Study: Black Children Not Being Taught or Treated the Same as Their White Peers

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Over the weekend I encountered two posts which revealed what children, particularly black children, are being taught in school. It’s not as obvious as a Common Core Curriculum or a teacher’s lesson plan, instead it is the implicit lessons our children are learning from course materials and unfair disciplinary measures that communicate that they are less than equal to their white peers.

Example #1

Excerpt from a Frank Schaffer publications workbook
Excerpt from a Frank Schaffer publications workbook

I came across this picture on Facebook on Saturday morning. The young woman who posted it didn’t explicitly point out the problems of this penmanship assignment but everyone who commented on her post saw it. I saw it too. Why were the white children happy and proud while the black children were sad and angry? Why was it not the other way around or a mix? Why didn’t the person who created this exercise realize the implicit message this could communicate to all children about the life experiences of their peers? This is not an innocuous assignment but one that could internalize for a child the misguided message that white is synonymous with good and black is synonymous with bad. We already have proof that at a young age, children have ideas about the meaning of whiteness and blackness as Dr. Kenneth and Mamie Clark’s doll test–and the countless iterations of it–indicate. As one Twitter user aptly pointed out:

When you’re “color-blind” things like this go unnoticed. #edchat pic.twitter.com/Qy2gYCX9ud
— zellie (@zellieimani) October 25, 2014

Click here to read more.

SOURCE: UrbanFaith
Nicole Symmonds

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