How should #BlackatBLS campaigners respond to Boston Public School Office of Equity findings?

In are recent article, Boston Public Schools has responded to the #BlackatBLS campaigners complaint through an investigation conducted by it’s Office of Equity. This investigation was used to minimize the perception of racism in Boston Public Schools. The #BlackatBLS movement needs to request an investigation that expands to all aspect of the Boston Latin School.

According to the article, Boston Public Schools release findings of its investigation into Boston Latin School racism concerns, the school district’s Office of Equity has effectively minimized the perception of racism by finding only one incident out of seven where polices and procedures were violated. The inquiry focused on incidents between November 2014 and January 2016. The one incident involved a student using a racial slur and making a threat towards another student. It was found that in this incident administrators were negligent in the investigation process and they did not adequately discipline the student nor take the appropriate steps to ensure support and safety for the student that was victimized.

The office of Equality investigated the #BlackatBLS complaint regarding social media racial attacks. The Office of Equity found that Boston Latin School administrators did not violate any policies or procedures. They agreed with the determination made by Boston Latin School administrators that most of the racial remarks that were made by persons who lived outside of Massachusetts and did not attend their school. Furthermore, the report indicates that administrators acted appropriately regarding four Boston Latin School students who made racial remarks.

The Office of Equality recommended that Boston Latin School headmaster Lynne Mooney Teta conduct a racial climate audit before the end of the school year and repeat the process in the next school year. This racial audit should be conducted by an independent outside entity. Otherwise, Boston Latin School administrators will cover-up many findings because they are racially insensitive.

The first place that #BalckatBLS campaigners must address is the leadership perception. The name headmaster has a racial connotation. The term has historical roots in British history. The headmaster or headmistress of a British private school was often the owner of the school or a member of the owning family, and the position often remained in the family for many generations. The term headmaster implies ownership while the term principal implies educator. The #BlackatBLS will benefit from the Boston Latin School using names that are consistent with education and not racially insensitive.

What are the other school mechanisms will reveal to #BlackatBLS campaigners that the Boston Latin School has a racist culture?

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.

For example, most elementary and secondary school curriculum are beneficial to White middle-class children. Public schools continue to have culturally based philosophies and curricula that focus on White European values.

School instructional procedures include cultural values, perceptions, and orientations that differ from those of Black students. In school, students become passive informational recipients while in their culture they are involved in a learning experience that is give and take, and in one situation, they may be the learner and in another situation, they are the teacher.

#BlackatBLS campaigners should not settle with the findings of the Boston Public School Office of Equity. They should investigate the trends of discipline at the school which was absent in the investigation. The investigation did not include an evaluation of student participation as well. In most schools you will find the Black students participating in mostly athletics.

They should evaluate: Do White teachers actively recruit Black students to participate in all after-school activities? And if so do they have the documentation. One place that will provide evidence is a review of yearbooks for the past ten years.

Another question that needs to be entertained is the relationship between Black students and teachers. Do #BlackatBLS campaigners feel that White teachers accept and are appropriately responsive to the verbal and nonverbal behavior of Black students.

Schools and Black students’ 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. Black Americans believe Whites should interact with them by being polite to the other as an individual, supporting their arguments and making them relevant, and being assertive.

Blacks and Whites have differences in communication styles which contribute to the complaints that the #BlackatBLS campaigners have for which the Boston Public School Office of Equity was neither responsible for nor desired to entertain because it was outside of the normal school procedures and policies.

White Americans’ unfamiliarity with the Black communication style results in a misunderstanding by the American mainstream and can create the perception of racism at the Boston Latin School. One area of complication is associated with debates. Blacks not only debate the idea; they also debate the person while Whites debate the idea rather than the person debating the idea. This becomes offensive for many White educators and continues to fuel the perception of racism. Blacks will often evaluate where a person is coming from by probing beyond a given statement 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. 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.

While these recommendations for the #BlackatBLS campaigners is not exhaustive, it is evident that the Boston Office of Equity has bamboozled the #BlackatBLS movement by focusing only on policy and procedure and not the real contributors to racism in education

Related Articles

#BlackAtBLS: ‘Incomplete’ report not making the grade

Investigation Finds Boston Latin ‘Did Not Adequately Investigate’ Racial Slur

NAACP calls for removal of Boston Latin’s headmaster


Dr. Derrick L. Campbell, Ed.D.

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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, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, Structural Racism, Student Fights, Violence in Schools and tagged , , , . Bookmark the permalink.

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