The investigation began with the topic of why White Teachers struggle to connect with their Black students
While some instructors appear to be open about their bigotry in front of their pupils, others appear to be more subtle. According to a research published in Urban Education, while talking about or interacting with Black pupils, white instructors frequently use racially coded language affected by preconceptions. Their actions will undoubtedly have negative consequences.
Olivia Marcucci, Assistant Professor at Johns Hopkins University, and Rowhea Elmesky, Associate Professor at Washington University in St. Louis, based their research on a 2015 study that looked at why white teachers couldn't develop strong relationships with their Black pupils. The response, as you might expect, was racial prejudice. While racism's very existence is being called into doubt, research like these provide proof of its destructive impact.
First, despite accounting for just 8% of the student population at the school studied, Black kids account for 97 percent of disciplinary referrals. White pupils, on the other hand, constituted just 1% of recommendations.
The variation in treatment among students may be due to what Marcucci and Elmesky dubbed racially coded preconceptions - similar to exclusive teacher jargon but... racist.
The Conversation has more on the study:
In another case, two white instructors began discussing how the parents at their school didn't care about their children. They pretended to be parents at one point, with one of the professors even joking that one of the parents had forgotten they had a child:Teacher 1: It was simply someone asking, 'Hey, you know you have a baby, don't you?''Teacher 2: Do you? Teacher 1: I agree. Teacher 2: Oh, no. Teacher 1: Oh, no.There is nothing ethnically blatant about this exchange. However, by using a stereotypical African American vernacular - "wooord," the teacher's joke invokes a stereotype of Black parents as disengaged from their children's lives. When white teachers at a predominantly Black school make statements like these, they are upholding the stereotype that Black parents lack concern for their children - even if that is not the teachers' intention.
This would undoubtedly cause a schism between students and teachers. Instead, the study discovered that using anti-Black words brought those instructors closer together.
Sending a Black child to school with majority instructors appears to be a fruitless approach if you wish to protect them from the effects of racism. There is, nevertheless, some hope. The study discovered that restorative justice techniques have altered the path of biased punishment procedures at the institution under investigation.
Many schools appear to be able to learn from this one example of how to improve their students' academic experiences.
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