Beruflich Dokumente
Kultur Dokumente
An Examination of Race in the Education System:
A student and teacher perspective.
Abigail Letts
LLED 7930e
Dr. Petros Panau
University of Georgia
Fall 2017
Running Head: An Examination of Race in the Education System 2
Introduction
I interviewed a very close friend of mine who is also a teacher on my team, Marisha
Gray. Ms. Gray is a sixth grade math teacher at The GLOBE Academy in Atlanta, Georgia. She
is one of a few African American teachers at my school. Upon deciding to interview her, I felt
pulled in many different directions as to how I wanted to approach our conversation. I ended up
diversifying my questions to cover a variety of topics ranging from deficit myths, cultural
diversity in literature, and her personal experiences with racism within the realm of education
both as a teacher and as a student. The research questions addressed in this interview are as
follows:
a. How does a person’s race impact their experience within the education system as a
student?
b. How does a person’s race impact their experience within the same system, but as an
educator?
c. What can schools be doing to improve the acceptance of diversity within their student
body?
Theoretical Framework
This interview was initially framed within the critical race theory, which states that
“combinations of experiences will come together to inform how different people may construct
different understandings or ‘truths’ regarding the world around them,” (Handsfield, 2016, p. 92).
The interviewee had a unique educational upbringing in that she was one of the only African
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American children in a predominantly white school. Lustig & Koester (1999) explain that
“culture is learned from the people you interact with as you are socialized,” (p. 31), leading me
to wonder how The interviewee’s race impacted her educational experience, and, after the
interview, how her unique educational experience impacted the development of her identity. In
addition, the critical race theory “argues that a meritocratic focus on individual effort cloaks
overt, tacit, and institutionalized racism that impedes success for many, despite individual
efforts,” (Handsfield, p. 92) and that “students of color are often pushed towards the bottom
rungs of achievement,” (Handsfield, p. 92). This idea that students of color are presumed to
perform poorly is also evident within standardized testing, and the myth that “at riskness is
determined by these measures,” (Flores, Cousins, & Diaz, 1991, p. 372), when in reality
standardized testing measures are often invalid.
This interview is also framed within an exploration of the assumption that minorities are
at a disadvantage within the educational system. Nieto (2013) stated that “my zip code
guaranteed that I would receive an excellent education,” (p. 11), supporting the idea that school
systems are inherently underfunded whether than be by quality staff, monetary funding, or
curriculum that is up to date. In support of the same idea, Nieto (2009) also points out that
“teachers can participate in practices of racism, that is, practices that deny students of color equal
opportunities along racial lines,” (p. 265). Even in a well funded, well equipped school, a
minority student of a different race is often at a disadvantage. IspaLanda and Conwell (2014)
support this reoccurring idea that achievement has been racialized, stressing that students in
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predominantly white schools often “classify academic achievement as white,” (p. 2) using
achievement as a racial slur against black peers. In addition to being stereotyped regarding
academics, IspaLanda and Conwell support that black students are also often socially classified
as outsiders due to the neighborhood they live in or preexisting stereotypes (p. 89), thus
supporting that odds are already stacked against black students entering the educational system.
Methods
Setting
This study was conducted at The GLOBE Academy, a dual language charter school in
Atlanta, GA. This school has 699 students currently enrolled, with 50% being male and 50%
being female. 8% of students are on free and reduced lunch. 4% of students are classified as
Asian, 28% Black, 11% Hispanic, 48% White, with the remainder classified as Biracial or
“other.” 9% of our students are served under special education services, we have 51 students
with 504 plans, 24 going through the SST process, and 163 have qualified for gifted services.
Participant
The participant of this study is Marisha Gray. She is a 31yearold African American
woman from Fayetteville, Georgia. Ms. Gray currently teaches sixth grade math at The GLOBE
Academy. She is in her third year of teaching, her fourth working at GLOBE, her second
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teaching sixth grade. Prior to teaching in sixth grade, she taught fifth grade math and also served
as a teaching assistant in fourth and second grade.
Data Sources
This study draws on one semi structured interview with Ms. Gray. Our interview lasted
about one hour, and was conducted on November 7, 2017. Interview questions were aimed at
understanding the interviewee’s personal experience as both an African American student and an
African American teacher within the educational system. Looking beyond her personal
experiences, we also discussed ways to improve the service and treatment of our African
American students within our own school. Detailed notes were taken by myself during the
interview. The interview was also recorded and later transcribed. In addition, I compared my
notes and transcriptions to ensure accuracy.
Data Analysis
I grounded my data analysis within the critical race theory, which “challenges
assumptions of objectivity and neutrality in education,” (Handsfield, p. 95). I interviewed her
once, but shaped many of my questions on prior knowledge of her upbringing and background
from knowing her personally. I looked for themes across the interviewee’s experience as a
student, and how they impacted her interactions with her own students. I also looked for personal
anecdotes that supported the information discussed throughout this course regarding racism
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within the educational system. Her experiences cannot necessarily be generalized due to the
small sample size of this study. However, they do align with and support research that claims
African American students are at a disadvantage over their white peers.
Findings
My conversation with the interviewee supported much of the research that exists
surrounding the Critical Race Theory. Her educational experience correlated with Nieto’s notion
that teachers can practices inadvertent racism when she described her teacher “letting my race
determine my reading level rather than my actual abilities” (M. Gray, Personal Communication,
November 10, 2017). The interviewee’s experience supports that black children are at a
disadvantage as soon as they enter the school system because they are presumed to struggle due
to assumptions made about their race or home life. The interviewee grew up in an upper middle
class home with two educated parents, and yet she was still assumed to be performing below
average, likely due to her race and the teacher’s assumptions about her. The interviewee’s
admittance that she feels as though she was going to “have to work harder…because it was
expected of me to be subpar,” (M. Gray, Personal Communication, November 10, 2017) also
supports this notion.
Unfortunately for the interviewee, despite living in a zip code that was supposed to
guarantee her a good education, she was still served in a way that differentiated from her white
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peers. I also found the interviewee’s discussion of code switching and language use to be in
alignment with much of the research available on the disadvantages of black students. The
interviewee stated that:
“I remember being around African American kids and they would say things like, ‘Why
do you talk like that?’ and then I would be around white families and they would say ‘Oh,
you speak so nicely.’ I always felt like there wasn’t a place for me. I was expected to
speak a certain way before I even opened my mouth,” (M. Gray, Personal
Communication, November 10, 2017).
The interviewee’s language usage within her home life and her culture, continues to support the
idea that she was expected to speak a certain way due to preconceived notions about her race.
In addition to her experience as a student, the interviewee’s experiences as an educator
have also fallen within the framework of the Critical Race Theory. She described facing
challenges with parents and administrators due to her race. The interviewee specifically
described assumptions made by parents and also the idea that “it can be intimidating for some of
the kids who have never had a teacher like me before,” (M. Gray, Personal Communication,
November 10, 2017). This experience appears to align with IspaLanda and Conwell’s findings
that academic achievement is often classified as white. It seems that at times, parents make the
assumption that the interviewee is not a qualified educator, or that students are intimidated by her
because of their differentiating backgrounds.
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Fortunately, the interviewee is a model educator in the way that she has fought to put an
end to many of the challenges she faced as a student. I have personally witnessed the
interviewee’s teaching style in action, and can speak to the enthusiasm and passion that she has
for teaching all of her students. She spoke to this as well when she said “My style of teaching
works because I may have to get on to a kid in the beginning, but the students see that I treat
everyone equally,” (M. Gray, Personal Communication, November 10, 2017). The interviewee
works to intentionally put race and assumptions aside in order to “level the playing field” for all
students.
Although she works to treat all of her students the same, it should be noted that the
interviewee also acknowledges and values her student’s differences. While she supports treating
students the same in the classroom, thus taking the ‘whiteness” out of academic achievement, she
spoke to the importance of celebrating black history and creating a strong sense of identity
within the black community at our school. She spoke to our school’s unique situation, stating
that:
“the black kids at our school aren’t in the same boat as I was because there is already so
much cultural diversity and awareness here. However, despite the diversity, I think we
could be doing a lot more to embrace and celebrate African American heritage,” (M.
Gray, Personal Communication, November 10, 2017).
This idea emphasizes the importance of giving black students equal academic opportunity, while
also supporting them in the exploration and discovery of their own unique culture. Schools
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cannot embrace colorblindness as an alternative to stereotyping, as that would underserve
minority students equally as the inadvertent racism that the interviewee experienced as a student
herself. This is also supported by the interviewee’s discussion of her black male students and
their inabilities to concentrate in school, often putting social interactions before academics. (M.
Gray, Personal Communication, November 10, 2017). Just as we cater to our student’s
individual learning differences, it is important to cater to their cultural differences while still
providing the same academic opportunity for learning and growth.
Discussion and Implications
I found my conversation with the interviewee incredibly inspiring and eye opening. I
appreciated her honesty in describing her personal experience, as well as her motivations to
instill change within a system where the odds seem to be stacked against black students. Her
experience as a student, and now as an educator speak to a subtle culture of racism that still
seems to exist within the educational system. However, her words and actions each day in the
classroom speak to the power that an active change in mindset and actions can have against this
cycle. Her experiences support CRT’s critique of color blindness, “which erases the voices of
people of color under a false pretense of assumed sameness,” (Handsfield, p. 95), in that she
promotes an awareness of race and color amongst her students, encouraging her students to
consider and acknowledge their differences rather than being “blind” to them. While it appears
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that she is striving to create this culture in her own classroom, it seems as though our school
could be doing more as a whole to support that school of thought. Although we are a school that
promotes cultural diversity (most specifically, international diversity), we seem to be lacking in
perceiving black culture as a substantial aspect of our diversity, right here in this country.
Due to the unique nature of our school, I would be interested to see if this study
transferred to other schools as it did to ours. Do schools without this emphasis on international
understandings do a better job of promoting awareness and understanding of black culture? Or is
this getting “lost in the shuffle” there as well? Regardless, I think her experience speaks to a need
that exists in the school system to treat our black students with awareness, and cultural
acceptance. It is important that white teachers are educated on the differences that exist within
this race in order to better work aside their black coworkers, as well as better serve their black
students.
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Appendix A
Interview with Ms. Gray on November 10, 2017.
Abigail: Tell me about yourself, your education, and your relationship to literacy.
Marisha: I am Marisha Gray, I’m the daughter of two well educated, educators. My mother was a
reading recovery teacher for first graders in Atlanta Public Schools for more than 28 years. So
growing up, I was her “test dummy” for reading practices. She read to us from the time that we
were infants. There were also times that she would record us reading and play it back, using what
she learned from how she taught her children at school. I’m not really into reading, but I enjoy
writing, grammar, and vocabulary and language usage.
A: What about your education?
M: I have a Bachelors in Communications with a minor in English.
A: Did you like school growing up?
M: I did like school, but not for any academic reasons. I was the social butterfly.
A: So how do you feel like your race has had an impact on your experience with education?
I know you went to pretty much an all white school, so how did your race affect that
experience?
M: My mother taught in a predominantly black, urban school. So I remember distinctly her
trying to keep my sister and I “ahead of the game,” in terms of what would be expected of us in
regards to our academic progress. I remember being in second or third grade, and my mom going
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in for a conference and the teacher, because I did go to a predominantly white school, expressed
a concern that I wasn’t reading where I should be. My mom, who had been reading with me so
much and knew that I was doing well requested to come in the classroom and observe me and
review my test scores. My mom thought the teacher was letting my race determine my reading
level rather than my actual abilities. It turns out I was fine, and I was actually a level or two
above where the teacher thought I was. But there has always been, especially in schools where
the number of students of a certain race, and the number of teachers of a certain race didn’t equal
up well, there has always been a need to “look out for your own.” My mom has always told me
“you’re going to have to work harder, you’re going to have to do more, you’re going to have to
stand out in a good way” because it was expected of me to be subpar. I think I was always very
aware of that in school, so that is probably what has driven me the most. Especially with my
language usage and the way I carry myself. It’s difficult too because I feel pressure to be one
person with my friends and family, and then one person when it counts, when I’m being judged.
I have to have two different dialects depending on who I am speaking with.
A: Yeah, you have to code switch.
M: Yeah, you definitely do. You have to get a job in the real world, and then you have to go back
to your family and your friends. They would look at me like I was crazy if I were speaking
“interview talk” with them. But I also feel empowered with it, because I feel like I can speak two
languages.
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A: The fact that you can code switch so well, I think there is something to be said about
that. I also think your story about reading is really interesting. Reading tests such as
Fountas and Pinnell are so subjective, it could be really easy for your former teacher to use
the way you speak or your race against you in a reading test.
M: My mother worked really hard to work with us on code switching even at a young age. There
were certain words that she would make us say over and over again until we said it properly, like
“library.” I don’t know how I would say it, but she would say it over and over again until we got
it right. There are some parents, especially African American parents who link their culture to
how they speak. So I remember being around African American kids and they would say things
to be like “Why do you talk like that?” and then I would be around white families and they
would say “Oh, you speak so nicely.” I always felt like there wasn’t a place for me. I was
expected to speak a certain way before I even opened my mouth.
A: So now that you’re an educator, what are some of the biggest issues that you see
minority students struggling with?
M: There was a study about African American boys and their abilities to concentrate in a school
setting. I see that a lot. I teach math, so its not as conventional as reading and language is, but its
hard for them to be in the moment. They have a hard time giving me fifty minutes to teach what I
need to teach and be social later. Since we teach in such a multicultural school, and this is my
first school teaching, I find it very different than what I was exposed to. There are so many
Running Head: An Examination of Race in the Education System 14
different languages spoken here, and so many different family backgrounds, and multiracial
families. It is very different from my experience where everyone was either black or everyone
was either white and I was stuck going back and fourth between the two worlds. There was never
an in between. I can’t necessarily compare my experience to theirs, but it seems to be a focus
issue, or an issue with this “class clown attitude.” African American kids seem to value being
well liked and leaders of their group, even if its not in the most positive way.
A: Right. Not that that attitude doesn’t exist with our white students, but it can be more
prominent with our black students. So, what are you doing to help alleviate those
challenges for your students?
M: I feel like I have an advantage because I have been that kid before…who was in a place who
has been expected to do more than the majority. So I remind them that, in the kindest, most
understanding way that this is what is expected of you. As a parent of a young, African
American child who is in school now, I try to make them feel like I am their mother’s second
pair of eyes. If I’m losing focus of a child, I work really hard to get their focus back to and to
differentiate not just on levels of education but on levels of behavior.
A: What do you think as a school we should be doing to alleviate those challenges,
specifically in the areas of focus and socialization?
M: I think having the support teachers in classrooms where an issue has already been identified
whether it is social issues, grades, or potential for low scores, having them in leveled classes with
Running Head: An Examination of Race in the Education System 15
those teachers helps…especially for math. I think we could do better at treating everyone the
same. My style of teaching works because I may have to get on to a kid in the beginning, but the
students see that I treat everyone equally. If kids know what to expect when their behavior or
focus is off, they learn to regulate themselves. Sometimes as a school we let certain groups get
away with behaviors while other groups are held to a different expectation forcing kids to try to
find their place. I think it would be more effective if we provided the same level of toughness,
and kindness across the board.
A: Switching gears a little bit, do you think we have a culturally inclusive literacy program
here at our school?
M: I think we cater to a wide spectrum that hits students equally. I think the language students
are being equipped to use in their classrooms when discussing literature is empowering. There
are so many different ways for them to express themselves. I think schools can be more diverse
in this aspect by opening up their libraries a little bit more. In addition to that, I think it is
important to expose all of our students to multicultural literature. Exposing all students to black
authors or novels with black protagonists is empowering especially for our African American
students. I think we do a great job of stocking our libraries at our school with these diverse
books, but sometimes those same books are overlooked as the choices for novel studies and class
read alouds for something more mainstream.
Running Head: An Examination of Race in the Education System 16
A: Although we may not be seeing it within our literacy programs, do you feel as though
our school, as a school that promotes cultural diversity and awareness, is a safe and
welcoming space for minorities?
M: I do think it is. This school is so different than the schools I grew up going to. Until I went to
an all black college, I kind of forgot that part of my identity because I was so busy trying to fit in
with my white peers. Going to Howard, I learned to really embrace my African American
heritage in a way that I had previously suppressed. I feel like the black kids at our school aren’t
in the same boat as I was because there is already so much cultural diversity and awareness here.
However, despite that diversity, I think we could be doing a lot more to embrace and celebrate
African American heritage. It is getting better, but I remember a few years ago we celebrated
Chinese New Year in January, but never did anything for Black History month just a few weeks
later. It is great that these kids are learning about and celebrating other cultures, but they need to
also be learning to embrace their own.
A: How do you feel as though your race has impacted your relationship with your students,
coworkers, etc.?
M: It ebbs and flows. I am very open about my heritage and culture. I think that openness and
awareness is empowering for my black students. However, it can also be intimidating for some
of the kids who have never had a teacher like me before. I see that with parents too, some don’t
bat an eyelash at it. Others will question my abilities, making assumptions about me. As for my
Running Head: An Examination of Race in the Education System 17
coworkers, I have never had a problem with another teacher, but I have experienced difficulties
with an administrator, and have always felt that those difficulties were in part due to being black.
References
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and culture. Language arts. 68(5), p. 369379.
Gray, M. November 10, 2017. Personal communication with Letts, A.
Handsfield, L. (2016). Coherence to incoherence: Social constructionist theories. Literacy theory
as practice: Connecting theory and instruction in k12 classrooms. New York, NY:
Teachers College Press.
IspaLanda, S., & Conwell, J. (2015). “Once you go to a white school, you kind of adapt”: Black
adolescents and the racial classification of schools. Sociology of education. 88(1), p. 1
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Lustig, M. W., & Koester, J. (1999). Intercultural competence. Interpersonal communications
across cultures. 3rd ed. New York, NY: Longman.
Nieto, S. (2013). Language, literacy, and culture: Aha! Moments in personal and sociopolitical
understanding. Journal of language & literacy education. 9(1), 820.
Nieto, S. (2009). Nice is not enough: Defining caring for students of color. Language, culture,
and teaching: Critical perspectives for a new century. 2nd ed. Florence, KY: Routledge.