School Racism In ABC News Report
Robert cannot take any textbooks home for completing his homework in any core subject because his teachers do not have enough course books for everyone. In fact, everyone must team up to use textbooks while the teacher is lecturing. The school library does not have a librarian, so it is rarely open. He gets low qualified teachers because the high-quality teachers do not stay at his school, due to lack of resources and support. The classrooms do not include computers, so there is no computer instruction. The school no longer offers art, band, or AP classes for budgetary reasons. Paint is peeling off the walls in many classrooms. Graffiti marks the walls. Ceiling tiles are missing. Due to the harsh rules, Roberts’s friends do not attend school
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with him because they are expelled. Three miles down the road in the same school district is Michael’s high school. His high school is full of textbooks that can be taken home, computers fill the classrooms, and in fact, every student has a MacBook’s, which can be taken home. Their MacBook’s are an integrated part of the curriculum. Teachers are high quality. Resources and support are abundant. The library is open daily. The walls are beautiful. There are several AP classes and plenty of art and band classes. School expulsion is uncommon.
Across the United States, the federal government contributes a limited amount of federal aid to the states to fund education. It is the state’s responsibility to fund schools. Funding comes from revenue from property taxes. Pamela Lewis states, “The public school system is an adversely racist institution. Property taxes determine how much money a school receives. Unfortunately, a poor school full of black and brown kids are not getting the same amount of money as a school somewhere else”(Lewis). Black and brown students are most likely to attend schools with other black and brown students. White students are enrolled with other white students. The white suburban neighborhoods have extreme property values, therefore generating more revenue for their local schools. The wealthier schools get better funding for technology, facilities, highly qualified teacher, AP classes, and gifted classes. Schools with fewer resources have more difficulty updating technology, renovating facilities, offering AP classes, and attracting highly qualified teachers. Studies conducted by the U.S. Department of Education found that 6.6 million students from low-income families in 23 states are harmed by local and state funding disparities. (Klein). Even though there have been three similar education decisions in 1954, 1964, 2001, segregated public schools still exist today and are growing in numbers. Brown v. Board of Education case in 1954 banned school segregation and affirmed the right to quality education for all children. The 1964 Civil Rights Act guaranteed equal access to education. In2001, No Child Left Behind Act, which required all schools to comply with the same curriculum and standardized testing requirements so that all schools would be equal.
In an ABC news report, Mississippi contained two schools, one black and one white in which a railroad track divided them.
The school district is forcing them to become one school. Everyone was concerned that the “whites” would move away.
School racism starts with your address, but school racism can be seen in textbooks, well-intended “white” teachers and less qualified teachers, achievement gaps, the lack of AP courses, and a shortage of highly qualified teachers whom will teach in the intercity and harsh discipline policies, which can lead to high dropout rates.
Racism is taught thru textbooks, by well meaning “white” teachers, and less qualified teachers. First, institutional racism is racial targeting a specific group based on their race thru education and textbooks. Institutions use curricula. The curricula use a worldview developed by western civilization based upon European ethnocentrism. Textbooks remind the African American students they were once the property of a plantation owner. Textbooks also tell them they are not a human being and they are considered the most inferior of all the races. Books portray Mexican American students as migrant labor. Native American students are reminded of being forced to live on reservations (Mazama). The one-sided history written in our history textbooks and books is biased. These students are human beings, and their heritage has played an essential part in history, but unfortunately, textbooks are biased and portray them as slaves, …show more content…
inferior, migrant, or savages.
Second, 85 percent of all public school teachers are white.
White teachers teach through white lenses. That is what they have been taught throughout their education. When teachers only understand what they have been taught, it is hard for them to teach using universal lenses. Teachers do not intentionally teach to offend anyone. The teachers prepare lessons that were interesting and relevant to their students’ lives, but sometimes the lessons are seen as racism. For example, WBTV in Charlotte, NC reported that kids were given an assignment about a bombing and had to select a survivor by race who would survive a nuclear attack. In Boston, high school students were told to "go back to Africa" by classmates. Middle school kids in Florida were given a test full of racist stereotypes. Second graders in LA were given a math problem asking them to count slaves needed in cotton fields (Battle). The teachers were trying to engage their students, but the lesson became unintentional
racism.
Lastly, students of color are more likely to have first year teachers or non-certified teachers. These teachers have the least amount of experience, the worst licensure exam scores, and the most mediocre record of improving student test scores (Nittle). Black, Latino, American Indian and Native-Alaskan students attend schools with higher concentrations of first-year teachers at a higher rate (3 to 4%) than white students (1%). While most teachers are certified, nearly half a million students nationwide attend schools where 60% or fewer of teachers meet all state certification and licensure requirements (K12).
Students of color face biased textbooks, unintentional racist assignments or less qualified teachers. However, for those ethnic students who are college bound, they have to conquer teachers’ stereotypes. Teachers have been trained that African American lack intelligence, thus the teachers do believe that black students can be successful and discourage four-year universities. Teachers tend to stereotype black students as not gifted, not understanding subjects, and as slow learners; therefore, rarely engaging them in class. White teachers' stereotypes and attitudes influence black students by discouraging them to attend a four-year college thus achieving a better life. Teachers influence them into trades instead and black students see their families and friends around them in trade positions, so why go to college. A study asked a group of teachers to evaluate a group of black 10th graders. The teachers were told to evaluate each student to determine if that student would enter college. The study found that 37% of black teachers to black students said their students enter college. Only 28% of white teachers to black students said their students would go on to college. That number gets even lower when black students have a white male teacher. These percentages are based on a very low exceptions set for black students by white teachers which can become a self-fulfilling prophecy rooted in racial stereotypes (D News). Pamela Lewis says the race of a teacher can affect a child’s psyche. Students who fall behind are less likely to finish high school, attend college, or earn middle-class wages (Lewis).
Alejandra is the daughter of Mexican immigrants who speak a little English and hold down two part-time jobs. She graduated from a Santa Barbara high school with a 3.3 GPA where the student population is roughly half-poor Latino and half-affluent white. Alejandra had a dream to attend a four-year university. The counselor instead advised her to go to the local community college. Alejandra complied, and today is a student at Santa Barbara City College. The experience, she said, filled her with self-doubt (Kuzin). The counselors' intentions were unintentionally good so not to set her up for failure, thinking she might be unable to graduate but the counselor should have pushed her to attend a four-year school.
with him because they are expelled. Three miles down the road in the same school district is Michael’s high school. His high school is full of textbooks that can be taken home, computers fill the classrooms, and in fact, every student has a MacBook’s, which can be taken home. Their MacBook’s are an integrated part of the curriculum. Teachers are high quality. Resources and support are abundant. The library is open daily. The walls are beautiful. There are several AP classes and plenty of art and band classes. School expulsion is uncommon.
Across the United States, the federal government contributes a limited amount of federal aid to the states to fund education. It is the state’s responsibility to fund schools. Funding comes from revenue from property taxes. Pamela Lewis states, “The public school system is an adversely racist institution. Property taxes determine how much money a school receives. Unfortunately, a poor school full of black and brown kids are not getting the same amount of money as a school somewhere else”(Lewis). Black and brown students are most likely to attend schools with other black and brown students. White students are enrolled with other white students. The white suburban neighborhoods have extreme property values, therefore generating more revenue for their local schools. The wealthier schools get better funding for technology, facilities, highly qualified teacher, AP classes, and gifted classes. Schools with fewer resources have more difficulty updating technology, renovating facilities, offering AP classes, and attracting highly qualified teachers. Studies conducted by the U.S. Department of Education found that 6.6 million students from low-income families in 23 states are harmed by local and state funding disparities. (Klein). Even though there have been three similar education decisions in 1954, 1964, 2001, segregated public schools still exist today and are growing in numbers. Brown v. Board of Education case in 1954 banned school segregation and affirmed the right to quality education for all children. The 1964 Civil Rights Act guaranteed equal access to education. In2001, No Child Left Behind Act, which required all schools to comply with the same curriculum and standardized testing requirements so that all schools would be equal.
In an ABC news report, Mississippi contained two schools, one black and one white in which a railroad track divided them.
The school district is forcing them to become one school. Everyone was concerned that the “whites” would move away.
School racism starts with your address, but school racism can be seen in textbooks, well-intended “white” teachers and less qualified teachers, achievement gaps, the lack of AP courses, and a shortage of highly qualified teachers whom will teach in the intercity and harsh discipline policies, which can lead to high dropout rates.
Racism is taught thru textbooks, by well meaning “white” teachers, and less qualified teachers. First, institutional racism is racial targeting a specific group based on their race thru education and textbooks. Institutions use curricula. The curricula use a worldview developed by western civilization based upon European ethnocentrism. Textbooks remind the African American students they were once the property of a plantation owner. Textbooks also tell them they are not a human being and they are considered the most inferior of all the races. Books portray Mexican American students as migrant labor. Native American students are reminded of being forced to live on reservations (Mazama). The one-sided history written in our history textbooks and books is biased. These students are human beings, and their heritage has played an essential part in history, but unfortunately, textbooks are biased and portray them as slaves, …show more content…
inferior, migrant, or savages.
Second, 85 percent of all public school teachers are white.
White teachers teach through white lenses. That is what they have been taught throughout their education. When teachers only understand what they have been taught, it is hard for them to teach using universal lenses. Teachers do not intentionally teach to offend anyone. The teachers prepare lessons that were interesting and relevant to their students’ lives, but sometimes the lessons are seen as racism. For example, WBTV in Charlotte, NC reported that kids were given an assignment about a bombing and had to select a survivor by race who would survive a nuclear attack. In Boston, high school students were told to "go back to Africa" by classmates. Middle school kids in Florida were given a test full of racist stereotypes. Second graders in LA were given a math problem asking them to count slaves needed in cotton fields (Battle). The teachers were trying to engage their students, but the lesson became unintentional
racism.
Lastly, students of color are more likely to have first year teachers or non-certified teachers. These teachers have the least amount of experience, the worst licensure exam scores, and the most mediocre record of improving student test scores (Nittle). Black, Latino, American Indian and Native-Alaskan students attend schools with higher concentrations of first-year teachers at a higher rate (3 to 4%) than white students (1%). While most teachers are certified, nearly half a million students nationwide attend schools where 60% or fewer of teachers meet all state certification and licensure requirements (K12).
Students of color face biased textbooks, unintentional racist assignments or less qualified teachers. However, for those ethnic students who are college bound, they have to conquer teachers’ stereotypes. Teachers have been trained that African American lack intelligence, thus the teachers do believe that black students can be successful and discourage four-year universities. Teachers tend to stereotype black students as not gifted, not understanding subjects, and as slow learners; therefore, rarely engaging them in class. White teachers' stereotypes and attitudes influence black students by discouraging them to attend a four-year college thus achieving a better life. Teachers influence them into trades instead and black students see their families and friends around them in trade positions, so why go to college. A study asked a group of teachers to evaluate a group of black 10th graders. The teachers were told to evaluate each student to determine if that student would enter college. The study found that 37% of black teachers to black students said their students enter college. Only 28% of white teachers to black students said their students would go on to college. That number gets even lower when black students have a white male teacher. These percentages are based on a very low exceptions set for black students by white teachers which can become a self-fulfilling prophecy rooted in racial stereotypes (D News). Pamela Lewis says the race of a teacher can affect a child’s psyche. Students who fall behind are less likely to finish high school, attend college, or earn middle-class wages (Lewis).
Alejandra is the daughter of Mexican immigrants who speak a little English and hold down two part-time jobs. She graduated from a Santa Barbara high school with a 3.3 GPA where the student population is roughly half-poor Latino and half-affluent white. Alejandra had a dream to attend a four-year university. The counselor instead advised her to go to the local community college. Alejandra complied, and today is a student at Santa Barbara City College. The experience, she said, filled her with self-doubt (Kuzin). The counselors' intentions were unintentionally good so not to set her up for failure, thinking she might be unable to graduate but the counselor should have pushed her to attend a four-year school.