What is the best school dress code that eliminates the perception of racism?

The perception of racism associated with school dress codes continues plague and polarize public schools across the nation. School administrators are responsible to ensure that nothing in their control detracts any student from the opportunity to learn. School dress codes play a pinnacle role in ensuring that educational distractions are minimized. Schools must refrain from a power over decision making process that leads to the perception of racism associated with the school dress code.

 

A Massachusetts public school appears to have embraced a school dress code deemed as racist. The Mystic Valley Regional Charter School has disciplined several Black and biracial female students for violating the school dress code policy. The policy prohibits extensions, listing them as one example of a hairstyle that could be distracting to other students. The ACLU has responded to the parents concerns by filing a complaint with the state education department.

How could hair extensions provide a need for a school dress code policy?

A hair extension is a method for lengthening one’s hair by incorporating human or synthetic hair. Women and young girls choose to wear hair extensions to:

  • Extend the length
  • Add color
  • Add volume
  • Add style
  • Accessorize
  • Easy Usage

Hair extensions are designed to help beautify the person. Schools have a different perspective which could be deemed a racist school dress code policy. The reason that the school dress code policy could be deemed as racist is because White female students have an opportunity to wear their hair at any length and various colors. The styles and lengths for hair are numerous. This has resulted in disproportionate discipline for Black female students.

According to Center for Intersectionality and Social Policy Studies,  males are suspended in greater numbers than females overall, race and ethnicity turn out to be substantial risk factors for Black girls when they are compared to their White counterparts. Data released by the Department of Education for the 2011–2012 school year reveal that while Black males were suspended more than three times as often as their White counterparts, Black girls were suspended six times as often as their White counterparts. Only 2 percent of White females were subjected to exclusionary suspensions in comparison to 12 percent of Black girls.

According to Vernellia R. Randall, professor Emeriti of Law for the University of Dayton , schools dress codes that prohibit afros, afro puffs, dreadlocks, small twisted braids, and other culturally Black styles implies that the Black body is unacceptable, unruly, and unprofessional. These type of school dress code policies are damaging to the psyche of Black children and imply that the traits of Blacks are bad the traits of Whites are good.

The response from Randall is historical. The army set the stage for labeling Blacks as inferior by using the Alpha and Beta test that contained a number of visual information processing tasks that Blacks are not proficient at. American societal beliefs that posit Blacks as inferior to European Americans results in Blacks developing psycho-behavioral modalities such as self-hatred, over-identification with those in power, anxiety, hostility, aggression, and a general inadequate development of the motivational, cognitive, and intellectual skills necessary to survive American society.

This has caused Black parents to prepare and protect their children. Black parents prepare their children to live in a dual cultural world that involves helping them to develop skills for adult roles such as wage earners and parenthood in addition to negotiating a dominant society that has different cultural values and judges people by their skin color or ethnic background. Blacks who live in an urban society and a society that dislikes them for the color of their skin ensure they do not become victims by approaching people with caution, wariness, and a sense of distrust.

Schools can eliminate this perception that utilizes a team building process by including parental input. The will not only eliminate the perception of racism but it will also eliminate the power over nature that normally leads to unintended racist policies associated with school dress codes.

Related Articles

ACLU: Deer Creek High School student forced to take off ‘Black Lives Matter’ shirt

Malden School Accused Of Racist Hair Policy Refuses To Meet With ADL

ACLU files complaint over charter school’s hairstyle policy

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 

              

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

 

 

 

 

 

 

Posted in Discrimination, institutional Racism, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, school violence, Structural Racism | Tagged , , , , , , , | Leave a comment

How can teachers prevent school violence?

School violence against teachers continues to plague our nation and schools with no end in sight. Billions of dollars are funneled into programming and security measures with minimal positive results. School violence can only be minimized by teachers who take on the task of meeting the unruly students where they are!

We can parallel minimizing school violence with the offense of a football team. The focus the offense of a football team is to score points. Scoring points requires that the entire team protect the person who has the ball. In this example we will use the teacher as the quarterback and the students as the other players. The students come to the classroom and the teacher calls the instructional plays. The success of the play is dependent upon each student completing their assigned task. If that student does not complete their assigned task not only do they fail but the team fails and the teacher fails.

The first task for the teacher is to teach their students to be successful. Success breeds happiness amongst students which is the product of positive emotions. Positive emotions open students to new ways of thinking and acting. When students feel positive emotions they become more open to new experiences. They feel more comfortable making connections with teachers and will consider alternative solutions to school violence against teachers. Over time, positive emotions allow students to form new friendships with teachers, develop new skills, and gain new knowledge which will have a positive impact on student achievement.

The second task is to refrain from the usage of sarcasm. As the quarterback, it is easy to use sarcasm as a tool for blaming the ineffectiveness of the players as a corrective function. Sarcastic messages create negative emotions. Negative emotions like fear and anger will close down the student’s mind and heart and narrow down the number of possible reactions to only a very few choices. The response to life-threatening situations will trigger their brains into the mode of fight or combat. We know from past history that many students choose to fight and combat. Choosing to fight or combat will only contribute to increasing school violence against teachers.

Two alternatives to sarcasm that will eliminate school violence against teachers is to use praise and humor. Praise is an effective reinforcement that provides encouragement to students and is a reinforcement for behavior performance improvement. Praise is an effective reinforcement that helps to build student self-esteem.

The other alternative, humor, can build and strengthen teacher-student relationships, especially on the individual level. Humor increases the connection between the teacher and the student by reducing tensions that can cause school violence against teachers. Humor results from teachers who attempt to connect to students personally in an effort to stimulate the learning experience, and use humor as an alternative to authoritarian discipline process. Using humor as an alternative to discipline will help to establish positive relationships with the most unruly students.  

At this point many educators are summarizing that the above mentioned strategies have not worked for the unruly students. You must now enter the mind of the unruly student and ask yourself: What are the successes of the unruly student? They are successful at being unruly and creating havoc in your school and classroom. This is why it is important to replace that unruly behavior with academic success.

MEET THE UNRULY STUDENT WHERE THEY ARE!!!

If they are unruly in the classroom, instead of the normal discipline, have them to develop a plan for disrupting a classroom and then offering a solution. If they are unruly in school, have them to develop the process of unruliness in the school and then offer a solution. Finally, if they have the propensity to induce school violence against teachers, have them to write about that process and then offer a solution. This will allow the students to reflect on their practice of the potential of school violence against teachers and offer a solution.

Related Articles

Grant HS students, staff rally after teacher writes letter dismissing ‘rape culture’

Cheltenham teachers say administrators ignored pleas for help with unruly students

Support lacking for plan to let teachers use force to subdue violent students

 

All the best,

 

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

              

 

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

Posted in Discrimination, institutional Racism, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, school violence, Structural Racism, Student Fights | Tagged , , , , , , , , , , , | Leave a comment

Why should school uniforms be banned?

School uniforms have implications that reached far beyond its intended results. It has been reported that it’s usage promotes learning and refocuses students’ attention on academics, creates a positive learning environment that increases student achievement and promotes compliance with educational goals and increases student self-esteem. However, school uniforms need to be banned because they contribute to institutionalized racism.

School uniforms are believed to be a practice which dates to the 16th century in the United Kingdom. It is believed that the Christ Hospital School in London in 1552 was the first school to use a school uniform. The earliest documented proof of institutionalized use of a standard academic dress dates back to 1222 when the then Archbishop of Canterbury ordered the wearing of the cappa clausa about 800 years ago.  The cappa clausa, or close cope, is a cope or cape sewn up in front for common outdoor use. Wearing these types of school uniforms appear to have an association with individual belief systems.

In the United States, the movement towards using uniforms in public schools began when Bill Clinton addressed it in the 1996 State of the Union. During the state of union address he stated that “If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms.” As of 1998 approximately 25% of all U.S. public elementary, middle and junior high schools had adopted a uniform policy or were considering a policy, and two thirds were implemented between 1995 and 1997.

Recent studies reveal that wearing uniforms has mixed results. According to a study at the University of Nevada, Reno  41% of students reported that there was less gang activity at school since uniforms had been implemented. It is also notable that females students in this survey were reporting more benefits to school uniforms than male students. Ninety percent of students reported they did not like wearing uniforms feeling they reduced their individuality, free speech, and self-expression. In a similar survey, a school board in Osceola County School Board reports seeing a 46% reduction in gang activity since implementing a uniform policy.

The real question regarding the reduction of violence is this something we perceive or are there actual changes happening that are impacted by uniforms? Other schools uniform researchers from The University of Missouri-Columbia are citing that despite the hype, uniforms are not actually tackling the issues.

Nearly one in five Unite States public schools required students to wear uniforms during the 2011-2012 school year.  The ideology of school uniform is that it will create a safer environment for students and help with equality. In some areas, uniforms have become essential due to student poverty levels. Mandatory uniform policies in public schools are found more commonly in high-poverty areas.

According to the US Census, Whites make up more than half of the population living in poverty areas. However, they comprised a higher proportion of those living outside such areas. This is not the case for Blacks and Hispanics. Four times as many Blacks and three times as many Hispanics lived in poverty areas than lived outside them. It appears that the wearing of school uniforms is actually teaching our youth that Black and Hispanic students wear uniforms while Whites are not required to do the same.

Here in lies the institutionalized racism. Public school institutions of predominately White students do not require wearing school uniforms while public school institutions of predominately Black and Hispanic students have made wearing uniforms a requirement. School uniforms need to be banned to ensure that there is equity amongst all students.

Related Articles

Top 10 Reasons School Uniforms Should Be Banned

Schools forced to cut uniform costs under new measures

Parent Challenges Wisconsin School District Ban On Leggings, Yoga Pants

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

                

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

 

 

 

 

Posted in Betsy Devos, Discrimination, institutional Racism, Race Relations, racial discrimination, Racial Profiling, Racism, Racism in Education | Tagged , , , , , , , , , , , | Leave a comment

How to get rid of school choice problems once and for all?

Now that the hustle and bustle of the appointment of Betsy Devos has become a reality, schools are now faced with the potential impact that school choice may have on their community of parents and learners. For school superintendents there is good news and bad news. School choice can become problematic for superintendents that are going to take the sit back and wait approach to this challenge.

School choice has a track record of failure that can not be hidden. For example, Betsy DeVos has worked in Michigan Schools for years. School choice was problematic for youths who depended on public transportation to attend far away top performing school districts. School choice is problematic when transportation needs become a challenge for the student.

School choice is problematic when implemented in a widespread fashion. Present voucher systems have failed to improve student outcomes when enacted widely. In cities where voucher use was more widespread – such as Dayton and Toledo in Ohio – there was no effect on students’ performance. To add insult to injury, the pro-voucher Fordham Foundation could not arrive at a sanguine assessment of Ohio’s program. “We did not expect – or, frankly, wish – to see these negative effects for voucher participants,” the researchers wrote. School choice will not work as a district wide initiative.

Finally, school choice will not help students that the president has promised to help. School choice programming will have the latitude to formally and informally select students. This form of discrimination will enable top schools to exclude students who are not able to meet their academic standards. This is a well know practice in many charter schools. For example, a principal in a New Orleans charter school admitted that one successful school strategy included not enrolling students who were a risk of lowering their overall test scores. With these types of failures, how can the school choice alternative survive?

What strategies help to make school choice attractive?

School choice advocates are using marketing as their primary vehicle to help their cause. School choice is an umbrella term for the broad philosophy that students should not have to attend their geographically assigned public school, giving parents more freedom in selecting schools. It can encompass policies such as vouchers to subsidize tuition at private and charter schools to serve as alternatives to traditional public education.

School choice advocates are using terms such as “Freedom”. Which is a great interest for any citizen in the United States especially the marginalized. No citizen or other political affiliation can argue with the term freedom. School choice advocates extend the freedom concept by claiming that the freedom choice is extended to parents. Advocates continue their assault in claiming that school choice is an alternative to traditional schools that many believe are failing and have failed the students that they have serviced. The final argument includes that there is no harm in giving disadvantaged students an opportunity to attend schools that have more resources. The overall school choice marketing program includes:

  1. Freedom of Choice
  2. Parental Empowerment
  3. Student Empowerment
  4. Access to Additional School Resources

This is where school superintendents need to begin their programming to maintain the present status of students. School superintendents will need to evaluate the cultures of their school for the perception of freedom, parental and student empowerment, and provisions for additional school resources as their marketing platform.

However, school superintendents are going to make the following errors:

  • Develop a vision and mission statement that is exclusive of parental input
  • Develop student programming that is exclusive of community input
  • Develop a school budget that is exclusive of community input

While some schools do include input via school board meetings, the real input needs to start at the beginning stage of development. School superintendents can survive the school choice program assault by implementing a team building process that includes input from the local community in the specified areas.

Related Articles

What This Supreme Court Case Could Mean for School Choice

Trump and DeVos should prepare to fight for school choice

Boscawen mother of anthem protester backs school choice bill

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

               

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

 

 

 

Posted in Betsy Devos, Charter Schools, Donald Trump, Every Student Succeeds Act, institutional Racism, Leadership, Michigan Public Schools, Michigan Schools, racial discrimination, Racism in Education, school choice, School Discipline, Standardized Testing, superintnendent of schools | Leave a comment

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