ERIC Number: ED376945
Record Type: RIE
Publication Date: 1994-Mar
Racial Issues in Education: Real or Imagined?
Boutte, Gloria S.; McCoy, Barbara
Multicultural growth in teachers is measured through their level of cultural self-awareness, their emotional response to difference, their mode of cultural interaction, and whether their teaching approach is ethnocentric or multicultural. Overt racial issues in education include racial differences in standardized testing, gifted and remedial placement, academic tracking, and dropout rates. These differences typically discriminate against children of color. Covert racial issues in education encompass negative teacher attitudes about children. Factors that influence teacher expectations include students': (1) ethnicity; (2) gender; (3) socioeconomic status; (4) past achievement; (5) personality; (6) seat in the classroom; (7) attractiveness; (8) handwriting; (9) speech characteristics; and (10) combinations of these characteristics. Covert racial issues in education require that teacher interactions with children of color be monitored for balance in positive and negative reactions, frequency, level of nonverbal communication, differences in grouping patterns, labeling, and reaction time. In addition, inclusion of a multicultural curriculum is of utmost importance in rectifying covert racism in education. Finally, teachers need to demonstrate sensitivity to racial issues and to involve all parents in school activities. (VL)
Publication Type: Opinion Papers; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Association for Childhood Education International Study Conference (New Orleans, LA, March 30-April 2, 1994). A shortened version of this document appears in the journal "Young Children"; v49 n1 p19-23 Nov 1993.