A recent Rasmussen Report reveals that race relations have diminished since Barak Obama became president. Many American voters hoped that the election of a president of African descent would once and for all put racism to rest. Race relations can only improve once we understand that the primary source for its demise is associated with the Raccelerate Phenomenon.
According to the article, Race Relations in US Declining During Obama Presidency, a recent survey reveals the continued demise of race relations in America. A survey conducted January 14-17 revealed that 50% of Americans were skeptical regarding the future of race relations in America. This equals to a 6% and 10% increase from the previous two years respectively. Barack Obama’s reluctance towards improving race relations is a direct product of the Raccelerate Phenomenon.
How does the Raccelerate Phenomenon inform President Barack Obama’s reluctance on race relations?
According to the Raccelerate Phenomenon, President Barack Obama would have to become involved in a process that could become detrimental to the heritage of one on his parents. Since his mother is White, to vehemently annihilate race relations would also mean to devastate the White race.
The love for his mother and her heritage has caused President Barack Obama to take a passive stance on improving race relations in America. This is type of love is found in many people when it comes to their parents.
However, all is not lost. President Barak Obama has taken a step in the right direction in the signing of the Every Student Succeeds Act which requires that schools eliminate discipline practices that lead to the continued production of the school-to-prison pipeline.
The signing of the act underscores that fact that President Barack Obama, his staff, and Republicans continue to turn a blind eye to the real problem associated with race relations. The real problem associated with race relations is not the school-to-prison pipeline but the adverse impact of race relations between teachers and students in the classroom.
Students contribute to the race relations problem through their beliefs and perceptions. The major reason that previous attempts at educational reform designed to improve race relations have been unsuccessful is that the relationships between teachers and students and between schools and communities have remained the same through the decades.
Blacks have learned from experiences associated with slavery is that the way to get ahead is not through merit and talent but through white patronage. Americans of color adapt to a society that does not value their ethnicity, history, heritage, or language by establishing societal survival strategies. Therefore, 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 which plays out in the classroom.
Teachers also contribute to the many problems associated with race relations. Teachers discriminate against students by implementing differential discipline. Teachers with high percentages of Black students in their classroom are more likely to use an authoritarian classroom management approach. Teachers react to Black student learning experiences that are in opposition to traditional public schools by determining Blacks are incapable of following simple rules and therefore make rules that they deem intolerable.
They justify their disciplinary actions with the belief that Black students want to be disciplined and have some order in their lives for a change. Teachers spend more time looking for possible misbehavior by Black students, especially males, and are more prone to respond to Black student behavior by using severe punishments that include corporal punishment and suspensions. The differences between the teachers’ backgrounds that teach them to conform to preset externally fabricated rules and regulations and Black street culture tendencies to derive order as a situation happens cause teachers to resort to punishment for petty rules in order to force obedience at the expense of hindering learning
The real decline in racial relations is a product of the Raccelerate Phenomenon for which President Barack Obama refused to challenge politically and educators refuse to challenged educationally. The only way to reverse the decline in racial relations is to promote positive racial classroom relationships (Properateasclaships).
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 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