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

Abstract

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.

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

“…Significant research supports the fact that teachers hold beliefs about culturally diverse students based on characteristics such as race, culture, ethnicity, language, and class (American Association of University Women [AAUW], 1992;Carr & Klassen, 1997;Gomez, 1993;Kozol, 1991;Marshall, 1996;Olmedo, 1997;Solomon, Battistich, & Hom, 1996;Valdés, 1996;Winfield, 1986). One of the most commonly held beliefs by both practicing and prospective teachers is the belief that students from culturally diverse backgrounds are less capable than other students.…”

What Should Preservice Teachers Know about Race and Diversity? Exploring a Critical Knowledge-Base for Teaching in 21st Century Canadian Classrooms

“…Other researchers share Levine-Rasky's assertions that prospective teacher candidates typically adhere to conservative ideologies (Carr and Klassen, 1997;Solomon et al, 2005). For example, a study by Solomon et al (2005) which investigated teacher candidates' perceptions of, and understanding of "Whiteness" and White privilege in Canadian society, found that candidates from different racial and cultural backgrounds have different perceptions of oppression and White privilege.…”

Professional Integration of Immigrant Teachers in the School System: A literature review

“…The results are beneficial not only to recently immigrated teachers but also to the children of immigrant families. In fact, several authors (Carr & Klassen, 1997;Deters, 2006;Goodson, Thiessen, & Bascia, 1997;Phillion, 2003;Ross, 2001;Schmidt, 2010;Schmidt, Young, & Mandzuk, 2010;Wang, 2003) maintain that immigrant teachers play a key role in facilitating immigrant children's integration. These authors contend that these teachers can a) act as role models b) help these children to integrate into the school system, and c) contribute to multicultural education.…”

“…According to Mujawamariya, these prejudices appear to further inhibit the teachers' professional integration into their teaching careers and their contribution to scientific knowledge. Carr and Klassen's (1997) Toronto study showed that visible minority teachers held positions that were of inferior status to those of their white colleagues. In another research study in Israel by Michael (2005), comparing Israeli born teachers to those of Russian origin, the results seemed to indicate that the immigrant teachers showed lower rates of membership in professional organizations, participated with less frequency in decision-making concerning their school, assumed fewer positions of responsibility and participated less often in continuing education than their Israeli counterparts.…”