In reviewing the article “Choosing to see the racial stress that afflicts our Black Students”, the key point is that given the mental consequences of discrimination and racism experienced by the vast majority of Black children while in our schools, our education institutions must play a leading role in alleviating racial stress. Some educators believe that it is noble to avoid looking directly at race. However, evidence indicates that when we choose not to talk to our students explicitly about race and racism, it can be detrimental to the educational experience of black youth. The article goes on to suggest ways educators and school systems can go about this.
First, schools should take a more active approach to helping black youth address racial stressors by providing a curriculum that encourages discussions about race and racism. Second, education systems need to increase teacher training to foster competent classroom practices. Third, educators need to build stronger relationships with black parents and community members. A new concept for black youth in particular, is the negative physical, psychological, physiological and academic effects of racism include being hyper-vigilant about potential acts of racism. I have observed hyper-vigilance in K-12 education systems, however I did not equate this to symptom of racial trauma. A student navigating an educational system that is potential causing psychological problems due to race can include diminished self-esteem and decreased school engagement.
While I strongly agree with the premise of the article and the suggestions provided, I would highlight a potential misunderstanding that can occur if educators adopt the suggestions from the article at surface level. The article suggests taking an active approach by adopting a curriculum that encourages discussions about race and racism. Based on personal experience, I have seen severe missteps by educators in the high school setting, particularly in Social Studies and English courses, when it comes to improving the diversity and inclusion in their curriculum. Simply adding diverse authors or using resources that address racism can negatively impact the black students in the class if they are expected to add the “black perspective” or define for the class what is and is not racism. This actually adds to the racial stressors of students particularly in schools that are predominately white.
This is a challenging task, but with the partnership of curriculum experts and diversity and inclusion experts the design of curriculum coupled with excellent teacher practices could positively impact students.
References
Anderson, R. E., Saleem, F. T., & Huguley, J. P. (2019). Choosing to see the racial stress that afflicts our Black students. Phi Delta Kappan, 101(3), 20–25.
Imel Learning 