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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Recent stories in the school newspaper:

http://silverchips.mbhs.edu/story/12902
It took Dahal a relatively short time to notice a pattern with the class. He soon realized that he, among other non-white students in the class, was often ignored when he requested personal help or asked a question. "Of course teachers have favorites and tend to prefer those favorites," he says, "but the teacher in question had favorites based on the student's race."
And the bias wasn't just evident in providing assistance to students. Non-white kids who disturbed the classroom were often treated harshly and belligerently, while white students who created a disturbance were treated to a mild scolding or laugh. It happened so consistently that after a while, it began to have a significant effect on Dahal's education.
Blair principal Renay Johnson considers racial profiling to be a relatively small issue at Blair. "What most people don’t realize," she says, "is that we have 908 Hispanic students, 780 African-Americans, 647 whites and 544 Asians. It’s hard to profile when the minority are the majority."

http://silverchips.mbhs.edu/story/12972
These are familiar sentiments to black and Latin@ students in Blair's magnet programs—phrases sometimes spoken aloud, sometimes just implied. Phrases that they internalize. Phrases that make them feel that they aren't fit for Magnet Calculus or AP English. Phrases that nag at the backs of their minds, and tell them that they aren't good enough.
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[b]Unfortunately, this is factual about a lot of schools[/b].[/quote]

Proof?[/quote]

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2678799/

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.pdf[/quote]

+1.  Kudos to Blair students for writing about it.  MCPS will never be able to close the equity gap without addressing this, but it will never be able to do so because it requires LOTS of teachers to acknowledge their own racism and change their own behavior.   There has been some discussion at the national level about inequitable discipline outcomes, but the inequities run so much deeper than that.

Sadly, our DD (white) complains about similar treatment she sees of her non-white peers at her MS and HS (not Blair).  She jokes, with a mordant sense of humor, that she is privileged to have the "white girl's hall pass," which means she can walk around school or be late without getting in trouble.  There is one minority student that is maybe 3 seconds late to her class because he is standing in the hallway when the bell rings.  He walks 10 feet to the classroom, and the teacher calls him late and demands that he go back to his prior class to get a "pass" from the previous period's teacher.  Of course, since he wasn't late due to the previous teacher, what this really means is that this non-white child just wanders the hallways for awhile and forges a note so that he can get back in class.  Tons of his educational time has been wasted by this teacher.  Other white students are treated differently.

DD also sees plenty of racism in terms of low expectations by race.

[/quote]

More studies .... http://www.huffingtonpost.com/2015/05/27/black-students-punished_n_7449538.html    -- "Teachers of All Races Are More Likely To Punish Black Students"

Interestingly it says the Stanford researchers are working with local middle school teachers to change their view of students from labels like "troublemaker" to students who are "people who can grow", and that the teachers also need to think of themselves without labels (like racist) but also as "capable of growth"

While I fully believe that there is serious implicit racism in schools that hinders black/white educational equity and outcomes, maybe it's not so helpful to label it as racist (even though I think it is). [/quote]

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