Status Updates From Raising Race Questions: Whi...

Independent schools tend to have a long history of traditions and ways of being that are both explicit & convert, both articulated to the school community and unnamed as a art of “how we do things around here.” There are often ways of doing things that the entire staff and faculty understand but are never stated explicitly as a rule or expectation. Families are then left to rely on social networks with other …

Racial identity is about how one feels and what one understands about being the race that one is within a society that is structured by racism. It is not a political position or stance one takes for work- it is a profound aspect of one’s personal identity. It is a psychological process that does not happen immediately.

In a classroom, a teacher should constantly be working in collaboration with students’ parents.

Racial identity development: a person can be in all the statuses at the same time or can move through statuses repeatedly in the course of an hour, day, or lifetime.

Racial identity is not just another tool, It's the tool-box.

Racial identity is not just another tool - it's the toolbox.

racial identity is not just about how you identify racially but also how you feel about your race and what you understand about your current and historical racial context.

How does your teaching style favor students who are assertive and demanding of attention at the expense of students who do not feel entitled to your attention at the expense of others?

Just because one Black person promotes an idea for the Black community, it doesn't mean it should apply to everyone.

Inquiry is not about finding straightforward answers-it's about engaging in a process of seeking answers and being open to the idea that we might continue to learn the answers well after the time when we first needed to know them.

The idea that Whiteness even has anything to do with a school culture is quite radical because school culture tends to be seen and interpreted more generally as simply “normal” (Ladson-Billings, 1998; Lee, 2005).

"Usually the only way to prevent racial or gender disparities in school is to consciously subvert them with decisions and systems that take race into account."

"Usually the only way to prevent racial or gender disparities in school is to consciously subvert them with decisions and systems that take race into account."