Emily Johnson

Racism and Racial Discrimination in Schools

ETHS 2410
Spring Semester
Professor LaShawn Williams

Introduction
Racism is still very relevant in todays society. Many people may be blind and say that there
isn't, but those of us with a clearer mind and a more realistic attitude can tell that racism is very much
still a part of today. Not only is racism in our media and adult society but it is still very alive in our
schools across America- elementary, middle school, high school, and even college. Most people can
easily see why this would be a problem for our students, future leaders of america and for our society.
Whether or not people are aware of the racism and racial discrimination inside Americas
schools- data does show that it is a problem that needs immediate attention and that change needs to be
brought into these classrooms. Teachers, principals, and staff members need to recognize what's going
on, why it's a problem and how we're going to bring positive change and a more equal learning
environment.
Scholarly Literature Review
One article I found was titled Facing The Consequences: An Examination of Racial
Discrimination in U.S. Public Schools.. This article was a prime example of how there is still racial
discrimination in schools and how it is hurting the students being effected. This article contained data
gathered from 12 different school districts and showed that students of color were suspended or
expelled more than white students. They were more likely to drop out and less likely to graduate and
they had less access to advanced classes and programs.
One concept that is very wrong is that students of color have a lower graduation rate, and a big
reason behind this is because of the discrimination they are facing in school. There needs to be a
significant change- every student should be given an equal opportunity to do their school work, attend
school, take classes they want, and to graduate. Anther concept is that students of color are being
expelled and suspended at a higher rate than their white peers. This is very unfair, the data shows that
the discipline in the schools is also discriminatory. Teenagers are going to get in trouble, but the extent
of the discipline shouldn't be based on the color of the students skin.

This article definitely shows the negative impact that racial discrimination has in our schools.
There needs to be immediate change and implementation to get all students treated as equals.
Another article I read was titled, Racism in Children's Lives: A Study of Mainly-White
Primary Schools.. This article discussed schools that are mainly-white and have a low minority
population and shows that race and racism are significant features of the cultures of the children.
A concept from this article that I found very important to discuss is that the data collected shows
that between the schools that were studied a big difference between the racism found there is how racist
incidents are handled by the staff members and the consequences that go along with it. I think it is very
important that racist incidences aren't taken lightly. There needs to be a very thorough discussion with
the student and their parents and an appropriate consequence for whatever racial incident occurred. It
should be made very clear that that type of behavior and language will not be tolerated. I think that
some students might not understand the enormous impact their words and actions might have and if
they know the consequences are severe, hopefully it will keep it from happening again.
This article gives many examples of why my intervention project is important. Racism and
racial discrimination still exists, and it exists in our schools. A child's culture can effect how they treat
and view people of color, however, it can be overridden and positively reversed by positive role models
and thorough discussions on racism.
The last article I read was titled, Affirming Diversity: The Sociopolitical Context of
Multicultural Education.. This article showed the benefits of multicultural education for students from
all cultural backgrounds. This article ties in perfectly with my project because it shows the many
benefits of having a more diverse way of teaching to accommodate the many different cultures that are
present.
A concept that stood out to me was the different ways we can remove barriers that inhibit
learning and ways we can develop the environment that will help promote a higher-quality education
for the students. By doing these things we can greatly cut racism and racial discrimination in our

schools.
This article definitely supports my reason for change because it shows the many benefits and
the necessities for making schools and classrooms contain more multicultural learning from all
backgrounds.
Cross Culture Interview
I interviewed one of my good friends Abram Sherrod. Abram grew up in Pocatello Idaho and
his entire family originates from the south. Some of the major differences in our background is where
we grew up and where our families originate from. Abrams family comes from the south, where mine
comes from the east coast like Philadelphia and New York. Another big differences in our backgrounds
is that he is the first in his family to go to college, and graduate with an undergrad and a masters. I
thought that was really cool, both of my parents went to college and I think that's a pretty big step to be
the first one in your family to not only attend but to graduate and continue learning and studying.
Another thing that was very different in our backgrounds was our racial identity development.
We were both raised in very non diverse places- mainly Caucasian. However, how this affected us was
very different. For Abram, his mother urged their family to always celebrate their culture. He realized
at a very young age how different he was than his peers. For me, I never felt different or not apart of
the crowd. I definitely think that having that knowledge of the hardships your ancestors and the
hardships you will continue to go through based on your race would be a heavy load to carry. Abram
took that knowledge, and held it with pride, rather than being ashamed or not feeling like he was good
enough. My favorite thing he said during the interview was, When you come from a town that is not
diverse you learn quickly that sometimes people are not going to like you based on what you look like.
It can do one of two things. It can make you hate who you are because you are different or it can make
you love and celebrate who you are because you are unique. Having been raised in a household where
diversity was celebrated, it made me love and accept myself for who I am.

One of the most similar aspects of both of our backgrounds were the similarities on how our
mothers raised us. Two women, from two completely different backgrounds had a lot of the same
parenting ideas. Both of our moms really embedded in our heads that we are special and that we are
important. While chatting Abram knew the reason his mom would always say those things to him and it
was because of his background and his ethnicity and how some people might perceive him. For me, my
mother would tell me these things because I am female. My mother had hardships regarding her gender
when she was younger and she always wanted my sister and I to know that we are smart, tough, and
could do anything as long as we set our minds to it. Abrams mom went through many hardships
because of the color of her skin, her message to Abram was like my moms, that he was special and
important, smart and tough. I thought that was cool discussing our both of our mothers together.
Knowing these differences I think it is very beneficial in planning my intervention. It's
important before going into something that can be a very touchy subject for a lot of people to know the
differences in backgrounds and try to have a better understanding of the types of situations and
hardships others have gone through and continue to go through. My intervention project is about
making all of our classrooms more diverse, and ending racial discrimination. It's important for people
to understand how important it is that children of other races see, hear, and experience things in there
classroom that they can relate to.
Intervention Implication
To address my social issue I would get in contact with the superintendents of different school districts
and order a meeting to discuss my social issue. I would start with Murray School District because I
work at a preschool in that district and have met the superintendent multiple times. I would ask for his
assistance in arranging a workshop in his next teacher meeting to discuss the different ways I've looked
into fixing and making positive changes for our students.
I would stress the importance of having racially diverse classrooms, especially for our

elementary-aged students. I think it is very crucial that they are able to see, hear, and learn from people
that look like them, their mothers, their fathers, and their families. I think that it is very important that
they feel a sense of belonging and familiarity. That means having things like posters that contain
pictures and information from a number of different ethnicities. Having guest speakers that are racially
diverse. Encouraging having open-discussions about the different types of families and how there are
no types of wrong families. I would ask that they put in a little more effort when creating their lesson
plans to check to make sure it can reach all of our students. I would also stress the importance of
stopping racism that might be among the students- having a thorough talk and having a reasonable
disciplinary act for the situation.
I would urge the importance to pass down the knowledge and advice to their staff members and
the teachers in their school districts. I would recommend them having a small workshop type meeting
after one of their regular school district meetings to introduce the more racially- diverse classroom
ideas, implementations, and having a serious discussion on the importance behind this.
The Cost
I would raise money to cover the costs of the workshop meetings the superintendents would
implement. An estimated cost would be about $700. This would include the pamphlets I would create
with the discussions, and workshop activities that the superintendents would lead. The cost would also
cover catered lunch from Einsteins to the teachers who attend the meetings.
Areas of Resistance
Some resistance I might come in contact with is getting the superintendents to make time to
schedule a meeting with me. I would urge that the meeting would be brief and I would have ready a
pamphlet that has my ideas in more depth that they can review after our meeting.
I also know a handful of people that would support me and my intervention project. Abram
works at a school in the Salt Lake school district and I've discussed with him how he could help me
implement the meetings on his side of things. He told me he would help pass out flyers to students and

their families and he would arrange to make a meeting with the superintendent of his school district. I
also know that if I needed more support that there are African-American families in my school district
that I can get feedback from on their stance and thoughts on my intervention projects. I would establish
an online- interview/questionnaire and present the results to the superintendents.
The preschool I work at is prioritized for the teachers of Murray School District. So a lot of my
preschoolers parents are teachers- I could casually talk to them about my ideas and get very good
feedback and support since I know so many of the teachers.

Bibliography
Gordon, R., Piana, D., & Keleher, T. (n.d.). ERIC - Facing the Consequences: An Examination of
Racial Discrimination in U.S. Public Schools., 2000-Mar. Retrieved May 01, 2016, from
http://eric.ed.gov/?id=ED454323
Nieto, S. (1992). ERIC - Affirming Diversity: The Sociopolitical Context of Multicultural Education.,
1992. Retrieved May 01, 2016, from http://eric.ed.gov/?id=ED361440
Troyna, B., & Hatchard, R. (1992). ERIC - Racism in Children's Lives: A Study of Mainly-White
Primary Schools., 1992. Retrieved May 01, 2016, from http://eric.ed.gov/?id=ED367765