Racism In Schools Essay

Today’s school systems in the United States are slowly but surely integrating culturally competent teaching practices into the curriculum. According to Cultural Competence A Primer for Educators by Jean Moule, “Cultural competence depends on self-awareness, which includes, above all, awareness of the attitudes and prejudices that teachers bring to their work” (Moule 27). With that being said, educators face many challenges with diversity that could potentially affect their appropriate development of curriculum in the school system. There are three main categories of racism that impact the development of appropriate curriculum within a school system. These include individual racism, institutional racism, and cultural racism. Without acknowledging

Individual racism is “The beliefs, attitudes, and actions of individuals that support or perpetuate racism” (Moule 29). In simpler terms, the “normal and natural inclinations” of how people think, feel, and process information are the origin of racial prejudice. Teachers must recognize the prejudices that they hold as individuals in order to create culturally competent educational plans and environments. Although this can be difficult there are many implications for teachers to develop appropriate curriculum in the school system. For many students, dealing with racism in a healthy and non-self destructive way is a significant life challenge. Therefore, it’s critical that teachers are knowledgeable of racism and its effects, especially for younger children (Moule 35). Also, reiterating that actions and attitudes should be carefully considered in light of one’s particular values and views in order to adopt a posture of wholesome neutrality in areas of difference is crucial for teachers. Having stated that, teachers must be guides as well as good examples for students in being culturally competent and that begins with creating appropriate

Institutional racism is “The manipulation of societal institutions to give preferences and advantages to Whites and to restrict the choices, rights, mobility, and access of People of Color” (Moule 37). In every possible institution - the media, police, courts, jails, banks, schools, organizations that deal with employment and education, health system, and religious, family, civil, and governmental organizations - African Americans are at a complete disadvantage compared to whites. Specifically in education systems, teachers have implications of institutional racism that they will have to be aware and competent of. For example, the majority of teachers work in districts and schools that may experience institutional racism to varied degrees. Also, “The ability to do what is necessary to meet the needs of culturally different students may be limited by the rules and atmosphere of the school” (Moule 40). To add, institutional racism not only has an impact on teachers but greatly affects the students as well. How students view and experience the school as a whole affects their work with a specific staff member. In the students’ eyes, the teacher is always seen as a part of the school and accountable for what occurs there. Therefore, there can be a great deal of