Internalized Racism, Teachers of Color, and the K-12 Classroom

• In Event: Critical Race Analysis of Internalized Racism Across the K–12 Educational Pipeline

Abstract

Problem
This paper expands the prior discussion to offer a model for challenging internalized racism in K-12 classrooms. The recruitment of Teachers of Color is a pressing issue within educational reform (National Collaborative on Diversity in the Teaching Force, 2004). It is argued, the more students see teachers who look like them and who understand their culture, the more culturally relevant and meaningful their education will be (Sleeter, 2001). However, when we consider how Students of Colors have internalized racism throughout their education as outlined above, it becomes important to ensure that racial minority teachers are not replicating racial hierarchies within their classrooms. Through interviews with pre-service Teachers of Color about their racialized educational experiences and observations, this paper reveals a model of critical race dialogues that can be used to heighten awareness and transform the classroom pedagogy of Teachers of Color.

Theoretical Framework
This paper has been developed through the theoretical lenses of CRT and internalized racism, which are explained above.

Methods and Data Sources
Individual and focus group interviews with 12 female pre-service teachers of African, Latina and Asian descent explored racism and internalized racism within their educational experiences. Participants were asked to reflect on their K-12 schooling and the impact any racism they faced had on their self-perception, worldview and educational trajectory. Participants were then encouraged to connect their reflections to observations of classrooms where they were student teaching, and to develop strategies to intervene on racism and internalized racism.


Results
The women in the study all endured racism in their schooling. When encouraged to discuss the consequences of the racism, some explained that they were able to deflect its impact through support networks in their family, or through the intervention of good teachers. However, numerous participants revealed a deep connection between experiencing racism and feeling racially inferior. From intellectual inadequacy, to an embarrassment of their family, to wishing they were White, many women told heartbreaking accounts of internalized racism. It is important to acknowledge these experiences so we can understand the impact of racism. However, because these women were also teachers, it was particularly important to discuss the internalized racism so it will not be replicated in their classrooms. Many of the women commented that they had not thought about these experiences since they happened, but saw many parallels to what Youth of Color were enduring in schools today. Participants felt the process of reflection made racial hierarchies in schools more visible to them, pushing them to rethink their pedagogy.

Scientific Importance
By reflecting on personal experiences and observations of racism, it is possible for Teachers of Color to heighten awareness about racial hierarchies in schools and to think about how to transform current classrooms. This paper adds to our understanding about internalized racism in K-12 schools, but also offers a model for Teachers of Color to critically examine racism and internalized racism as a way to inform their pedagogy.

Author

• Rita Kohli, San José State University