How does nonverbal interactions contribute to institutional racism?

A recent article, presupposes that the source of institutional racism is centered on the biases that exist in the housing industry. The housing industry biases are a product of other factors. One of the hidden sources of institutional racism is a product of the non-verbal interactions between students and teachers.

According to the article, ADAMES: The hidden nature of institutional racism, the source of racism is a product of the biases of those who implement housing policies designed to eliminate institutional racism. For example, the Texas Department of Housing and Community Affairs v. The Inclusive Communities Project, Inc. case revealed that when lower-income minority families sought housing they were effectively relegated (and segregated) to lower-income communities. In another example, the Greater New Orleans Fair Housing Action Center et. al v. HUD and Paul Rainwater case revealed that a coalition of New Orleans housing organizations that were charged which included the United States Department of Housing and Urban Development (HUD) and the Louisiana Recovery Authority discriminated against black residents.

The problem with the presupposition that housing biases is the major cause for institutional racism is that it does not take into consideration the source for institutional racism. When minorities attain the appropriate knowledge and skills they have an opportunity to avoid the necessity for housing  policies designed to level the playing field for Blacks and Whites. In schools, non-verbal behaviors contribute to the conflict between Black students and White teachers which ultimately contributes to institutional racism such as the school-to-prison pipeline.

The primary function of teachers’ nonverbal behavior in the classroom is to improve the students appreciation for the subject matter. Teachers who improve the students appreciation through nonverbal behavior will have students who are more likely to listen more, learn more, and have a more positive attitude about the school, teacher, and the classroom subject matter. Students who perceive that teachers feel favorable towards them demonstrate desired classroom behaviors. Students are more likely to complete assignments in classes that they feel accepted by the teacher.

Nonverbal communication includes three interacting systems, the visual, auditory, and invisible communication systems. Auditory communication involves loudness, pitch, rate, duration, quality, regularity, articulation, pronunciation, and pitch. Visual communication is the most important nonverbal communication system, and includes kinesthetic, proxemic, and artifactual subsystems. Kinesthetic communication includes facial expressions, eye behaviors, gestures, and posture. Proxemic communication involves the use of space, distance, and territory for communication purposes. Artifactual communication involves facial and bodily appearances and the options that communicators use to alter their appearance. Individuals who nonverbally communicate in a manner consistent with a culture are perceived as more interpersonally attractive by members of that culture. Teachers who identify, analyze, and modify, if necessary, their nonverbal behavior improve their effectiveness.

Black students and White teachers conflict develops from expectation differences related to interaction styles. White Americans believe Blacks should interact with them by acknowledging their cultural identity, being socially polite and friendly, and supporting their arguments. While Black Americans believe Whites should interact with them by being polite to the others as an individual, supporting their arguments and making them relevant, and being assertive.

Teachers are required to present themselves as friends and facilitators of learning rather than purveyors of knowledge. Teachers create a warmer classroom climate for students and convey higher expectations of by smiling. Effective teachers exhibit enthusiasm by facial expressions, which positively influences student attitudes and student perceptions of teachers. Cognitive learning increases when teachers smile at the class. Teachers who smile are perceived as friendly while a frowning teacher is perceived as mean or grumpy. Frowns from teachers who conduct demanding lessons with high-ability students may indicate a belief that students are capable of excellence while the same frown may indicate low expectations and impatience when the teachers conduct a remedial lesson with slow students.

While the nonverbal behaviors examples in this article are not exhaustive, it remains a fact that teacher nonverbal behavior is a major contributor to institutional racism.

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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 Classroom Management, Community Relations, Discrimination, Every Student Succeeds Act, 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, Tips for Teachers and tagged , , , , , , . Bookmark the permalink.

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