How should teachers respond to recent Ferguson Police Department report?

Posted on March 5, 2015 by Classroom Racism Management Specialist

In a recent article, it has been reported by the United States Department of Justice that the Ferguson Police Department have employed racist tactics against Blacks which will have an impact on relationships between White Ferguson Public School teachers and Black students. Blacks students and parents will have a heightened distrust of White teachers as a result of the Ferguson Police Department report. White Ferguson Public School teachers will have to implement strategies that transform the gap between the Black student perceptions and White teacher intentions.

According to the United States Department of Justice report, Ferguson’s law enforcement practices are shaped by the City’s focus on revenue rather than by public safety needs. This emphasis on revenue has compromised the institutional character of Ferguson’s police department, contributing to a pattern of unconstitutional policing, and has also shaped its municipal court, leading to procedures that raise due process concerns and inflict unnecessary harm on members of the Ferguson community. Further, Ferguson’s police and municipal court practices both reflect and exacerbate existing racial bias, including racial stereotypes. Ferguson’s own data establish clear racial disparities that adversely impact African Americans. The evidence shows that discriminatory intent is part of the reason for these disparities. Over time, Ferguson’s police and municipal court practices have sown deep mistrust between parts of the community and the police department, undermining law enforcement legitimacy among African Americans in particular.

The same distrust that Ferguson Blacks will exhibit towards the Ferguson Police Department will transfer into distrust between Black students and White Ferguson Public School teachers.

What strategies can White teachers use to transform the gap between Black student perceptions and White teacher intentions?

White teachers must understand some of the racial challenges that exist and have the high probability of producing the Black student perceptions regarding White teacher intentions. One possible source of classroom problems between White teachers and Black students is how trust is developed.

Trust is developed before the White teacher and Black student have any type of verbal encounter. Trust is developed through initial facial expressions such as eye contact. Whites believe maintaining eye contact in face-to-face communication is most desirable. White American employees and employers believe maintaining eye contact communicates trustworthiness, masculinity, sincerity, and directedness and conclude when Black employees fail to maintain eye contact that the Black employees have something to hide. European Americans view looking away or looking downward as a sign of disinterest, shyness, or disrespect.

Some Black parents teach their children that looking an adult in the eye is a sign of disrespect while White children learn to do the opposite. When reprimanding Black children, they tend not to look at the teacher as a sign of respect. Blacks are less likely to maintain eye contact with persons in a position of authority, and Black children increase eye contact as they begin to trust the teacher. Black students who avert their eyes and verbally express themselves may be just as attentive as White students who gaze directly at the speaker. Students may avoid teacher eye contact when they do not want to be called on or do not know the answer and respond by busily taking notes, rearranging books and papers, and fropping their pencils. Black adults gaze at others when talking to indicate interest. Blacks often “give the eye” as a displeasure indication related to negative feelings.

One way to reduce classroom problems that results from distrust between a White teacher and a Black student due to the Ferguson Police Department report is to ask the class, “What steps can we take to develop trust?” You can take this opportunity to set-up classroom expectations with the intent of reducing classroom problems.

The next possibility for classroom problems that result from the racial differences between White teachers and Black students is standing differences. Colleges teach teachers to ensure there is a distance between themselves and the students so the teacher can maintain discipline in the classroom. European Americans are more likely to have close social distance with Mexican Americans when compared to Blacks and prefer to keep their personal space at arm’s length. Hispanic Americans stand close to or side by side instead of face-to-face when talking to another person. Hispanic Americans stand 6 to 8 inches within an arm’s length when talking to another person. Latinos interact at a close distance and frequently touch one another. Latino Americans prefer closer standing distances when compared to North Americans. Blacks prefer closer social distance when compared to Mexican Americans. Blacks are more likely to touch each other in a conversation when compared to Whites. Individuals who perceive a proximity violator as someone who will provide them with negative rewards will react negatively when the proximity violator moves closer. Maintaining the appropriate or comfortable proximity is associated with a positive effect, friendship, and attraction.

One way to close the standing distance challenges is when students are working, examine and critique their work from a close distance. You can go as far as placing your finger on their papers that are resting on the desk to close the standing distance without it being considered offensive.

The next possibility for classroom problems is the verbal exchange between the White teacher and the Black student is debating techniques. Blacks not only debate the idea; they also debate the person while Whites debate the idea rather than the person debating the idea. Blacks often probe beyond a given statement to find out where a person is “coming from,” in order to clarify the meaning and value of a particular behavior or attitude.

A White teacher can elect not to take this debating technique as a personal attack on them or their character. Or use this opportunity to teach students the proper techniques for winning a debate as an instructional tool.

While many may believe that the Ferguson Police Department report will cause additional problems for the Ferguson Public Schools, it is also an opportunity to begin the healing for the community by promoting positive racial teacher student classroom relationships.

Related Articles

Ferguson Police Department May Fold Due To DOJ Probe

The Ferguson Police Department: The Justice Department Report, Annotated

Missouri senators call to disband Ferguson Police Department

Ferguson police report: Most shocking parts

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 1668 Blackwood, NJ 08012

 

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About Classroom Racism Management Specialist

Racism is a menace and so we’ve been taught for ages which is the primary need for a diversity expert. However, even in this modern society of today where we see a lot of colored celebrities performing on stage with huge fan followings and of course an Afro-America President for the USA, we are still in a phase where racism exists in all its brutal glory and has been eating away at the society like a plague. Classrooms, are one of the most affected areas where color differences and racism exists to its extremes. Even after decades of progress and a lot of communal efforts at bridging the gaps between colored students, white students and teachers, it is sad to say that the disparities still exist and are just as pronounced today as they were back in the 1950s. Colored students, even in the likes of New York City, are attending under resourced schools or have been significantly isolated and made to be unequal in regular schools. Even if the teachers are well-intentioned, perpetuating the structural racism that has taken deep roots into the fabric of our education system is a tough task and make the need for a diversity expert imperative. Teachers need to recognize the biases that exist within the classroom and also take conscious measures to address them and their own biases of course. James Baldwin once said, “it is your very own responsibility to change this society, if you think of yourself as an educated person.” Dr. Derrick L. Campbell took this quote very effectively and straight to the heart and thus this Classroom Racism Exterminator happened. Classroom Racism Exterminator is an initiative that will teach you about your duty and moral obligation towards eliminating racism from the classrooms. This is where and how you will learn about what you need to do to produce a better society that is free of biases and disparities amongst the blacks and the whites. Because we understand how classroom biases and conversations about racism are difficult and how teachers and students almost avoid the topics altogether, we have put together a range of effective methods and products to help address the problem at hand and talk meaningfully to counter issues related to race and racism in the classroom. Diversity expert Dr. Campbell understands that it takes a lot of courage to talk about race and racism and that racial issues need to be viewed through a very critical lens that can understand and attend to the pertaining aspects of racism in the classroom. And therefore through this website we have made a conscious effort to eliminate racism from the classroom and make the educational system equal and beneficial for all. We know and we understand that there are no words that can actually describe how racism feels. There are cases and everybody tends to deal with it in their own manner. Some might lash out verbally or others might just withdraw into shells. Whatever the case, people don’t talk about it openly and teachers don’t really make a conscious effort at addressing the issue. We don’t really know if our children or if the youth is learning to be educated or become racists in their classroom. Our program is focused on helping children of color and regardless of their race, their full potential. We want every student to be able to recognize and reach their full potential so that they think of themselves as responsible citizens of their country and not regard themselves as worthless human beings. Here you will find motivational books and flash card games, all of which have been designed focusing on eliminating racism completely from our classrooms. The books and the games have been consciously designed keeping in mind the American society and educational system. It is a small effort on our and Dr. Campbell’s part to help this society become a better place to live in. A little about diversity expert Dr. Campbell Dr. Derrick L. Campbell the driving force behind Classroom Racism Exterminator is a dynamic figure and a constant source of motivation for us. He has a Bachelors of Science in Electronics Engineering Technology, Math Education, a Masters in Education Administration and also holds a doctoral degree in Educational Leadership. Dr. Campbell is a well known personality throughout the nation. He has lectured at various events including the National Association for the Advancement of Colored People (NAACP), Iron Sharpens Iron Men’s Conference and a lot of local churches. He is a personality well dedicated towards eliminating the plague of racism from our classrooms and helping every child recognize his/her true potential not the color of their skin. He realizes how a child would feel if he/she was made to think they are worthless human beings. Diversity expert Dr. Campbell is compassionate and related to the experiences and therefore this initiative is a constant and continual effort to eliminate racism manifested in us, completely from the classroom and from our society.
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