Racial Violence in Education: Past and Present

• In Event: Showcasing Black Brilliance: Presenting Scholars of Color Integrating Antiracist Agendas in Education Research

Abstract

Objective: As two Black women scholars take a look through history, highlighting the sharp shift of demographics of teachers and the opportunity gap emergence following desegregation (Hallinan, 2001), the impact of stereotypes and acts of racism perpetuated against Black students, is ever-present. Gershenson, Holt, and Papageorge (2016) found that Black teachers' expectations of Black students are 30-40% higher than that of non-Black teachers toward those same students. Considering national school populations house roughly 80% white teachers, the continual exposure to deficit-based perceptions can have a significant effect on Black students, reifying negative stereotypes of their academic capabilities.

Theoretical Framework: Birthed from the desire to further interrogate inequities and racism in society, Critical Race Theory (CRT) entered the field of education in the ’90s (Ladson-Billings & Tate, 1995). In this study, we highlight the CRT tenet interest convergence (IC), which asserts that among the most seemingly progressive actions taken to advance Blacks in society, it must first, and especially, benefit whites (Bell, 1980). Utilizing CRT as our analytic lens, we trouble the narrative surrounding an all-Black high school closure in the case of Lavon Wright v. Board of Public Instruction of University County [pseudonym], Florida] University County Florida, 1964, pinpointing IC as the source for the school closure and the root cause of the current educational inequities seen within this community.

Methods: To frame our understanding of the product of IC, we must name the traumatic experiences as such. Racial trauma, a form of race-based stress unique to non-whites, is defined as reactions to dangerous events and real or perceived experiences of racial discrimination such as threats of harm and injury and humiliating and shaming events (Comas-Diaz et al., 2019). We utilize historical analysis techniques to interrogate the Florida case study Wright v. Board of University County and critical race research methods (Decuir-Gunby et al., 2018) to present a counternarrative (Berry & Cook, 2018) of the case’s decision.

Data: We present data sources such as court case verdicts and manuscripts, direct interview quotes, and periodicals. Data is presented with interpretations among residents, paying close attention to the silenced stories of Black voices marked by racial violence and trauma. We juxtapose cases to highlight the history of violence and draw parallels to the current context of the education system in Florida.

Findings: The traumatic abuse Black students faced in newly integrated schools have lasting impacts. Integration and the closure of Segregated High [pseudonym] is normally painted as the story of uncivilization of Blacks – showcasing a lack of gratitude for unifying different races in schools across University City, while simultaneously ignoring the ugliness of racial violence against Black students occupying formerly all-white schools.

Conference Connection: Unfortunately, similar violent actions can take place outside of Florida, as we witness the recent destruction of affirmative action, state book bans, and the continued attack on CRT and Black history. In line with the AERA 2024 theme, this study showcases the implications of what can occur to the education of Black learners unless action is taken.

Authors

• Takeshia Pierre, Tufts University

• Ebony Terrell Shockley, University of Maryland