According to a recent article, the continued fueling of race relations is postulated depending on what side of the pendulum you embrace. It appears that Whites have one perspective while Blacks have a different perspective. Offsetting the adverse impact of present race relations will require retooling our educational system by promoting positive racial teacher student classroom relationships (Properateasclaships).
According to the article, The Tragic and Complete Collapse of Race Relations, Whites postulate that the source for adverse race relations is the product of Black criminals. The article points out that approximately 3-4% of the general population is responsible for about 50% of many of the violent crimes committed. Blacks are 5-8 times more likely to commit rather suffer from an interracial crime, which consequently makes up less than 10% of most violent crimes.
Conversely, Black leaders believe that the root cause of adverse race relations drives Blacks into a is still the engine that drives is the despair that continues to perpetuate. The government contributes to this disparity through federal programs designed to equalize racism in America.
What is the oxymoron that continues to fuel adverse race relations in America?
The greatest contradiction is how the education system contributes to creating the criminals that are blamed for adverse race relations in America. We know that this contradiction exist due to the school to prison pipeline. The term “school-to-prison pipeline” is a phrase that originates with certain scholars, activists, and organizations such as the American Civil Liberties Union (ACLU), the Justice Policy Center, Advancement Project, and the New York Civil Liberties Union (NYCLU). They describe this term as a widely used pattern in the United States which consist of pushing students, who are already at a disadvantage, out of school and into the American criminal justice system. The school-to-prison pipeline is the product of neglectful public institutions that improperly services students who might need extra educational or social assistance. The ending result is miseducation and mass incarceration. Therefore creating a vicious circle for many individuals and communities.
The school-to-prison pipeline begins in preschool. Even though Black children represent 18% of preschool enrollment, they represent 48% of preschool children receiving more than one out-of school suspension. Comparatively, White students represent 43% of preschool enrollment but only 26% of the preschool children who receive more than one out of school suspension. This pattern continues as Black students progress through school. Black students are suspended and expelled at a rate three times greater than White students. On average, White students have a 5% suspension rate while Black students have a 16% suspension rate. Additionally, Black students, represent 16% of student enrollment and represent 27% of the students referred to law enforcement and 31% of the students who are subjected to school-related arrest. White student represent 51% of enrollment while 41% White of students are referred to law enforcement and 39% of those who are arrested.
How can teachers have a greater impact of averting the atrocities associated with adverse race relations in America?
Teachers can have a greater impact at eliminating adverse race relations in America by eliminating classroom racism (elcloomism). Elcloomism is accomplished by promoting positive racial teacher student classroom relationships (Properateasclaships).
Properateasclaships provides additional benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Long-term teacher-student relationships result in increased teacher job satisfaction. Teachers who have positive feelings toward their students are more likely to have students reciprocate those positive feelings. Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students. Properateasclaships provides teachers an opportunity to eliminate adverse race relations with additional benefits.
Dr. Derrick L. Campbell, Ed.D. www.positiveracialrelationships.com PO Box 1668 Blackwood, NJ 08012
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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology
“The model that you use to analyze teacher-student relationships is a good one for most school districts”.
~ Joe Vas ~ Perth Amboy Mayor
“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”
~ Darrell Pope ~ Hutchinson Kansas NAACP President