Different perceptions of race in education: racial minority and white teachers

Different Perceptions of Race in Education: Racial Minority and White Teachers

Paul R. Carr ontario institute for studies in education of the university of toronto

Thomas R. Klassen trent university

We analyze the perceptions of White and racial minority teachers concerning antiracist education in the Toronto Board of Education. The findings highlight five topics on which White and racial minority teachers have different perspectives: views of antiracist education; support for employment equity; racial minority teachers as role models; the role of principals in antiracist education; and the treatment of racial minority teachers. Racial minority teachers face greater barriers than White teachers in the education system, barriers that hamper the full recognition and importance of racial diversity in education. White teachers are generally less supportive than their racial minority colleagues of antiracist education that attempts to shape the institutional culture of schools.

The aim of antiracist education is to change institutional structures, validate the lived experiences of an increasingly diverse student body, and alter inequitable power relations. Teachers play a crucial role in the effective implementation of antiracist education and the success of change - based policies. However, teachers' perceptions concerning racism and antiracist education have received little attention in the scholarly literature.

We present the findings of research conducted in 1994 - 1995 in the Toronto Board of Education on teachers' perceptions about race, racism, and antiracist education. The research question was: What are the views of racial minority and White teachers, and how do these affect the implementation of antiracist education?

RACE IN EDUCATION

Individuals, groups, and institutions have often manipulated the concept of race to create or reinforce political and ideological regimes and myths (Alladin, 1995; Elliot & Fleras, 1992, pp. 26 - 47). Some researchers' arguments (Herrnstein & Murray, 1994; Rushton, 1994) are based on the belief that an individual's biological traits pre - determine his or her abilities; these arguments reinforce the notion of racial superiority. Notwithstanding such views, race is increasingly accepted as a social construction unconnected to individuals' intellectual, physical, or emotional capacity (Omi & Winant, 1993). Racial issues are particularly important in education because schools and teachers play a significant role in children's socialization.

Discussion of the relevance of race in education may start at underachievement and marginalization...