I've been thinking.
Be it based on race or be it based on disabilities, try this out.
Recently, I have been reading the local blogs regarding the issues related to schools where a minority (black students) is a majority. One postulation is that where the minority is a majority, education sucks.
Along with that postulation, there appears to be an exodus of 'effective teachers from these sites of majority minorities. There is an insinuation that the exodus of 'effective teachers' is composed of a majority of white teachers, a white-teacher-flight, so to speak. The assumption is that this exodus is based on race.
Another postulation is that the exodus of these 'effective teachers' is not based on race, but rather the exodus is based on a flight from dealing with the disruptive behaviors of the majority minority.
This exodus of teachers and reaction to disruptive behavior of minorities (black students) is all too familiar to families with children with disabilities.
This will be the first of a proposed series to explore this issue.
While waiting for the next post, I ask that the readers contemplate the need for developing the following federal law:
"The Individuals With Blackness Education Act".
For the purposes of this segment, school systems could adopt the language of the current IDEA regarding "highly qualified teachers" and apply it to the proposed IBEA.
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5 comments:
So far, I have taught at a majority black school for three years, a majority white school for two years, and a school with a 50-50 black to white ratio. The majority black and majority white schools had a similar profile of disruptive behavior among students. The 50-50 school had a major problem with disruptive behavior among the students. Its disruptive problem far exceeded either the black majority or the white majority schools. The school I disliked the most was the 50-50 school because of the behavior problems. That is why from my perspective I don't see race as a problem when it comes to teachers bailing on a school.
Gotta love the discussion.
After reading Goader's post, my immediate guess was that the reason for increased number of disruptive behavior at the 50-50 school could be because there was no racial dominance by either group.
I am by no way saying I think this is the case, just a question.
Which leads me to something I wrote about a long time ago, found here:
PRO on HCPS: Teachers Principals School Board Anthropologist Sociologist:
"I am assuming that the decision makers have a background in anthropology and sociology. Both of those disciplines have an understanding of the behavioral influences on populations brought on by overpopulation and mixing of cultures."
My fear is that school systems address these types of issues from an idiosyncratic perspective, ie: from an educational view point.
I submit that professional socilogists along with a strong component of anthropological reference could do a much better job of identifying the root of these issues and provide guidance towards a proper course to address it.
What do you think?
The Administration seems to disregard advice from anyone, professional or otherwise, outside of its own circle. Therefore, the school system, trapped in whatever prevailing thought resonates in the halls downtown, is a victim of its own thinking.
Sorry, guys-- I find the majority of disruptions that occur in my classroom ARE minority students. Paired with SAO/Admin's unwillingness to face it head on and deal with it, things have only gotten worse. When in a conference with a screaming mother--which the AP let happen-- I simply gave up trying to explain and just waited it out. No wonder--if that happens in SAO--what's the deterrent from treating a teacher likewise in the classroom.Next time, I'm telling the parent --in front of the AP--that when she ccan be rational and civil, I will speak with her. NO MORE.
Anon 12:06:
What was the parent screaming about?
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