Abandonment in the classroom: Urban education, internalized racism, and the school-to-prison pipeline

Authors

Ramarra Garrett, Eastern Michigan University
Rachel Radina, Eastern Michigan University
Chalena Beasley, Detroit Public Schools Community District

Document Type

Article

Publication Date

2024

Department/School

Leadership and Counseling

Publication Title

The Teacher Educator

Abstract

This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers’ perceptions of and practices with students with chronic disciplinary patterns. Black teachers’ perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs, and special education referrals at a disproportionate rate. Internalized racism and racial battle fatigue are consequences of racism experienced by Black educators. Their daily experiences with racism impact how they interact with and view their Black students.

Comments

R. Garrett and R. Radina are faculty members in EMU's Department of Leadership and Counseling.

Link to Published Version

DOI: 10.1080/08878730.2023.2273367

Recommended Citation

Garrett, R., Radina, R., & Beasley, C. (2024). Abandonment in the classroom: Urban education, internalized racism, and the school-to-prison pipeline. The Teacher Educator, 59(1), 7–21. https://doi.org/10.1080/08878730.2023.2273367