1. The ‘isms’ in Education
This template can be used as a starter file for a photo album.

2. What is the difference between Race & Racism?

3. Race & Racism
Race is a group of categories socially constructed by us. That is, we created the idea of racial difference; it is not genetic.
Racism, however, is the harmful effects that result from believing that race means something. It is a form of oppression based on the perception of one’s race, which includes “negative or destructive behaviors that can result in denying some groups’ life necessities as well as the privileges, rights, and opportunities enjoyed by other groups” (Sonia Nieto, p. 42)
So what might this look like???

4. What’s the difference between these two pictures?

5. What’s the difference between these two pictures?

6. How might we see institutional oppression in a school district?
Look at zoning.

7. How is harm perpetuated?
Stereotypes and imagery are one predominant way we perpetuate harm, because they often influence (consciously and unconsciously) our assumptions and interactions with people.
Here are some examples of how assumptions about model minorities and constructed fears and assumptions about ‘blackness’ cause harm:
Ethnic Notions
Awkward Moments Only Asians Understand (please note this is a satire that is meant to be a social critique of racism, not a comedy)

8. Sonia Nieto
Professor of Language, Literacy and Culture at the School of Education, University of Massachusetts Amherst
Focuses on diversity in relation to culture and language and inclusion/exclusion in the public schools
Author of Affirming Diversity
Diversity & Thriving in Schools

9. Institutional Racism
“…a far greater damage is done through institutional discrimination, that is, the systematic use of economic and political power in institutions (such as schools) that leads to detrimental policies and practices.” (Sonia Nieto, p. 43)

10. How is harm perpetuated?
Laws and policies:
Plessy vs. Ferguson – 1896
Louisiana passed a transportation law that created separate railroad cars for ‘colored’ and white passengers. Black and white citizens of LA wanted to challenge the law, and arranged to have Homer Plessy (a free, mixed race man) sit in the white car. He was arrested and charged.
racial segregation was ruled lawful on the grounds that separate is equal
Brown vs. Board of Education of Topeka – 1954
The daughter of Oliver Brown had to walk and take the public bus to her school (1 mile away) even though a white school was 7 blocks from her home.
found racial segregation unconstitutional (XIV Amendment –Equal Protection) on the grounds that separate education facilities are inherently unequal

11. segregation now
Apartheid schools: schools where 1% or less of the students are white
apartheid: an Afrikaans word to describe segregation in South Africa
“most of these schools are in the Northeast and Midwest, some 12 percent of black students in the South and nearly a quarter in Alabama now attend such schools…” (Hannah-Jones).
Retrieved:

12. How did this happen…again?
Board of Education of Oklahoma vs. Dowell – 1991
The judges found that federal courts no longer had to enforce integration laws because the ruling out of Brown vs. Board was never meant to impose perpetual judicial supervision. Thus, it was never supposed to be permanent (Reardon et. al, 2011, p. 1).
unitary status: a term given to districts that petitioned (and won) a release from federal court oversight for schooling and housing integration.
Retrieved:

13. The benefits of integration
Rucker Johnson studied the life long effects of integration and “found that black Americans who attended schools integrated by court order were more likely to graduate, go on to college, and earn a degree than black Americans who attended segregated schools. They made more money…They were significantly less likely to spend time in jail. They were healthier.
Notably, Rucker also found that black progress did not come at the expense of white Americans—white students in integrated schools did just as well academically as those in segregated schools. Other studies have found that attending integrated schools made white students more likely to later live in integrated neighborhoods and send their own children to racially diverse schools.” (Hannah-Jones).