How can schools avoid civil rights complaints?

In a recent article, the Hillsborough Public Schools has developed a plan to respond to several civil rights complaints. The complaints are from parents and civil rights activists who believe that the school district could better serve their children and youth. Public schools will need to better prepare in the area of school discipline processing to avoid the pitfalls associated with civil rights complaints. According to the article, the Hillsborough Public Schools has responded to civil rights complaints by developing a plan to reduce suspensions that appear to be racially motivated. Many of the civil rights complaints against the school district are filed by individual parents even though a complaint can be filed online by any concerned individual.

Many of the civil rights complaints against schools is centered on school discipline. In 2014, the United States Department of Education Office for Civil Rights received a record-high 9,989 complaints from people who felt they or others had been discriminated against by a public school or other organizations that receive funding from the education department.

This places schools in a different predicament because they will have to prepare to remain under the racism radar. One way for schools to better prepare for civil rights complaints is to train teachers on the verbal and nonverbal differences that can cause civil rights complaints.

What are the verbal communication differences that can lead to civil rights complaints?

Black verbal communication styles can influence teacher-student classroom relationships. White Americans’ unfamiliarity with the Black communication style results in a misunderstanding by the American mainstream. For example, Blacks not only debate the idea; they also debate the person while Whites debate the idea rather than the person debating the idea. Blacks will often probe beyond a statement to determine where a person is “coming from,” in order to clarify the meaning and value of a particular behavior or attitude. Black students contrast White middle-class communication when they speak over others’ voices and repeat the communication until they are responded to or until they have someone’s attention. In the Black community, spontaneity in conversation is an acceptable component of communication. Other races perceive interrupting another speaker in conversation as rude. In the Black community the speaker and audience are often interchangeable.

Black communities accept the approach that their children use by interrupting others or speaking out of turn, which is an unacceptable school practice, and teachers view this behavior as disruptive and inappropriate. Anglo Americans place a high value on allowing one person at a time to speak to indicate respect for an individual.

What are the nonverbal communication differences that can lead to civil rights complaints?

Nonverbal classroom communication is more important than verbal classroom behavior. Nonverbal communication contributes significantly to communicative interpersonal interactions when compared to verbal communication. Nonverbal communication has greater significance than verbal communication that results from nonverbal communication, having a greater impact in:

  • Determining interpersonal context meaning
  • When accurately determining feelings and emotions
  • When revealing meanings and intentions that are deception and distortion free
  • When attaining high-quality communications that represent a much more effective communication medium
  • Represent a more suitable means of communication when compared to verbal communication

One example of how nonverbal behavior impacts the relationships between a teacher and students that can lead to a civil rights complaints is standing distance. Colleges teach teachers to ensure there is a distance between themselves and the students so the teacher can maintain discipline in the classroom.

The problems surfaces as different standing distance requirement. For example, 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 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 which has a direct impact on schools discipline.

Even though the differences in verbal and nonverbal communication in the article are not exhaustive, schools can monitor teacher behavior to ensure that they remain under the racism radar by additional teachers training as described and by utilizing the Raccelerate Racism Formula.

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Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

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About Classroom Racism Exterminator

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.
This entry was posted in Discrimination, institutional Racism, Leadership, Positive Teacher Student Relationships, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, Structural Racism, The Raccelerate Formula, Tips for Teachers and tagged , , , . Bookmark the permalink.

One Response to How can schools avoid civil rights complaints?

  1. Pingback: How can charter schools eliminate the perception of racism in education? | Learning Flourishes in an Environment Free of Racism

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