The election of Donald Trump has prompted Black students to voice their opposition through school protest. This strategy is detrimental to both the schools and the students. Without an acceptable resolution schools will experience an increase in physical altercations.
According to the article, NEW YORK CITY STUDENTS WALK OUT OF CLASS TO PROTEST DONALD TRUMP, Hundreds of New York City students walked outside of their classes Tuesday, rallied outside Trump Tower in Midtown, carrying their signs and their chanting voices into the streets nearly a week after Donald Trump’s election.
Most of the students were in high school and middle school, and are all united in their dislike of President-elect Trump, according to the article. They were orderly and stayed in special areas set up by the NYPD. In the article, it was also reported that students who left school will be subject to appropriate consequences in accordance with the Discipline Code.
The Discipline Code is designed to punish students for certain behaviors. In this case, the only leverage that the school will have is in regards to attendance policies. The school administrators will find out that this usage of coercion as an attempt to manage students by applying sanctions such as detention, suspension, and corporal punishment, are ineffective when working with resistant students. Resistant students view this as the boss using coercion and will become the adversaries of the school.
As indicated in the article, administrators intend to react to students as authoritarians when involved in conflict situations such as demonstrating the election of Donald Trump. Administrators who use excessive authority may psychologically damage children. Black students will react to arbitrary and autocratic administrator disciplinary assertiveness by believing that a the “man” is still trying to tell them what to do.
When working with difficult students, most administrators focus their conversations on what the students are lacking by coercing, reminding, or lecturing the students on what they should be doing, which does not build positive relationships and can make matters worse. Demanding that students submit to administrator authority may result in increased student disruptions, therefore decreasing the time spent in the learning process which is the ultimate goal of the school.
The cultural mismatch between students and school is the reason for student academic failure. The attempt at minority student Americanization that involves fixing culturally flawed children by changing their values, which include demonstrating against Donald Trump, has failed at increasing minority student achievement.
Student academic achievement decreases when the difference between the student’s culture and the school culture increases and the classroom environment does not value the student’s home culture. When an educational cultural match is not possible, there must be at least respect and value of the culture that children bring with them.
Distrust between schools and Blacks results from hostile treatment of Blacks and discrimination in schools. The cycle of employment discrimination is the primary source of Black student opposition to schooling. Many Blacks students witness this same cycle of discrimination as they watch how it has devastated the lives of their parents. Blacks believe schools ineffectively prepare Black children with the same skills that enable White middle-class persons to attain good jobs and wages. Blacks discourage school success as a cultural goal and respond by developing survival strategies that contribute to school failure as well as conflict with the schools.
Many culturally diverse children learn how to underachieve due to their keen insight, an ability to note inconsistencies, and sensitivity to social injustices, therefore growing wary and critical of the elitist ideology promoted in schools. Instead of promoting the same elitism that is consistent with the views of Donald Trump, schools will need to take an alternative approach with students by promoting positive racial relationships.
The better alternative is to promote positive racial teacher student classroom relationships. This ensure that students place a higher premium on their teachers resulting in students embracing the knowledge that teachers provide. Student will less likely worry about the impact on Donald Trump and focus on the goal of the school which is to improve the education for all.
Dr. Derrick L. Campbell, Ed.D.
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
The Raccelerate Phenomenon
Treasures of Hidden Racism in Education
“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools
“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