Racism, anti-racist practice and social work: articulating the teaching and learning experiences of Black social workers

In the mid 1990s a Black practice teacher programme was established in Manchester and Merseyside with the primary aim to increase the number of Black practice teachers in social work organisations, and in turn provide a supportive and encouraging learning environment for Black student social workers whilst on placement. In the north‐west of England research has been undertaken, to establish the quality of the practice teaching and student learning taking place with Black practice teachers and students. This paper is an exploration of the ideas generated within the placement process that particularly focused on the discourse of racism and ant‐racist practice. Black students and practice teachers explain their understanding of racism and anti‐racist practice within social work. From the research, the paper will critique some of the ideas concerning anti‐racism. In particular, it will question whether anti‐racist social work practice needs to be re‐evaluated in the light of a context with new migrants, asylum seekers and refugees. It will concluded, by arguing that whilst the terms anti‐racism, Black and Minority Ethnic have resonance as a form of political strategic essentialism, it is important to develop more positive representations in the future

Did Teachers’ Race and Verbal Ability Matter in the 1960’s? Coleman Revisited

Our paper reanalyzes data from the classic 1966 study Equality of Educational Opportunity, or Coleman Report. It addresses whether teacher characteristics, including race and verbal ability, influenced synthetic gain scores of students (mean test scores of upper grade students in a school minus mean test scores of lower grade students in a school), in the context of an econometric model that allows for the possibility that teacher characteristics in a school are endogenously determined. We find that verbal aptitude scores of teachers influenced synthetic gain scores for both black and white students. Verbal aptitude mattered as much for black teachers as it did for white teachers. Finally, holding teacher characteristics other than race constant, black teachers were associated with higher gain scores for black high school students, but lower gain scores for white elementary and secondary students. Because these findings are for American schools in the mid-1960\u27s, they do not directly apply to our contemporary experience. However, they do raise issues that should be addressed in discussions of hiring policies in American education

Representation in the classroom: The effect of own-race teachers on student achievement

Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001–2002 through 2008–2009. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (.004–.005 standard deviations) and for black, white and Asian/Pacific Island students in math (.007–.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher.http://sites.bu.edu/marcuswinters/files/2017/09/Egalite-et-al-2015-FLTM_EER.pdfAccepted manuscrip

[Review of] Charles V. Willie and Ronald R. Edmonds (Eds.). Black Colleges in America: Challenge, Development, Survival

This book is a collection of articles from the Black College Conference held at Harvard University in March and April of 1976. The authors are experienced administrators, teachers, and students of our nation\u27s black colleges and universities. This book attempts, through firsthand recording, through documentation of historical fact, and through analysis of governance, financing, and institutional role, to eradicate the negative images of our nation\u27s black colleges and universities

The Long-Run Impacts of Same-Race Teachers

Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. We show that assigning a black male to a black teacher in the third, fourth, or fifth grades significantly reduces the probability that he drops out of high school, particularly among the most economically disadvantaged black males. Exposure to at least one black teacher in grades 3-5 also increases the likelihood that persistently low-income students of both sexes aspire to attend a four-year college. These findings are robust across administrative data from two states and multiple identification strategies, including an instrumental variables strategy that exploits within-school, intertemporal variation in the proportion of black teachers, family fixed-effects models that compare siblings who attended the same school, and the random assignment of students and teachers to classrooms created by the Project STAR class-size reduction experiment

Black teachers in London

This report, commissioned by the Mayor of London, follows on from a major piece of research also commissioned by the Mayor through the London Development Agency to examine the educational experiences of black boys in London, 2000-03 (2004). That report considered in great detail the reasons for the continuing underachievement of black boys in schools when compared to their peers. This report seeks to build on that research by seeking the views of black teachers about their contribution in raising achievement for black children, and also to consider what steps are necessary to address the problems of recruiting and retaining a representative teaching workforce for London. This study was commissioned with three main aims. These were to examine: • the factors with the greatest impact on the recruitment, development, progression and retention of black teachers in London • the views of black teachers and parents as to the factors affecting the educational achievement of black pupils • the views of black teachers and parents as to the effect that the presence of black teachers in the classroom has on raising black pupil performance. The intention was also to consider more broadly: • whether black teachers consider themselves as role models, and if so, for whom • if there is anything distinctive about being a black teacher and what this means in practice • black teachers’ relationships with parents • the educational needs of black children and the concerns/priorities of black parents with regard to the education of their children • black parental involvement in the education of their children. In addition to the above, the report provides an update on the numbers and distribution of black teachers in London, with comparative data on the distribution of pupils and the general population. The report also includes a review of relevant literature and policy issues involved in the recruitment, retention and promotion of (black) teachers

Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child

Including nine essays from experts and five "points of proof" organization case studies, this publication challenges the prevailing discourse about black children and intends to facilitate a conversation around strengths, assets, and resilience. It addresses the needs of policymakers, advocates, principals, teachers, parents, and others

The roots of black studies

The plight of the "desegregated Negro" serves as a perfect metaphor for the development of Black Studies in the United States. Histories of Black Studies often view its development as emerging from the Black Power Movement with no link to the Civil Rights Movement. Some of the new spaces, called Black Studies, began to challenge the legitimacy of the dominant culture. In the seven-year period from 1968 to 1975, over 500 academic units began offering a Bachelor's degree in Black Studies. The differences between white and black student activists are dramatically illustrated in events at the University of California at Berkeley. In April 1960, the Student Non-violent Coordinating Committee was born, significantly changing the modern Civil Rights Movement. When the students fought for Black Studies at colleges and universities across the country their purpose was the same as that of the teachers in the Freedom Schools

Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations

The underrepresentation of minority teachers and male teachers remains an issue in US elementary education, and there is evidence that racial interactions partly shape student performance. However there is little work on discrimination within the classroom. Do teachers give better grades to children of their own race, ethnicity or gender? A US nationally representative longitudinal dataset that includes both test scores and teacher assessments offers a unique opportunity to answer this question. I look at the effect of being assessed by a same race or same gender teacher conditionally on test scores, child effects and teacher effects. This strategy controls for three confounding effects: (i) children of different races and genders may react differently in the classroom and during examinations (ii) teachers may capture skills that are not captured by test scores and (iii) tough teachers may be matched with specific races or genders. Results indicate that teachers give higher assessments to children of their own race, but not significantly higher assessments to children of their own gender. Also, this effect comes from the differential assessments given to non-hispanic black and hispanic children. White teachers give significantly lower assessments to non-hispanic black children and to hispanic children. Results are robust to various checks on endogenous mobility, measurement error and reverse causality. Moreover children's behavior is not a significant determinant of same race or same gender matching. Finally relative grading does not explain the main results of this paper.grading, discrimination, stereotype threat, race, gender