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I grew up in a suburban school district that was not very divorced on the basis of race. I had a few interactions beginning in middle school through sports I was involved with but it wasn't until my time in college when I really began interacting with many different students that were different races than I had been used to interacting with.

Now that I have a more diverse experience with other students as well as close friends I associate myself with I see a great importance in focusing on gender stereotypes within the school system.  I have witnessed many unfortunate stereotyping of my peers and friends and it upsets me.  When I begin my career as an educator I hope that I will be able to have a positive impact on my students to rid the world of some of these stereotypes that have become too common within the classroom.

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I think a lot of novels feature racial stereotypes. The first one that comes to my mind is Huck Finn. The book is filled with language that could never be published today. Peter Pan describes Native American Indians the stereotypical way and Disney only made the whole thing worse by adding "what makes the red man red" in the film adaption. Another novel that I loved as a child was the secret garden. This book clearly stereotypes Indians as somehow less than whites. There are more examples I am sure, but these are classics that most children read and it shows how little we notice these biases until we are older. I never knew that these existed until I went back and read them as an adult. Since these books will continue to be read, there should be discussions about why these stereotypes are untrue and unacceptable in our world today.

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Allison Richmond --Racial Identity in the Classroom

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Allison Richmond --Racial Identity in the Classroom

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Through all of the different schools I've been in, public and private, religious and non-religious, elementary through high school, college level courses and not graduate level courses. In all of these different environments, I have always seen people of different races and cultures grouping together rather than mixing with one another. Whether or not it is due to harassment or simply what the students were comfortable with is dependent on the different students and atmospheres. Regardless, it is something that has persisted throughout educational environments since desegregation occurred. In some ways, I feel like it is an unavoidable practice in some ways, but that does not mean it is without issues. This sort of behavior instills in the adolescents that they should separate from one another and they they are better off this way, which is entirely untrue.
In a classroom setting, addressing the issue of race is necessary to get the students to focus on it rather than ignore it. While this will entirely depend upon the students and their nature, having an open space in which to actually discuss issues rather than ignore them would really help them to analyze their own actions and feelings towards race. In addition to this, I think that using different literature would allow for students to grasp what exactly racism is and what they can do to address it. Books like Passing, To Kill a Mockingbird, Things Fall Apart, White Like Me, and others demonstrate the kind of racism without necessarily having to point to the students as the culprits of sustaining racism.
While these would only be a small step towards the adolescents understanding racism, it would certainly by a step in the right direction towards addressing the overall problem.

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I thought it was interesting that the chapter talked about how African Americans often develop split identities to function in white academic culture and black social culture successfully. I also thought that it was probably hard to live this way and live within two identities. This is a red flag for disassociation that comes trauma and could be an unanticipated consequence of the history of segregation and slavery in the United States.

I think that although ethnic intermarriage is common among whites it is still useful to pursue ethnic identity studies as well. White culture is not monolithic and ethnic studies would help explains some of the differences between groups.

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If I were a teacher in a diverse classroom were children were segregating themselves based on race I would do my best to create an environment in which the children felt open to interacting with every other student regardless of race.  My first tactic would be a rudimentary one; assigned seats.  I would put the desks in groups of four or five and the groups would work together on projects.  I would change the assigned seats maybe every 9 weeks so the children would get a chance to know more of their classmates.

I would try to focus on similarities that children have that go beyond racial boundaries and focus the discussion around those similarities.  I would find every opportunity to do group activities as possible.

Perhaps each month I would have a special day in which the class learned about another culture.  It would include activities or traditions that pertain to that culture.  As long as I don't do it on a day when all the children of a particular race are on a field trip, I think it would go well ;-).

I found this video that was very interesting. It shows that sometimes children have a unconscious racial bias.
It actually made me feel very sad. When the parents are interviewed at the end of the video they bring up a very good point that this can be used as a teaching moment.

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Controversial Cheerios Commercial New Brunswick

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Anderson Cooper details a 7th grader whose answers to similar scenarios differ depending on the race of the characters.

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My racial identity - Christian D'Annibale

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My racial identity - Christian D'Annibale

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I became aware of my racial identity in 1st grade when I moved from upstate NY to Wilmington, NC.  When I got to my new elementary school in Wilmington, I immediately became friends with several of the black students in my class.  It wasn't that this was a problem for many of the white students in class, but comments were made to my parents from other parents.  I was invited to play or go to sleepovers but it was made clear that my black friends weren't invited.  When I was playing with my white friends, it was always only white people.  When I was paying with my black friends, it was always only black people.

I never had a problem with students saying anything because we were only 7 years old, but my parents did talk about it and when I overheard them discussing how race relations in the South were so different, I asked them questions.  Asking those questions is what stimulated my awareness of my racial identity.

My racial identity did not impact my education specifically, but I was taught the Civil War in NC as "The War of Northern Aggression" and people openly discussed a hatred for Yankees and Blacks.  (They typically had a different word)  Curriculum in the South is very different than it was in the North where I eventually moved back to.  I don't think that my racial identity ever played a part in my education, but the systemic racism of the South, of inner-city education, and the tradition of racism did impact my education.  Luckily I was able to move to PA and got a more "Yankee" education.

Christian D'Annibale

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By Roger Stedina
I chose to answer the first question because, similar to other posters here, I was a part of a very large and diverse school district, Seneca Valley. When I recollect, I believe I would have been in about third grade when I became aware of my own racial identity. It was this year that, for the first time, there was an African American boy in my class - his name was William, and he would later become a good friend of mine in high school. I remember that some of the other children in the class were relatively apprehensive around him, and I would relate that to my first recognition of racial differentiation. While I recognized that William, or Willie, was a very nice boy, the behavior exhibited by my fellow classmates indicated to me that there was a supposed "difference", and, being a child, I wasn't sure how to respond in that situation. I would eventually bypass this and began hanging out with William.
I do not really believe that I was ever stereotyped, aside from out of jest, and I do not believe that my race ever really affected my education - though you could make the argument that, by matter of supposed "white privilege", this lack of difference in education due to race is in fact a "special treatment".
That aside, I remember specifically that there was never and segregation in my classrooms - we were a very integrated school district, and I remember being accustomed to all sorts of races throughout my educational career.  Of special note was the high number of exchange students my high school had - the majority of them being from South Korea.

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By Sarah Wolford
Having completed my education in a school district that was a far, far cry from diverse, I can't remember ever being made aware of my racial identity. There was not really any opportunity to explore my own race or other races - diversity wasn't an issue. It wasn't until my ungrad experience that I had the opportunity to learn and experience from peers who came from more varied and diverse backgrounds.

I did have the privilege of having parents who understood the importance of diversity and equality and tried to introduce to what they could at home. They taught us from an early age that equality was important. So, as someone who had never had to experience it but had been taught the importance of diversity, I didn't understand racism because I had never seen it and was taught it was wrong.

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Lee Alexander

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By Lee Alexander
I cannot pin point a time in my life when I became aware of racial identity. My school was not diverse. It was a smaller rural school where we all got along. If anything I would say that during my middle school years, when we were all coming into our own, some aspects of racial identity became more obvious. Clicks formed and groups separated in middle school. But aside from that... There wasn't anything major that stands out from my past.

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Stereotyping is really bad because making generalizations about every member of a certain group is wrong. It groups people in certain categories and takes away their individuality. They also perpetuate a divide among groups. The media perpetuates the cycle because they feed into stereotypes. They portray African Americans, Hispanics, and Latinos in negative stereotypes, and when people watch it on television it becomes believable. Here is a you tube video and racial stereotypes: https://www.youtube.com/watch?v=_z6yKGiDMdo..

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I found this video enlightening about the idea of the stereotype threat. Stereotypes create pressure on students that results in their under performance. Our job as teachers is to provide a stereotype safe environment that will remove or minimize the effect of the pressure that can be caused by stereotypes. First, never assume that students will do poorly. Instead have high expectations for ALL students. Second, provide examples of role models that demonstrate success to debunk stereotypes. Such as women mathematicians and African American scientists.

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Stereotype Threat: A Conversation with Claude Steele

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I choose to answer the first question because I went to a very diverse and large school district. I think when I first became aware of my racial identity was when I was in the 5th grade on the school bus. The bus was actually split in half with the white children sitting in the front and the back children sitting in the back be cause there was a larger n umber of them and of course, the cool kids always sat in the back. I had to wait to earn their level of coolness before I could sit with them. This was really only a thing in middle school. Once I was in Jr. high (7th and 8th grade it didn't really exist anymore. But, It wasn't until I started playing sports in 7th grade where racial identity did not matter. If you were an athlete in my school it was like you were all family because you knew how hard each other worked at something. Everyone got a long. As a white male, I don't believe that my race really impacted my education, but some of the children that were more troubled and of different race I could see it effecting their education because they were a little stereotyped into not wanting to be in school or caring about it. Like I said, there wasn't a lot of racial segregation in my school because it was such a largely based athlete school so everyone got along with each other, but there were those none athletes who did have gang problems and did fight and stay away from each theory. Typically teachers tried to stay out of mingling those groups to not start anymore problems.
Great topic, Patrick Jennings

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I thought this was an interesting video of stereotyping in schools.
:Patrick Jennings

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I interviewed some students ( friends) from Huntley High School about racial stereotypes heard in school. this was for an American Diversity project. also there are clips in this video from another youtube video & here is the link.. http://www.youtube.com/watch?v=yfZt0AS7sKQ

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By Lee Deeter

I like to watch movies and it seems that a good many of them perpetuate these racial stereotypes.  In a typical diverse classroom scene the African Americans and/or Latin Americans are depicted as the problem children, the Asians are the smart kids and there is usually one Caucasian student that is the know-it-all teacher's pet.  In reality this is not the case at all.  Every child in any given classroom has the potential to be the best student in class just as any one of them can be the worst.  This relates well to our discussions on media this week in that adolescents who watch these movies develop ill informed opinions of themselves and others based on the media.  There are a lot of good movies out there, like Lean on Me and Stand and Deliver, that depict strong minority educators pushing students in struggling inner city schools to reach their potential.  These are good examples that show the audience what  people are truly capable of regardless of their race.  It is unfortunate more film makers don't strive to depict a more accurate classroom to have a better influence on their younger viewers.  These stereotypes extend beyond the classroom as well, a quick Google search shows evidence of racial stereotyping in several film roles.

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This lesson is very informative of what stereotypes can do to a student, especially if it is a negative stereotype. I selected number 1 to discuss because my primary and secondary education varied so much. In elementary school I attended Boston Public Schools where I was one of 3% of white students. In middle school, I attended a wealthy, predominantly white school district. However, because I am a bit older than some of the class, this school participated in "busing", which meant minority students were bused in from the city, sometimes taking an hour to attend our school. Finally, in high school I went to a small rural school, who had an alternative view to education, in New Hampshire.
First, I was never stereotyped in a negative way because of my race, However, many times I was labeled or there were low expectations for me due to my low socioeconomic status. Indeed, I feel income status should be another quantifier when considering stereotyping, identity and expectations. Although my stereotyping was minimal, I did witness very negative responses to minority students by white teaching staff. I will again note, this was the late 1970s early 1980s well before the NCLB Act. During this period the schools that had larger minority populations were expected to do perform poorly. I think this is where the ideas of busing minority students out came from.
On the other hand, busing students was a result of forced desegregation, and for a time this worked okay. But, this is where the socioeconomic status becomes important. Although there are many strategies in place to assure desegregation, schools are often still separated largely due to income status.
I checked into Boston Public Schools today, which also includes a dozen or so charter schools. Attached you will find a snapshot of BPS in the 2015 school year and happily, graduation rates are on the rise, more AP exams are taken, and the system is even achieving standards hardly reached by an urban school district. But, the schools are still largely minority. Having been raised in and around Boston, I know white people live there.
Because of this I really appreciate your article that discusses reaffirming one's identity; because, in this particular case intermingling among students is very difficult.
Finally I wonder, can we fix the economic gap?
Andrea Sullivan

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					Reducing the Racial Achievement Gap:
A Social-Psychological Intervention 
				
			
		

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					Reducing the Racial Achievement Gap:
A Social-Psychological Intervention 
				
			
		

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An experiment with blue-eyed and brown-eyed children shows how bias can make it harder for kids to succeed. Educators are encouraged to visit www.StosselInTheClassroom.org to order their own free Stossel In The Classroom DVDs or to watch additional videos streamed live from the site which didn't make the cut to be on the DVD with questions.

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The Mission: Rupture Racial Stereotypes in the Classroom 

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The Mission: Rupture Racial Stereotypes in the Classroom 

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For this learning activity please choose one of the following discussion topics and post your thoughts onto the Padlet page. My hope for this page is that we can create a diverse outlet of thoughts and options helping fellow educators pinpoint and battle racial stereotyping in the classroom. Also please add one external source (video clip, tables, graphs, articles, etc.) to aid in the understanding of racial identity and school-related behaviors.

1. Think of your own schooling. When did you become aware of your racial identity? Do you believe that your racial identity defined your education? Were you stereotyped? Was there racial segregation in your classrooms? Did teachers try to mingle students from different races; if so how?
2. Think of a movie, tv show, or novel that depicts racial stereotyping in the classroom. Discuss how media related stereotyping perpetuates the cycle.
3. You are a teacher in a diverse classroom where students are segregating themselves based on race. Knowing this can affect both their academic and social development, discuss what steps you would take in order to stop the segregation.

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Chapter Two: Understanding the Link between Racial Idenity and School-Related Behaviors

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Chapter Two: Understanding the Link between Racial Idenity and School-Related Behaviors

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Chapter Two discusses the stereotypical links between racial identity and school-related behaviors. As a student progresses from childhood to adolescents, stereotyping becomes a stronger part of their school life. As a child becomes an adolescent, he/she becomes aware of their racial identity affecting their social and academic life. Furthermore, schools can become racially segregated and academic achievement can be influenced. Inevitably, "normal" racial separation can also hinder the schooling of students. There are many avenues educators can take to ensure racial stereotypes do not obstruct their student's academic or social development. According to Adolescents at School some of these methods are as followed; (1) Making sure students do not segregate themselves by sitting in racially defined groups within the classroom, (2) Encouraging students to pursue activities that are not typically associated with their own racial grouping, (3) Incorporating history and culture of their students within the curriculum, (4) Inspire students by getting to know each of them personally leading them to do so with the others.