In a recent incident, Dylann Roof has been arrested for the Charleston Shooting. The shooter was apprehended by police with no incident. The Charleston shooting could have been avoided with the elimination of classroom racism (Elcloomism). According to several reports, the alleged Charleston shooting perpetrator Dylann Roof is responsible for allegedly murdering nine Black persons at the Emanuel African Methodist Episcopal Church. Those persons include Clementa Pinckney – senior pastor at the AME Church, Sharonda Coleman-Singleton – an assistant pastor, Tywanza Sanders, Ethel Lance, Susie Jackson, Cynthia Hurd, Myra Thompson, and Daniel Simmons Sr. – DePayne Middleton Doctor.

How does classroom racism produce an individual such as the Charleston shooting perpetrator?

The Charleston shooting perpetrator was known for sporting White supremacist patches. It is evident that Dylann Roof desired to associate himself with White supremacist. White supremacy is a form of racism associated with the belief and promotion of the same belief, that White people are superior in certain characteristics, traits, and attributes to people of other racial backgrounds and that therefore Whites should politically, economically and socially rule non-whites.

White supremacist is known for their terroristic acts. For example, in Oak Creek, Wisconsin on August 5, 2012 a White supremacist named Wade Michael Page opened fire in a Sikh temple, killing six and wounding four people before shooting himself after being wounded by police. In Gilbert, Arizona on May 3, 2012 a White supremacist and anti-immigration extremist J.T. Ready killed four people, including an infant, before fatally shooting himself.

While these are just a few examples, each White Supremacist is a product of our educational system. When teachers allow racism to control the culture of their classroom that they are teaching, White students come to the belief that they are above other races. Some of those White students take this taught racism to an extreme and believe that they are above other White students too.

What are some of the classroom racial tendencies that can produce individuals such as the Charleston shooting perpetrator?

Cultural racism results from the dominant or more powerful group defining cultural values and value characteristics. Anti-Black prejudice in America has historical roots in slavery, carpetbagging, and the failure to reconstruct the South after the Civil War. The army set the stage for labeling Blacks as inferior by using the Alpha and Beta test that contained a number of visual information processing tasks that Blacks are not proficient at.

Teachers discriminate against students by stereotyping according to ethnicity. Teachers are more likely to have negative academic and behavioral expectations regarding Black students when compared to White students. White teachers have more negative attitudes towards Black children and rate Black students more negatively when compared to White students. White teachers rate Black male children more deviant when compared to White children. White teachers direct more criticism toward Black males and rate Black male children personalities more negatively when compared to White male children. White teachers perceive White students more positively when compared to Black students. White teachers show a heightened hostility toward brighter Black children. White teachers interact with White gifted and non-gifted students more than with gifted and non-gifted Black students.

As White children witness classroom racism they get a sense of entitlement which results in White privilege. White privilege is a term that indicates societal privileges for White people which is beyond what is commonly experienced by non-white people under the same social, political, or economic circumstances. White privilege taken to extreme results in White supremacy.

White teachers can eliminate atrocities such as the Charleston shooting by eliminating classroom racism (Elcloomism).

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Dr. Derrick L. Campbell, Ed.D.

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

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