Do teacher expectations create institutionalized racism?

In a recent article, an author, surmises that institutionalized racism is the product of standardized assessment expectations. The purpose of standardized testing is to monitor student advancement to better inform educators. Institutionalized racism is the product of racial expectations and not expectations according to class as outlined by the author.

According to the article, The Institutionalized Racism Behind Getting to Proficient, affluent schools excel on standardized testing due to higher expectations. In an affluent school district the expectation is for students to attain an advanced proficient status. It is not the same for many urban schools. In an urban school the academic highlight is associated with the majority of their students attaining proficient. This author has made a gracious error because Institutionalized racism is not a product of classism but a product of racism.

What is institutionalized racism?

Institutional racism is any system of inequality based on race. It can occur in institutions such as public government bodies, private business corporations, and universities. The term was introduced by Black Power activists Stokely Carmichael and Charles V. Hamilton in the late 1960s. The definition given by William Macpherson within the report looking into the death of Stephen Lawrence was “the collective failure of an organization to provide an appropriate and professional service to people because of their colour, culture, or ethnic origin“.

How does institutionalized racism continue to remain problematic?

Institutionalized racism is perpetrated through the educational system. Every person whether Black, White, economically deprived, wealthy, or in between must transverse through some portion of the educational system.

Schools continue to fuel institutionalized racism for historically underserved students such as Blacks and Hispanics. The result is teacher-student conflicts that are derived from a difference in desires, and even though this difference may be reduced, it remains in schools.

An individuals cultural background affects attitudes, beliefs, and values about education, about how classes should to be conducted, about how students and teachers should interact, and what types of relationships are appropriate for students and teachers.

Black students frequently find themselves in classrooms where their culture, racial, and linguistic identities are under constant attack that manifests as a multitude of disciplinary actions, suspensions, and expulsions. Black and Hispanic students are more likely to encounter teacher behavior that impedes their progress when compared to White students.

Schools encompass cultural expectations that present challenges for Black students. Schools and Black student conflict result from expectation differences. Teachers who are culturally different from their students have a greater challenge creating a trusting environment when cultural diversity and race factors are not put on the table by the school and students perceive these factors as important to their identity and school success. School leaders must stop operating on the assumption that all the reasons for Black children’s problems and failures are due to the children and accept the fact that much of the responsibility rests with the education system and educators.

Many school social codes are unfamiliar and opposed to culturally diverse student home codes. Blacks have difficulty with school instructional concepts and ideas that are absent in their community, culture, or economic environment that ignore or misrepresent their present condition. School instructional procedures include cultural values, orientations, and perceptions that differ from those of Black students. Inappropriate curriculum and instruction are concerns that make reversing underachievement for culturally diverse students difficult. Most elementary and secondary school curricula are oriented to have a positive impact on White middle-class children.

How can schools discontinue their major contributions to institutionalized racism?

Schools can discontinue their contribution to institutionalized racism by promoting positive racial teacher student classroom relationships. Positive racial relationships at schools and in the classroom are in many ways the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Developing positive racial relationships with students provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence.

Teachers who have positive feelings toward their students are more likely to have students reciprocate those positive feelings. Teachers who develop positive and personal racial relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive racial relationships with teachers who tend to form close friendships with their students.

A classism approach is not the solution for institutionalized racism. Institutionalized racism will become ineffective by promoting positive racial teacher student classroom relationships (Properateasclaships).

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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.
This entry was posted in Discrimination, institutional Racism, Leadership, Positive Teacher Student Relationships, Race Relations, Race Relations in America, Racial Profiling, Racism, Racism in America, Racism in Education and tagged , , , , , , . Bookmark the permalink.

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