Abandonment in the Classroom: Internalized Racism and the School-to-Prison Pipeline

• In Event: Taking Responsibility for Racial Justice in Educational Leadership Preparation: Antiracist Implications in Doctoral Student Work

Abstract

Purpose
The purpose of this study was to understand how white supremacist thinking plays out in teachers' perceptions of and practices with students in chronic disciplinary patterns. Due to the history of oppression, Black students are expected to conform to the standards and policies provided by the school system (Harper, 2009). Black students with chronic behavior patterns are viewed as adult-like when they do not comply with school rules. According to Blake (2017) adultification or adult-like treatment can be viewed as both a socialization process, fostering opportunities for risk and resilience, and a social stereotype that shapes the ways in which Black children are perceived and subsequently treated by adults. The perception that white teachers have of Black students is driven by racist ideas of how Black students are supposed to act. The problem is that school systems that are viewed as ways to equality are acting as homes of racial inequities if racist ideas are threatening Black students.

Theoretical Perspective
Critical Race Theory (CRT) was used to frame this study because its central assumptions show how racism is sustained in school systems. It was particularly useful because it provided a lens through which to question, critique, and challenge the manner and methods in which race, white supremacy and racist ideologies have shaped experiences for Black elementary aged students (Harper 2009).

Methods
A semi-structured group interview method was used because the interviewees are veterans or experts in the field (Flick 2018). The semi-structured method allowed veteren teachers to express their assumptions and respond spontaneously to the questions. There were two interviews held with participants in groups of two for thirty minutes each to provide the opportunity for support within the discussion.

Data Sources
The four White educators consist of three grade 3-5 teachers and one resource room teacher. The participants have been teaching for six to twenty years and have participated in multiple online or in-person cultural and trauma informed professional developments through the district.

Results
Two of the four teacher participants recognized they were fearful of a student who has chronic behavioral actions in their classrooms. Kendi (2019) states that “with racist teachers, misbehaving kids of color do not receive inquiry and empathy and legitimacy” (pg. 48). Both teachers agreed that it was necessary for them to walk on eggshells and do what was necessary to appease the student to keep a positive environment. They abandon the students' needs by acknowledging that they are unaware of what the student needs academically, socially or emotionally because it is difficult to build a relationship with the student.

Scholarly Significance
What was learned from this study is that the white teachers who participated in this study believe that Black students who are insubordinate are adult-like and are to be feared. The significance of this study is to recognize that white supremisist thinking affects the emotional and academic well being of Black students. The continuation of this mindset will put Black students with recurring behavior concerns at an academic disadvantage.

Author

• Ramarra Garrett, Wayne State University