Lopez, 2011). Applying a critical race theory epistemology framework in principal preparation programs can better equip school leaders to not only examine but also challenge the deficit narrative of students of color (Gooden, 2012). Young and Lopez (2011), in support of the inclusion of issues of race in school leadership, assert “when issues of race and racism are placed at the center of analysis, it opens up new possibilities for understanding leadership and organizational life, while disrupting our taken-for-granted assumptions of the apparent apolitically of the field” (p. 243). Critical race theory can broaden and strengthen traditional principal preparation programs to meet the reality of this country’s complex racial

As a society, public conversations about race and racism have increased in volume and intensity. Educators feel a sense of responsibility to bring these discussions into their classrooms—because young people want to be part of the conversation and because those discussions provide opportunities for timely learning. From the recent police incidents in Ferguson and Baltimore to the Charleston church shooting and Confederate flag controversy to sports figures who have jumped into the fray, there is a lot to grapple with and discuss.

This article shines a light on various points about how informing children about race and discrimination is essential to our society. Racism and discrimination does not apply to just one specific demographic such as Caucasian individuals. Unfortunately the society as a whole is accountable for playing a part in stereotyping, microaggressions, prejudice actions and many more. As a future counselor I would recommend a policy that becoming self-aware about racism should be necessary in this society. Formulating a policy oriented around the workforce and educational systems could be a start. I had a friend who informed me that her retail job spoke about preventing discrimination during her employment orientation, however, she still

Racism in schools is a big problem, especially in America. Daria Hall, K-12 policy director at the Education Trust, says that students of color have less access to high level courses. Black students are categorized as dumb, dropouts. This is not the case at all, this is only a small percentage. Judging a whole race because of something few students do is absurd. This is like saying everyone that is white is a racist just because a few of them are. This is why schools heavy with blacks and latinos have more first year teachers than any other schools. Schools heavy with blacks and latinos also have more teachers that don’t have a teaching certificate. Racism in schools is a big deal and if we don’t talk about it now, it will never be resolved.

This study is about talking about “race and racism in a high school class.” This study looks into the best methods of introducing race and racism to high school students. The researchers conducted this study using a co-teacher pair, Ann, a white female, and Lewis, a black male, in a classroom of racially mixed students. They found that keeping an open, judgment-free discussion gave students “power to critique” and self-reflect on their

“The words we hear and use in our everyday lives affect our way of thinking and, ultimately, our actions” (Brooks and Brooks, 1999). The seeds of racism, sexism and oppression, I believe are planted at an early age of childhood. The parents of grade 7 and 8 students, of an elite private school of a higher social economic status, presented an objection to their children learning about social inequalities. Parents of the students feel their adolescent children are not ready to tackle these issues of oppression, rather continue to focus on learning skills they feel will lead to future successes. I consider one of the primary roles of a grade 7 and 8 teacher is to help our youth understand how their own and others identities and

Every student deserves to learn and grow in an environment that encourages them to explore themselves, others, and the world around them. Every student deserves to be guided by well-trained educators that are committed to helping them to succeed. Knowing this, schools should strive to ensure that no matter how much pressure is placed on them to reach academic proficiency, they do not lose sight of individual student achievement. Change does not occur when staff members do not agree upon their school vision. This is why it is important for staff members to develop a vision that is shared between everyone. Once a vision is finalized, staff members must work together to see the vision. When staff members aim to work together to make productive change in their school, students benefit greatly.