Recent surveys of Maryland residents reveal that community race relations continue to decline. “Both African Americans and whites recognize that race relations in Maryland aren’t as good as they’ve been in previous years,” said Mileah Kromer, director of the school’s Sarah T. Hughes Field Politics Center. When you start to drill down into the details, like into policing and especially about Confederate monuments, you start to see a racial divide.” Maryland residents must implement the only known transition model that will improve relationships resulting in improved race relations.

According to the article, Maryland residents see race relations in decline, poll says, surveyed residents reveal a decline in race relations in their community. A poll of 671 Maryland adult residents conducted Sept. 14-17 which was implemented weeks after the high-profile confrontation between white supremacists and counter-protesters in Charlottesville, Va. revealed that:

  • Thirty-eight percent of white Maryland residents believe that the confederate monuments should be remove while 70 percent of the African American residents believe that they need to be eliminated.
  • Seventy-nine percent of African American Maryland residents believed minorities face workplace discrimination while 55 percent of the Whites agreed.
  • Forty-eight percent of surveyed Whites believed the police treated people of all races fairly while only 20 percent of African Americans agreed.
  • Less than 33 percent Africa American residents agreed that white supremacist groups should be allowed to hold rallies in public places while nearly fifty percent Whites agreed.

The survey reveals that African Americans and Whites have a very different picture of the perception of the reality of race relations in Maryland. The article serves only one purpose which is to provide information that can only continue to fuel the challenges associated with race relations challenges. There is only one model that will transition to improve race relations.

The only model that will transform race relations was developed by Margaret Wheatley. This is the same guiding model that Dr. Derrick L. Campbell used to successfully Promote Positive Racial Teacher Student Classroom Relationships.

According to Wheatley (1999), a system changes when it learns more about itself by implementing processes that facilitate self-discovery and create new relationships. Figure 1 reveals the self-knowledge paradigm. Wheatley (1999) stated:

My colleagues and I focus on helping a system develop greater self-knowledge in three critical areas. People need to be connected to the fundamental identity of the organization or community. Who are we? Who do we aspire to become? How shall we be together? Moreover, people need to be connected to new information. What else do we need to know? Where is this new information to be found? In addition, people need to be able to reach past traditional boundaries and develop relationships with people anywhere in the system. Who else needs to be here to do this work with us? (p. 146)




Figure 1.  Self-knowledge theoretical framework.

The steps for using the Self-Knowledge framework to improve race relations is to first develop self-identity. When implementing the self identity phase during Dr. Campbell’s initiative to Promote Positive Racial Teacher Student Classroom Relationships, Dr. Campbell began with developing a personal vision. Once the personal vision was developed, Dr. Campbell used the ladder of inference to help his teachers develop a shared vision.

Shared visions will promote a learning focus and create a trusting collective unit between the leader and the Maryland residents. According to Senge (1990):

Shared vision is vital for the learning organization because it provides the focus and energy for learning. While adaptive learning is possible without vision, generative learning occurs only when people are striving to accomplish something that matters deeply to them (p. 206).

Once the shared vision is developed then it is time to introduce information regarding race relations in Maryland. Then the leader will help the Maryland residents to develop and implement a plan of action for improving race relations in Maryland.


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All the best,


Dr. Derrick L. Campbell, Ed.D.

PO Box 4707 Cherry Hill, NJ 08034


          Author of:

  • Promoting Positive Racial Teacher Student Classroom Relationships
  • Promoting Positive Racial Teacher Student Classroom Relationships: Methodology
  • The Raccelerate Formula App
  • Treasures of Hidden Racism in Education
  • The Ultimate Guide to Classroom Racism Management

cultural diversity consultant cultural diversity consultant classroom management cultural diversity consultant cultural diversity consultant cultural diversity consultant cultural diversity consultant


“Dr. Campbell did his part and now all we have to do is run with it.”  

~ Tom Coleman ~ Woodstown-Pilesgrove Public Schools Superintendent of Schools

“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





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