Source - Charlotte Observer
Once again - in a sea of claims - WHAT YOU VALUE must guide you to accept or reject a narrative.
- CLAIM: WHITE TEACHERS are more likely to see minority students as INATTENTIVE
- CLAIM: With a MINORITY TEACHER, MINORITY STUDENTS are less likely to miss school
You just told us that only 18% of teachers are MINORITY. So how is it that you found a school that has some magical level of "Minority Teachers", whose mere presence motivated minority students to COME TO SCHOOL?
OR are you rely ONLY saying that ONE TEACHER of the same race who sees students that are on a pathway toward derailment is more likely to take a more active role in such a student's life because they believe they are also a "racial stakeholder"? WHY THEN do you try to sell this in the name of "Teacher Diversity" - but not mention that a COMMUNITY OF ADULT STAKEHOLDERS - teachers and mostly NON-TEACHERS, should step up and perform the role of "Student Education Managers" when and if the PARENTS fail to assume this primary role?
WHITE TEACHERS ARE MORE LIKELY TO SEE MINORITY STUDENTS AS INATTENTIVE. How, do you suggest this 'discrimination' translates into the wholesale detriment of minority students?
If we look at the "Dropout Factory Schools" - see the "Schott Foundation Report" (a political operative group) - we see that it is not the "WHITE TEACHING STAFF" that defines the outcomes of PREDOMINATELY BLACK SCHOOLS AND SCHOOL SYSTEMS, but the income class and social stability that are prevailing in the community within which the school exists.
The problem with conclusions that reports like the "Brookings Institution" is that as they advocate one thing - DIVERSITY IN TEACHING - they are forced to look past larger points and the results of past advocacy that WORKED at achieving the front end goals of this activism, BUT WHICH FAILED to produce the promised result: SUSTAINED IMPROVEMENTS IN THE ACADEMIC OUTCOMES FOR MINORITY STUDENTS.
The sad truth is, however: the AMERICAN CONTAINERIZED NEGRO is always the PAWN to be used in someone's POLITICAL ACTIVISM.
We are angered by those who make NEGATIVE references to affirm their "White Right Wing Supremacy". We we need to study are the other side of the same coin: Those who make negative reference to an amorphous "SYSTEM" that is FAILING TO EDUCATE BLACK CHILDREN - due to RACIST MOTIVATIONS - despite the fact that the "New Colonizer" / "Container Manager" has taken power over the school, the school system, the local politics and the state due to the past narrative of systematic discrimination, yet they still return to the well, to draw upon yet another claim of systematic intent to destroy Black students - as the MEME through which they will continue their nationalization scheme.
THE FERGUSON EFFECT
Separating the claims of the "Brookings Foundation" from the statements of the author of the article for a minute, Ms McSpaden - a school teacher - claims that AFTER FERGUSON we (White teachers, I assume) began to look at BLACK MALE STUDENTS DIFFERENTLY.
ONCE AGAIN - the FRAUD OF FERGUSON has ramifications on the "Political Stage" and now in the hearts of White Liberal School teachers. We must note, however, that Ms MsSpaden may have been "Moved By Ferguson" (but not all of the other young Black males murdered in the Charlotte/Mecklenberg County over the past several years) and has shared her "movement" with other White teachers that she has interacted with. But there is no objective study that exists to substantiate her claim that "FERGUSON" was the catalyst for a "Nation Of White Teachers" to begin to look at Black males in a different manner.
This reference to "Ferguson" only exposes what is in the mind of THIS ONE 'WHITE TEACHER'. She is the one who must be dealing with some unsettled issues of "White Guilt".
It is nothing short of IGNORANT to claim that out of all of the challenges that stand before a Black student in a particular dysfunctional situation within his own community and QUALITY EDUCATION is the WHITE TEACHER that stands before the class every day.
THIS BLACK PRINCIPAL SHOULD NOT HAVE TO SHOULDER THE SOCIETAL RESPONSIBILITIES THAT THE DYSFUNCTIONAL COMMUNITY OF ADULT STAKEHOLDERS IN 'STRAWBERRY MANSION (NORTH PHILLY) HANDED TO HER, NO MORE THAN WE SHOULD LOOK AT "THE WHITE TEACHER' AS AN AGENT OF NEGATIVE OUTCOMES - IN BOTH CASES THERE ARE LARGER, MORE POWERFUL FORCES DEFINING THE OUTCOMES