Race and racial ideology in classrooms through teachers’ and students’ voices

Abstract

This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student–teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers’ and students’ beliefs, expectations, and practices related to schooling and education; and (2) to understand how racial ideology plays out among teachers and students in a predominantly African American school. We rely on an understanding of race as ideology, rather than as an independent variable to be quantified and measured. We found that seemingly neutral and objective educational terms such as classroom structure, discipline, or achievement are infused with racial meaning and are a product of and reflection on racial ideology in which education and schooling operate. The power of racial ideology is not that it ‘tells’ its actors what to do or say; rather, it lies in the power of interpretive choices that teachers use to tell the stories about the school and the students.

Keywords:

• race
• ideology
• African American students
• successful teachers

Notes

1. By law, schools are placed on the Academic Early Warning List (AEWL) when less than 50% of their test scores meet or exceed state standards for two consecutive years. Schools are expected to make adequate yearly progress (AYP), defined as the incremental amount it takes to have 50% of students meet state standards in five years. Schools that make AYP and still remain under 50% stay on the list; those that exceed 50% earn removal from the list. Two consecutive years on the AEWL without making AYP leads to placement on the Watch List.

2. Students at regular level are at the actual grade level. Student in honors classes have above‐average scores on standardized achievement tests. Advanced‐placement students are honor students whose classes can be taken for college credit.