Racial Issues in Education: Real or ImaginedReport as inadecuate

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Multicultural growth in teachers is measured through their level of cultural self-awareness, their emotional response to difference, their mode of cultural interaction, and whether their teaching approach is ethnocentric or multicultural. Overt racial issues in education include racial differences in standardized testing, gifted and remedial placement, academic tracking, and dropout rates. These differences typically discriminate against children of color. Covert racial issues in education encompass negative teacher attitudes about children. Factors that influence teacher expectations include students': (1) ethnicity; (2) gender; (3) socioeconomic status; (4) past achievement; (5) personality; (6) seat in the classroom; (7) attractiveness; (8) handwriting; (9) speech characteristics; and (10) combinations of these characteristics. Covert racial issues in education require that teacher interactions with children of color be monitored for balance in positive and negative reactions, frequency, level of nonverbal communication, differences in grouping patterns, labeling, and reaction time. In addition, inclusion of a multicultural curriculum is of utmost importance in rectifying covert racism in education. Finally, teachers need to demonstrate sensitivity to racial issues and to involve all parents in school activities. (VL)

Descriptors: Classroom Environment, Cultural Pluralism, Multicultural Education, Racial Attitudes, Racial Bias, Racial Integration, Standardized Tests, Student Characteristics, Student Placement, Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship

Author: Boutte, Gloria S.; McCoy, Barbara

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12516&id=ED376945

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