Understudies Of Shading

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

In his essay “Still Separate, Still Unequal: America’s Educational Apartheid,” Jonathan Kozol brings our attention to the apparent growing trend of racial segregation within America’s urban and inner-city schools (309-310). Kozol provides several supporting factors to his claim stemming from his research and observations of different school environments, its teachers and students, and personal conversations with those teachers and students.

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

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

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

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

This Black-White performance gap is even more evident when comparing students whose parents have equal years of schooling. This article evaluates how schools can positively affect this disparity by examining two potential sources for this difference: teachers and students. It provides evidence for the proposition that teachers ' perceptions, expectations, and behaviors interact with students ' beliefs, behaviors, and work habits in ways that help to perpetuate the Black-White test score gap. [ABSTRACT FROM AUTHOR]

This chapter elaborates on how racism has a negative impact on African American education, in which has been happening for many decades and is currently taking place. Furthermore, it speaks about segregation and how it currently exists in different ways. Additionally, it speaks on how segregation not only exist in one school, but it likewise exists across the school districts. It speaks on how segregation in these schools has a negative impact on students’ academic success and future success.

Significance. Recent events in the U.S. society have made clear that issues of race remain a pertinent predicament that needs to be resolved. In fact, data collected from the 2011-2012 Schools and Staffing Survey (SASS) on public and private school principals (NCES, 2016) revealed that 38% of the principals who took the survey reported racial tension between students taking place occasionally and another 2% reported that racial tension occurred frequently in their schools. In short, school leaders who continue to abide to colorblind ideology limit the potential for schools to become vehicles for the change our society needs.

This report is, by no means, intended to be a comprehensive study but an indication of one part of a problem. Understanding the dimension and quality of African American overrepresentation is a first step toward resolving the problem. So, to better understand the problem and its roots, more research should be conducted which more critically explores a greater range of possible causes and subsequent outcomes and which utilizes individual student records as the primary unit of analysis. Researchers should examine more closely the decisions made by the school personnel referring the students for corporal punishment, in different districts, because it appears that race may be as much a factor in the classroom as it is in the administrator’s

The data is definitive that black students are more likely than white students to experience school discipline and are even more likely to be subjected to arrest by school resource officers during their school careers. The data shows that 20% of all black male students receive an out-of-school suspension, while only 6% of white male students receive out-of-school suspensions (11). Faced with a disproportionately high number of suspensions and expulsions, when compared to white students, many more black students are falling behind in classes and missing valuable learning time. If it is unclear how important it is for students to develop adequate reading skills early on and how excluding students from school through suspensions and expulsions

The authors write, “Specifically, we examine the percentage of black students within a school who receive out-of-school suspensions and the percentage of black students assigned to Gifted and Talented programs.” (Grissom, Nicholson-Crotty, & Nicholson-Crotty, 2009, p.4-5) and explain that the recommendations given by teachers is the most common way students obtain access to advanced educational opportunities. As a second analysis, the authors seek to determine if region of the bureaucrat is a determining factor “because perceptions of race salience and identification with racial group interests among black bureaucrats are likely to be higher in the South.” (Grissom, Nicholson-Crotty, & Nicholson-Crotty, 2009, p.

The role of discrimination in early education is specifically outlined in the Yale Child Study Center study on how unconscious stereotypes, called implicit biases, held by early educators impact their actions (Gilliam, Maupin, Reyes, Accavitti, and Shie 1). It found that educators were more likely to look at black boys when watching students for punishable behavior (7) and that white teachers were less likely to hold high expectations for, or empathize with, black students (9). Similarly, Child Center researchers theorized that disparities in preschool expulsion rates by sex and ethnicity were linked to stereotypes about black boys being troublemakers (11) and lack of empathy from teachers (14). Overall, the Yale Child Care Center Study provides analysis into the disproportionate disadvantage facing black students— specifically towards the high expulsion and suspension rates of black boys. The study covers the underlying reasons for, and implications of, implicit bias in educators and helps establish how institutions contribute to high expulsion rates. Implicit bias makes educators more likely to expect negative behavior from black boys, less likely to hold black students to high academic and behavioral standards, and more likely to punish black boys instead of empathizing with

According to Jennifer Eberhardt (2004), the mere presence of black individuals, is associated with violence and crime. She stated that, “Not only are Blacks thought of as criminal, but also crime is thought of as Black” (Eberhardt, 2004). It is also quite disturbing that these finding were found consistently and frequently. Psychologist Jennifer L. Eberhardt, confirms this theory, collaborating with Phillip Atiba Goff, Valerie J. Purdie, and Paul G. Davies. They performed a study using police officers, as well as college students as participants (Eberhardt, Goff, Purdie, & Davies, 2004). They performed five different studies and the results were all consistent. In the first study they used pictures of black and white faces, then they were shown unclear objects and asked to identify them. After concluding the first study, they found that, “mere exposure to Black faces facilitated the detection of crime-relevant objects” (Eberhardt et al., 2004). The second Study was performed in a similar nature. Using images of crime related weapons and face stimuli, they found that the neutral images of crime related weapons became identified with blackness. During study three, they used neutral words instead of images, to test a neutral factor that was considered positive. During this the study, evidence stated that blacks were also identified as being athletic and musically gifted. In study four, they decided to test police officers and their ability to remember and identify