BACKGROUND

Because the construct of race is so ingrained in the language and in

our minds, at times it becomes necessary to use the term race to
explain peoples unconscious rationales for particular behavior.
Social identity & support network: can serve as protective mechanism or
sources of vulnerability for academic achievement
Types of identities raceless, bicultural, oppositional social, diffused
Different expectations by teacher
Culturally responsive pedagogy vs. culturally relevant pedagogy
HISTORY
Following the end of the Civil War, Reconstruction was supposed to
right the wrongs of slavery, including providing African Americans with
education. But this never happened.
After the Freedmen's Bureau was abolished in 1872, and federal troops
withdrew from the South in 1877, many schools were never fully built,
teachers did not receive pay, white terrorists prevented children from
attending, and would-be students worked with their parents as
sharecroppers to pay off debts to white landowners, who had once
again firmly established themselves at the top of the racial hierarchy.
While schools were desegregated in 1954, (although it took at least
another 10 years to fully implement), education in many ways, has
become increasingly segregated and unequal.
TODAY
Black students are suspended or expelled at triple the rate of their white
peers, according to the U.S. Education Department's 2011-2012 Civil
Rights Data Collection, a survey conducted every two years.
Five percent of white students were suspended annually, compared with
16 percent of black students, according to the report. Black girls were
suspended at a rate of 12 percent -- far greater than girls of other
ethnicities and most categories of boys.
At the same time, minority students have less access to experienced
teachers. Most minority students and English language learners are
stuck in schools with the most new teachers. Seven percent of black
students attend schools where as many as 20 percent of teachers fail to
meet license and certification requirements
RACISM IN THE CLASSROOM
Researches have attempted to understand reasons for the high rate of
academic failure among culturally diverse students.
These explanations include:
Genetic characteristics
Racial Segregation
Discrimination/Cultural Deprivation
Still, other researches viewed the school as a panacea for bringing
about educational equity.

THE STAGES
The impact of cultural diversity begins as early as in a childs preschool
years.
Toddlers are exposed to misinformation about people different from
themselves, racially, religiously, or socioeconomically.
All this information comes from firsthand information or experience
The secondhand information they receive has often been distorted,
shaped by cultural stereotypes, and left incomplete.
The stereotypes we are exposed to become the foundation for adult
prejudices that so many people have.
TEACHERS AND DIVERSE STUDENTS
Educators have a moral and ethical responsibility to help all children
reach their potential in school
Parents are the childs first teachers; teachers are the childs surrogate
parents.
But without family involvement, schools and children are less likely to
succeed.
Racially and culturally diverse diverse students are at the greatest risk
of being forgotten in our educational system
Culturally diverse students are educationally disadvantaged, and their
educational needs are not being met.
These students are failing in school, and the schools are failing these
students
IMPACT
Short Term:
Social Isolation
Long Term:
Perpetuating the myth


WAYS TO OVERCOME
Friendship
Interracial
Social support networks
Improving home and school relationship
Establishing the teacher-student relationship
Educator vs. Mentor
Lessening the significance/prevalence of race & education
http://www.salon.com/2013/12/02/three_white_college_students_file_racial_discrimination_complaint_against_
professor_over_lesson_on_structural_racism/
BIBLIOGRAPHY
Leiding, Darlene. Racial Bias in the Classroom: Can Teachers Reach All
Children? Lanham, MD: Rowman & Littlefield Education, 2006. Print.