Whiteness

Race is a lens through which many individuals see and are seen—sometimes consciously or intentionally and sometimes not. The dominant race and standard within U.S. society, historically, is White. In U.S. society the color of one's skin impacts one's daily experiences, although numerous White educators do not acknowledge White as a race nor Whiteness as a set of cultural beliefs and practices. Yet these beliefs and practices permeate and are reinforced in American schools as well as in other institutions and avenues of life on a daily basis.

The consideration of Whiteness, the opposite of non-White, and its organizing effect on teaching and learning for school-age children, both White students and students of color, is indeed an issue of educational reform. Following is a brief discussion of some of the relevant factors and existing tensions surrounding Whiteness that are present as a result of practices, as well as a body of knowledge that is grounded in the history of the United States.

On the surface, Whiteness and its related privileges are indications of the benefits of having white skin versus skin that is not white. The darker the pigmentation of the individual's skin, the fewer the racial privileges. In many educational institutions, the higher expectations that some educators have for White students, versus lower expectations for students of color, exist from the moment a child enters school. The advantages, encouragement, and opportunities afforded White students as a result of skin color often translate into additional challenges and pressures for students of color, who must learn not only expected content but also the rules of Whiteness and related correct behaviors in order to survive; non-White students, lacking such benefits, are viewed negatively when set expectations are not met.

The notion of color blindness is also worthy of mention. Some White individuals attempt to sidestep issues of race by denying or ignoring racism, racial differences, and White privilege and by rejecting the notions of uneven power and privilege that are enjoyed by some, but not all, Americans. Some persons of color are not comfortable addressing issues of race, and may therefore further complicate situations that involve students of color who may be in search of an ally, or at least someone who has some relevant racial understanding as a result of prior experiences. A colorblind lens can be harmful to students of color as well as White students through the diminishing of experiences and realities of minority students while permitting White students to ignore their own benefits and societal advantages along with potential damages of Whiteness to their minority peer students.

Scholars of race and race relations have noted the importance for educators to recognize and begin to consciously assess and understand the profound effects of the accepted White culture, the [Page 940]basis of the educational system that identifies the standards as well as measurements of student achievement. If we look at the perspective from which history is taught in schools, for example, it is not the complete story for all Americans.

The implications of the foregoing discussion are many and varied, given that the majority of American educators currently are White while students in increasing numbers are non-White. In the same way that it is beneficial for each individual to acknowledge and further explore who he or she is racially as a result of personal experiences, both in-service and pre-service White educators and their counterparts of color need opportunities to explore, discuss, and understand Whiteness and its impact on their students of color and their White students, with a focus on improving student achievement and the goal of a positive school experience for all students.

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