How can Boston Latin School eliminate the perception of racism in education?

A recent article depicts the Boston Latin School as a primary cultivator of racism in education. We must transition the way that schools cultivate children if we expect for our nation to survive. Boston Latin School can eliminate this perception by removing the obstacles that contribute to racism in education.

According to the article, EDITORIAL: Boston Latin School has race problem, students of different races at Boston Latin School used social media as a vehicle to express the hate that they feel towards other ethnicities. For example, students used tweets to express their hatred. One student tweeted, “You live in the ghetto part of Dorchester. I live in the nice part.”

Students Noel and Webster-Cazeau used a YourTube video to reveal that Boston Latin School’s Black Leaders Aspiring for Change and Knowledge provided the school’s headmaster with a binder full of racist tweets. The racist tweets continued to persist thereafter. Another black Boston Latin School graduate told the Boston Globe that other students wore white sheets to intimidate him when he ran for class president.

The Boston Latin School Black students believe that inappropriate communications from White students reveals a racist culture. The inappropriate communications are associated with White privilege. White privilege in a school is associated with many other dynamics.

For example, enrollment into the Boston Latin School is dependent on an entrance exam. Entrance exams have long been a vehicle to deny Blacks entrance into higher levels of education. 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 were not proficient at.

The Boston Latin School uses the Independent School Entrance Exam (ISEE) that is administered by the Educational Records Bureau and consists of four subtests. The ISEE is a multiple choice exam in the subjects of English Language Arts and Mathematics.

Multiple choice exams provide a disadvantage to Black students due to the way that they express themselves. Black students have higher achievement levels when assessments are consistent with the Black culture.

Schools require Black students to demonstrate achievement by writing, which requires Black students to transition from demonstrating by oral or dramatic expression activities that Black students are more comfortable with and more likely to have higher achievement levels. Verbal learning and written demonstration is consistent with mainstream American and European student mastery that is contrary to culturally different student learning styles.

Black students withdraw from the instructional and assessment process or become discontented with whatever the school does that hinders student spontaneity and enthusiasm.

Many other 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. The multiple question Boston Latin School entrance exam is absent of cultural codes that Blacks students find familiar.

Inappropriate curriculum and instruction are concerns that make reversing underachievement for culturally diverse students difficult. Most elementary and secondary school curriculum provide an advantage are towards White middle-class children. Public schools continue to have culturally based philosophies and curricula that focus on White European and Judeo-Christian values.

Improving school for Black students includes establishing a functional partnership between Black culture and school culture and developing school educational missions that do not compromise or ignore the cultural identity of Black children. Effective high school instructional programs place value on the students’ language and culture. Instructional materials and instructors who work well for European students do not necessarily work well for culturally diverse students, and to believe that they do is to assume Black, Latino, American Indian, Asian, Arab and African immigrants, and European-origin students have identical personal, social, cultural, historical, and family traits.

Schools can work effectively with culturally diverse students by having:

  • An ethnic and multicultural curriculum
  • Teacher training in a multicultural curriculum
  • Strong instructional leadership
  • High expectations for all students
  • A safe, orderly, warm, concerning, appreciative student learning environment
  • Continuously monitoring of student progress
  • Clear and balanced goals
  • High teacher and student morals
  • Respecting for individual differences
  • Using the Raccelerate Racism System
  • Promoting Positive Racial Teacher Student Classroom Relationships

These recommendations become important because historically underserved groups at the Boston Latin School tend to be in a dominated relationship with the majority group.

Related Articles

Black At BLS: Race And Sensitivity At Boston Latin School

Boston Latin School parents urged to bypass administration

Leaders call for action vs. BLS head

 

Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

PO Box 4707 Cherry Hill, NJ 08034

 

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

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~ Darrell Pope ~ Hutchinson Kansas NAACP President

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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, Every Student Succeeds Act, institutional Racism, Leadership, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, The Raccelerate Formula, The Raccelerate Phenomenon and tagged , , , , , . Bookmark the permalink.

2 Responses to How can Boston Latin School eliminate the perception of racism in education?

  1. Pingback: How should # BalckatBLS campaigners respond to Boston Public School Office of Equity findings? | Learning Flourishes in an Environment Free of Racism

  2. Pingback: Will the removal of Boston Latin School headmaster eliminate racism at the school? | Learning Flourishes in an Environment Free of Racism

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