It is hard to admit as a future high school teacher, that I did not like high school. I was not a stellar student. I had roughly a 25% absence rate. I did not feel challenged. I did not engage in my classes. This is common for students. They do not feel challenged at school, so they do not go or they disengage. It is important that teachers know this and challenge their students with rigorous academic content that is relevant to their lives.
Beyond being disengaged, schools are complicated for many students, especially students of color. Joel Spring notes: “While 83.1 percent of public school teachers are white, only 55.5 percent of students are white. Whereas only 7 percent of teachers are black, 15.5 percent of the students are black” (Spring, 2018, p.175). Additionally, white teachers often view students of color, especially English Language Learners, through a deficit lens, not acknowledging the contribution these students bring to the classroom (Gandara & Rumberger, 2009).
As a future educator, and a white woman, I think about this dynamic often. Am I prepared to teach to the rigorous standards students need? Am I equipped to be an anti-racist educator? There are a lot of things that students face in our society. Using the Broffenbrenner’s Ecological Model (Ordoñez, 2020), students have indirect connections with the news (the Exosystem). They read social media. They know the global issues and our domestic problems.
Students of color have a more complex relationship with our society, especially with the increasing visibility of Black deaths at the hands of the police. Further, you cannot separate them from the larger context of historic violence and oppression people of color have faced in this country (the Macrosystem). With this in mind, I wanted to design a unit that specifically showcased the historic aspects of the African American community’s fight for equal rights in this county.
When preparing lesson plans, I kept going back to the concept of our education system and the historic fight African Americans undertook to have equal access to education. It was not that long ago that schools were segregated. My grandmother was just out of high school when students in Little Rock, Arkansas faced angry mobs as they struggled to enter a historically all-white school. That brought me to grade eleven US History-Social Science Standards, specifically standard 11.10: “Students analyze the development of federal civil rights and voting rights” (California Department of Education, 2000, p.52). There are many nuanced elements to this standard, not all of them addressed in my lesson plans. However, there is much to unpack in this standard relating to the fight for school desegregation.
I designed a unit called Moments of Equality — Units on Fight for Educational Equality. In my first lesson, titled What is Equality?, my aim is to establish the context for the fight for education equality. Here, students will explore the landmark Supreme Court Case Brown v. The Board of Education where the court ruled that the concept of “separate, but equal” is unconstitutional. In addition to learning about the case, students will explore primary source documents. The two pieces I selected are “High Court Bans School Segregation; 9-to-0 Decision Grants Time To Comply,” which appeared on the front page of the New York Times the day after the decision, and “Southern Manifesto on Integration,” which 97 congressmen signed opposing integration. By focusing on primary sources detailing opposing opinions to integration, my hope is to challenge students to understand the historical context of this case and add to the rigour of the lesson.
After providing the framework for the fight for integration, my second lesson features a documentary called Eyes On The Prize (Part 2): Fighting Back 1957 1962 America’s Civil Rights Movement. This video shows the struggle nine African American students in Little Rock, Arkansas had just to attend a historically all-white school. This documentary is important as it allows students to hear and see what students experienced. It also highlights the opinions of white students, politicians, and community members who fought against integration. In my lesson plan, I indicate multiple areas in the video where an educator can pause to ask students critical questions regarding major themes presented in the film, such as the concept of integration moving too far and too fast.
For my final lesson, I was informed by the state of our current educational system. Robin DiAngelo notes in her work with pre-service teachers, most of whom are white, that many do not think race has much meaning or, worse, claim that they do not see race (2012). At the same time, students of color experience higher rates of disciplinary action than their white counterparts in a process called the School-to-Prison Pipeline (Annamma, 2014). Additionally, our schools are becoming increasingly more segregated, despite the Supreme Court ruling that such segregation is unconstitutional (Oakes et. al, 2004). As such, I created a lesson plan where students have the opportunity to investigate this issue.
To start the lesson, I present a short piece from The New York Times on school busing, a relatively successful attempt at school integration. (2013). This, pared with articles discussing busing and the ways that schools are becoming more segregated based on wealth (and whiteness) (Browne-Marshall, 2019; Mervosh, 2019), students will spend the rest of the class session investigating the racial makeup of schools and opportunities presented in them. My hope is that they will think critically about these issues in context to their lives, education, and future prospects in a world that claims race no longer matters.
Though I am not sure if I am ready to teach and support diverse students, I am committed to this goal. This topic is vast and ever changing. New stories appear daily detailing oppression and injustice people of color face in this country. I aim to be an anti-racist teacher who challenges her students with rigous and relevant content so that my students will be empowered to challenge the systems that have yet to properly serve them.
To access detailed lesson plans, the articles, and additional resources, click this link for a Google Drive Folder.
Annamma, S.A. (2014). Disabling Juvenile Justice: Engaging the Stories of Incarcerated Young Women of Color with Disabilities. Remedial and Special Education, 35(5)., 313- 324.
Blackside. (1987) Eyes On The Prize (Part 2): Fighting Back 1957 1962 America’s Civil Rights Movement. Retrieved from: https://www.youtube.com/watch?v=3bb76CK3Cwc&t=3467s
Browne-Marshall, Gloria J. (2019, September 19). “Busing ended 20 years ago. Today our schools are segregated once again,” Times. Retrieved from: https://time.com/5673555/busing-school-segregation/
California Department of Education. (2020). History-Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve.
DiAngelo, R. J. (2012). What does it mean to be white? Developing white racial literacy. New York: Peter Lang.
Gandara, P. & Rumberger, R. (2009). “Immigration, language, and education: How does language policy structure opportunity?” Teachers College Record, 111(3), pp. 750-782.
Huston, Luther A. (1964, May 17). “High court bans school segregation; 9-to-0 decision grants time to comply,” New York Times. Retrieved from: https://archive.nytimes.com/www.nytimes.com/learning/general/onthisday/big/0517.html
Mervosh, Sarah. (2019, February 27). How much wealthier are white school districts than nonwhite ones? $23 billion, report says,” New York Times. Retrieved from: https://www.nytimes.com/2019/02/27/education/school-districts-funding-white-minorities.html
New York Times. (2013). The Battle for School Busing. Retrieved from: https://www.youtube.com/watch?v=sld722slarw
Oakes, J., Rogers, J., Silver, D. and Goode, J. (2004). Separate and Unequal 50 Years after Brown: California’s Racial “Opportunity Gap.” Retrieved from: https://escholarship.org/uc/item/1rr6d06h
Ordoñez, Patriccia. (2020, July 30). “Teachers of color and schools.” Education in a Diverse Society.
Southern Manifesto on Integration. (1956, March 12). Retrieved from: https://www.thirteen.org/wnet/supremecourt/rights/sources_document2.html
Spring, J. (2018). Chapter 6: Student Diversity. American Education, 18th ed.