The Importance Of Whiteness In Education

America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible

This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels. Also, this paper will review a few lessons or projects that can be adapted and used within my personal educational institute in order to create

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

Many people ignore the blinding facts that support white privilege but are aware that it exists in society. White privilege impacts every decision made within the educational system. When applying to colleges, a white student is 78% more likely to get accepted than a student of color with identical successes. A study done in 2011 by the US Department of Education suggests that whites are not only more likely to get accepted, but are more likely to receive their bachelor’s degree once they enter (2011 US Department of Education). This recent study demonstrates that white privilege is still relevant in society and must be altered. Even if the education system is not consciously making an effort to support white privilege it is evident that it

White privilege embraces the behaviours, values, beliefs and practices of the dominant white culture (Puzan, 2003). There are often unnoticed advantages

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

Working Towards Whiteness is about immigrants who are coming to the United States during the twentieth century and struggling to become white. This is because America has this identity of being white and the new immigrants are facing the problem of fitting in based on their race and class. The states have applied restriction so that they can preserve the population to be more white. In Roediger historical studies he brings these practices to light and his goals to draw attention to the biased white supremacist policy of the government in the regulations of immigration. Roediger most evident strength would be that he has the adaptation of the “in-between” status of the new immigrants coming in, which they are neither accepted as white neither can they be able to identify themselves as their pre-existing background.

tand then be expected to be living a life of prosperity today? Whites knew without an education Black people would not be able to eradicate the dire dilemma slavery put them in. Thus, that was the sole reason this particular White Privilege has been unanimously withheld from Blacks for almost their entire existence in the United States. It was not until 1968 when the doors were swung open and school segregation was determined unlawful in “all schools” across the US (tolerance.org) were Black people given access to education, especially a college degreed education. Hence, if Macintosh pondered what her White Privilege gave to her that really mattered to most Black people and if she really wanted her article to do its part towards disbanding the permanency of racism, which she eludes to in the article, then she would have pondered the White Privilege of education and she would have listed the lack education has been for centuries for Black people among her White Privileges. She would have even, highlighted such an important White Privilege. Yet most of the “White Privileges” Ms. Macintosh listed were blasé, at most. And as many years since Ms. Macintosh wrote the article, White Privilege, it boggles the mind that people consider it so profound that it is still being, today, in schools, colleges, and universities to discuss racism in the US.

The function of white privilege in the education system is in place to continue the vicious cycle of oppression among minority students and to perpetuate that “white is right,” so that white people may remain socially superior to all others.

Many people in the United States society believe that people of all cultures, races, and ethnicities are now on an even playing field. People with this belief support their logic with the argument that since equal rights for people of color and women have been required by law for some time now, we are all inherently as equal as claimed in the Declaration of Independence. Many believe that race is no longer an issue, a viewpoint frequently referred to as color-blindness. National polling data indicated that a majority of whites now believe discrimination against racial minorities no longer exists. (Gallagher, 96) Color-blindness allows a white person to define himself or herself as politically and racially tolerant and then proclaim their

I think acknowledging privilege matter. I think white people have more privilege than any other skin color people. I would like to describe privilege as an advantage given to people. They can use them anywhere without fearing of anything. Being born in a white rich family also have many advantages in the society. You don’t have to worry about anybody questioning you. I think white people have a different life comparing to other people. I think it is better for white people to acknowledge their privilege. How can you acknowledge privilege without doing anything to lessen or end it? Acknowledge means to accept the truth. If you accept the truth and do nothing about it is meaningless. Acknowledgment can have a big impact in our life. We all know white people always had and always will have the same privilege so it’s better for them to accept it. For example-You are a black person. You are inside the store buying candy without any intention. Even you are just trying to buy candy why the cashier always look at you as if you are stealing something. A white person who was doing the exact activity the cashier would not even look twice to him. “Why always privilege to white people?” “Why negative thinking to another race?” I think white people should accept the truth and should respect their privilege. They always should use their privilege in the right way. They are fortunate to have all this white privilege.

To resolve this issue, parents of white children should teach their children about white privilege. Integrating the children in diverse reference groups can accomplish

The role of an educator throughout an individual’s life is often downplayed. Their position as a teacher is to help students apply concepts of math, science, etc., in a classroom setting. Despite this, they are seen as pointless and temporary. However, there is an implicit role educators have when it comes to race, and the impact is enduring. Their “silence speak volumes,” and the “students are listening” (Pitts). In Jamilah Pitts’ article “Don’t Say Nothing” from the fall 2016 issue of Teaching Tolerance, she successfully uses pathos and call to action to show the negative effect an educator's silence has on students during moments of racial tension or violence.

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

Teachers are scared to open up discussions as students may bring up experiences or knowledge that is not in the teacher’s guides and/or curriculum and they do not want to be embarrassed. “For the classroom teacher, an “entry point” for anti-racist is one’s personal experience” (Dei article, 2003). “It is important to note that not all whites are indicated as racist; however, there needs to be recognition of how one is helped or hindered by such a system. Starting with the self means the white anti-racist educator must acknowledge his/her dominance and allow other whites to see their privilege by virtue of a white identity” (Dei article, 2003). Whites need to stop being so defensive and assume that everyone else hates them, etc. “Effective anti-racist work requires that in dealing with multiple oppressions and their intersections (Dei article,