OVERVIEW
The Racism in Education module explores some of the ways that racism intersects the field of education. The module begins by examining some important definitions to the conversation of racism in education, and continues to explore associated issues and some proposed solutions.
LEARNING GOAL
-
Develop an understanding of the systemic barriers present in education.
DEFINITION
Systemic Racism: a form of racism that is present within social and political institutions. Systemic racism can be seen in the gaps in wealth, employment, education, and other factors.
ASSOCIATED ISSUES
Lack of Racial Diversity Amongst Teachers
Over the last four decades, the racial diversity of Canadians has increased significantly. In accordance with the increased diversity in the general population, school populations too have become more diverse, especially those in metropolitan areas. According to Statistics Canada (2011), 26.1% of residents of Ontario identify as a person of colour. In the Toronto District School Board, 64% of high school students are people of colour.
Figure 1. Student Composition by Race, Toronto District School Board (2006-2011 High School Cohort)
Source: James, Turner, George, & Tecle, 2017
A teacher is an…
“individual who determines how and when students begin to explore the pressures in society that encourage racist and sexist attitudes. The attitude of the teacher is crucial in helping students develop attitudes that will prepare them for a harmonious existence in a society that is culturally diverse” (Carr & Klassen, 1997)
Teachers Perceptions
Teacher perceptions are largely based upon their own experiences and biases. Teachers often bring these biases into the classroom through their pedagogical practice and methods of discipline. If a teacher perceives a racialized student as a troublemaker, they will increase surveillance and discipline unfairly.
Suspension rates are an important consideration when assessing teacher’s perceptions on students based on race. Suspensions result in less instructional time for students and can impact students’ sense of belonging at school if they feel they have been treated unfairly. Figure 2 shows the suspension rates for high school students based on race. At the end of high school, 42% of Black students had received at least one suspension, while only 18% of White and other racialized students. When it comes to expulsions, Black students from TDSB are disproportionately expelled, with 48% of expulsions. Indigenous students are also subjected to 1% of cumulative expulsions, despite the fact that they make up 0.3% of the TDSB population.
Figure 2. Cumulative Suspensions for Black, Other Racialized, and White High School Students, Toronto District School Board (2006-2011 Cohort)
Source: James, Turner, George, & Tecle, 2017
“A Tale of Two Teachers” by Melissa Crum reflects upon her own experiences as a Black female in school. Dr. Crum facilitates professional development that encourages educators to reflect upon the biases they bring into the classroom. Educators are exposed to a photo of two Black males and are asked to examine possible meanings associated with the photo. Many teachers associated the photo with violence or mischievousness, but were unable to identify the reason for these perceptions. Through discussion and reflection, educators were guided through understanding the biases that they bring into the classroom.
Lower Expectations
Many teachers possess preconceived beliefs on the academic capabilities of students based on their races. Teachers may gear students towards material or programs that do not reflect their fullest potential. Educators may not push students if they possess the belief that they are not capable of achieving good grades. In the Toronto District School Board, there are three programs: essentials - which does not allow students to go to college or university, applied – which directs students to the college route, and academic – which directs students to university. In figure 3, 39% of Black students are placed in applied course compared to 16% of White students. If teachers do not believe in students’ capabilities, it is difficult for students to believe in themselves.
Figure 3. Program of Study for Black, Other Racialized, and White High Schools Students, Toronto District School Board (2006-2011 Cohort)
Source: James, Turner, George, & Tecle, 2017
There are some states that utilize race based academic benchmarks in reading and mathematics. Students are set to different benchmarks based on their race, with Asian students set to the highest standards, and Black students set to the lowest standard. One must consider how these benchmarks restrict students from reaching their full potential.
Figure 4. Academic benchmark for students in Florida.
Source: Chen, 2019
“How Black Girls are pushed Out of School” by Bustle highlights some of the challenges Black girls face in the classroom. The video presents statistics from the United States that depict the elevated drop out rates, elevated suspension rates, higher percentage caring for siblings, and less earnings for women who do not finish high school. Some of the reasons that Black girls are pushed out of schools include: perceptions that teachers have on Black girls and lowered expectations bringing about the feeling that they do not belong in schools.
RECOMMENDATIONS AND SOLUTIONS
-
Get to know the students – developing an understanding of students' interests, strengths, weaknesses, backgrounds, and learning styles can make students feel valued and understood in the classroom.
-
Self-awareness – Teachers must reflect on the biases that they bring into the classroom and the ways that race intersects religion, gender, class, and ethnicity. Teachers must also develop an understanding of how their position within a particular group may give them privilege.
-
Curriculum - Textbooks and other materials should reflect the past accurately as they relate to tragedies, and avoid any negative stereotypes. Teachers need to be cognizant of the materials they are presenting to students within the classroom.
-
Professional development – Teachers should participate in professional development opportunities to increase their cultural competence.
-
Culturally relevant teaching – Teachers can include culturally relevant teaching into the classroom, which focuses on acknowledging race and preventing racism through social justice.
-
Explicit teaching on race and racism – Teachers need to present these tough topics into the classroom. Although this topic can be challenging and uncomfortable, we need to teach students about racism in order to provoke change in the education system. Some ways that educators can teach about race and racism is through literature and current events.
SUMMARY
Gaps are present in Ontario student’s achievement for several different groups, including recent immigrants, boys, students with special education needs, and many visible minorities. In Canada, changes to policy and curriculum are being made but the fundamental core of the educational system is not being changed. Meaningful changes to policy, curriculum and teacher education are essential to bridging the gap in student achievement.
Teachers in Ontario are predominantly White and are most often ill equipped to incorporate other cultural knowledge and perspectives into the classroom. Teacher’s biases and perceptions inform their pedagogical practice and delivery and curriculum. Based on the statistics present in regards to Black and other racialized students, it becomes evident that racism is systemic. While one's perceptions are reflected their methods of teaching, critical pedagogy requires us to think about the way in which knowledge is constructed and why. Teachers must gain knowledge and skills to effectively teach in a way where the perspectives of the dominant and minority groups are taught equally. It should be the goal of teachers to incorporate the perspectives of minority groups. Teachers are also required to unlearn their current stereotypes of racialized populations in order to spread knowledge that does not reinforce these stereotypes.
RESOURCES
Rethinking Schools explores a variety of challenges present in the education system. The focus of the website is equity, and particularly addresses issues of race. The site includes books, magazines, and a blog that presents ways to incorporate these topics into the classroom.
Teaching Tolerance guides educators and students to become active participants in a diverse society. The site includes a variety of free resources that can be used to support the curriculum, inform classroom practice, or promote an inclusive classroom environment.
Second Story Press includes children’s stories that are centered on social justice issues. Many of the books are accompanied with a teacher guide that can be used to guide instruction. The books have been translated into over 50 languages and can be beneficial for ESL students.
Time For Kids is a journalism page for students that presents current event in an age appropriate manner. Current events are a good way to bring about conversations of race and racism into the classroom.