The Skin Theyre In

An In-Depth Analysis of African American Childrens Elementary-Aged Experiences in Irving Independent School District By Mack T. Hines, III, Ed. D.

TABLE OF CONTENTS
i. ii. iii. I. II. III. IV. V. VI. DEDICATION PAGE OPENING STATEMENT EXECUTIVE SUMMARY INTRODUCTION METHODOLOGY RESEARCH QUESTIONS & FINDINGS REFLECTIVE ANALYSIS IMPLICATIONS SUMMARY & CONCLUSIONS ABOUT THE AUTHOR 3 4 5 12 14 23 95 98 106 108

*Note: This paper consists of the actual statements of students and teachers. The students statements were written with the words and in the manner that were expressed by the students. These statements are, in no way, a reflection of the authors writing or grammatical skills.

I. DEDICATION PAGE

This report is dedicated to Irving Independent School Districts 124 African American fifth grade students who participated in this timely study. I respect and appreciate your willingness to summon the moral courage needed to speak boldly, intentionally, and seriously about your experiences with being a student of African descent in the elementary schools of Irving Independent School District.

STATEMENT II. OPENING STATEMENT

The Odd Race Out The African American Childs Elementary-Aged Experiences in Irving ISD The African American child is in a peculiar predicament in the elementary schools of Irving ISD. On the one hand, this child enters elementary schools with the belief that he can achieve just as much knowledge and success as any other child in the school. On the other hand, this same child is made to become an oddity of skin color that endures the triple quandary of being alienated, isolated, and lonely in the Irving schools. The African American child is lonely because of being one of the few, somewhat proud students of African descent in a classroom full of minority students whose Brown mannerisms, style, and language form the dominant culture of Irvings elementary classrooms. The African American childs isolation can be traced to issues with Hispanic students who are perceived as often feeling that being Brown trumps the legitimacy of Black existence in the classroom. The African American childs experiences of alienation lay at the feet of certain teachers who overlook the lonely and isolated experiences of African American children. This teacher is perceived and believed to use race as a sorting mechanism that subtly sorts experiences of racial favoritism to Brown and White students and the anguish of racial ridicule to Black students who boldly question this form of inequality. As a result, the African American child continues to find himself in a suburban, subversive race war that not only relegates his race to places of invisible inferiority in the elementary schoolyard, but also creates a reverberating, debilitating effect on the childs ability to construct a positive racial identity in Irving elementary classrooms. As such, this quandary can only be resolved through the receipt of intentional--not conventional--attention and support from the superintendent, assistant superintendents, central office staff, and elementary administrators and teachers from Irving Independent School District.

Dr. Mack T. Hines, III

SUMMARY III. EXECUTIVE SUMMARY

The purpose of this study was to investigate 124 African American fifth grade students experiences in 20 elementary schools in the Irving Independent School District. Hence the title, The Skin Theyre In: An In-Depth Analysis of African American Childrens Elementary-Aged Experiences in Irving Independent School District. A secondary purpose of this study was to investigate elementary teachers perceptions of African American students. The perceptions for both purposes were framed in accordance to 9 research questions. The quantitative research questions for this study were as follows: 1. What are the AEIS trends regarding the enrollment of African American students in Irving Independent School District? 2. What are the AEIS school-related predictors of African American students academic performance in Irving Independent School District? 3. What are African American students perceptions of experiencing teacher-related characteristics with their teachers? 4. Do student and school characteristic differences exist among African American students perceptions of experiencing teacher-related characteristics with their teachers? 5. Do teacher and school characteristic differences exist among teachers perceptions of their effectiveness in teaching and relating to African American students? 6. Do teacher and school characteristic differences exist among teachers perceptions of other teachers expectations for African American students? 7. What is the frequency to which teachers use specific characteristics to describe African American students? The qualitative research questions for this study were as follows: 8. How do African American students describe their experiences in elementary schools? 9. What are teachers written and verbal descriptions of African American students?

The following sections provide the key student findings and teacher findings.

African American Student Findings 1. African American student performance was highly influenced by the number of Hispanic students and Caucasian American teachers on their campuses. The findings for this report specifically showed that the higher the number of Hispanic students and Caucasian American teachers on elementary campuses the lower the percentage of African American students who passed the mathematics portion and reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test. 2. African American students rated their teachers as being more effective in showing cognitive teacher characteristics than affective teacher characteristics. That is, teachers were rated higher on characteristics related to teaching students than characteristics regarding the ability to show care and concern for African American students.

3. African American students experiences in Irving elementary schools were defined in the context of alienation, isolation, and loneliness. Loneliness describes the students struggles with being only one of a few African American students in their classes or school. Isolation describes African American students experiences with being isolated by Hispanic students. Specifically, Hispanic students used their language and prevalence in numbers to create a toxic relationship with African American students. The students experienced alienation when they interacted with teachers who mistreated them because of their skin color.

4. Numerous African American students talked about being treated differently during situations of equality in their schools. These situations range from dress code to being able to use the restroom.

Teacher Findings 1. African American teachers had more confidence in their ability to teach and relate to African American students than did Caucasian American teachers and Hispanic teachers. 2. Caucasian American teachers and Hispanic teachers believed teachers from their campuses held high expectations for African American students. African American teachers, however, perceived that it was somewhat true in that teachers held high expectations for African American students. 3. Teachers who completed their student-teaching experiences in predominantly White schools, predominantly Hispanic schools, or schools with various racial groups indicated that it was true in that the teachers from their campuses held high expectations for African American students. However, teachers who completed their student-teaching experiences at predominantly Black schools indicated that it was only somewhat true in that teachers from their campuses held high expectations for African American students. 4. The most common characteristics used to describe African American students were loud, verbal and expressive, energetic, wants to be heard/valued, low self-esteem, angry disrespectful, low parental involvement, humorous, and social. In essence, 75 (18.1%) teachers used the term loud as one of the characteristics to describe African American students. In addition, 60 (14.5%) teachers used either verbal and expressive as one of the characteristics to describe African American students. Finally, 55 (13.2%) teachers described African American students as being energetic students. 5. A higher percentage of African American teachers than Hispanic and Caucasian American teachers cited relationships and teacher care and encouragement as being the most influential factors of African American student achievement. Conversely, a higher percentage of Caucasian American teachers than African American teachers believed that parental involvement and diverse curricular experiences would ultimately determine the academic success of African American children. 6. African American teachers cited school-related factors as the main cause of the underachievement of African American students. Caucasian American teachers, however, believed that home, community, and socioeconomic status were the most influential factors on African American student underachievement. 7. African American teachers indicated that race influenced their perceptions of how they interacted with African American students. They all believed that African American students were extensions and representations of them as African American teachers.

8. Hispanic teachers indicated that a lack of same race background prevented them from taking same race ownership of African American students. But these teachers did believe that because of being a minority, they could identify with the struggles of African American children. 9. Caucasian American teachers perceptions of African American students were defined in accordance to four categories: (a) Anti-Conscious Caucasian American teachers, (b) Forced Conscious Caucasian American teachers, (c) Semi-Conscious Caucasian American teachers, and (d) Conscious Caucasian American teachers. Anti-Conscious Caucasian American teachers were teachers who had never thought about how being White influenced the way in which they perceived and worked with African American teachers. The reason is that these teachers refused to acknowledge the role of race in the classroom. Forced Conscious Caucasian American teachers were forced into recognizing the role of race in their interactions with African American students. The reason is that these teachers, who probably otherwise would not have thought about race, had racial experiences that required them to recognize the extent to which Whiteness and Blackness made race a relevant factor in interacting with African American parents and students. The Semi-Conscious Caucasian American teachers applied a selective approach towards recognizing the salience of being Caucasian American when dealing with African American students. This consciousness was on display during two situations: 1. During instructional proceedings that could put Caucasian American teachers in jeopardy of being seen as racist. 2. During instructional proceedings that could cause Caucasian American teachers to be possibly perceived as being insensitive towards or oblivious to the historical events that influenced the development of racial groups. Conscious Caucasian American teachers recognized and embraced the importance of understanding why and how race impacted their interactions with African American students.

Irving Independent School District educators must translate the findings from this report into an intentional--not conventional--approach toward meeting the needs of elementary-aged African American students. An intentional approach means using deliberate, racially conscious methods to recognize and act upon the role of race in the academic, social, and behavioral development of African American students. To accomplish this goal, teachers, principals, and central office administrators must focus on intentionally meeting the needs of Irving Independent School Districts elementary aged African American students.

Teachers must begin to recognize the role of race in working with African American students. They must then translate this recognition into a color-embracing approach to teaching and addressing African American students. This approach must create experiences of equality and equity for African American students. The principals role in facilitating African American student success can be defined with one word: Culture. That is, principals must intentionally design a racially relevant culture that is conducive to African American student achievement. One strategy would be for principals to engage teachers in critical conversations about race. Using this report as a guide, these conversations should first inform teachers of the seriousness of the daily racial negotiations of African American students in Irving elementary classrooms. The conversations should then be transformed into specific strategies for gaining a better understanding of how to meet the needs of African American students. One of, if not the most, important stakeholders in the success of elementary-aged African American students are central office administrators. For the purpose of this report, I define central office administrators as people who have direct involvement in the academic success of elementary-aged students. The key people in this equation are the superintendent of schools, assistant superintendents for instruction, and the director of elementary education. The motto of Irving Independent School District is Where Children Come First. As such, the superintendent must play a critical role in ensuring that African American children are included in this motto. Based on the findings of this report, I strongly suggest that the superintendent intentionally and openly advocate for the development of African American children in Irving Independent School District. One of the first strategies to be used is to read and review this report with the assistant superintendents of instruction and director of elementary education. The discussion should be designed to develop systemic ways of improving the racial standing and academic achievement of African American children. The discussion should also be designed on how to empower elementary principals with implementing the findings from this report into their schools. The next step is for the superintendent to develop the findings from this report into an important part of Irving Independent School District. To accomplish this goal, the superintendent must engage principals in discussions about this report during principals meetings. These discussions should be designed to elicit principals feelings about the findings from this report. Principals must also give feedback on how the superintendent, assistant superintendents of instruction and director of elementary education can best support their implementation of this reports implications into their schools.

Collectively, Irving Independent School District educators must work together to understand and address the needs of African American students. This collaboration should be based on the following points: 1. It is not enough to wonder why African American students are not performing as well as students from other racial groups. Instead, they should inquire about what it means to be Black, White, and Brown in Irving elementary classrooms. An analysis of this question, in conjunction with this report, should be used to understand the elementary- aged African American students dilemma in Irving Independent School District. 2. Irving Independent School District educators should realize that poverty is not the sole cause of the underachievement of elementary-aged African American students. Instead, race plays a crucial factor in how the schooling experiences play out for African American students. 3. Race should not only be considered when Texas Education Agency results provide results regarding the academic performance of elementary-aged African American students. Race must also be considered and addressed with regard to how African American students understand and negotiate their elementary school experiences. To further support the development of African American children, Irving educators must also begin to extend the districts focus on cultural diversity into racial diversity understanding within elementary schools. Dianna Hopper, Division Director of Professional Development, has developed excellent strategies and principles for understanding and embracing cultural diversity. Now is the time to take this paradigm to the next level by examining the role of race in the daily operations of Irving Independent School Districts elementary schools. Particularly, educators must begin to consider how race influences their understanding of African American students. Listed below are ten questions that must be discussed and answered by educators who have a vested interest in Irving Independent School Districts elementary schools: 1. What is race? 2. How does race play out for African American students in Irving Independent School Districts elementary schools? 3. What are the racialized aspects of the school culture that defines Irving Independent School Districts elementary schools? 4. To what extent does school culture impact the way in which African American students negotiate their racial identity in the hallways, playgrounds, and classrooms of Irving Independent School Districts elementary schools? 5. What percentage of elementary educators apply an anti-conscious, forced conscious, semi-conscious, or conscious approach towards understanding the needs of African American students?

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6. What are the realities of racism in Irving Independent School Districts elementary schools? 7. What are the proactive ways in which Irvings elementary educators seek to monitor and dismantle, when necessary, the prevalence of any form of dysconscious racism within Irving Independent School Districts elementary schools and classrooms? 8. To what extent have Irving educators considered the way in which colorblind approaches to teaching shortchange the schooling experiences of elementary-aged African American students in Irving Independent School District? 9. To what extent are Irving educators committed to preventing colorblind approaches to teaching from shortchanging the schooling experiences of elementary-aged African American students in Irving Independent School District? 10. To what extent do Irving educators recognize the importance of providing elementary aged children with positive racial identity experiences in Irving Independent School Districts elementary schools? The importance of these questions is twofold. First, they move the diversity agenda from being aware of differences to making a social justice-centered commitment to recognizing how race impacts African American students in Irving Independent School Districts elementary schools. Second, they can facilitate a collective district-wide effort towards removing any perceived or establish barriers to powerful racially relevant experiences for African American students.

SECTION I

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INTRODUCTION
Within the last 30 years, schools have continued to experience numerous social, educational, cultural, and political changes that directly impact American society. One of the most puzzling challenges is the ability to effectively educate African American students. In spite of the 1954 Brown vs. Board of Education decision, African American students still continue to experience poor performance in American schools, especially elementary schools. Because of the continued achievement deficiencies of these students, there is a strong need to examine other ways to effectively meet the needs of these students. In addition, the starting point for such efforts should begin with the African American student. That is, there is a need to evaluate the school-related experiences and beliefs of the African-American elementary school child. This investigation would provide more insight into how African American childrens schooling experiences impact their orientation and commitment to learning. In addition, educators may be able to develop a better understanding of how to best work with elementaryaged African American children. Therefore, the purpose of this study was to investigate 124 African American fifth grade students experiences in 20 elementary schools in the Irving Independent School District. Hence the title, The Skin Theyre In: An In-Depth Analysis of African American Childrens Elementary-Aged Experiences in Irving Independent School District. A secondary purpose of this study was to investigate elementary teachers perceptions of African American students. The perceptions for both purposes were framed in accordance in accordance to 9 research questions. The quantitative research questions for this study were as follows: 1. What are the AEIS trends regarding the enrollment of African American students in Irving Independent School District? 2. What are the AEIS school-related predictors of African American students academic performance in Irving Independent School District? 3. What are African American students perceptions of experiencing teacher-related characteristics with their teachers? 4. Do student and school characteristic differences exist among African American students perceptions of experiencing teacher-related characteristics with their teachers?

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5. Do teacher and school characteristic differences exist among teachers perceptions of their effectiveness in teaching and relating to African American students? 6. Do teacher and school characteristic differences exist among teachers perceptions of other teachers expectations for African American students? 7. What is the frequency to which teachers use specific characteristics to describe African American students? The qualitative research questions for this study were as follows: 8. How do African American students describe their experiences in elementary schools? 9. What are teachers written and verbal descriptions of African American students?

The remainder of this report highlights the sections developed to understand and enhance the African American students and teachers responses to these questions. In the methodology chapter, I present the statistical methods used to analyze these research questions. In the third chapter, I present the quantitative statistics that highlight African American students perceptions of their schooling experiences. I also delineate the numerical findings regarding teachers perceptions of African American students. I also provide the findings from focus group discussions with African American students and teachers. In this section, I use African American students and teachers actual words for describing their perceptions of and experiences with working with each other. In the fourth chapter, Reflective Analysis, I provide an in-depth analysis of the findings from the students investigation and the teacher investigation. Specifically, I offer possible explanations for the outcomes of the quantitative and qualitative findings for this study. In the implications chapter, I provide implications for Irving ISD educators to use to effectively meet the needs of elementary-aged African American students. In the final chapter, Summary and Conclusions, I summarize the findings from the investigation. Overall, each section of this report should collectively provide Irving Independent School Districts educators with a better understanding of how to effectively reach and teach elementary-aged African American students.

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SECTION II

METHODOLOGY
Student Participants The student population for this study was comprised of 124 African American fifth grade students from 20 elementary schools in Irving Independent School District. The sample consisted of 58 males and 66 females. Of this population, 52 students lived in single- parent homes. The other 72 students were from two-parent homes. Whereas 17 participants attended exemplary elementary schools, 46 participants attended recognized elementary schools. The other 61 participants were enrolled in academically acceptable elementary schools. Table 1 depicts the demographic information for the student participants. Table 1. Demographic Statistics for African American Students

Number Gender Males Females Family Structure Single-Parent Homes Two-Parent Homes School Rating Exemplary Recognized Academically Acceptable 58 66

Percentage 46.7% 53.3%

52 72

41.9% 58.2%

17 46 61

13.7% 37.0% 49.3%

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Teacher Participants The teaching population for this study consisted of 145 teachers from 20 elementary campuses and 3 pre-kindergarten campuses. This population was comprised of 17 African American teachers, 75 Caucasian American teachers, and 43 Hispanic teachers. From a gender-based analysis, 12 participants were males, and 133 participants were females. Of this population, 124 teachers were from elementary schools, and 21 teachers were from pre-kindergarten schools. For this population, the teachers years of overall teaching experience ranged from 1 year of teaching experience to 39 years of teaching experience. The teachers years of teaching experience at their current schools ranged from 1 year of teaching experience to 32 years of teaching experience. There were 62 teachers with between 0 and 5 years of overall teaching experience. Twenty-two teachers held between 6 to 10 years of teaching experience, and 20 teachers held between 11 to 15 years of teaching experience. Of this population, 19 teachers have been teaching between 16 and 20 years. Finally, the other 22 participants for the study have over 20 years of teaching experience. The configuration of teaching experience at a current school was as follows: 64 teachers with 0 to 5 years of teaching experience, 26 teachers with 6 to 10 years of teaching experience, and 27 teachers with 11 to 15 years of teaching experience. Whereas, 16 teachers had between 16 and 20 years of teaching experience at their current school, the other 12 teachers held over 20 years of teaching experience at their current school. From a pre-service teaching perspective, 25 teachers completed their student teaching experiences at a predominantly White school. In addition, 19 teachers completed their student teaching experiences at a predominantly Black school. Whereas 58 teachers completed their student teaching experiences at a predominantly Hispanic school, the remaining 46 teachers student teaching experiences were completed at a racially diverse school. From an in-service teaching perspective, 17 teachers reported that they have spent majority of their teaching career in predominantly White schools. Whereas 8 teachers have mostly taught at predominantly Black schools, 78 teachers have worked primarily at a predominantly Hispanic school. The remaining 42 teachers have spent a majority of their teaching career at a racially diverse school. Finally, whereas 24 teachers taught in an exemplary school, 48 teachers taught in recognized schools. The remaining 52 teachers worked on academically acceptable campuses. Table 2 depicts the demographic information for the teacher participants.

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Table 2. Demographic Statistics for African American Students Number Race African American Caucasian American Hispanic Gender Males Females School Configuration Elementary School Pre-K School Teaching Experience (Overall) 0-5 Years 6-10 Years 11-15 Years 16-20 Years Over 20 Years Teaching Experience (Current School) 0-5 Years 6-10 Years 11-15 Years 16-20 Years Over 20 Years Pre-service Teaching Experience Predominantly White School Predominantly Black School Predominantly Hispanic School Racially Diverse School In-service Teaching Experience Predominantly White School Predominantly Black School 17 85 43 Percentage 11.2% 58.6% 29.6%

12 133

8.3% 91.7%

124 21

85.5% 14.5%

62 22 20 19 22

42.7% 15.2% 13.8% 13.1% 15.2%

64 26 27 16 12

44.1% 17.9% 18.7% 11.0% 8.3%

25 19 58 43

17.2% 13.1% 40.0% 29.7%

17 8

11.7% 5.5%

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Predominantly Hispanic School Racially Diverse School School Rating Exemplary Recognized Academically Acceptable

78 42

53.8% 31.7%

24 48 52 Instrumentation

19.4% 38.7% 41.9%

Two instruments were used for this study. First, a psychometrically sound, researcher-developed student reflections survey was used for this study. The instrument measured students perceptions of their mathematics teachers and English teachers. The survey featured a demographic variable and a teacher characteristics section. The teacher characteristic section consisted of 20 items about teacher characteristics. The items were based on research studies regarding effective teachers of African American students. The items were divided into two constructs: a cognitive construct and an affective construct. The cognitive construct consisted of items related to the instructional aspects of teaching. Sample items for this construct are: My teacher expects me to behave in class; My teacher encourages us to work together: and My teacher shows us how the different things that we learn relate to each other. The affective construct consisted of the relational and behavioral aspects of teaching. Sample items for this construct are: I feel loved by my teacher; My teacher has some understanding of my lifestyle; and If I got into a disagreement with the teacher or another student, my teachers would listen to my side of the story. Students ratings of teachers were measured on a 5-point Likert scale that ranged from 1-Not True to 5-Very True. The second instrument for this study was a teacher perceptions scale. This scale measured teachers perceptions of African American students. The survey featured a quantitative section and a qualitative section. The quantitative section consisted of a demographic-variables section and a teacher-ratings section. The first part of the teaching rating asked teachers to rate the level of truth to which they could effectively teach and relate to African American students. In addition, teachers were asked to rate the level of truth to which teachers from their campuses held high expectations for African American students. Teachers answers were rated on a 5point Likert scale that ranged from 1-Not True to 5-Very True. The other portion of the quantitative section of the survey asked teachers to list three characteristics of African Americans. Teachers then identified if these characteristics were influenced by race, gender, socioeconomic status, and family structure.

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The qualitative section of the survey consisted of 4 open-ended questions. The questions were as follows: 1. What do you think contributes to the academic success of African American students? 2. Why do you think that many African American students continue to underachieve during the elementary school years (Identify at least 3 factors that contribute to this issue)? 3. Describe 2 instructional strategies that you use to specifically ensure that your teaching is inclusive of African American students needs. 4. Describe some ways in which you have formed meaningful relationships with your African American students. The teachers were asked to answer the questions in accordance to their perceptions of and experiences with African American students.

Data Collection Data collection was completed through the use of campus visits to each school. I administered the student survey to students before engaging them in discussions about their experiences at their schools. During the first part of my focus group discussions with teachers, I asked teachers to complete their surveys before participating in a focus group discussion with me. Data Analysis The data analytic methods used for the quantitative questions for this study were a descriptive statistical analysis, frequency response analysis, analysis of variance (ANOVA), multivariate analysis of variance (MANOVA), and multiple regression analysis. A descriptive statistical analysis is used to rank the mean scores from a sample population. A frequency response analysis is used to calculate the number of responses for a particular survey item. The descriptive statistical analysis was used to analyze the findings for the following research question: 3. What are African American students perceptions of experiencing teacherrelated characteristics with their teachers?

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The frequency response analysis was used to analyze the findings for the following research question: 8. What is the frequency to which teachers use specific characteristics to describe African American students? An analysis of variance (ANOVA) is used to determine if statistically significant differences exist between groups perceptions of one dependable variable. This statistical procedure was used to analyze the findings for the following research question: 7. Do teacher and school characteristic differences exist among teachers perceptions of other teachers expectations for African American students? The independent variables for research questions 7 were the following teacher-related variables: race (African American, Caucasian American, Hispanic); gender (male, female); overall teaching experience (0-5 years, 6-10 years, 11-15 years, 16-20 years, over 20 years); teaching experience at current school (0-5 years, 6-10 years, 11-15 years, 16-20 years, over 20 years); pre-service teaching experience (predominantly White school, predominantly Black school, predominantly Hispanic school, racially diverse school); in-service teaching experience (predominantly White school, predominantly Black school, predominantly Hispanic school, racially diverse school); and school rating (exemplary, recognized, academically acceptable). The dependent variables for these research questions were teachers' perceptions of other teachers expectations for African American students. A multivariate analysis of variance (MANOVA) is used to determine if statistically significant differences exist between groups perceptions of one or more dependent variables. This statistical procedure was used to analyze the findings for the following research questions: 1. What are the AEIS trends regarding the enrollment of African American students in Irving Independent School District? 4. Do student and school characteristic differences exist among African American students perceptions of experiencing teacher-related characteristics with their teachers? 6. Do teacher and school characteristic differences exist among teachers perceptions of their effectiveness in teaching and relating to African American students?

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The independent variable for research question 1 was school rating (exemplary, recognized, academically acceptable). The dependent variable was the number of African American students enrolled on each elementary campus. The independent variables for research question 4 were gender (male, female) and family structure (single-parent homes, two-parent homes). The dependent variables for this research question were students perceptions of the level of truth regarding the extent to which their teachers showed teacher-related characteristics (cognitive and affective) towards them. The independent variables for research question 6 were the following teacher-related variables: race (African American, Caucasian American, Hispanic); gender (male, female); overall teaching experience (0-5 years, 6-10 years, 11-15 years, 16-20 years, over 20 years); teaching experience at current school (0-5 years, 6-10 years, 11-15 years, 16-20 years, over 20 years); pre-service teaching experience (predominantly White school, predominantly Black school, predominantly Hispanic school, racially diverse school); in-service teaching experience (predominantly White school, predominantly Black school, predominantly Hispanic school, racially diverse school); and school rating (exemplary, recognized, academically acceptable). The dependent variables were teachers perceptions of teaching and relating to African American students. Multiple regression analysis is a statistical technique that assesses the relationship between several independent variables and one dependent variable. Here, the statistical procedure focuses on identifying the independent variables that are better able to predict the dependent variable. This statistical method was used to analyze the findings from the following research question: 2. What are the AEIS school-related predictors of African American students academic performance in Irving Independent School District? In this equation, the predictor variables were school characteristics that have been cited as having an impact on student achievement. For this study, these variables were each schools average class size and number of economically disadvantaged students, African American students, Hispanic students, Limited English Proficiency (LEP) students, African American teachers, Caucasian American teachers, male teachers, female teachers, beginning teachers, teachers with 1-5 years of experience, teachers with 6-10 years of experience, teachers with 11-20 years of experience, and teachers with over 20 years of experience. The dependent variable was the percentage of African American students who passed the mathematics portion and reading portion of the TAKS test. The qualitative research questions were analyzed through coding and theme development. First, responses were analyzed for key words and phrases. The key responses were then grouped together and analyzed to develop common themes. Table 3 summarizes the research questions, variables, and data analytic methods for this study.

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Table 3. Research Questions, Variables, and Data Analytic Methods

Research Questions 1. What are the AEIS trends regarding the enrollment of African American students in Irving Independent School District? 2. What are the AEIS schoolrelated predictors of African American students academic performance in Irving Independent School District? 3. What are African American students perceptions of experiencing teacher-related characteristics with their teachers?

Data Analysis Multivariate Analysis of Variance

Independent Variables School Rating

Dependent Variables Student Enrollment

Multiple Regression

School TAKS Characteristics Performance Mathematics Reading

Descriptive Statistics Analysis

4. Do student and school Multivariate characteristic differences exist Analysis of among African American students Variance perceptions of experiencing teacher-related characteristics with their teachers? 5. How do African American Coding students describe their Analysis elementary-school experiences in Irving Independent School District? 6. Do teacher and school characteristic differences exist among teachers perceptions of teaching and relating to African American students? Multivariate Analysis of Variance

Student Student Characteristics Perceptions School Characteristics

Teacher Teacher Characteristics Perceptions School Characteristics

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(Table 3 Continued)

Research Questions

Data Analysis

Independent Variables

Dependent Variables

7. Do teacher and school characteristic differences exist among teachers perceptions of other teachers expectations for African American students? 8. What is the frequency to which teachers use specific characteristics to describe African American students?

Analysis of Variance

Teacher Characteristics School Characteristics

Teacher Perceptions

Frequency Response Analysis

9. What are teachers written and Coding verbal descriptions of Analysis African American students? ________________________________________________________________________

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SECTION III

RESEARCH FINDINGS RESEARCH QUESTIONS AND FINDINGS SE

African American Students Research Question One 1. What are the AEIS trends regarding the enrollment of African American students in Irving Independent School District? An analysis of variance (ANOVA) was conducted to determine whether statistically significant school rating differences existed among the number of African American students enrolled in the elementary schools of Irving Independent School District. This analysis yielded a statistically significant result, F(2, 17) = 38.29, p < .04, for school ratings. The findings showed that during the 2009-2010 school year, an average of 56 African American students were enrolled in exemplary elementary schools. An average of 54 African American students attended recognized elementary schools. However, an average of 144 African American students was enrolled in academically acceptable schools. Thus, nearly 3 times as many African American students were enrolled in academically acceptable schools than recognized elementary schools and exemplary elementary schools in Irving Independent School district (See Table 4).

Table 4. ANOVA Findings for African American Student Enrollment in Irving Independent School Districts Elementary Schools School Rating Academically Acceptable Recognized Exemplary Number of African American Students 144.6 54.3 56.5

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Research Question Two 2. What are the AEIS school-related predictors of African American students academic performance in Irving Independent School District? A multiple regression analysis was used to identify the school related characteristics that predict the percentage of African American students who pass the mathematics portion and reading potion of the TAKS test. For this study, the independent or predictor variables were each schools average class size and number of economically disadvantaged students, at-risk students, African American students, Caucasian American students, Hispanic students, Limited English Proficiency (LEP) students, African American teachers, Caucasian American teachers, Hispanic teachers, male teachers, female teachers, beginning teachers, teachers with 1-5 years of experience, teachers with 6-10 years of experience, teachers with 11-20 years of experience, and teachers with over 20 years of experience. The dependent variables were the percentage of students who passed the mathematics portion and reading portion of the TAKS test. The table below features the average percentage of African American students who passed the TAKS test in Irving Independent School District.

Table 5. Average Percentage of African American Students and TAKS Achievement Grade Level & Subject African American 3rd grade reading African American 3rd grade math African American 4th grade reading African American 4th grade math African American 5th grade reading African American 5th grade math Percentage 84.8 69.0 69.2 65.1 84.2 75.4

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The following sections provide a description of the predictors of the percentage of African American students who passed the TAKS test. Third-Grade Reading Achievement The findings showed that the independent variables explained about 13% of the variance in the reading achievement for African American third grade students in Irving Independent School District (R = .132). The model was not supported, F (2, 17) = 2.136, p > .05, indicating that independent variables as a group were not significant predictors of the percentage of African American third grade students who passed the reading portion of the TAKS test (See Table 6). Table 6. Regression Analysis for Predictors of Percentage of African American Students Who Passed Reading Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 1.452 .095 Economically Disadvantaged Students 2.340 .134 At-Risk Students -2.353 .079 African American Students .571 .095 Caucasian American Students -1.944 .078 Hispanic Students 1.247 .453 LEP Students -1.324 .267 African American Teachers 1.003 .217 Caucasian American Teachers -1.792 .346 Hispanic Teachers 1.643 .403 Male Teachers 1.523 .117 Female Teachers 1.501 .103 Beginning Teachers -1.797 .246 Teachers with 1-5 Years of Experience -.493 .099 Teachers with 6-10 years of Experience 2.431 .065 Teachers with 11-20 Years of Experience .203 .646 Teachers with Over 20 Years of Experience -2.361 .089 __________________________________________________________________________

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Third Grade Mathematics Achievement The findings showed that the independent variables explained about 22% of the variance in the mathematics achievement for African American third grade students in Irving Independent School District (R = .229). The model was supported, F (2, 17) = 2.868, p < .05, indicating that independent variables as a group were significant predictors of the percentage of African American third grade students who passed the mathematics portion of the TAKS test. The findings showed that statistically significant beta coefficients existed for the number of Caucasian American students ( = -.611, p < .05) and the number of Limited English Proficiency students ( = -3.440, p <.05). These findings showed that, all else equal, the more Caucasian American students and Limited English Proficiency students on elementary campuses, the lower the percentage of African American students who passed the mathematics portion of the TAKS test (See Table 7). Table 7. Regression Analysis for Predictors of Percentage of African American Students Who Passed Mathematics Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 1.049 .723 Economically Disadvantaged Students .456 .134 At Risk Students -1.798 .423 African American Students .3.256 .208 *Caucasian American Students -.611 .048 Hispanic Students 2.024 .453 *LEP Students -3.440 .012 African American Teachers 1.467 .476 Caucasian American Teachers -1.346 .295 Hispanic Teachers 4.029 .645 Male Teachers 3.078 .332 Female Teachers 2.567 .657 Beginning Teachers -1.467 .111 Teachers with 1-5 Years of Experience -.395 .294 Teachers with 6-10 years of Experience 1.556 .564 Teachers with 11-20 Years of Experience .406 .209 Teachers with Over 20 Years of Experience -.137 .187 __________________________________________________________________________ *Statistically Significant Predictor

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Fourth Grade Reading Achievement The findings showed that the independent variables explained about 15% of the variance in the reading achievement for African American fourth grade students in the Irving Independent School District (R = .152). The model was supported, F (2, 17) = 7.101, p < .05, indicating that independent variables as a group were significant predictors of the percentage of African American fourth grade students who passed the reading portion of the TAKS test. The findings showed that statistically significant beta coefficients existed for the number of Hispanic students ( = -4.521, p <.05) and the number of Caucasian American teachers ( = .442, p < .05). These findings showed that, all else equal, the more Hispanic students on elementary campuses, the lower the percentage of African American fourth grade students who passed the reading portion of the TAKS test. In addition, the more Caucasian American teachers on elementary campuses, the lower the percentage of African American fourth grade students who passed the reading portion of the TAKS test (See Table 8). Table 8. Regression Analysis for Predictors of Percentage of African American Students Who Passed Reading Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 1.249 .237 Economically Disadvantaged Students .145 .304 At-Risk Students -1.698 .619 African American Students .567 .556 Caucasian American Students -.145 .324 *Hispanic Students -4.521 .002 LEP Students -3.09 .495 African American Teachers 1.56 .614 *Caucasian American Teachers -.442 .046 Hispanic Teachers 4.778 .333 Male Teachers 3.118 .209 Female Teachers 2.098 .614 Beginning Teachers -1.787 .861 Teachers with 1-5 Years of Experience -.259 .346 Teachers with 6-10 years of Experience 1.006 .296 Teachers with 11-20 Years of Experience .098 .090 Teachers with Over 20 Years of Experience -.146 .662 *Statistically Significant Predictor

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Fourth Grade Mathematics Achievement The findings showed that the independent variables explained about 35% of the variance in the mathematics achievement for African American fourth grade students in Irving Independent School District (R = .350). The model was supported, F (2, 17) = 3.427, p < .05, indicating that independent variables as a group were significant predictors of the percentage of African American fourth grade students who passed the mathematics portion of the TAKS test. The findings showed that statistically significant beta coefficients existed for the number of Hispanic students ( = -4.773, p <.05) on elementary campuses. These findings showed that, all else equal, the more Hispanic students on elementary campuses, the lower the percentage of African American students who passed the mathematics portion of the TAKS test (See Table 9). Table 9. Regression Analysis for Predictors of Percentage of African American Students Who Passed Mathematics Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 3.475 .114 Economically Disadvantaged Students .465 .458 At-Risk Students -1.098 .609 African American Students .344 .135 Caucasian American Students -.112 .094 *Hispanic Students -4.773 .008 LEP Students -4.29 .576 African American Teachers 1.67 .243 *Caucasian American Teachers -.398 .116 Hispanic Teachers 4.187 .088 Male Teachers 1.089 .902 Female Teachers 2.229 .164 Beginning Teachers -1.645 .465 Teachers with 1-5 Years of Experience -.653 .983 Teachers with 6-10 years of Experience 1.432 .057 Teachers with 11-20 Years of Experience .412 .199 Teachers with Over 20 Years of Experience -.078 .265 __________________________________________________________________________ *Statistically Significant Predictor

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Fifth Grade Reading Achievement The findings showed that the independent variables explained about 18% of the variance in the reading achievement for African American fifth grade students in Irving Independent School District (R = .184). The model was supported, F (2, 17) = 15.221, p < .05, indicating that independent variables as a group were significant predictors of the percentage of African American fifth grade students who passed the reading portion of the TAKS test. The findings showed that statistically significant beta coefficients existed for the number of economically disadvantaged students ( = -1.977, p <.05) and the number of Caucasian American students ( = -.613, p < .05). These findings showed that the more economically disadvantaged students on elementary campuses, the lower the percentage of African American fifth grade students who passed the reading portion of the TAKS test. In addition, the more Caucasian American students on elementary campuses, the lower the percentage of African American fifth grade students who passed the reading portion of the TAKS test (See Table 10). Table 10. Regression Analysis for Predictors of Percentage of African American Students Who Passed Reading Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 7.451 .391 *Economically Disadvantaged Students .1.977 .010 At-Risk Students -4.555 .705 African American Students .252 .114 *Caucasian American Students -.613 .004 Hispanic Students -.435 .141 LEP Students -2.883 .097 African American Teachers .811 .122 Caucasian American Teachers -.554 .198 Hispanic Teachers 2.616 .515 Male Teachers 4.089 .765 Female Teachers 2.115 .509 Beginning Teachers -1.673 .707 Teachers with 1-5 Years of Experience -.453 .810 Teachers with 6-10 years of Experience 1.129 .465 Teachers with 11-20 Years of Experience .756 .490 Teachers with Over 20 Years of Experience -.156 .332 __________________________________________________________________________ *Statistically Significant Predictor

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Fifth Grade Mathematics Achievement The findings showed that the independent variables explained about 41% of the variance in the mathematics achievement for African American fifth grade students in Irving Independent School District (R = .412). The model was supported, F (2, 17) = 10.227, p < .05, indicating that independent variables as a group were significant predictors of the percentage of African American fifth grade students who passed the mathematics portion of the TAKS test. The findings showed that statistically significant beta coefficients existed for the number of Hispanic students ( = -4.724, p <.05) and the number of Caucasian American teachers ( = .428, p < .05). These findings showed that the more Hispanic students on elementary campuses, the lower percentage of African American fifth grade students who passed the math portion of the TAKS test. In addition, the more Caucasian American teachers on elementary campuses, the lower percentage of African American fifth grade students who passed the mathematics portion of the TAKS test (See Table 11). Table 11. Regression Analysis for Predictors of Percentage of African American Students Who Passed Mathematics Portion of TAKS Test ________________________________________________________________________ Independent Variables p Average Class Size 3.265 .254 Economically Disadvantaged Students 9.141 .614 At-Risk Students -1.414 .775 African American Students .772 .875 Caucasian American Students -.1612 .350 *Hispanic Students -4.724 .018 LEP Students -8.933 .125 African American Teachers 4.279 .420 *Caucasian American Teachers -.428 .029 Hispanic Teachers 4.632 .904 Male Teachers 8.093 .902 Female Teachers 7.123 .888 Beginning Teachers -4.982 .792 Teachers with 1-5 Years of Experience -.1649 .398 Teachers with 6-10 years of Experience 5.312 .675 Teachers with 11-20 Years of Experience 1.772 .921 Teachers with Over 20 Years of Experience -.651 .387 __________________________________________________________________________ *Statistically Significant Predictor

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Research Question Three 3. What are African American students perceptions of experiencing teacher related characteristics with their teachers? Survey Findings Mathematics Teacher Rating A descriptive statistical analysis was used to calculate and rank the mean scores for African American students perceptions of the extent to which their teachers showed specific teacher characteristics towards them. The findings showed that the three highest- ranked mean scores were from the cognitive domain of teaching. The mean scores were: My teacher expects me to behave in class (4.75); My teacher expects us to be successful in this class (4.62); and My teacher can teach (4.54). The three lowest- ranked mean scores were from the affective domain of teaching. These scores were: If I got into a disagreement with the teacher or another student, my teachers would listen to my side of the story (3.00); My teacher shows an interest in things that I do outside of the school (2.81); and My teacher calls my family when I do good things in school (1.96). Thus, the African American participants for this study very much believed that their mathematics teacher could teach and expected success and good behavior from them. However, they only somewhat believed that their mathematics teacher would listen to them during crucial situations. In addition, for these students, there was little truth to the notion of having a mathematics teacher who either showed an interest in their lives outside of school or called their parents when they performed well in school. The items and mean scores are presented in Table 12. Table 12. Mean Scores for Teacher Characteristics: Mathematics Teacher Item My teacher expects me to behave in class. My teacher expects us to be successful in this class. My teacher can teach. My teacher does not accept failure from me. My teacher encourages us to work together. My teacher shows us how the different things that we learn relate to each other. During class, my teacher uses examples I can relate to. If I had a big problem, my teacher would listen to me. My teacher listens to me. Mean Score 4.75 Cognitive 4.62 Cognitive 4.54 Cognitive 4.25 Cognitive 3.91 Cognitive 3.86 Cognitive 3.62 Cognitive 3.60 Affective 3.60 Affective

1. 2. 3. 4. 5. 6. 7. 8. 9.

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10. When I make a mistake in class, my teacher talks to me instead of yelling at me. 11. My teacher makes our class feel like a family in this class. 12. My teacher makes me feel important. 13. My teacher treats me just as good as students from other racial groups. 14. My teacher treats me fairly. 15. My teacher cares for me like my parents care for me. 16. I feel loved by my teacher. 17. My teacher has some understanding of my lifestyle. 18. If I got into a disagreement with the teacher or another student, my teachers would listen to my side of the story. 19. My teacher shows an interest in things that I do outside of the school. 20. My teacher calls my family when I do good things in school.

3.59 Affective 3.58 Affective 3.53 Affective 3.33 Affective 3.11 3.08 3.06 3.01 3.00 Affective Affective Affective Affective Affective

2.81 Affective 1.96 Affective

English Teacher Rating A descriptive statistical analysis was used to calculate and rank the mean scores for African American students perceptions of the extent to which their reading teachers showed specific teacher characteristics towards them. The findings showed that the three highest-ranked mean scores were from the cognitive domain of teaching. The mean scores were: My teacher expects me to behave in class (4.85); My teacher can teach (4.78); and My teacher expects us to be successful in this class (4.57). The three lowest-ranked mean scores were from the affective domain of teaching. These scores were: My teacher has some understanding of my lifestyle (3.00); My teacher shows an interest in things that I do outside of the school (2.76); and My teacher calls my family when I do good things in school (1.92). Thus, the African American participants for this study very much believed that their reading teacher expects them to behave and be successful in class. However, they believed that there was only some truth to their teachers understanding them. They also indicated that there was nearly some truth to having reading teachers who showed some interest in their interests outside of school. The items and mean scores are presented in Table 13.

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Table 13. Mean Scores for Teacher Characteristics: Reading Teacher Item 1. My teacher expects me to behave in class. 2. My teacher expects us to be successful in this class. 3. My teacher can teach. 4. My teacher does not accept failure from me. 5. My teacher shows us how the different things that we learn relate to each other. 6. My teacher makes our class feel like a family in this class. 7. My teachers encourage us to work together. 8. My teacher listens to me. 9. If I had a big problem, my teachers would listen to me. 10. When I make a mistake in class, my teacher talks to me instead of yelling at me. 11. My teachers care for me like my parents care for me. 12. During class, my teachers use examples I can relate to. 13. I feel loved by my teachers. 14. My teachers make me feel important. Mean Score 4.85 Cognitive 4.78 Cognitive 4.57 Cognitive 4.40 Cognitive 3.95 Cognitive 3.73 3.64 3.53 3.50 3.48 3.37 3.31 3.29 3.27 Affective Cognitive Affective Affective Affective Affective Cognitive Affective Affective

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15. If I got into a disagreement with the teacher or another student, my teachers would listen to my side of the story. 16. My teachers treat me just as good as students from other racial groups. 17. My teachers treat me fairly. 18. My teacher has some understanding of my lifestyle. 19. My teachers show interest in things that I do outside of the school. 20. My teachers call my family when I do good things in school. Research Question Four

3.23 Affective 3.15 Affective 3.21 3.09 2.76 1.92 Affective Affective Affective Affective

4. Do student and school characteristic differences exist among African American students perceptions of experiencing teacher-related characteristics with their teachers? Inferential Statistics A multivariate analysis of variance (MANOVA) was conducted to determine whether statistically significant family structural, gender-based, or school-rating differences existed among African American students perceptions of their mathematics teachers. The findings did not yield a statistically significant result for family structure, gender, or school rating, = .80, p >.05, for this independent variable. Thus, the African American students ratings of their mathematics teachers were not a function of gender, family environment, or the rating of their campus. A multivariate analysis of variance (MANOVA) was conducted to determine whether statistically significant family structural, gender-based, or school-rating differences existed among African American students perceptions of their reading teachers. The findings did not yield a statistically significant result for family structure, gender, or school rating, = .80, p >.05, for this independent variable. Thus, the African American students ratings of their reading teachers were not a function of gender, family environment, or the rating of their campus.

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Teacher Findings Research Question Five 5. Do teacher and school characteristic differences exist among teachers perceptions of their effectiveness in teaching and relating to African American students? A multivariate analysis of variance (MANOVA) was conducted to determine whether statistically significant racial and gender-based differences existed in teachers perceptions of their ability to teach and relate to African American students. The same analysis was conducted to determine if teachers perceptions of these statements could be attributed to differences in location of student-teaching experience, location of in-service teaching experience, overall years of teaching experience, years of teaching at current school, and school rating. The findings from this analysis showed that race, F(2, 95) = 5.195, p < .05, and location of student-teaching experience, F(2, 95)=3.941, p<.05, had a statistically significant impact on the teachers perceptions of their ability to teach and relate to African American students. Specifically, the racial findings showed that African American teachers believed that it was true in that they knew how to teach and relate to African American students. Caucasian American teachers and Hispanic teachers perceived that it was mostly somewhat true regarding their effectiveness in teaching and relating to African American students (See Table 14).

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Table 14. MANOVA Findings for Perceptions of Teaching and Relating to African American Students in Accordance to Race

Item African American Mean Score 1. For the most part, I know how to teach my African American Students. 2. For the most part, I know how to relate to my African American Students. 4.28

Teachers Race Caucasian American Mean Score 3.60 Hispanic Mean Score 3.95

4.50

3.57

3.85

Similar results were found for differences in teacher perceptions in accordance to student teaching experiences. Regardless of the teachers race, teachers who completed their studentteaching experience at a predominantly Black school indicated that it was true in that they knew how to teach and relate to African American students. Teachers who completed their studentteaching experiences in predominantly White schools, predominantly Hispanic schools, or schools with various racial groups indicated that it was mostly somewhat true in their ability to effectively teach and relate to African American students (See Table 15).

Table15. MANOVA Findings for Perceptions of Teaching and Relating to African American Students in Accordance to Pre-service Teaching Experience Teachers Race Item Predominantly White Predominantly Black Predominantly Hispanic Various Racial Groups

1. For the most part, I know how to teach my African American Students.

3.37

4.38

3.55

3.62

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Research Question Six 6. Do teacher and school characteristic differences exist among teachers perceptions of other teachers expectations for African American students? An analysis of variance (ANOVA) was conducted to determine if teachers perceptions of other teachers expectations of African American students differed in accordance to race, gender, location of student-teaching experience, location of in-service teaching experience, overall years of teaching experience, years of teaching at current school, and school rating. The findings from this analysis showed that race, F(2, 95) = 3.673, p < .05, and location of student teaching experience, F(2, 95)=8.714, p<.05, had a statistically significant impact on the teachers perceptions of the extent to which teachers on their campus held high expectations for African American students. Specifically, the racial findings showed that Caucasian American teachers and Hispanic teachers believed that it was true in that the teachers held high expectations for African American students. However, African American teachers perceived that it was somewhat true in that teachers held high expectations for African American students. Additional findings showed that teachers who completed their student-teaching experiences in predominantly White schools, predominantly Hispanic schools, or schools with various racial groups indicated that it was true in that the teachers from their campuses held high expectations for African American students. However, teachers who completed their student-teaching experiences at predominantly Black schools indicated that it was only somewhat true in that teachers from their campuses held high expectations for African American students (See Table 16). Table 16. ANOVA Findings for Perceptions of Expectations for African American Students Statement Category Most teachers at this school have high expectations for African American students. Race African American Caucasian American Hispanic 3.35 4.06 4.35 Predominantly Predominantly Predominantly Various White Black Hispanic Racial Groups
4.67 3.04 4.01 4.13

Pre-service Experience

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Research Question Seven 7. What is the frequency to which teachers use specific characteristics to describe African American students? Each teacher was asked to identify three characteristics that best describe African American students. The findings showed that 10 characteristics were cited by more than one teacher. These characteristics were loud, verbal and expressive, energetic, wants to be heard/valued, low selfesteem, angry, disrespectful, low parental involvement, humorous, and social. The three most frequently cited characteristics were loud, verbal and expressive, and energetic. In essence, 75 (18.1%) teachers used the term loud as one of the characteristics to describe African American students. In addition, 60 (14.5%) teachers used either verbal or expressive as one of the characteristics to describe African American students. Finally, 55 (13.2%) teachers described African American students as being energetic students. Table 17 provides the number and percentage of teacher respondents for these and the other frequently cited characteristics for describing African American students. Table 17. Frequency Responses of Characteristics about African American Students (N=415 Responses) ____________________________________________________________________________ Item Number (%) ___ __________ 1. Loud 75 (18.1%) 2. Verbal/Expressive 60 (14.5%) 3. Energetic 55 (13.2%) 4. Wants to be heard/valued 47 (11.3%) 5. Low Self-Esteem 40 (9.6%) 6. Angry 15 (3.6%) 7. Disrespectful 10 (2.4%) 8. Low Parental Involvement 10 (2.4%) 9. Humorous 9 (2.2%) 10. Social 8 (1.9%) __________________________________________________________________________

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In addition to identifying characteristics, teachers were also asked to characterize the characteristics in accordance to three categories. The teachers were asked to identify the characteristics that seemed to be more prevalent among African American students. The teachers also identified the characteristics that allowed them to make strong connections with African American students. Finally, the teachers identified the characteristics that sometimes created barriers between them and African American students. Some of the prevalent characteristics were loud, energetic, outgoing, and unmotivated. Some of the relationship building characteristics were sense of humor, energetic, funny, and willingness to achieve. Some of the barrier-building characteristics were loud, energetic, outgoing, and low parental involvement (See Table 18). Table 18. Teacher-Identified Characteristics of African American Students Prevalent Outgoing Respond to mothering Social Enthusiastic Vocal Parental attitude Active Low parental involvement Loud Energetic High energy Attitude Wants respect Louder Family Active Activity Individual attention Charismatic Fun Excited Outgoing Wants validation Interactive Low parental involvement Support Vocal Relationship Look to teacher as model Sense of humor Willingness to achieve Talkative Energy High energy Lively, energetic Expressive Interactive Low parental support Independent Vocal Humorous Background Vibrant Personality Eager to be heard Loud Fun Serious thinkers Happy Funny Movement Fun Outspoken Athletic Unmotivated Barriers Look to teacher as model Willingness to achieve Sporadic interest Social/charismatic Fun Outgoing Wants validation Interactive Social Athletic Energy High energy Rhythm Expressive Interactive Low parental involvement Independent Caring Loud Passionate Comforting connection Struggle Unmotivated Disrespectful Loud Play oriented Hyper

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Culture Honest Unmotivated Comforting Connecting Critical Struggling academically Entertaining Unmotivated Unmotivated Loud Fun Play oriented Attitude Hyper

Athletic Active Respectful Vocal Humorous Background Vibrant Personally Eager to be heard Loud Fun

Struggle Outspoken Culturally oriented Missing father figure Smart Loud Loud Passionate Comforting connection

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QUALITATIVE SECTION African American Students Research Question Eight 8. How do African American students describe their experiences in elementary schools? I conducted 27 focus group sessions with 124 African American fifth grade students from 20 elementary schools. The students were not grouped according to family structure or parental career decisions. For this study, some students were grouped according to behavior. That is, on some campuses, I talked to a group of well-behaved African American students. The other group would consist of African American students with some behavioral problems. I began each session by introducing myself to the students. I would then explain my purpose for meeting with them. Students were given the option to remain in the session or leave the session if they did not want to participate in the activities. After exchanging pleasantries with the students, I would then ask the students to give their names and share at least one positive thing about themselves. Some students struggled with describing a positive characteristic about themselves. In these instances, I would describe a positive characteristic about these students. The students were then able to use my feedback to describe other positive characteristics about themselves. Afterwards, I engaged the students in a series of discussions and activities about race. The purposes of these activities were twofold. First, I wanted to gain insight into the extent to which the student held views about race. Second, I wanted to gather the students perceptions of how race played out for them as African American students in majority Hispanic elementary schools. Proud Blackness I began each discussion by asking the students if they were proud to be a part of the African American race. With the exception of one student, all of the students indicated that they were proud to be an African American person. On some campuses, I asked the students to write an explanation for being proud to be an African American person. On other campuses, I asked the students to verbally explain their reasons for having pride in being students of African descent. For the most part, the students responses could be divided into three categories: Spirituality, Diversity, and History.

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From a spiritual perspective, numerous African American students indicated that they were proud to be Black because of being one of Gods creations. That is, the students perceived that because God created them, they were designed to have their skin color. In addition, because they received their skin color from God, they were special individuals. For example, one student wrote, Im part of history and Im special. And thats the way God made me. In describing her pride in being Black, another student wrote, Im proud to be Black because God wanted me this way. I am a special individual. During one discussion, an African American student stated, I will always be proud of my skin color, because its what the man from above gave to me. Another student added, Being Black is good because thats the way God made me and I accept that. Along the lines of diversity, several students indicated that they were proud to be Black because their skin color added diversity to their surroundings. For these students, Blackness was a way of providing people from other racial groups with the opportunity to better understand African American people. Example: During one discussion, an African American female student exclaimed, Because I am Black, I am a very unique person. She continued, I can also help people to understand what being Black means. During another focus group discussion, an African American student stated, I am proud to be Black because it gives you a chance to meet different people and share your feelings with others. Other representative statements of diversity are as follows: Being Black makes you different and people can learn how to have expectations of you. I know that because I am proud to be Black, I can get people to see how we can be different but get along, too. From a historical perspective, many of the students indicated that their Black pride emanated from the historical legacy of being Black in America. Some students viewed this perspective in accordance to slavery. They repeatedly talked about the notion of African American people being slaves. They also seemed to take great pride in knowing that African Americans were able to overcome slavery.

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For example, one African American student said, I am proud to be Black because we made it through slavery. She continued, We are the only people to have ever gone through slavery in this country. During another campus discussion, an African American student stated, You know, my ancestors made it through slavery and I am proud to come from that. Students also focused their historical pride in Blackness on Dr. Martin Luther King, Jr., one of the most prominent African American people in United States history. Of the 124 students, 98 students spoke very highly of and held great respect for Dr. King. Listed below are the most cited reasons for their views of Dr. King. 1. African American students believed that Dr. Martin Luther King, Jr. gave African Americans freedom. 2. African American students believed that Dr. Martin Luther King, Jr.s I Have a Dream Speech changed the way in which African American people were somewhat viewed in American society. 3. African American students believed that Dr. Martin Luther King, Jr. wanted equal rights for all people. 4. African American students believed that Dr. Martin Luther King, Jr. united African American people and Caucasian American people. 5. African American students believed that Dr. Martin Luther King, Jr. created opportunities for African American people to participate in the same activities as Caucasian American people. Listed below are some of the students written statements and verbal statements about Dr. King. Written Statements Dr. King, because he made a change in the world and peoples hearts--Black and White. Dr. Martin Luther King, Jr. helped us get out of slavery. I respect Dr. King for giving us his speech. MLK made White and Black people come together as one. Dr. Martin Luther King, Jr. saved Black people from White people. Verbal Statements I love Dr. Martin Luther King because he ended slavery. Dr. King was great because he stood up for Black people. Dr. King is special because he made it to where Black people can sit anywhere on the bus and eat in any restaurant that we want to.

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Dr. Martin Luther King, Jr. was the one who wanted all people to be the same because he felt like we were the same. Dr. King was a good man to help Black and White people get along and saved the country. During these discussions, I would clarify to students that Dr. King was indeed a great person. I also explained that Dr. King did not give freedom to African American students. I explained that African American people already had freedom. I then told the students that Dr. King fought for African American people to be treated with equality and have the same rights as Caucasian American people, as well as people from other racial groups. The students indicated that they understood and agreed with my points about Dr. King. Based on their responses, I then asked the students if they believed that our country had achieved Dr. Kings dream. Of the 98 students who participated in these discussions (I did not ask this question to all of the students), 16 African American students indicated that the country has achieved Dr. Kings dream. The reason, according to them, is that African American people are treated with the same level of equality as Caucasian American people, as well as people from other racial groups. On the other hand, 17 African American students indicated that the country has somewhat achieved Dr. Kings dream. The reason is that African American people were treated somewhat equal in comparison to Caucasian American people and people from other racial groups. However, 65 African American students indicated that the country has not achieved Dr. Kings dream. These students reasoned that African American people still do not have the same level of equal rights as people from other racial groups. After hearing these remarks, I would ask these students to complete an activity entitled Racial Respect. I directed the students to number their papers from 1 to 4. I then asked the students to write the names of the following racial groups: African American, Caucasian American, Hispanic, and Asian. I then asked the students to rank the racial groups in accordance to respect. That is, I asked them to place the most respected racial group by number 1, second most respected racial group by number 2, and so forth and so on. The findings showed that a majority of the students believed that Caucasian American people were the most respected group of people in American society. These people were followed by Hispanics, Asians, and African Americans. The responses also revealed that most of the students believed that African American people were the least respected group of people in American society. This group of people was followed by Asian people and Hispanic people. No student perceived that Caucasian American people were the least respected group of people in our society. A detailed portrayal of the students rankings is featured in Table 19.

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Table 19. African American Students Ranking of Respect Given to Racial Groups Most Respected Student Populations Second Most Respected Third Most Respected 1 (1.5%) 37 (56.9%) 15 (23.1%) 12 (18.5%) Fourth Most Respected (Least) 0 (0%) 54 (83.1%) 3 (4.6%) 8 (12.3%)

Caucasian American African American Hispanic Asian

52 (80%) 2 (3.1%) 8 (12.3%) 3 (4.6%)

6 (9.2%) 5 (7.7%) 50 (77%) 4 (6.1%)

After reviewing the responses, I would ask students to justify their rankings. The students offered very different reasons for the rankings of Caucasian American people, African American people, Hispanic people, and Asian people. For example, one African American student stated, I think White people get treated the best because they have money and they are very rich. On another campus, African American students indicated that Caucasian American people have power and therefore would be treated with the most respect. He said, Everybody knows that White people have the money and the power. He continued, So you know that they are gonna be respected. I heard one of the most telling examples of this perception during my discussions with an African American girl who immigrated to the United States from Africa. This student explained her ranking by stating that African American people and Caucasian American people both experience racism--but for two different reasons. For her, racism towards African American people was based on the physical features of African American people. Caucasian American people, however, faced racism because of the disdainful perceptions of their being the supreme race in this country. What follows is the actual wording from her statement. You know, people got to realize that Blacks and Whites face two kinds of racism. Blacks get racism because of their skin color, eyes, ears, and nose. White people get racism because people dont like the fact that theyre perfect. After completing these discussions, I would then engage the students in discussions on their perceptions of being students of African descent in their respective schools.

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Race on the Elementary Schoolyard: African American Students in Review The purpose of this section of the report is to provide the findings from my discussions with African American students regarding their elementary school experiences. My findings showed that African American students experience a triple quandary in their elementary schools. The quandaries are alienation, isolation, and loneliness. What follows is a description of how these quandaries play out for African American students in Irving Independent School Districts elementary schools. Loneliness Several African American students indicated that being Black was a very lonely experience for them at their elementary schools. The reason is twofold. First, there were very few African American students who attended their elementary schools or were in their grade level. As a result, they sometimes struggled with having very few African American friends on their campuses. For example, one African American student summarized her feelings with the following written description: I really like my school--I do. I am learning and for the most part, I get along with my teachers. Its just that there are not many of us in the building and on my grade level. So I just dont know what to do sometimes when Im in that situation. Second, most of the students feelings of loneliness emanated from their lack of belongingness to Hispanic students. Better stated, the students perceived that because they were not Hispanic, they were unable to connect with Hispanic culture. As a result, they often perceived that they were not a good fit for their majority Hispanic elementary schools. This experience was especially true for students who were the only African American students in the classroom. For example, consider the following written perspective from an African American gifted and talented student: A lot of times, I will look around and think Wow! Im the only Black person in the room. Sometimes I feel good to be a smart Black student in the classroom with the Mexicans. But sometimes, I do feel out of place because I am not Mexican and I just dont get them sometimes when we are working in the classroom. In sharing his experiences, an African American male student stated, Im the only Black person in my math class. He continued, So sometimes I will look at the class and try to figure out how I can stay with the class--I mean just try to blend in with the Mexicans. He concluded, Sometimes, I feel I do it well, and sometimes I feel like I dont. For most of the students, the Hispanic language often made them feel lonely. The main reason is that the students did not

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speak Spanish. Thus, when Hispanic students spoke Spanish, the African American students became lonely and confused. Listed below are sample statements that highlight African American students struggles with negotiating the language factor regarding Hispanic students. Sometimes, Ill be talking with my Mexican friends and theyll just switch up and speak in Spanish and I wont know what I need to do. I dont speak Spanish, so a lot of times when the Mexicans speak Spanish, I have a hard time trying to fit in with them. Im very good friends with a boy name Jesus (pseudonym). And when we get together, we both speak English to each other. But when other Mexicans come around, hell like go to speaking in Spanish. And I just feel totally left out. I try to mostly stick with the little bit of Black students in my class. Because when I am the only one with the Mexicans, theyll speak Spanish like Im supposed to understand them. But I dont even know what they are saying. Isolation On many campuses, African American students spoke passionately about being isolated by Hispanic students. These students believed that Hispanic students used their language and prevalence in numbers to create a toxic relationship with African American students. During one of my earlier school visits, I asked the African American students if there were a lot of Hispanic students at their schools. Looking at me with an angry demeanor, all of the students said YES! In a very derisive tone, one of the African American female students exclaimed, Mexicans are everywhere! Another African American student followed with And we dont get along with them! During my visits to other campuses, I found that other African American students reiterated the same theme. When probed for further explanations, the African American students explained that most of the Hispanic students were mean towards African American students. They also indicated that Hispanic students almost always attempted to control African American students. For example, one African American student said, The Mexicans are very mean to us. He continued, They try to fight us over everything! I then engaged this group in an in-depth conversation about the issue. What follows is the dialogue between these students and me.

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Hines: So you are all saying that Hispanic students try to fight you. All of the Students: YES! Hines: What do you mean? African American Male: Okay, like say if were out for recess and we want to play kickball. Hines: Right. African American Male: If they are playing with the kickball, they wont let us play. Hines: What do you mean that they wont let you play? African American Female: Just what he said. They try to fight us. Hines: What? Second African American Male: Theyll say, You got to fight us to be able to get the ball from us. Hines: Real talk? (Translation: Are you telling the truth?) Second African American Male: Yeah, thats real talk. Second African American female: And theyll like try to jump in front of the lunch line when we go different places. Hines: So how do you handle that? Third African American Female: Well stand up to them sometimes. Hines: Well, dont you tell the teacher?

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Third African American Male: For What? They aint going to do nothing. Hines: Why would you say that? Third African American Male: Because they never do nothing. They just believe the Mexicans. Towards the end of my visit with these students, I learned that this treatment had begun to have a racial and psychological effect on African American students. Many of the students did not want to attend this school. Their attitude towards school did not emanate from being afraid of Hispanic students. Instead, the students were frustrated with feeling isolated by their Hispanic classmates. Evidence to this effect could be seen in how the students felt better about their race when they were away from school. In addition, several of these students indicated that during school hours, they wished that they could be Mexican from 8 to 3. Elsewhere, many African American students related that their Hispanic counterparts use racial slurs as a means of communicating with them. The most common racial slur was the term nigger. According to these students, Hispanic students would use both the Spanish and English version of this word to disparage them. For instance, an African American student denoted that whenever he disagreed with his Hispanic friends, they would simply say, Youre just a negero. So whatever. Another African American student explained, When the Mexicans get mad at us, they always calling us the N word and it makes me sick. Many African American students also perceived that Hispanic students would speak Spanish to say mean things about them. As an example, during my discussion with one group of African American students, each student gave an example regarding this theme. Their examples are as follows: Written I can always tell when the Mexicans get mad with us. They just start calling us names in a very mean way. Verbal I cant stand the Mexicans cause they just sit up in class and start speaking Spanish about us-and its nothing nice that theyre saying. Written One time this year, me and Maria (pseudonym) got into it. So she just started cursing me out in public. Verbal Mexican students will just start going off on you in Spanish and you dont know what theyre saying. But you definitely know that they are saying mean stuff about you.

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I would ask these and other students about how these experiences made them feel about being an African American person. A few students indicated that the Hispanic students did not make them feel any different about themselves. But many of the African American students offered a very different opinion. The students often spoke about feeling like, in some ways, they did not have as significant racial stature as Hispanic students. Sample comments for this perspective include but are not limited to the following: It just makes me feel like I am not good enough as a Black student when Im dealing with them. I just want to be something else other than Black at that moment. I love being Black when Im not around them. But when Im around the Mexicans, I feel like I got to do battle with them. I dont feel like Im accepted because of how them Mexicans try to do us. I sometimes feel like I would be better off at a Black school. Alienation One of the most significant findings of this report was the African American students perceptions of being alienated by teachers at their school. On a few campuses, the students perceived that many teachers mistreated them because of their skin color. On most campuses, the students talked about one teacher who intentionally mistreated them and other African American students. Overall, many students perceived that they were not treated as fairly as students from other racial groups, especially Hispanic students. For example, after engaging the students in discussions about their ranking of different racial groups, I asked them to rank levels of respect given to students at their schools. The findings showed that 36 of 48 African American students believed that Hispanic students were the most respected group of students. An additional 9 African American students indicated that Caucasian American students were the most respected students. Finally, 2 African American students and 1 African American student believed that African American students and Asian students, respectively, were the most respected students on their campuses. On the other hand, the responses also revealed that most of the African American students believed that African American students were the least respected group of students on their campuses. An additional 6 African American students and 7 African American students believed that Hispanic students and Asian students, respectively, were the least respected group of students on their campuses. No student perceived that Caucasian American students were the least respected group of students at their schools. A detailed portrayal of the students rankings is featured in Table 20.

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Table 20. African American Students Ranking of Levels of Respect for Students Most Respected Student Populations Caucasian American African American Hispanic Asian 9 (18.7%) 2 (4.2%) 36 (75%) 1 (2.1%) Second Most Respected 32 (66.7%) 6 (12.5%) 4 (8.3%) 6 (12.5%) Third Most Respected 0 (0%) 18 (37.5%) 8 (16.7%) 22 (45.8%) Fourth Most Respected 0 (0%) 35 (72.9%) 6 (12.5%) 7 (14.6%)

In conducting a further investigation, I found that these rankings were attributed to African American students feelings of how teachers perceived students. For example, after completing this activity with a group of students from one campus, I asked them to write a description of how teachers may perceive them and the other students in the school. Table 21 provides the rankings and perceived teacher perceptions for these students. Table 21. African American Students Perceptions of Teacher Perceptions of Students
Student Ranking 1.Hispanic 2.White 3.Black 1.Hispanic 2.White 3.Black 1.White 2.Hispanic 3.Black Four 1. Hispanic 2. White Teacher Perception (Based on Student Belief) Better Than Others Smarter Bad Niggers The Most Important Good Bad and Dumb Better Not Different But Better Different Speaks Mexican Talented

One

Two

Three

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3.Black 1.White Five 2.Hispanic 3.Black 1. White 2. Hispanic 3. Black

Dangerous Great Sweet Mean Smart Good People Very Dumb

Six

*Because these students attended schools that mostly consisted of Hispanic students, Caucasian American students, and African American students, the rankings are based on three student groups. Another relevant aspect of this outcome is the African American students experiences of experiencing different treatment from teachers. In this section, I will provide student testimonies in accordance to the following areas: Discipline and Access to Equality-Based Structures. Discipline The most frequently cited area of racial disparity was school discipline practices. Numerous students discussed and wrote about being disciplined differently from other students, especially Hispanic students. One example of different discipline is teacher approaches to reprimanding students. Several students indicated that they were reprimanded in a way that was extremely different from how Hispanic students and Caucasian American students were addressed for disciplinary reasons. These students emphatically stated that when African American students misbehave, their teacher would yell at and embarrass them in front of the class. But when Hispanic students and Caucasian American students engaged in misbehavior, the teacher would either talk to them or privately counsel them in the hallway. For example, during one of the discussions, an African American male student said, When I and another Black student start talking, the teacher will say Now shut up and do you work. He continued, But when a White kid does the same thing, my teacher will say, Now you know better than that. An African American female then added to the conversation by saying that she sees this discrepancy between African American students and Hispanic students. She said, Yeah, but really the teachers do that a lot with the Mexicans. She continued, They will let Mexicans get away with causing trouble. But if youre Black, youre going to get it. The it for many students meant that African American students would be sent to the office. But Hispanic and Caucasian American students would get second chances to improve their behavior.

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For example, during one school visit, all 9 of the African American student interviewees stated that when African American students cause trouble, they are immediately sent to the office. But when Hispanic and Caucasian American students cause trouble, they are allowed to stay in class. I asked these students to provide written examples to support their claims of different discipline in accordance to race. Listed below are several of those examples. Written Responses One day, I was eating in class, and the teacher made me throw the food away and go to the office. A few days later, a Mexican boy does the same thing and he got to stay in the room. Why is that? African American Male We were sitting in Music and I said Dang. The teacher then sent me to the office. A Mexican boy said a curse word and the teacher told him not to say it again. African American Male We were outside playing and was told to come in because the whole class got in trouble. But then a few minutes later, the Mexicans and Whites got to have a few extra minutes of recess. African American Female I asked the teacher to help me but she didnt come over to my table. So I got mad and she told me to go stand outside. But she never says that to the White Kids and Mexicans when they yell at her for no reason. African American Female The students from this and other campuses also indicated that race influenced teachers responses to students when they reported that they were being bothered by students from different racial groups. An overwhelming number of African American students indicated that when African American students inform a teacher that Hispanic students are bothering them, the teachers will not take any corrective action towards Hispanic students. Instead, the teacher will tell the African American students to not worry about the situation or, as one African American student said, to get over it. But when Hispanic students inform a teacher that they are being harassed by African American students, the teachers will take immediate action against African American students. Most notably, they will usually send African American students to the office.

For example, one African American student wrote the following story regarding this theme:

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One day, me and a Mexican boy got into an argument. He then called me the N word. I then went and told the teacher. She told me to just leave it alone and let it go. But when this boy went and fibbed about me a few weeks later, she took me outside and said that I needed to leave him alone. She also made me go and talk to the assistant principal. Along those same lines, several students indicated that when African American students and students from other racial groups engage in misbehavior at the same time, only the African American students will get into trouble. One of the most telling examples of this claim was provided by an African American gifted and talented female student. Her story is as follows: One day, me and a White girl gave the morning news broadcast for the day at our school. So right before we started the broadcast, me and the White girl were making jokes because it was April Fools Day. So we do the broadcast and go back to class. And as soon as we get in the class, my teacher (who was White) started yelling at me about making jokes on the air. She even said, You make me ashamed to be your teacher. The teacher also said, And I wish that I didnt teach you. But she didnt say nothing to the White girl and that wasnt fair. Access to Equality-Based Structures Numerous African American students talked about being treated differently during situations of equality in their schools. I define situations of equality as being rights that should be afforded to all students. These rights range from dress code to using the restroom. On one campus, African American students believed that the dress code played out differently for African American students and Hispanic students. During my discussion with these students, an African American female said, When Mexican girls wear shorts that are too short, they get to stay at school and keep wearing them. She continued, But when we (Black girls) wear shorts that are too short, we have to go home and change clothes. Similarly, an African American male then stated, One day this year, me and a Mexican boy were walking down the hall with sweatshirts that were not the school colors. He then stated, So when we get to a teacher, the teacher made me take off my sweatshirt, but lets the Mexican boy keep his sweatshirt on. This student then stated, When I asked her why I had to take my sweatshirt off but not the Mexican boy, she just told me to go to class. Another equality-based structure was the restroom. On several campuses, African American students indicated that they were mostly allowed to use the restroom either before or after lunch or when they were returning to the classroom from attending special classes. They further

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explained that during class time, one of their teachers would not usually allow African American students to use the restroom. However, these same teachers would allow students from other racial groups to use the restroom. As an example, an African American student stated that during one of his classes, several Hispanic students had asked and been granted permission to use the restroom. He then indicated that when he asked to use the restroom, the teachers reply was, No. Didnt you just come from lunch? On another campus, a few African American students indicated that whereas Hispanic students and Caucasian American students were allowed to go to the restroom during any time of the day, most African American students had specific times that they could ask to use the restroom. In addition, some teachers would time them as they went and returned to the restroom. Beholden to Black Teachers African American students from every campus spoke about the importance of having African American teachers. Some students indicated that they have never been taught by an African American teacher. Other students indicated that they have had at least one African American teacher. But most of the students agreed that their African American teachers would enhance their educational experiences. The main reason is that the students believed that African American teachers would be able to better relate to them in a variety of situations. For example, one African American student stated, I have never had a Black teacher, but I would like to have at least one. When asked why, the student responded by saying, Because Im Black and theyre Black, and they would know how to relate to me. On another campus, an African American female student stated, You know, Black teachers just get us as African American students. Nodding in agreement, one of the African American students from the same focus group stated, Yeah, they are most likely to know where we are coming from. These and other examples were further supported in how most of the African American students viewed African American teachers in a very different way from how they viewed Caucasian American teachers and Hispanic teachers. One of the most telling examples occurred during a focus group discussion with six African American students, which included the African American female student who was involved in the broadcasting incident at her school. Prior to discussing this incident, this student told a story

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of how this same teacher showed preferential treatment to her Caucasian American students during teacher appreciation week. The students story is as follows: During the week when teachers were served breakfast, my teacher was asked to pick two students to serve the teachers for one of the mornings. So next thing we know she goes and picks the two White students from the class (the class had two African American students and two Caucasian students). So we (African American students) were like how come she only picked the White students. Whats wrong with us? Even the Mexicans were asking about this, too.

After hearing this story, I engaged the students in the following dialogue:

Hines: Okay, so youre saying that she picked the White students because they were White. African American GT Female Student: Yes. African American GT Male student: Thats right. Hines: Okay, let me ask all of yall a question. African American GT Female Student: Okay. Hines: Suppose that it was a Hispanic teacher. Who do you think that she would pick? African American GT Female Student: She would most definitely pick two Mexicans. African American Female Student: She would pick either two Mexicans or a Mexican and a White person.

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African American Male Student: Probably the Mexicans or maybe one of the Mexicans and Whites. Hines: Okay. Suppose the teacher was Black. Then What? African American GT Female Student: She would pick two students from either of the three races. African American Male Student Number 2: Yeah, she would be fair and look at all of the students and then make a decision. Hines: Really? African American Female Student number 2: Yeah. The Black teacher would do it the right way. Hines: And what exactly is the right way? African American GT Female Student: She would be fair and think about the Blacks, Whites, and Mexicans. After this exchange, I posed the following question to the students: Who is the fairest teacher for all students: Caucasian American teachers, African American teachers, or Hispanic teachers? All of the students agreed that African American teachers were the fairest teachers. Three students indicated that Hispanic teachers and then Caucasian American teachers were the fairest group of teachers. After hearing these findings, I posed the same questions to 24 students from several of the remaining campuses. The findings showed that all of the students indicated that African American teachers were the fairest towards all students. In addition, 15 of 24 students indicated that Caucasian American teachers were the unfairest group of teachers (See Table 22). Table 22. African American Students Rankings of Level of Fairness of Teachers Fairest Teacher Populations Caucasian American African American Hispanic 0 (0%) 24 (100%) 0 (0% 9 (37.5%) (0%) 15 (62.5%) 15 (62.5%) 0 (0%) 9 (37.5%) Second Fairest Third Fairest

Teachers

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Research Question Nine 9. What are teachers written and verbal descriptions of African American students? This section of the report features the finding regarding teachers written descriptions and oral expressions about African American students. The first part of the written descriptions section provided the findings from teachers descriptions of specific categories about African American students. The second part of the written descriptions section provides teachers responses to four survey questions about teaching African American students. In the oral expressions section, I present the findings from my discussion with teachers about how race influences their perceptions of the approaches to teaching African American students. Written Descriptions-Part I In addition to categorizing their characteristics of African American students, some teachers also provided written descriptions about the characteristics. The section below features teachers written descriptions of the characteristics. In the first section of each categorized section, I identify and then provide a description of each category. Afterwards, I provide the teachers written description of characteristics for each category. Category: Prevalent Categorical Description: This section features statements regarding characteristics that seem to be more prevalent among African American students than other students. I have divided the statements into categories of Prevalent Positive and Prevalent Negative. The prevalent positive characteristics category describes the teachers perceptions of how the positive characteristics play out with African American students. The prevalent negative characteristics present teachers portrayal of how the negative characteristics tend to define African American students.

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Prevalent Positive Characteristic: Charismatic Many of my African American students are outgoing, talkative and charismatic. These characteristics are easily identified and often copied. I often see that African American students tend to be very socially oriented and charismatic. They seem to make friends easily and thrive on relationships. They are often favorites among peers. Characteristic: Fun Fun to me looks like students being happy and enjoying themselves and what they are doing. I can always find something to smile about when watching them or even talking to them in conversation. They are loud but they do get their feelings voiced and are able to communicate. They are themselves, which I think is important. Characteristic: Humor I see students wanting to joke more often, having to be the center of attention. Moving around, loud, laughing. Characteristic: Loud They tend to speak out more than others and have opinions about a lot of things. Characteristic: Athletic/Sports Stereotype but many involved in professional sports. African American students usually enjoy and are good at sports. Characteristic: Energetic Many students are full of energy. They love to talk and have movement. I find that their energy is great for doing stations with their group. It gives them a chance to talk or to hear from their peers. They also can move and not have to sit still.

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Student is usually wanting to stand and work vs. sitting, enjoys dialoguing with others, likes to dance instead of walk, talks in louder voice than the norm; student doesnt mind volume and being on stage. Characteristic: Movement African American students more than others have a need to move, not sit still for long periods and they will stay more engaged when this is encouraged and allowed as part of learning. Characteristic: Persistent Constant questioning on why, what, and how.

Prevalent Negative Characteristic: Attitude They feel as if they are not doing anything, and when you try to re-direct them to the appropriate classroom behavior, they roll their eyes and they can shut down. Students have an attitude that they dont have to do what others do. They act like they are above the rules.

Characteristic: Loud Talk a lot back and forth with each other. Volume is high. Talk to peers and adults. Characteristic: Eye Contact Roll eyes and look away when speaking to them. Characteristic: Parents Many of the African American parents Ive worked with have been extremely difficult, I had one parent accused me of treating her child differently because she was African American. Characteristic: Discipline Discipline is an issue that we often see in many of our African American students. It is a prevalent issue that surfaces in many classrooms at our school.

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Characteristic: Compliance Arguing about behavior and assignments and expectations. Characteristic: Home Life May cause me to make a judgment that is not correct. Too much assumption. Characteristic: Low Low drive to succeed, low interest in school.

Category: Relationship Building Categorical Description: In this section, I present teacher descriptions of the characteristics that allow them to make meaningful connections with African American students. The main finding from teacher descriptions is that teachers seem to relate better to African American students when they either share or have positive views of the characteristics. This finding was the reiterative theme for most of the teachers statements regarding the relationship-building characteristics. Characteristic Descriptions Characteristic: Fun I am able to connect with my African American students with having fun. I can crack jokes and laugh with them sometimes easier than with other races. They also enjoy making up songs and dancing which are both fun to me as well. I as a teacher like to have fun and joke around. I am also a loud person and have been known to do jigs in front of my students. My High Energy students connect with me because they see Im like them. I love their sense of humor and find it fun to connect with them through humor. They laugh a lot and like to have a good time. Many of the African American students Ive worked with have been funny with a great personality. I connect to anyone with a good sense of humor.

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Characteristic: Warmth Our African American students are often so physically affectionate (as am I) that it is endearing. The hugs and warm smiles often make my day. Although until now I had not thought of it, warmth was the first thing that came to mind. Characteristic: Attitude I grew up in an African American community and so I see all the kids with attitudes. I try to relate those experiences with my students and help them see I understand why they are mad. I encourage them to see the good at it. Characteristic: Loud/Outgoing I am outgoing so I can relate to them better. Ive been able to teach them that its ok to be loud at appropriate times. I provide them with opportunities to be outgoing with their peers and me. Characteristic: Respectful We get along and are able to have a connection with each other and communicate well with each other.

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Characteristic: Musical I tell stories that we all can connect to. Characteristic: Athletic I relate the curriculum to sports. Characteristic: Movement They can talk and have movement and learn from each other. Incorporating lots of movement into lessons and presentations have helped all students stay on task. Characteristic: Passionate Im passionate about whatever I decide to do. Racially, I can connect because of similar characteristics (I can be loud and opinionated). Characteristic: Require Understanding I find myself identifying with my African American students best as we both come from a background that we did not choose, yet we experience stereotypes and good and bad judgments that may or may not be true for us as individuals. Characteristic: Home Life Understanding their home life helps me understand perhaps why students are low in particular areas. Recruiting (Selling) home on the importance of school is a tool that can be used in class with students to help them get fired up. Characteristic: Personal Students are very open with what is going on in their lives and very curious, asking questions and enjoying hearing my stories.

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Category: Barriers Categorical Description: The overall focus of the barrier-building descriptions was a student-toinstruction connection instead of student-to-teacher connection. Most of the descriptions below showed that teachers view the characteristics as preventing them from effectively teaching students. Thus, the ability to personally connect to African American students was not seen overall as being as important to ensure that the student was connected to the teachers need to deliver instruction to students. Characteristic: Representatives of Me This creates a barrier sometimes because I feel let down if my expectations arent being met by my African American students. I see myself in them and feel that they are a reflection of me, so I always want them to look, act, and feel great. This includes both academics and behavior. I want to help African American students realize all of their greatness and potential because I see them as representatives of myself. Characteristic: Loud (Want to be Heard) I find that my African American students can be loud because they want their voices and opinions to be heard. This sometimes creates a barrier between the students and me because they are so focused on trying to be heard that they struggle to find the time to listen. It is as if they are constantly on the defense, even when no one is attacking them. When the students are able to break through that and start listening as well, that is when they become great leaders. Characteristic: Feeling Inferior African American students feel nothing good can come from obtaining an education. They feel as if bad consequences are a part of everyday life. And third, they seem to feel their goals cannot be reached. African American students feel their world is unlike any other. They feel that basically other races look down upon them and live the good life. Characteristic: Needy Because many African American students come from homes where parenting skills are lacking, they are frequently unruly, in need of attention and often seem angry at the world. As a teacher, it is very difficult to break down that wall of anger and reach the students.

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Characteristic: Status The barriers are twofold. On the one hand, I personally want students to reject the fast track to wealth and material success mentality. On the other hand, I live a relatively privileged life compared to my students and I think they know it. It makes me doubt my ability to truly connect. Characteristic: American Ive noticed that many American-born African students (African Americans) do not see themselves or recognize themselves as being African. They believe that they are solely American and have thus created a sub-culture that is different from their native culture. This creates a relationship block between these students and myself. Characteristic: Attention Loving There isnt enough of me to go around and its a challenge for me to always find appropriate outlets in the classroom to meet their needs in other ways. Plus, there is sometimes a cultural barrier between students. Other students may misinterpret an African Americans attempts to actually be friends or their attempts to engage in simple interactions as rude or overpowering. Characteristic: Outspoken Sometimes teachers choose to discipline students for being verbose instead of redirecting their energy in a positive way or allowing them to vocalize their learning and share with their peers. Characteristic: Tough Shuts down easily and struggles to respect women. Characteristic: Discipline Discipline is also a factor that can make loving our students so difficult when they are having bad behavior. It is difficult to try to love them. The students push back preventing the connection. Characteristic: Attitude This makes it difficult to talk to kids when you are not of their race. They dont trust you. This factor sometimes hinders my teaching because the students will have a reaction to something going on in class. They dont respond to instructions appropriately. At times, I deal with a great amount of talking back and in general disrespect towards adults.

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Sometimes the eye rolling, sucking of teeth can be a distraction, especially if they come in and they dont trust you. It may take some work to break down the wall. Strong attitudes and opinions can be positive in the right setting, but I have also had the experience of being on the negative side of that attitude and it can create a real barrier to communication and teaching. Characteristic: Passion Great quality. The negative is when there is a difference in opinion; discussions can get heated. Characteristic: Energetic High energy, out of seat, talking at inappropriate times, loud, in others business. Energy can be a barrier with my African American students because sometimes they want to get up, move around, or be silly at the wrong time. This can also affect other students when trying to learn. Highly energetic students do participate, but not always in a positive manner. Sometimes all that energy is directed in a negative way that creates distractions in the day-to-day workings of a classroom. Not all activities can be high energy or talking ones. For a student who likes to learn and work this way, it makes assessments more difficult, and learning and teaching that are done in a milder manner and causes the student difficulty in being in other places where expectations differ from the classroom. Characteristic: Persistent Wanting to be the first to complete, compete, and demonstrate. Discouraged when not selected. When thought to be right, wont back down--even when shown idea does not hold validity. Characteristic: Struggling Not moving past it seems because we are struggling as a people. Some come from single-parent families or very hard home situations that hold them back from reaching their potential.

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Characteristic: Culturally Oriented Dont know much about their culture. Characteristic: Attention Span Sometimes difficult to keep attention focused on their work. Characteristic: Sports The connection between sports and language arts can be utilized. However, at some point, I may struggle to relate. I find this to be most true with the African American boys in my classroom. After theyve enjoyed the Dan Gutman and Mike Lupica novels, how do I get them to read beyond sports stories? Characteristic: Compliance Hard to want to build relationship when argument is started based on compliance. Makes it hard to be positive. Causes a constant push and pull that can push limits for both teacher and student. Characteristic: Parent Hard communicating with parents. Some parents not involved in childs schooling. Characteristic: Previous Sibling Sometimes I have a preconceived idea about how a younger sibling may be based on a child I have had before. Characteristic: Smart Not always grasping concept that is being taught. Characteristic: Suspicious Creates a barrier until trust is built and relationships are formed. Sometimes this can take awhile to accomplish which in turn impacts academic learning.

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Characteristic: Outgoing Sometimes because African American students are so outgoing, it can cause a problem in the classroom. They can be very outspoken or opinionated. Sometimes their outgoingness can come on too strong to other shy students. Written Descriptions-Part II As a part of completing the questionnaire, teachers provided written responses to four questions regarding African American students. What follows is a description of and actual data for these responses. 1. What do you think contributes to the academic success of African American students? The four emerging themes to this question were (a) relationships, (b) care and encouragement, (c) parental involvement, and (d) diverse curriculum. The responses for these themes were mostly stratified according to race. A higher percentage of African American teachers than Hispanic and Caucasian American teachers cited relationships and teacher care and encouragement as being the most influential factors of African American student achievement. Conversely, a higher percentage of Caucasian American teachers than African American teachers believed that parental involvement and diverse curricular experiences would ultimately determine the academic success of African American children. The following section provides a detailed description of the racially stratified teacher responses for these categories.

Relationships Most of the African American teacher respondents believed that the teacher-student relationship had a huge impact on African American student achievement. The teachers believed that the relationship allows the teacher to impact achievement in a variety of ways. For example, one African American teacher wrote, Its important for the teacher to use the relationship to establish the idea that there is nothing that can prevent them from success in the classroom. Another African American teacher explained, The teacher must build relationships, because the students need to feel valued and that success is possible for them. As another example, another African American teacher indicated that the relationship is needed for teachers to build trust within the African American student. The teacher wrote, They must trust the teacher to have a relationship with the teacher.

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Along the same lines, an African American teacher denoted that the relationship helps her to realize the teachers powerful impact on students. This teacher stated, One factor in my role as the teacher is that when I get to know these students and establish a relationship, I realize that I am one of the few positive role models they have that can impact their student achievement. As another example, a few African American teachers described the structure of the relationship needed for African American students to experience success in the classroom. This teacher wrote, A mutually respectful relationship is the most important needed for African American students to succeed. Another African American teacher added, With African American kids, you have to have a mutually respectful relationship with them. Both the teacher and student must give respect to each other. Care and Encouragement Several African American teacher respondents described the need to use care and encouragement to facilitate achievement among African American students. They indicated that African American students must feel that you care about them before they commit to achievement in the classroom. Listed below are representative statements regarding this theme. Positive, authentic relationships with teachers and school staff. They have to know you care. Black students must know that you care about them. For African American students, its all about feeling that their teacher cares about them both in the classroom and outside of the classroom. These students must feel that you have a genuine interest in them as the teacher. African American students seem to do well when I show them that I care and that my feelings about them will never change--no matter what.

From an encouragement perspective, African American teachers wrote about the importance of providing African American students with consistent and authentic encouragement to be successful students.

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One teacher declared, Consistent motivation contributes to the academic success of African American students. Their confidence levels play a major factor in performance. As their confidence level rises, so does their academic performance and success. Another teacher explained, With African American students, its about encouraging them and keeping them in the classroom. You have to show encouragement to our kids. They have to see that they matter and have value and that you are willing to embrace them, their culture, and the idea of relating to them. Parental Involvement Many Caucasian American teachers linked African American student achievement to parental involvement. These teachers believed that parental involvement determines whether or not African American students will have long-term success in schools. For example, one Caucasian American teacher wrote: I think that parental involvement plays a role in a childs success in school. The parents have to value education. Another Caucasian American teacher used the following statement to express this idea: Parental reinforcement is a large part of determining if these kids will be successful-- parents that follow up on making sure homework is done, supplies are available, and medications are taken. An additional Caucasian American teacher shared similar beliefs. This teacher reasoned that when African American parents have a positive interest in their children, African American children are more likely to succeed in school. This teacher wrote: Parental involvement will create the positive interest needed for their children to be successful students. As another example, consider this Caucasian American teachers statement: Parent involvement is the successful factor in addition to what the teacher and staff provide. Finally, another Caucasian American teacher linked parental involvement to the self-esteem of African American children. She indicated that parent involvement makes students feel special enough to try and be successful in school.

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Culturally Diverse Curriculum Some Caucasian American teachers and Hispanic teachers attributed African American student success to the prevalence of cultural diversity in the curriculum. These teachers believed that the curriculum must be relevant to African American students. For one Caucasian American teacher, relevance was constructed across the commitment to ensure that the instructional experiences featured African American people. The teacher wrote, We must provide a diverse curriculum which includes African American role models. Another Caucasian American teacher deemed relevance to mean that African American students have been able to put their own spin into the learning process. In drawing a similar conclusion, a Hispanic teacher explained that differentiated instruction was a viable strategy for providing African American children with meaningful curricular experiences. The teacher stated, We should have differentiated instruction that allows for verbal responses, creativeness, multicultural read alouds and discussions in class. Similarly, a Caucasian American teacher explained that the curriculum should also empower teachers to recognize the cultural differences in the classroom. She wrote, Teachers must have knowledge of differences in cultures. A Hispanic teacher defined the culturally diverse aspects of the curriculum in accordance to the paradigm of inclusion. The teacher believed that culturally inclusive classrooms contributed to African American student achievement. The teacher wrote, Its all about inclusion. We just have to make sure that all students can see that their culture is included in the way we teach students. Along those same lines, another Hispanic teacher described inclusion by writing that African American student achievement will happen in inclusive classrooms which support diversity and acknowledge positive contributions of different cultures. Listed below are additional sample statements that support this theme. Additional Sample Statements Communicating with parents. Communicating with parents. Getting parents involved in education. A strong positive role model that can believe in them. Family support/involvement. Steady household.

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Communication with parents--understanding students background. I think that having positive role models as well as a strong academic drive will help these students succeed. Supportive parents. High expectations from teachers and parents.

2. Why do you think that many African American students continue to underachieve during the school years? The responses to this question were stratified in accordance to race. There were distinct differences in the responses from African American teachers, Hispanic teachers and Caucasian American teachers. For the most part, most of the African American teachers cited school-related factors as the main cause of the underachievement of African American students. These factors ranged from low teacher expectations to teachers lack of understanding of how to relate to and work with African American students. Hispanic teachers gave a similar number of responses for both home factors and school-related factors. Caucasian American teachers, however, believed that home, community, and socioeconomic status were the most influential factors on African American student underachievement. These teachers perceived that many of their African American students lived in low-income environments that were also characterized with little to no parental involvement. As a result, these students are unable to achieve at high rates in school. Listed below are the responses that summarize the perceptions and views of the teachers.

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African American Teachers Motivation. Relationships arent developed that encourage achievement. Lack of parental support. Low expectations from parents and teachers. Teacher tolerance is very low for African American students. I think that high expectations are not set for them. Many teachers cannot relate to them and do not know how to deal with them. Lack of cultural understanding. Low expectations due to race. Interpretation of parental factors as lack of caring. Lack of trust towards teacher. Lack of teachers understanding of learning style. Own culture holds them back (Dont want to be White.) Not enough attention in school paid to their needs. Tend to be stereotyped. Not enough support is given to them educationally. Teacher perception. Lack of parental involvement. The way society perceives African Americans. Teachers not familiar with cultural differences. Home life. Instruction doesnt incorporate their culture. Lack of positive relationships with teacher. Lack of understanding of African American students behavior. Not being able to relate to their backgrounds and individual levels. The African American child lacks an understanding of the importance of gaining a better education. Not enough African American male teachers. Lack of motivation from home. Family issues--single-parent homes. Failing schools--some situations, African American students are written off, forgotten or simply passed from grade to grade. Lack of African American male teachers. Teachers may not convey that they can be successful. Some teachers see many African Americans as troublemakers. It is not cool to be seen as a Smart Student. They dont feel connected with the teacher (me against you).

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Pushed into a category and it is almost impossible for them to exit. It is easy for a teacher to use data to say they cant and expect less from African American students.
Low expectations (society and educational system). Exposure to various activities (cultural events, field trips, etc.). Lack of motivation/confidence.

Teachers are afraid to teach African American students or are threatened by them. Some teachers do not set high expectations for them. Teachers do not take the time to get to know their students: what they like/do not like, their family composition, what is their favorite subject, what subject do they like least of all and why. Low teacher expectations. Teachers dont make enough effort to help them connect to the curriculum. Lack of caring relationship with adults at school. Teachers view some African American student behavior problems and immediately send them out of the room to another teacher without resolving the issue. Hispanic Teachers

Lack of experiences. Attention span. Dont see importance of ownership of skills. Expectations at home. Parental involvement. It may be more difficult to see the value in what theyre learning from a White teacher. Confidence. Learning styles are different. Prior knowledge in learning. Miscommunication. Misconceptions. Uncomfortable with teacher trust. Other priorities--the students have other things in life that may come before academics. Lack of teacher-student relationship--dont feel accountable to teacher. They may feel different and misunderstood. Low parental involvement. Parent-teacher relationships. Communication about high expectations. Lack of parental support at home. Lack of background knowledge.

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Parental involvement is the issue. Low self-esteem. Other family values and issues. Caucasian American Teachers

Home situation (parents cant always give support because of work and/or their education level). Not as much value on education. Not as confident or dont expect to do well. Do not forge a common identity with their teachers. Lack of positive role models outside sports/entertainment world. Home life. Low priority on school work. Behavior problems in classrooms. Single-parent homes and multiple siblings. Lack of experiences. Lack of structure in the home--daycare. Lack of focus. Disruption/loudness. Rowdy/out of seat. When they get frustrated, they tend to just give up. They dont realize the importance of the elementary years of learning.

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They get distracted by the drama of friends. Poverty. Home life. Home factors. Lack of confidence. Lack of support from parents/help on homework or schoolwork. Lack of materials (poverty). Lack of self-esteem and self-worth. Some have heard that They cant do it Its a media thing they see. Poverty for certain children. Lack of community/family support/ encouragement in academics. Home environment/society. Weak teachers. Lack of high expectations both at home and at school. Lack of home support. Background knowledge of subject matter. Home life. Lack of positive role models. Focus of family is not school--it is either family time or sports. Lack of parental involvement. Some teachers may give up on them. There was a gap that was never filled. Family. Poverty. Lack of connection with school. They dont see the relevance of some academic courses to their lives. Disconnect between teachers, students, and parents. They dont take consequences seriously. Transient. Lack of strong role model in personal life. Low parental involvement. Some teachers dont have high expectations. Household composition and structure. Lack of trust between parents and teachers. Lack of motivation. Lack of parental involvement. Lack of understanding why an education is important. Possibly a slang vs. actual language issue. They are not self-motivated to learn.

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Distrust of their teacher. Lack of motivation--the Woe-is-Me Syndrome. Lack of relevant connections. No parental help. Academics are not valued as much as other things in the home life. Race. Standardized testing. Learning style not matching with classroom style. Family involvement. Their attitude. Our reactions to their actions. Lack of communication. Teacher attitude. Lack of communication. Teachers not being able to relate to students. They do not have the needed support at home. Environment. Single-family homes where parents are not involved in education. Life distractions. Peer influences. They fall into the bubble (not SPED, but not always on level). Lack of parental support/discipline. Not exposed to educational opportunities in early years. Lack of parental support. Not as much value on education. Negative peer influence. Lack of help from home. Behavioral issues. Student attitude. Economics. Goal setting. Lack of parental support. Lack of confidence in themselves. Expectations not the same from teachers and parents. Self-deprecating doubts or behaviors. Time spent at home having adult conversations with parents. Socioeconomic status. Low expectations. Lack of parental involvement.

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3. Describe 2 instructional strategies that you use to specifically ensure that your teaching is inclusive of African American students needs. The responses to this question were divided into two categories: (a) classroom climate of inclusiveness and (b) classroom environment of inclusiveness. The classroom climate of inclusiveness focused on using diversity and African American images to validate the culture and identity of African American students. With the classroom environment of inclusiveness, teachers appealed to specific learning modalities to teach African American students. The environment for teaching African American students also included the use of group work and a combination of modalities for teaching. The sections below feature categorized, bulleted responses from teachers. Classroom Climate of Inclusiveness One of my students made a connection to a cold chill by explaining that its like when you get a perm and its cold on your head! I encouraged it and understand their background and making adjustments around this. Value their contributions to the classroom. The students have to identify with the person they are and not be ashamed of their background. I use multicultural crayons. I change the way I talk and try to make it more meaningful and related to the way they are spoken to at home. Treat everyone equally (have consistent procedures for everyone). I share my personal experiences with students and make sure to find the underlying reasons for students low performance and self-esteem. I give moral and emotional support to all of my students, I try to relate to their family instincts, Share success stories of African American artists who have achieved great things. Books showing African American children. Learning a childs name and always using it. Bringing in books and stories that include African American people. Cover Harlem renaissance and African Art. Using reading materials that promote positive African American role models. I read books that show African Americans. Work very hard to gain their trust. I try to use literature that uses or has African American culture in it. I talk about my experiences growing up in Africa. I read books that show African American students that the race doesnt matter. I emphasize the value of African American history.

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Classroom Environment of Inclusiveness Verbal Modality I have found with my African American students that they enjoy song and dance while learning. So I try to include these when possible. The ability to talk and work at the same time.

Tactile/Kinesthetic Modality Lots of movement. Stay upbeat and cater some instructional times so they only have to sit for 10-12 minutes at a time. Some extra time to move and be heard. Movement.

Groups Cooperative group assignments. Small group instruction for all students based on needs. When we break into groups, the groups are heterogeneous to ensure all levels of students are helpful to each other.

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During situations, students are allowed to work with others and discuss and help each other. Meeting their educational needs in a small group. Group work and presentations that allow for them to be heard and work collaboratively. Small group instruction. I incorporate small group work and classroom discussions for my African American students.

Learning Variations Making sure to involve everyone in lesson. Try to teach in a variety of ways. For my class this year, I see a need for my African American students to move around and talk a lot about concepts. Always giving multiple learning situations (TPR, Pictures, Words, Verbal). TPR, Songs, Raps About Science.

Colorblind Responses Teaching all students--I work with them as individuals. I have never focused on race in my class. All of my kids deserve a quality education and I honestly do no treat any differently.

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4. Describe some ways in which you have formed meaningful relationships with your African American students. The responses to this question were categorized into three categories. The categories were (a) getting to know students, (b) getting to know parents, and (c) affective communication. The following section features a description of each theme. Getting to Know Students Most of the teachers indicated that they form meaningful relationships with African American students by getting to know them. For example, one teacher wrote, I spend the majority of my time getting to know my students--using opportunities available whether in the classroom or not. I feel it takes a long time to form relationships. But at the end of the year, I finally feel students trust me. As another example, one teacher explained that relationships with African American students are based on talking to and listening to them. The teacher must then be committed to using the conversations to determine how to best help African American students. The teachers statement is as follows: Throughout the years, I have formed meaningful relationships with my African American students simply by conversing and listening to them. Through conversing with them, I have realized the lack of confidence that leads me to constantly motivate the students. Just taking time to get to know the student forms a meaningful relationship with them in general. Another teacher stressed the importance of getting to know African American students on a personal level. For this teacher, the personalization was also inclusive of understanding the personal lives of African American students. This teacher explained, I get to know them on a personal level--their likes, dislikes, favorite things, and struggles. When their mood isnt normal, they are pulled aside to talk if they want to. I also try to keep up with their personal lives. Along those same lines, another teacher wrote, Humor has been the key. Showing that I have a general interest in their well-being. They also feel more secure when I get down on their level. In describing the personalized aspects of getting to know African American students, a teacher explained that she makes a habit of reaching out to them and getting to know them on a personal basis and getting to know about their family and history.

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Other teachers perceptions of knowing African American students were extended to understanding the students interests. Some teachers discussed the importance of talking with African American students about their personal interests. Listed below are representative statements of this theme. Individual conferences with them about what they are interested in outside of school. I then try to make connections with that to books they read and stories they write. I try to ask several questions about what their interests are and help with everyday situations. Take an interest survey and find a topic based on the survey that we can both relate to. This can be used for book materials or general conversations. I have formed relationships with my African American students by talking about what interests them--namely, football and wrestling. As a mom of two boys, I feel like I connect with my male a/a students in a special way. I can talk football/basketball with any male.

Other teachers focused more on building relationships with African American students by attending to their interests. For example, one teacher wrote, I attend some of their sporting events. Another teacher stated, It is important to recognize that they are involved in activities outside of the classroom and attend those activities. Finally, a teacher wrote, I like to show my students that their interests/talents are important to me. I show them how much I care and support them by attending their choir concerts, plays, athletic events and anything else where they are showcased. Getting to Know Parents Numerous teachers indicated that relationship building with African American students is centered on building relationships with African American parents. One teacher stated, I start with building a relationship with the parents. This relationship carries over to the student. From a team perspective, another teacher wrote, The parents that work with me and their child have a great relationship. They call me with concerns and vice versa. We are a team. One teacher defined the parent-teacher relationship as a commitment to including parents in the school process. This teacher related, I maintained a strong communication with home and included parents and grandparents in school. I have also gone to funerals of family members and

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listened to or given time for them to vent to me. I just always showed that I empathize and care about them. Other representative statements for this theme are as follows: I know them and their families. I also create that relationship before the first day of school! I try to work closely with their families to build a trusting relationship between both the children and their parents. Forming personal relationships with them and their families. Being open and doing home visits so they know they can trust me and feel comfortable talking to me about all situations--educational or personal. I have found the #1 way to form relationships with my AA students is to connect to their families. Stay in touch with them on a personal level!

Affective Communication This theme describes the teachers commitment to communicating with African American students in a manner that promotes a strong personal connection between them and the students. The responses for this theme indicated that teachers used either verbal affective communication or nonverbal affective communication to connect with African American students. Teachers developed verbal affective communication to engage African American students in informal discussions about nonacademic topics. One teacher captured this theme by writing: Teasing (always with kindness) about their life outside as well as inside of school, asking and listening to their stories about home life, friends, church, and showing I want to know them. Even quick hallway conversations on our way to recess or electives can be great, informal times of bonding. Another teacher stated, talking to them about whats going on with them to see how I might can help them with any issues. Other representative statements for this theme are as follows: I talk to the students about whats going on in their life. It keeps an open line of communication with them. I think that taking the time to listen to their home life situations and personal experiences helps me to better understand them. I hold weekly lunches with my students so that we can have some private time to discuss both academic and nonacademic issues. It really helps build the trust we share.

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I let them know I care by speaking to them and correcting them whether academic or casual (even if they are not in my class).

With nonverbal affective communication, teachers connected with African American students through coupling physical acts of love and kindness with high expectations for student achievement. These teachers also ensured that African American students knew that they were loved and cared for by teachers. For example, in describing the relational approach towards working with African American students, a teacher wrote, We are very connected on an emotional level. We hug and they know I love them. I have created a relationship with them in a way that is nurturing. However, they know my expectations and understand that I will not put up with misbehavior of any kind. Another teacher stated, Hugs everyday! Be consistent with discipline, making sure they understand why they are in trouble and then compliment and reward good behavior. Other representative statements of this theme include but are not limited to: I show them that I care about them and encourage them to reach their full potential. I love them and make sure they know it while setting high expectations and holding them accountable. I have made sure that they all know that I think they can be successful. As a female, it is much easier to develop a relationship with the girls. I allow them to talk openly with me. With the boys, I make sure they know I care about them and their success and also use male role models when I get the chance so they can relate. Spending time together. Asking questions. Sharing personal information about myself with students. Talk with them about their interests. Ask their opinions. Be willing to be silly when necessary. Respecting their contributions. Positive feedback. Listening to what they have to say. Keeping up with students in the building after they are in other grades. Trust and communication. Showing I care about their needs. Personal experience and relating to them Firmness but love. Relationships with family and parents.

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Personal connections with students. Attending extracurricular activities. Taking an interest in their lives. Getting to know their parents. Humor. Offering one-on-one lunch. Having conversations about things that are relevant to them. Developing a relationship with their parents. Going to their games. Lunch groups. Listening to their thoughts. Being something positive and consistent in their lives. Treating them like everyone else and holding them to the same standards. Getting to know them on a personal level. Asking about family interests. Asking about siblings that attended the school before them. General dialogue about who they are and their interests. Getting to know each child individually. Discussing culturally relevant things to their lives. Setting routines. Trying to get to know them. Having lunch dates at school. Phone calls to parents letting them know about positive behaviors and slip-ups. Finding students interests and holding conversations about that. Talking to them about family. Get to know their interests. Positive phone calls home. Lots of praise. Focused time building the relationship. Treating them just like they are my own, but no different from their classmates. Informing them of their worth and strength. Formed rap groups. Private conversations. Parent communication. Private conversations. Asking about the childs interests. Talking personally on a daily basis. Allowing them to be themselves. Accepting them for who they are.

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Sharing stories from home and school. Expressing feelings and sharing experiences. I have gone to their homes. I converse with them about things they do on the weekend. Asked questions about home/met with parents. Played music that they enjoy in class. Shared stories from our families. Connect with parents after school or on the phone. Talk with them about outside interests. Get to know their families. Encourage strengths in the classroom. Talking with these students to try and relate to them. Taking the time to truly listen to them. Respecting what they have to say. Telling them directly that I care about them.

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Oral Expression During each focus group teacher discussion, I posed the following question to all participants: To what extent have you thought about how your race influences the dynamics of your interactions with African American students? The responses to this question were stratified in accordance to race. In this section, I provide a description of the responses from African American teachers, Hispanic teachers, and Caucasian American teachers. African American Teachers

Representations of Me All of the African American teachers indicated that race influenced their perceptions of how they interacted with African American students. They believed that African American students were extensions and representations of them as African American teachers. The main reason is that they shared a racial and cultural connection with the students. As such, the teachers were very attuned to the need to make a strong connection with their African American students. Some African American teachers defined this connection in accordance to being positive Black role models for African American children.

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For example, an African American teacher stated, You know, they dont see a lot of us in schools. So it may be hard to identify with White teachers. So I just have to make sure that I let them see me in a positive light so that they know they can achieve, too. Another African American teacher said, I love all children, but it is vitally important that I serve as a role model for my African American students. Not just because they may not see positive role models in the community, but also because I think that it is important for them to see us in positions of authority in the school. You know, that just gives them somebody to identify with and believe in. In addition, many African American teachers spoke about the importance of teaching African American students in a way that prepares for meeting the demands of a society that does not favor African American people. For example, one teacher stated, You know, its just really important for me to show my African American students that I care about and believe in them. Because as a Black person, I know whats out here in society, and I just want to prepare my children for dealing with this, too. On another campus, a teacher proclaimed, I think that there are some things already stacked against African American children, and I just know that I need to do something in the classroom to ease that burden for them when they leave me.

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Hispanic Teachers

One and Minority the Same Hispanic teachers perceptions of race were described solely along the lines of being a part of a minority racial group. The teachers admitted that a lack of same race background prevented them from taking same race ownership of African American students. But these teachers did believe that because of being a minority, they could identify with the struggles of African American children. For example, one Hispanic teacher stated, Yeah, I have thought about being a Hispanic before when dealing with African American students. I think the reason for this is that as a minority, I also know what it feels like to be discriminated against. So I think that helps me to better understand my African American students. Another Hispanic teacher claimed, Being a Hispanic, in some ways, is like the African Americans, too. You know, we share some of the same cultural experiences and like some of the same things. So I just think thats why I am able to think about my own race when I work with Black students. Other representative statements from Hispanic teachers were as follows: For sure, we both come from minority backgrounds. I just think my minority status gives me an understanding that is not the same of my White teacher counterparts.

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Caucasian American Teachers

Four Consciousnesses for Me The Caucasian American Teachers responses are divided into four categories: (a) AntiConscious Caucasian American teachers, (b) Forced Conscious Caucasian American teachers, (c) Semi-Conscious Caucasian American teachers, and (d) Conscious Caucasian American teachers. The following section provides a description of these teachers. Anti-Consciousness Anti-Conscious Caucasian American teachers were teachers who had never thought about how being White influenced the way in which they perceived and worked with African American teachers. The reason is that these teachers refused to acknowledge the role of race in the classroom. For example, one teacher from this group stated, You know, I have never thought about it because I dont see race. I just see students. Another teacher emphatically stated, Dr. Hines, I dont think about my African American students as a color. I just think about them as individuals.

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Other teachers from this category did not see race because they treated all of their students in the exact same way. For these teachers, same treatment was the foundation of all interactions with their students. For example, a teacher exclaimed, I dont care what color they are--all of my kids are the same. As another example, a teacher stated, I dont see color. I just see kids. And I treat them all the same. Another commonality among these groups of teachers is that they all recognized the socioeconomic differences between themselves and their African American students. In addition, most of these teachers believed that their African American students were from impoverished backgrounds. During one conversation, a teacher from this group stated, You know. I dont think about my or their race. I think for me it really comes down to economics. I know that we are from different socioeconomic backgrounds and that is what makes the difference between how we see each other. Another teacher from this group more pointedly explained the situation. This teacher strongly believed that being White had no relevance to how she and her African American children perceived each other. Rather, the economic status of her African American students had the most impact on how she saw herself and these students. Her comments regarding this theme are as follows: Race has nothing to do with this at all. Absolutely nothing. I just think that it is a poverty thing. I believe that many of my African American students come from poverty, and I didnt come from that. So I think that impacts how I try to understand them. Finally, one teacher sought to confirm her anti-consciousness by sharing her story of adopting an African American male boy. The following section features the dialogue between this teacher and me. Teacher: I dont think about race. Hines: Okay. Teacher: You know, I tell my students about an African American boy that I adopted who is doing really well now. Hines (Excited): Oh wow! Thats so great! I know that you were able to make that strong racial connection with your son and learn from him. And you were also able to let your students see how your nurturance helped this African American boy become a successful young man. Teacher: Yeah. But really all I did was give him a place to stay and something to eat. He did the rest.

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Forced Consciousness The Forced Conscious Caucasian American teachers were forced into recognizing the role of race in their interactions with African American students. The reason is that these teachers, who probably otherwise would not have thought about race, had racial experiences that required them to recognize the extent to which Whiteness and Blackness made race a relevant factor in interacting with African American parents and students. For example, one teacher told a story about how race changed the dynamics of her relationship with African American parents because of a recommendation regarding an African American student. Her story is as follows: You know, I had this African girl one time and I had a really good relationship with her parents. So the year is moving along really well, and I realized that she may have some learning problems. So I recommended that she be tested to see if she had any disability. The parents then became very angry at me. They also believed that I was making this recommendation because the child was Black. But that had nothing to do with it. Other teachers talked about feeling as though they have had to defend their race to African American parents and students. These teachers believed that at times, their interactions with these students and parents required them to justify their Whiteness in the face of subtle criticism from African American parents. For example, during one discussion, a teacher from this group stated, I have quickly learned that as a White person dealing with some of my African American parents, I know that they may see me in a certain way. The teacher continued, And I therefore, had to defend myself and then go out and show them that they could indeed trust me. Another teacher stated, Yeah, I learned that being White did sometimes make Black students and their parents, for that matter, treat me a certain way. So I just keep that in mind when I deal with them and try to make sure that they know that I do have their childs best interest at heart.

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Semi-Consciousness The Semi-Conscious Caucasian American teachers applied a selective approach towards recognizing the salience of being Caucasian American when dealing with African American students. This consciousness was on display during two situations: 1. During instructional proceedings that could put Caucasian American teachers in jeopardy of being seen as racist. 2. During instructional proceedings that could cause Caucasian American teachers to be possibly perceived as being insensitive towards or oblivious to the historical events that influenced the development of racial groups. The most telling examples of this consciousness occurred during my discussion with a Caucasian American history teacher. I had asked the teacher group about race, and all of the Caucasian American teachers indicated that race didnt really matter in their interactions with African American students, as well as other students. But as the conversation with the teachers progressed, I had the following conversation with the history teacher: Teacher: We were working on slavery this past week, and I demonstrated the slave trade with students. Hines: Okay. Teacher: So the class was divided into the North and South and the slave trade would be done with students from the South. Hines: Okay. That makes sense. Teacher: But I decided against doing it. Hines: Why? Teacher: Because there were African American students in that group. Hines: So why didnt you go ahead with it? That would have been an authentic teachable moment. Because that would have given the class the reality of what we (African Americans) went through during that time. Teacher: I know. But I didnt want to risk it. Hines: What do you mean? Teacher: The risk of African American parents being upset about me doing the trade topic with their kids. Hines: But whats the risk? You are basing this on academic instruction, right? Teacher: Yeah. Hines: Then that should have been good enough. I mean I know what youre saying. But you would have only gotten the most authenticity out of the moment by using the students whose background represents the true participants in the slave trade--African American people. Teacher: Yeah, but I didnt do it.

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Consciousness Conscious Caucasian American teachers recognized and embraced the importance of understanding why and how race impacted their interactions with African American students. They were also committed to using this knowledge to strengthen their abilities to connect with African American students and parents. For example, one teacher from this group talked about the importance of earning African American students and African American parents trust and respect before being able to connect with them. This teacher stated, I know that for African American students and their parents, its all about trust and respect. I know and do make sure that I let them know their respect is important to me. And we get along just fine. During another discussion, a teacher discussed trust and respect in the context of a poignant story about being the only Caucasian American employee in an African American daycare. Her story is as follows: You know, I worked at this African American daycare for two years and didnt really think nothing of it. But then, I started to hear the kids refer to me as That White Lady. But as I slowly but surely began to earn their respect, I just became a lady who had their trust and respect. The teacher further explained that this experience helped her to understand how race influenced and continues to influence the negotiation of respect and trust between herself as a Caucasian American person and African American students and families. In due regard, another teacher stated, I just recognized that with my African American students, I have to really earn their respect before they will trust me. She continued, So I do respect them, but I also make sure that they respect me, too. As another example, consider the following statement regarding race and African American students: It is what it is--youve got to recognize that African American students have certain cultural inclinations that do impact how they see me as a White person. I am okay with that, too, because I know how to use that cultural piece to my advantage. What I mean by this is that I understand that I have to meet them at their cultural point and teach them from there.

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SECTION IV

REFLECTIVE ANALYSIS
The purpose of this study was to investigate elementary-aged African American students schooling experiences in the Irving Independent School District. The findings from the investigation showed that in some instances the academic success of the African American students was influenced by the number of Hispanic students in their schools. In addition, most of the African American participants for this study gave significantly higher ratings to their teachers cognitive domain skills than to their teachers affective domain skills. In my opinion, these outcomes were largely influenced by the triple quandary of alienation, isolation, and loneliness. For example, because of attending mostly Hispanic schools, some African American students felt out of place in their schools. That is, they were unable to find a natural space of success for themselves as African American children. Worse, most of these students perceived that their need for an identity-nurturing space is usurped by schools with mostly Hispanic students. This may explain why several African American students feel that Mexicans are everywhere!--meaning that the prevalence of Hispanic students prevents them from feeling that they are recognized and important members of their school. These feelings of isolation are further exacerbated by the division between African American students and Hispanic students. Based on my discussion with African American students, I believe that there is an underworld Black-Brown race war at many of the elementary schools in the Irving Independent School District. From the African American students perspectives, the war emanates from experiences with Hispanic students who have racial disdain for students of African descent. For example, many African American students would often explain that their Hispanic counterparts use their language and dominance in numbers to push them to the peripheral boundaries of the school. As a result, these experiences directly impact the racial core of African American students. In due regard, African American students develop feelings of needing to justify their racial worth to and against Hispanic students. The need for racial self-worth is also impacted by interactions with some teachers. In effect, on most campuses, African American students gave at least two examples of being treated differently than Caucasian American students and Hispanic students because of race. For example, consider the numerous cases of racial differences in school discipline. In each case, the recurring theme was one set of disciplinary approaches for African American students and

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another set of disciplinary approaches for Hispanic students and Caucasian American students. The same principle was also applied to determining who gained access to the restroom, water fountain, and other equity-based school structures throughout the course of the school day. Though subtle, these findings point to dysconscious racism. Dyconscious racism has been defined as knowingly or unknowingly discriminating against people because of race. The underlying premise for this type of racism is the acceptance of dominant White norms and privilege. Research doesnt indicate that this racism is attributed to Caucasian American people. Instead, dysconscious racism is based on treating people different if they do not assimilate to norms that have been controlled or sanctioned by White culture. In my opinion, I do not believe that all of Irving Independent School Districts elementary teachers knowingly discriminate against African American students. I do believe that at times the teachers do treat African American students in accordance to behavior instead of race. But I also believe that some teachers may unknowingly and subtly treat African American students in ways that are vastly different from the treatment given to Hispanic students and Caucasian American students. My rationale for this perception: First, while some teachers held conscious views about race, many of the teachers from this study held anti-conscious, forced conscious, or semiconscious views about race. These modes of consciousness could be seen in many of the written responses and conversations with Caucasian American teachers. The key word for the perceptions was All. That is, because of believing that all students were the same, these teachers strived to treat all students in the same way. The teachers underlying rationale for this position is that they were color-blind people who saw students in accordance to individuality instead of race. Though well intentioned, these teachers do not realize that when they fail to see the racial implications of working with African American students, they are less likely to recognize the cultural color that comes from being students of African descent. That is, African American students have some cultural tendencies that are based solely on race. Because most of the teachers come from a European, Caucasian American background, they are less likely to automatically understand and embrace the racial background of African American students. Inevitably, they are more likely to reach the wrong conclusions about African American students. Even worse, many of the teachers actions towards African Americans students will continue to be negatively interpreted through race. These outcomes may be further sustained by Caucasian American teachers, as well as other teachers, who feel that they have the privilege of not having to understand how racial and cultural differences can create conflict between teachers and students.

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Overall, these experiences of alienation, isolation, and loneliness create a reverberatingly debilitating effect on the elementary-aged African American students in Irving Independent School District. Each small incident of racial strife and injustice adds up to inform African American students that race will shape their classroom experiences. The incidents also confirm the notion that race is not a fixed biological characteristic in Irving elementary schools. For African American students, race is a social construction that uses skin color to assign definitions of superiority and inferiority to certain people. The paradox of this definition is that all of the African American student participants for this study were extremely proud of their African heritage. But once the students entered their schools, this heritage was hassled by ascriptions of racial inferiority from teachers and Hispanic students. Suffice it here to say that these feelings were manifested by the African American students perceptions and rankings of how students from different groups were perceived and treated at their elementary schools. Thus, race carries identity-defining meanings for elementary-aged African American students in Irving public schools. Because of feeling overlooked and underserved in an environment based on Brown cultural norms and beliefs, racial identity for African American students carries the historical struggle for reaching the seemingly elusive goal of being recognized, respected, and well received for being African American people.

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SECTION V

IMPLICATIONS
The findings from this research study bear one important implication. Irving Independent School District educators must develop an intentional--not conventional--approach towards meeting the needs of elementary-aged African American students. An intentional approach means using deliberate, racially conscious methods to recognize and act upon the role of race in the academic, social, and behavioral development of African American students. In this section, I provide specific strategies for teachers, principals, and central office administrators to use to facilitate elementary level success for African American students. Teachers

All teachers must begin to recognize the role of race in working with African American students. They must then translate this recognition into a color-embracing approach to teaching and addressing African American students. This approach must create experiences of equality and equity for African American students. The findings from this report repeatedly showed that African American students perceived that teachers mistreated them because of their race. As mentioned, I do not believe that every

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elementary level teacher knowingly discriminated against African American students. But I do believe that the racial and cultural differences between African American students and teachers, mainly Caucasian American teachers, may have caused the teachers to subtly engage in acts of perceived discrimination against African American students. Therefore, teachers must address this situation in several ways. First, teachers should examine the equality-based practices of their classrooms. For example, teachers should not deny water and restroom usage to one African American student, but then grant the same rights to a succession of Hispanic students and Caucasian American students. These acts will almost always be viewed through a racial lens with African American students. Second, teachers should ensure that they are very attentive to the needs of African American students. This principle must also be applied to methods of classroom discipline. As an advocate of racial equity, I understand teachers need to use different disciplinary styles in accordance to the background of students. But these disciplinary approaches should not be disparaging toward students. The approaches should not make students feel that because of their race, they are subjected to negative and harsh disciplinary treatment. Thus, with regard to race and culture, teachers may need to use certain voice tones and authoritative stances to discipline students. However, neither tone nor stance should appear to take the racial dignity and self-worth of the students, especially African American students. From an equity-based perspective, teachers must use racially relevant approaches towards teaching African American students. I define racially relevant instructional approaches as teaching methods that use the cultural and socio-cultural aspects of Black culture to imbue African American children with the racial identity needed to succeed in the classroom. In other words, African American students race and culture must be incorporated into the instructional delivery of teachers who work with African American students. During my focus group discussions, I found that some teachers recognized and used the distinct racial and cultural learning patterns of African American students to teach these students. However, other teachers were not aware of the racially and culturally driven learning styles of African American students. The main reason is that these teachers perceived that all students were the same. As such, they did not use instructional strategies that would intentionally meet the needs of African American students. This mindset may, in some ways, explain why African American students continue to under perform in many Irving elementary classrooms. Evidence to this effect could be seen in how, regardless of campus rating, African American students were the lowest- performing groups on their campuses.

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These findings do not mean that elementary-level teachers are not teaching African American students. The findings just suggest that their teaching strategies may not have the same impact on African American students as with students from other racial groups. Another reason is that because Hispanic norms, language, and mannerisms form the dominant culture of Irving elementary schools, the teachers may gear instructional strategies towards the culturally sanctioned learning styles of Hispanic students.

Principals

The principals role in facilitating African American student success can be defined with one word: Culture. That is, principals must intentionally design a racially relevant culture that is conducive to African American student achievement. One strategy would be for principals to engage teachers in critical conversations about race. Using this report as a guide, these conversations should first inform teachers of the seriousness of the daily racial negotiations of African American students in Irving elementary classrooms. The conversations should then be transformed into specific strategies for gaining a better understanding of how to meet the needs of African American students. As the culture builder of schools, principals must also develop an atmosphere of accountability for all teachers. That is, they must hold teachers accountable for using the findings from this report to change approaches that subtly and unknowingly discriminate against African American students.

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For example, numerous African American students indicated that they were often embarrassed in front of other students for misbehaving in class. However, teachers privately counseled Caucasian American students and Hispanic students for misbehaving in classrooms. Thus, every elementary principal must begin the 2011-2012 school year by addressing this situation with all teachers. Teachers should not be required to either privately counsel or take every child into the hallway for disciplinary reasons. But teachers should be required to use racially relevant approaches to discipline students in a respectful and uplifting way. This approach would use a direct, rhythmic style of communication for African American students. This same style, however, may not or should not be expected to have the same impact on Hispanic and Caucasian American students. But regardless of race, the styles must be used with dignity and respect for children. Finally, principals must make an extra effort to create positive racial identity development experiences for African American students. The main reason is that many African American students feel overlooked and underserved on campuses with a high number of Hispanic students. Therefore, they need to engage in activities that help them to establish a positive racial identity during the course of the school day and school year. In recognizing this need, a few elementary schools have worked with Irving Independent School District parental involvement coordinator Maurice Walker to build positive racial identities within African American male students. The program has been successful because of Mr. Walkers ability to empower the students to see that being Black and smart is and must, respectively, be viable and vital parts of the elementary school years. As such, principals could use this same principle to develop positive racial-identity experiences for African American students. Activities should include but not be limited to: African American Book Clubs African American Debate Teams African American Step Teams African American Mentoring Groups

Principals could also sustain these experiences by advocating for African American students to hold key leadership positions in these clubs and ventures.

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Central Office Administrators

One of, if not the most, important stakeholders in the success of elementary-aged African American students are central office administrators. For the purpose of this report, I define central office administrators as people who have direct involvement in the academic success of elementary-aged students. The key people in this equation are the superintendent of schools, assistant superintendents for instruction, and the director of elementary education. The motto of Irving Independent School District is Where Children Come First. As such, the superintendent must play a critical role in ensuring that African American children are included in this motto. Based on the findings of this report, I strongly suggest that the superintendent intentionally and openly advocate for the development of African American children in Irving Independent School District. One of the first strategies to be used is to read and review this report with the assistant superintendents of instruction and director of elementary education. The discussion should be designed to develop systemic ways of improving the racial standing and academic achievement of African American children. The discussion should also be designed on how to empower elementary principals with implementing the findings from this report into their schools.

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The next step is for the superintendent to develop the findings from this report into an important part of Irving Independent School District. To accomplish this goal, the superintendent must engage principals in discussions about this report during principals meetings. These discussions should be designed to elicit principals feelings about the findings from this report. Principals must also give feedback on how the superintendent, assistant superintendents of instruction and director of elementary education can best support their implementation of this reports implications into their schools. To further enhance their commitment to this report, the superintendent and other central office administrators should also attend professional development events that are hosted by African American educational organizations. Some sample organizations are the National Alliance of Black School Educators and the Texas Alliance of Black School Educators. The organizations are important because of their commitment to the educational uplift of African American students. In addition, they would provide the superintendent and central office administrators with the racially relevant framework needed to greatly understand and address the educational needs of African American students. They would also help the superintendent and central office administrators to better understand how to guide principals and teachers towards meeting the needs of African American students. Teachers, Principals, Central Office Administrators Irving Independent School District educators must collectively work together to understand and address the needs of African American students. This collaboration should be based on the following points: 1. It is not enough to wonder why African American students are not performing as well as students from other racial groups. Instead, they should inquire about what it means to be Black, White, and Brown in Irving elementary classrooms. An analysis of this question, in conjunction with this report, should be used to understand the elementary- aged African American students dilemma in Irving Independent School District. 2. Irving Independent School District educators should realize that poverty is not the sole cause of the underachievement of elementary-aged African American students. Instead, race plays a crucial factor in how the schooling experiences play out for African American students. 3. Race should not only be considered when Texas Education Agency results provide results regarding the academic performance of elementary-aged African American students. Race must also be considered and addressed with regard to how African American students understand and negotiate their elementary school experiences.

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To further support the development of African American children, Irving educators must also begin to extend the districts focus on cultural diversity into racial diversity understanding within elementary schools. Dianna Hopper, Division Director of Professional Development, has developed excellent strategies and principles for understanding and embracing cultural diversity. Now is the time to take this paradigm to the next level by examining the role of race in the daily operations of Irving Independent School Districts elementary schools. Particularly, educators must begin to consider how race influences their understanding of African American students. Listed below are ten questions that must be discussed and answered by educators who have a vested interest in Irving Independent School Districts elementary schools:

1. What is race? 2. How role does race play out for African American students in Irving Independent School Districts elementary schools? 3. What are the racialized aspects of the school culture that defines Irving Independent School Districts elementary schools? 4. To what extent does school culture impact the way in which African American students negotiate their racial identity in the hallways, playgrounds, and classrooms of Irving Independent School Districts elementary schools?

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5. What percentage of elementary educators apply an anti-conscious, forced conscious, semi-conscious, or conscious approach towards understanding the needs of African American students? 6. What are the realities of racism in Irving Independent School Districts elementary schools? 7. What are the proactive ways in which Irvings elementary educators seek to monitor and dismantle, when necessary, the prevalence of any form of dysconscious racism within Irving Independent School Districts elementary schools and classrooms? 8. To what extent have Irving educators considered the way in which colorblind approaches to teaching shortchange the schooling experiences of elementary-aged African American students in Irving Independent School District? 9. To what extent are Irving educators committed to preventing colorblind approaches to teaching from shortchanging the schooling experiences of elementary-aged African American students in Irving Independent School District? 10. To what extent do Irving educators recognize the importance of providing elementary aged children with positive racial identity experiences in Irving Independent School Districts elementary schools? The importance of these questions is twofold. First, they move the diversity agenda from being aware of differences to making a social, justice-centered commitment to recognizing how race impacts African American students in Irving Independent School Districts elementary schools. Second, they can facilitate a collective district-wide effort towards removing any perceived or establish barriers to powerful racially relevant experiences for African American students.

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SECTION VI

SUMMARY & CONCLUSIONS

The purpose of this investigation was to examine the schooling experiences of 124 elementary-aged African American students in Irving Independent School District. I facilitated the investigation by engaging the students in discussions about themselves as individuals and students. I found that all of the students were very proud of their African American culture and heritage. They often attributed their pride in being Black to spirituality, diversity, and history--especially the historical significance of Dr. Martin Luther King, Jr. These students recognized Dr. Kings and other African Americans roles in creating opportunities of equality for African American people. They knew that because of their forebears, they could freely engage in activities that ranged from attending different colleges and universities to drinking from any water fountain in American society. However, many of these students believed that they faced experiences of race-driven alienation, isolation, and loneliness on their elementary campuses. They perceived that because of being some of the few African American students, they were out of place during some situations. In addition, the African American students felt isolated by Hispanic students who held and displayed anger and were disrespectful toward them and other African American students. The students also perceived that their teachers treated them differently because of skin color. These differences ranged from inequitable disciplinary practices to inequitable access to school structures such as using the restroom or drinking from the water fountain. In an ironic way, these experiences appear to rob some of the African American students from drinking from the Fountain of Youth that creates opportunities of success for elementary-aged children. The teacher findings showed that teachers held different levels of consciousness towards recognizing the role of race in the schooling experiences of their African American students. As a result, many of the more colorblind teachers did not fully understand the need for or solutions to developing different approaches to meeting the needs of African American students. Because of these findings, teachers, principals, and the superintendent and other central office administrators must design specific strategies for enhancing the academic and racial identity of Irving Independent School Districts elementary-aged African American students. Teachers must develop a race-based awareness of themselves and their African American students. Principals must facilitate this change by creating a school culture that emphasizes the need to nurture the racial and academic identity of African American students. In addition, the superintendent of schools, assistant superintendents for instruction, and director of elementary education must lead the way in empowering principals and teachers to effectively accommodate the needs of African American students.

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These strategies will enhance the academic and behavioral development of the districts elementary-aged African American children. The main reason is that elementary educators and central office educators will have applied a social-justice approach toward truly validating the racial identity perspectives and experiences of every elementary-aged African American student in Irving Independent School district.

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ABOUT THE AUTHOR III DR. MACK T. HINES, III

EDUCATOR, SPEAKER AUTHOR, EDUCATOR, CONSULTANT, SPEAKER
Dr. Mack T. Hines, III, is a highly sought after, well-regarded author, educator, consultant, and speaker. He is the chief executive officer of Mack Hines Consulting, LLC, an educational consulting firm that specializes in providing urban, suburban, and rural school districts with statistically driven, research-based strategies for meeting the academic and behavioral needs of African American students. Dr. Hines has served as a consultant in school districts in nearly every major metropolis in Texas. His work and expertise have been used to affect change in Houston, Dallas, San Antonio, College Station, Irving, Huntsville, and other cities that serve large numbers of African American students. He has also served as a key- consulting advisor to several school districts in Chicago, Illinois; Omaha, Nebraska; and other major American cities. Dr. Hines centers his work on self-conducted investigations of issues that affect the academic, relational, and behavioral development of African American childrens schooling experiences. Using various quantitative data and analytical methods as a guide, Dr. Hines then trains teachers and principals on how to analyze and connect the statistical findings from his work to the need for improving African American student achievement. Specifically, teachers and principals are able to use Dr. Hines work to create policy-making initiatives for effectively teaching African American students. Because of his work, Dr. Mack T. Hines, III, has become one of the most highly sought after educational consultants on African American student issues.

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