Adolescents who are given the opportunity to feel connected with their

community are coming terms with their racial identity. Students who are not

shamed for being black or acting white tend to find a community where

they fit. One of the problems is that society, peers, and educators view

certain traits and activities as black or white. For example liking to dance

is considered black and academic achievement is seen as being white.

When these stereotypes become race identifiers or evidence of inherent

differences some people begin doing activities or showing behaviors that

contradict the stereotypes that they are oppressed by. This is one of the

processes that create internalized oppression thus messages are being sent

that defining racial identity for oneself is something that should be

discouraged, attacked, and feared. Black adolescents who use their own

behaviors and activities as a way to show an alternative to stereotypes, while

connecting it to other black people who rose above these social perceptions

tend to be more comfortable with their racial identity.

Adolescents who are coming to terms with their racial identity have to

deal with overt or subliminal racism they are subjected to by society, peers,

and educators. Educators should know that the presence of prejudice in any

form directed by anyone, student tracking and placement, and low

expectations may make students of more color feel isolated and that

academic success is white privilege. This is where multicultural and unbiased

education is necessary and should be implemented. Also educators should

always monitor their own comments and behaviors, even well intentioned

statements may be seen as racist. As educators our duty is to also to ensure

that we do not turn a blind eye to prejudiced comments. Black students sit

together because they tend to be targeted, excluded, and isolated so they

turn to students that will understand their experience as they belong to the

same racial group. It is also a way for some people to define what their

identity means to them and how to deal with the hateful and fearful society

around them.

In school matters I learned about some more methods about

connecting students who come from all racial groups and how to provide

multicultural education to predominantly white schools. I really like the idea

of joining children together in a performance based art form; I think it a great

way for students to become self-advocates without feeling like they have to

get aggressive. I also like the idea of connecting all students by creating

events together. Its important to keep in mind that we all have a common

goal.

Barack Obamas speech gave me a better idea of the anger and in

some cases hatred people of more color feel for white people. I will never

understand the isolation that our society, schools, and political and economic

processes create and perpetuate.

As a future educator I have not experienced students being targeted,

attacked, and isolated due to race. From the fifth grade to the seventh grade
I attended a predominantly black school. Im not saying that I understand

what it is like to be a racial minority, I have no idea, but over the course of

those three years I was isolated because of the hatred other students had of

white people among other things including my religious view points, and my

sexual orientation.