Even though the Charlottesville Public Schools are presently in summer session, they will soon have to prepare for the after effects of the recent white supremacist demonstrations. The magnitude of the events that surrounded the demonstration will have an impact on the perception of all students. Charlottesville Public Schools can only prepare for the complications associated with the white supremacist demonstrations by empowering teachers to promote positive racial teacher student classroom relationships.
The local climate for Charlottesville has focused on eliminating the perfection of racism. According to the article, Why is Charlottesville ground zero for white supremacists?, the “Unite the Right” rally that turned violent in Charlottesville on Saturday marks the third time white nationalist groups gathered there this year. The protests began after the Charlottesville City Council voted in May to sell the Lee statue. A judge issued a temporary injunction that blocked the city, a progressive college town where over 80% of residents voted for Hillary Clinton, from moving the statue for six months. The city also voted to rename Lee and Jackson parks this spring. Statues of Confederate leaders nationwide have been removed in recent years as communities viewed them as symbols of slavery, but a USA TODAY analysis in May found that more than 700 Confederate monuments in 31 states still stand.
The opposition from the white supremacist has a correlation to the Charlottesville City Council efforts to eliminate the perception of racism. Due to racial dynamics, the Charlottesville Public Schools will benefit all students by empowering teachers to promote positive racial teacher student classroom relationships.
Why would Charlotte Public Schools need to empower teacher to promote positive racial teacher student classroom relationships?
One of the major indicators that contribute to the perception of racism is schools discipline. According to the Charlotte Public School fast facts, the student demographics include 41% White, 34% Black, 12% Hispanic/Latino, 6% Asian/Pacific Islander/Hawaii, and 6% other. The Start Class by Graphiq reported that at the high school 2.1 percent of 94 Asian students, 1.8 percent of 394 Black students, 2.5 percent of 79 Hispanic/Latino students, and 0.4 percent of 547 White students received an in-school suspension as a consequence. While these number may seem insignificant, this translates into Blacks students are 3.5 times more likely to receive an in-school suspension as a consequence when compared to White students.
Furthermore, 12.4 percent of 394 Black students, 5.1 percent of 79 Hispanic/Latino students, and 2 percent of 547 White students received an out of school suspension as a consequence. While these number may seem insignificant, this translates into Black students are 4.8 times more likely to receive an out-of school suspension as a consequence when compared to White students.
This discipline trend at the Charlotte High School exceeds the national average. According to the United States Department of education, Black students are suspended and expelled at a rate three times greater than White students. On average, 5% of White students are suspended, compared to 16% of Black students. If the school administrators intend to remain consistent with the efforts of the local council, then they will need to respond to the disparities in student discipline by empowering teachers to promote positive racial teacher student classroom relationships.
Empowering teachers to promote positive racial teacher student classroom relationships is a two-fold process. The first step involve utilizing the Raccelerate Formula. The Raccelerate Formula, which was invented by Dr. Campbell, helps educators reflect on their practice to avoid the atrocities associated with allegations of racism. Educators who have the opportunity to reflect on their practice also have an opportunity to improve education for all students. The Raccelerate Formula helps to reduce school violence, civil rights lawsuits, and racism claims against staff members.
The second step is to promote positive racial teacher student classroom relationships. The promoting positive racial teacher student classroom relationships program is designed to address the negative impact that racial clashes between teachers and students has on the school. The program will equip Charlottesville Public School administrators and teachers to overcome those differences in both racial and economic values by teaching leadership skills and increasing racial competency.
Dr. Derrick L. Campbell, Ed.D.
PO Box 4707 Cherry Hill, NJ 08034
- Promoting Positive Racial Teacher Student Classroom Relationships
- Promoting Positive Racial Teacher Student Classroom Relationships: Methodology
- The Raccelerate Formula App
- Treasures of Hidden Racism in Education
- The Ultimate Guide to Classroom Racism Management
“Dr. Campbell did his part and now all we have to do is run with it.” ~ Tom Coleman ~ Woodstown-Pilesgrove Public Schools Superintendent of Schools
“The model that you use to analyze teacher-student relationships is a good one for most school districts”.
~ Joe Vas ~ Perth Amboy Mayor
“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”
~ Darrell Pope ~ Hutchinson Kansas NAACP President