Overcoming Political Unrest and Societal Violence Through Institutional Care: Realizing the Power of Principals to Promote Educational Opportunities for Black Students

• In Event: 41.071 - Learning While Black: Addressing the Educational and Social Deprivation of Black Students in Schools

Abstract

Schools are a microcosm of society and therefore face issues very similar to those that occur in society at large. Just as they have been in society, Black males are feared and often dreaded in school classrooms (Love, 2014). Robinson et al (2014) discuss many of the obstacles faced by Black males in school, and poor school experiences was included on the list. These experiences are due to unequal treatment, and the lack of equality of opportunity. And just as Black men earn less than their White counterparts in the workplace (Misra & Close,2014; Blau & Kahn) Black boys are consistently among the lowest achieving in schools (Ford & Moore, 2013; Howard, 2013). Similarly, just as Black and Latino males are considered a menace in society and are statistically the most incarcerated demographic group (Warren et al, 2012), Black and Latino males also lead when it comes to discipline referrals in school (Hilberth & Slate, 2014).
In response to the societal crises and disparities, school leaders must use their positions to leverage our future, as schools are uniquely positioned to train children to produce positive outcomes. School leaders must develop school cultures toward assisting students in becoming critical thinkers who will grow into adults who will advocate and promote an equitable and socially just society. Institutional care is a strong example of what school leaders can do to ensure equal educational opportunities for all students, particularly students of color.
Institutional care (Siddle Walker, 1996; Siddle Walker & Snarey, 2004) is the shaping of school policies and practices in order to care for students. Twenty-first century students need guidance to develop critical thinking skills as they negotiate what it means to be socially just citizens in the perilous world they are growing up in. Without these skills, they will continue to reproduce and reinforce the current negative trends until they forge a permanent negative imprint in the nation's future. School leaders demonstrate institutional care by establishing well developed rules and policies, and enforcing them fairly. Rules and policies should be reflective of the positive culture that the leader wishes to establish, as well as help to instill the capacity for students to think critically about their actions and the impact of their actions on others.
In addition to creating meaningful rules and policies and enforcing them fairly, institutional care (Siddle Walker; Siddle Walker & Snarey), is further manifest when school leaders promote a safe environment for students to be guided through a meaningful critique and analysis of current events. In this type of environment, current events are woven into the curriculum, and teachers are trained to guide students in analyzing events through a social justice lens. Students who emerge from an environment where all students are treated fairly, and one where they are trained to wisely discern and critique controversial societal events will be better prepared to make significant contributions to society and to positively impact the world.

Author

• Lisa Bass, North Carolina State University