The Raccelerate Achievement Portfolio (RAP) is an instrument that schools utilize as they implement the process that promotes positive racial teacher student classroom relationships. This instrument helps school to continue their Classroom Racism Crisis Management strategies. Along with the RAP Assessment Rubric the school becomes totally able to develop a portfolio for responding to any future allegations of racism. The RAP has six pillars.
1. The Pillar of Teacher Discrimination
Teachers discriminate against students by stereotyping according to ethnicity. It has been reported that teachers form negative, inaccurate, and inflexible expectations based on such attributes as the race and perceived social class of their pupils. White teachers may have difficulty in understanding minorities due to the teachers’ rejection of the students’ lifestyles. Teachers are more likely to have negative academic and behavioral expectations regarding Black students compared to expectations of White students. European Americans have favorable attitudes toward Mexican Americans compared to Blacks and are more likely to accept Mexican Americans compared to Blacks due to Mexican Americans having a closer skin color to European Americans.
2. The Pillar of Student Beliefs
When incorporating students into a marginalized society by slavery, conquest, and colonization, students believe school is detrimental to their identity. Indians, Mexican Americans, Puerto Ricans, and Blacks share the same experience of having been brought into the United States society against their will and then relegated to an inferior status. Blacks, Mexicans, and Puerto Ricans are not willing to perform well in school due to difficulty with crossing cultural lines.
3. The Pillar of School-Student Racial Disparity
The cultural mismatch between students and school is the reason for student academic failure. The attempt at minority student Americanization that involves fixing culturally flawed children by changing their values and language has failed at increasing minority student achievement. The main reason for low minority student achievement in the United States is racism creates a poverty cycle that minority students are unable to break. Student academic achievement decreases when the difference between the student’s culture and the school culture increases and the classroom environment does not value the student’s home culture. When an educational cultural match is not possible, there must be at least respect and value of the culture that children bring with them.
4. The Pillar of Discrimination in the Classroom
Discrimination against marginalized students is a persistent problem in classrooms throughout the United States. It has been determined that race has a major effect upon the teaching process and classroom situation. Classroom interaction studies have found teachers discriminate against students who are not White, male, and middle class. It is thought that White teachers create classroom problems when they interpret culture as a limitation to student progress. When teachers refuse to customize their instruction to fit student cultural and learning style needs the result can develop a classroom environment that is diametrically opposed to the students.
5. The Pillars of Teacher-Student Verbal Behaviors
Education is a communication process that is not limited to transmitting knowledge but also involves interpersonal communication behaviors that are the major aspects of interpersonal relationships, which are critical in all learning situations. The teaching-learning process is essentially a communication event that includes verbal communication. Teachers and students are verbal message senders and receivers. Developing respectful relationships with students requires considerable knowledge of their verbal communication styles.
6. The Pillars of Teacher-Student Non-verbal Behaviors
Nonverbal communication contributes significantly to communicative interpersonal interactions when compared to verbal communication. Nonverbal communication has greater significance than verbal communication that results from nonverbal communication, having a greater impact (a) in determining interpersonal context meaning, (b) when accurately determining feelings and emotions, (c) when revealing meanings and intentions that are deception and distortion free, (d) when attaining high-quality communications that represent a much more effective communication medium, and (e) represent a more suitable means of communication when compared to verbal communication.