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

Paul R. Carr, Thomas R. Klassen
1997 Canadian Journal of Education  
ontario institute for studies in education of the university of toronto Thomas R. Klassen trent university We analyze the perceptions of White and racial minority teachers concerning antiracist education in the Toronto Board of Education. The findings highlight five topics on which White and racial minority teachers have different perspectives: views of antiracist education; support for employment equity; racial minority teachers as role models; the role of principals in antiracist education;
more » ... racist education; and the treatment of racial minority teachers. Racial minority teachers face greater barriers than White teachers in the education system, barriers that hamper the full recognition and importance of racial diversity in education. White teachers are generally less supportive than their racial minority colleagues of antiracist education that attempts to shape the institutional culture of schools. Les auteurs analysent les perceptions des enseignants de race blanche et des enseignants faisant partie des minorités raciales au sujet de l'éducation antiraciste du Conseil scolaire de Toronto. Les conclusions de cette étude mettent en relief cinq sujets sur lesquels les points de vue des enseignants de race blanche et de ceux des minorités raciales diffèrent: les perceptions de l'éducation antiraciste, le soutien accordé à l'équité en matière d'emplois, les enseignants des minorités raciales comme modèles de comportement, le rôle des directeurs d'école dans l'éducation antiraciste, et la façon dont sont traités les enseignants des minorités raciales. Ces derniers font face à des obstacles plus grands que les enseignants de race blanche, des obstacles qui retardent la reconnaissance complète de l'importance de la diversité raciale dans l'éducation. En règle générale, les enseignants de race blanche sont, par rapport à leurs collègues faisant partie des minorités raciales, moins en faveur de l'éducation antiraciste qui essaie de façonner la culture institutionnelle du système d'éducation. The aim of antiracist education is to change institutional structures, validate the lived experiences of an increasingly diverse student body, and alter inequitable power relations. Teachers play a crucial role in the effective implementation of antiracist education and the success of change-based policies. However, teachers' perceptions concerning racism and antiracist education have received little attention in the scholarly literature. We present the findings of research conducted in 1994-1995 in the Toronto Board of Education on teachers' perceptions about race, racism, and antiracist education. The research question was: What are the views of racial minority and 67
doi:10.2307/1585812 fatcat:5ypc5gvy75cxbljynn7zbmc52u