"Nice White Parents" is a podcast series produced by Serial and The New York Times. "The Book of Status," is a story which follows the unifying efforts made by the New York City public school named "PS 307". The school was located in a predominantly Black and Latino neighborhood of Boerum Hill. Conflict arises between the school's white parents and the existing Black and Latino community, which causes tensions and power dynamics between the groups. It explores the complex relationship between white parents' belief that their voices should be the primary ones driving school policy, despite the fact their interest in school policy newly arised, while the Black and Latino families have been there for generations. Additionally, the white parents' …show more content…
It includes destructive, abusive, or manipulative behaviors. These leaders often prioritize their own interests over those of the organization or their team. Toxic leadership also includes characteristics such as being narcissistic, controlling, and lacking empathy for others. Toxic leadership behaviors are extremely prevalent in "Nice White Parents" Episode 1, "The Book of Status,". First of all, the white parents' actions are toxic. They never had a genuine desire to improve the school system for all students. Second, the white parents are always exhibiting their superiority. This leads them into pushing the ideas of the dual-language program in French, while the Black and Latino families are fighting for basic needs for their children. Secondly, the white parents' actions reflect a lack of consideration for the majority. They make decisions about where the direction the school is heading without consulting or collaborating with the existing families. Finally, the behavior of the white parents reflects a lack of awareness of their privilege and the ways in which it can be harmful. They assume that their desires and priorities should take precedence over those of the Black and Latino families, reflecting a lack willingness to listen and learn from
Even though his parents were divorced they were still active in his life. (“Clark Prosecutor,” n.d.) Mr. Joseph Davis, Troy father was determined to shield his children from racism and prove that they were just as good as any other child Caucasian. In his efforts to protect his children from racism he raised them in the first aristocratic predominantly black neighborhood, where their
Linda Brown was 7 years old when her father and 12 other families tried to enroll their children in the all white public school in their neighborhoods. Linda had to walk seven blocks in freezing weather and then take a bus for another two miles. Her trip to school took two hours even though there was a school only three blocks from her home. She was sad and confused that she couldn't go to school with the other kids in her predominantly white neighborhood. Linda's father was a minister and leader in his community.
The article is discussing how public schools are forcing students of color and who are economically disadvantaged out of schools and placed into juvenile justice systems. The author explains there is a high number of students who do not graduate from high school; with numbers steadily increasing each year. Therefore, the author finds it necessary to discuss school discipline policies in the article and present how different students find themselves being
Many of the black high school’s resources were hand me downs…since the black students couldn’t fit on one bus, some children routinely missed their first class,” (Green 39). This was not the case at the white school six blocks away. If the separated schools were equal, Moton would not have had dilapidated buses, nearly 75 kids per classroom, or a lack of facilities. In the white high school, if this issue had
Jonathan Kool a former educator talks about in his article “Still separate, Still Unequal” talks about the inequalities he has seen in public schools he has taught and done research on. One of his main topics in his article is the fact of segregation resurfacing in public schools. Jonathan gives many examples of this is one of them Kozol states in his article “In a school a visited in the fall of 2004 in Kansas city, Missouri, for example, a document distributed to visitor’s reports that the school’s curriculum “address the needs of children from diverse backgrounds. But as I went from class to class, I did not encounter any children who were white or Asian- or Hispanic for that matter….
The protagonist faces systemic racism when he overhears the principal on the phone talking about expelling him. “No, I guess not, they could care less if I expel him… They need him in the fields.” “Well, I just hope our boys don’t make too much out about it to their parents.
When living their daily lives, white people do not have to take in consideration the actions they take. For example, schools attended by black students are being insufficiently funded, as compared to schools with a large white attendance (Blanchett 2006: 25). This relates to Crambletts situation because in her case, she has to endure the same situations a black mother would go through daily. However, Cramblett experiences stress and anxiety when thinking of sending her child to a poorly funded school where white people disrespect her child (Mystal 2014). She claims that this is not just, and will negatively affect the development of her child.
Throughout the article, the author proclaims that less fortunate children, especially black children, are set up for failure. In my essay, I will provide an analysis of the various rhetorical devices Watkins used to persuade
Louis alone are certainly alarming, I am most dismayed by the responses of the children from Morris High. It is evident that the children at Morris High do not fully understand the implications of racial inequality, nor do they regard the immense suffering of children in schools like those in East St. Louis. However, if I were a young white girl from a high class family attending Morris high, I too might have the same outlook. I likely would have been taught to acknowledge the inequalities faced by the minority, but would not have been taught the privileges I have experience for being white. If I were suddenly to start attending East St. Louis schools, however, the inequalities faced by my new peers would become much more apparent.
Through interviews and reactions from Adam Yamaguchi, from the CBSN Originals, this documentary shares interviews from a varying number of teachers, students, and parents and ask their different points of view and how do they interpret the critical race theory. Activists and parents oppose the critical race theory and point out. Their claims on how schools teach their children “too young and too far” when teachers are teaching students the history of the United States and the effects of ethnicity and race in a minority’s daily lives (The Critical Race Theory, 5:21). Then, John adds on how the “critical race theory is wrong by implying that black people are in a permanently down condition or that it could change by some revolution in the way people think that deep we know is never going to happen” (The Critical Race Theory, 8:34). Although this may be true on the other hand, in an online critic meeting held by Moms for Liberty, an organization against the critical race theory, they are opposing the school district’s efforts to combat the critical race theory.
Their efforts made schools with more students of color have less funding. They also had more redlining and gerrymandering between schools. But more schools with more black and Hispanic students have more socioeconomic struggles. “This return to segregation is a return to the original problem: separate and unequal. More specifically, the problem is not that predominantly Black and Hispanic schools exist, but rather that predominantly Black and Hispanic schools continue to face economic, social, and structural challenges that predominantly white schools do not.
1. Camara Phyllis Jones, a framework of institutional, personally mediated and internalized racism each brings an example of many things we’ve read about in class throughout, the issue of perception and personal issues that have been. Through the housing frameworks in Gainesville itself and in other communities in the states all across America internalized, personally mediated and institutional racism all plays a huge role in analyzing how and why some communities are safe and secure and others are polluted and less secure, on why some schools get more funded than others, they reflect on the systems privilege, unintentional and intentional racism, along with numerous structural barriers that keep people of color of actually succeeding in place
It is hard to believe that at some point in our country's history, education was limited to those not of African descent. Individuals in lower-income, African families struggled to gain access to education for their children, causing controversy to be created within school systems. The Chicago Board of Education in the 1960s and Brown v. The Board of Education were both vast examples of this as families finally brought to light this issue. These, along with several other disagreements within African American communities and schools, show how racist our country was, specifically in school systems, before the Civil Rights Movement.
Historically, certain racial groups have faced systemic discrimination in education, which has resulted in unequal access to resources and opportunities. For example, Black and Hispanic students are more likely to attend underfunded schools and they also face higher rates of disciplinary actions, such as suspensions and expulsions, which can negatively impact their academic progress and mental health. For example in “Pigeons” by Eileen Pollack she states “Pablo Rodriguez, whose parents were migrant farmers and who, in sixth grade could barely read or write or the Buck Brothers, Phil and Gregory, who seemed to get punished for no other reason than being a large and male and black”(Pollack 118). This statement shows how big of a role being born into a certain race impacts the educational opportunities a child can receive in life. As Well as the discrimination a student can face by just being a different race in the text the Buck brothers were seemingly just punished because they were and had different color skin for the rest of the students and this is seen today in school systems where students are mistreated just by how they look.
Racism: Should It Be The Reason To Abandon Students? Freedom Writers written and directed by Richard LaGravenese , based on the book, The Freedom Writers Diary, by The Freedom Writers with Erin Gruwell .“At 16, I’ve probably witnessed more dead bodies than a mortician,” says a Woodrow Wilson High School student, before matter-of-factly describing a life in which gang and domestic violence are everyday occurrences.1 Racism , that is, basing on racial, people are divided into different social classes. Racism not only be the reason to prejudice students, but also be the root of violence. As Eva says: “schools are like the city and the city is just like a person, all of them divided into separate sections, depending on tribes.”