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CRT Study: School penetration

Rickeroo

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Since CRT isn’t mandated currently at the federal level, states and school districts have some autonomy over how they apply CRT in schools. I promised @NatMorton that I would undertake this study.

Objectives: Assess CRT (anti-white sentiment) in K-12 schools. Determine if severity varies with demographics.

Method: “Whiteness” as a search term was chosen for its overtly race-based nature and inferred demonization. Search for ‘whiteness’ on K-12 sites of varying demographics and assess the first 2 hits, if any. Contextual interpretation will be provided in-line with the data, with an overall summary at the end.

*It turns out that the second ‘whiteness’ link from Chicago Public Schools was a goldmine of information linking CRT, whiteness and education and I also came up with nouveau terminology I was unfamiliar with.. I’ll have to spread Chicago Public over multiple posts.

First district:

Whiteness - CPS Equity Toolkit - Chicago Public Schools

The ‘read more’ link takes you to a 4 minute talk by Glenn Singleton. ‘White’ is a color, a consciousness, and a culture. The meaning of whiteness is the hardest to understand by those closest to it (white people), and he seeks to make it easier for whites to understand whiteness.


This attributes behavior based on race, and this concept is banned in those states that have banned CRT. For those that don’t understand the significance of assigning behavoir, characteristics or conscious to a race, keep in mind that Nazis thought of “Jew” as a race, consciousness and culture. The meaning of Jewness is hardest to understand by those closest to it, or so say the Nazis.

Undermining Racism and a Whiteness Ideology: White Principals Living a Commitment to Equitable and Excellent Schools


Clicking “Download” on that site gets you this document as part of Chicago Public School’s Equity Toolkit..

White principals “work around undermining racism and a Whiteness ideology”.

Much like the 4 minute talk, culture is assigned by race here. The ideology of whiteness is something that has to be worked around and avoided by white principals in a K-12 system.

Principals “lead ongoing professional development with their staffs that included reading groups,
racial autobiographies, examining privilege, and other ways to get staff members to talk about and examine privilege and institutional racism in schools”

Aside from CRT concepts being in K-12 staff training, there is something called a racial autobiography which I was unfamiliar with. Quick research here:

Association for Supervision and Curriculum Development
Why Every Principal Should Write a Racial Autobiography


A racial autobiography—a narrative written to explore how race has manifested in one's life—can support a leader's goal of becoming antiracist

discussing school leadership in the absence of race is like building a house absent a foundation

Because race and racism are part of the past and present, both are deeply embedded in our school systems—from how they were established to how they are run every day.

Race is embedded in school systems, and as a result school leadership must include race. Both are a result of CRT, and a racial autobiography supports CRT..

Saint Paul Public Schools Board Meeting 2017
Page 31: Building Racial Leadership Team-Con’t - Racial Autobiography then roll out to staff at large

Creating your Racial Autobiography - Saint Paul Public Schools

When you have identified some of the landmarks on your racial journey, start writing your autobiography. Remember that it is a fluid document, one that you will reflect on and update many times as your racial consciousness evolves

Racial journey / racial consciousness aside, CRT-based Racial Autobiography is in K-12. Now that we have a better understanding of what a Racial Autobiography is and why Chicago Public (and apparently Saint Paul Public) are calling for it, let’s get back to Chicago’s support of white principals fighting against white ideology:
 
They also brought discussions of race into their using data for decision making, supervising teachers, planning curriculum programs (in two cases this led to detracking math)

As most of you know, a leftist tactic to minimize CRT’s involvement in K-12 is that there are no courses titled “CRT 101 for Third Grade”. What CRT does have influence over is decision making, supervising teachers (presumably to audit their CRT compliance), and planning curriculum programs. “Tracking” a course like math means to split math classes into students of similar ability. Detracking math, which CRT led to in two cases, means that students aren’t grouped into math classes according to ability. The slow kids are put in with the smart kids, using race as a justification to do so.

Understanding the Meaning of Whiteness from a Critical Race Perspective

the use of CRT and other race-based theories and methodologies has gained significant presence in the field of education over the last two decades

As it applies to Chicago K-12, we’ll get to learn how CRT defines whiteness, and how CRT has gained a significant presence in K-12 education.

The features of CRT in legal scholarship that have been applied to understandings of educational inequity in analytic ways include the notion of Whiteness as property, the critique of claims of neutrality, objectivity, and colorblindness

A very important sentence here, note that CRT concepts are applied to educational inequity. First, whiteness as property (actually a book by Cheryl Harris) holds that all whites, even poor whites, are in possession of whiteness that gives them a structural advantage in American society. Her solution to this is a South African style redistribution, akin to affirmative action on steroids. The critique of neutrality and colorblindness is a direct assault on “judge not by the color of their skin” which is the central concept of the Civil Rights Act. CRT must discriminate based on race, otherwise it can’t right past wrongs.

A central tenet of CRT in legal scholarship is the notion of Whiteness as property. Applied to educational research, this tenet examines how, due to the history of race and racism in the United States, Whites have been the
primary beneficiaries of civil rights movements and other equity-minded reforms

Whites benefit from race-neutral civil rights legislation (Civil Rights Act and anti-CRT laws) because it allows whites to operate unimpeded in a “white-centric” society, where “white” behavior is rewarded (such as high marriage rates, work ethics, and low crime) and ‘other’ behavior, which tends to be more often performed by Blacks, is punished. This is one plausible reason why whites ‘benefit’ from race neutral laws from a CRT perspective.

Another central tenet of CRT is the insistence on a critique of liberalism because to counter racism and White supremacist ideologies, liberalism is not a mechanism for substantive, real change (Ladson-Billings, 1998). Liberal ideologies, such as notions of colorblindness and the promotion of diversity and not equity, fail to take into consideration the persistence and permanence of racism and the othering of people of color

This is reinforcing that there needs to be ‘reverse racism’ against whites. Race-neutral and colorblind concepts of racial justice (Civil Rights Act, anti-CRT laws) constitute liberalism and therefore not a mechanism for real change.

Another aspect of this tenet of CRT is the notion of incremental change, where “gains for marginalized groups must come at a slow pace that is palatable for those in power” (DeCuir & Dixson, 2004, p. 29). When leadership efforts fail to systematically address issues of inequity, specifically those related to race, racism and power, and to uncover the remnants of White privilege, “liberal” or progressive efforts benefit those in power. Untouched, a Whiteness ideology inscribes White privilege through everyday values, practices, and norms.

An example of incremental (perhaps token or performative) change would be a new Black holiday or schools/businesses holding sensitivity training. CRT recognizes that the race disparity remains, as these items don’t address the underlying white privilege or white ideology that keeps Blacks down. I can go to sensitivity training and have a BLM sign out front, yet I’m still in command of 10 times the wealth of an average Black.
 
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In this article, we examine how when White school leaders reflect on and understand their own cultural or White ways of knowing, they are in a position to work toward dismantling the persistent White supremacist ideologies that denigrate…

In other words, white school leaders have “white ways” of knowing. When they reflect on these “white ways”, they understand white supremecist ideologies. Logically, they are then in a position to dismantle those supremacist ideologies. White supremacist ideology is derived from white ways. All whites are party to white ways, therefore all whites are…

So far, this has been an excellent look at CRT, “whiteness”, and CRT’s relationship to K-12. Next, the paper gets into the 6 white school principals, and has statistics showing improvements to minority outcomes - presumably as a result of CRT application by the principals. I’ll submit that the improvements were significant on page 8, one of them cites an improvement in graduation rate from 25% to 85%.

How the principals approached race in their schools:

... she got me to see race in new ways that I had not thought about before

...“continue to challenge and inspire” her to think deeply about race, Whiteness, and privilege

...to engage staff in conversations that did not skirt racial issues but to talk about race plainly and often

These are rather tepid ‘talk about race’ generalizations that are meant to support CRT. Note that a principal thinking deeply about white privilege does not eliminate that privilege. If the Black students are doing poorly because of white privilege, then that privilege has to be gotten rid of. What we have here is token, performative “recognition” of privilege.

This practice of sharing our own racial narratives helped the staff become closer and more trusting of each other but it also positioned race as a part of each of our lives. Almost every time we shared these, the staff got emotional and there were a lot of tears—not tears of anger or joy, but tears of emotion and empathy and struggle

White teachers crying over how white they are. Blacks magically get better grades as a result? There’s hope, hold on:

... Principal Tracy brought race into many different conversations.. He shared one such occasion. <page-long description about how teachers complained about quiet Black students waiting in the hall much more than the loud white students waiting in the hall> He used this opportunity to talk about personal assumption about race, not to blame people for overtly racist action but to “try to get people to realize our assumptions and reactions can be racist without intending to be. This requires a lot of reflection.”

The ‘reflection’ the principal speaks of is that teachers should not have expected Black students in the hallway to pose a danger; another way of putting it would be that teachers should have expected Blacks to behave in the hall. Holding Blacks to the same standards and expectations as whites is not CRT - it’s race-neutral Stand and Deliver Theory.

All six [principals] described their need to build trust and develop relationship with families of color as paramount to developing more equitable and just schools

CRT and a white supremacist culture don’t factor into minority parent’s involvement with their children’s schooling. White privilege isn’t reduced when minority parents take more of a stake in their children’s education. CRT isn’t about expecting Blacks to show up at school just like the white kids.

It is also important to note that over time the previously all-White PTO board became racially diverse

White moms joining the PTO are a part of “white ways”. When other races do “white” things, are they not party to white supremacy? White is a culture as we learned from the Black guy in the video, and part of that culture is white moms going to PTO meetings
 
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Discussion

Chicago Public was a big one, hence the long post. As far as assessing anti-white sentiment in education, the Black guy in the video conflated the white race with culture and consciousness, which Hitler did to the Jews and the KKK does to Blacks, so I’m not a big fan.

For the second “whiteness” result, race-blaming of whites with a very accurate description of CRT was front-loaded into the paper about dedicated, involved principals turning their school around. It certainly set up expectations that the “supremacy” of whites would be dealt with by the principals, and CRT would come out on top. Some tears were shed as teachers realized their whiteness, 2 classes across the 6 schools were altered. Race was discussed among staff, but the details of those discussions are missing.

Towards the end of the paper we get a hint that increased expectations and greater family involvement (the “white way” of doing things) was ‘paramount’ to more equitable and just schools.

So there’s good news, bad news here. The good news is that much like Jamie Escalante proved in LA, white supremacy has nothing to do with whether his students did well or not, or whether their parents were involved. I doubt he had to shame whites in order to get his Hispanic students to pass Calculus. Effort, merit, and individualism is what improved minority outcomes here.

The bad news is that before these 6 principles used the same engagement techniques for Blacks as they do for whites, there was an unnecessary anti-white sentiment. Cry about one’s own whiteness, then get minority families involved in their kids' education like white families are? I don’t get the connection.

Next one(s) will be a white / affluent district - I may have to go through a few of them as I suspect they are less likely to use the term “whiteness”. I’ll also post the negative hits.
 
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CaughtInThe said:
again, i've lost track but i believe this is 25 of the last 28 threads from the OP being about race.
Click to expand...

More precisely, they are threads about the political left's obsession with race, and how the left believes that one particular race is causing all of the problems in society.

I clicked on some of those links, and I honestly can't believe this shit is really going on. If you're having trouble understanding the problem, and I have no doubt that you are, simply replace white with black and see if you find any of it offensive.
 
CRT belongs in the CCP - Communist China.

It is complete and utter BS.

Make it an elective course.

I have sued a few school districts over this BS garbage. Always out of court settlements, of course - after the class action gets going.
 
jcgriff2 said:
CRT belongs in the CCP - Communist China.

It is complete and utter BS.

Make it an elective course.

I have sued a few school districts over this BS garbage. Always out of court settlements, of course - after the class action gets going.
Click to expand...
You caught some classes teaching about slavery and Jim Crow?
 
Damn. Get a hobby or sumptin.

Do you like ale? Lagunitas. Little Sumptin Sumptin. 8.0%. Enjoy. Might make you forget about black people.
 

Some people on this forum are definitely obsessed with race, but it's not the left.

 

So far it's been an eye opening journey for me - I never knew whiteness is a consciousness and "white ways" exist. Chicago Public Schools cites a study that screams CRT, yet also says family involvement as "paramount" for improving minority education. Makes one wonder - why not just have the CRT and racial autobiographies? Surely they would be enough to improve minority outcomes without having to involve the family.

Onward!
 

I think part of the reason it is so accepted by public schools is because this kind of crap is a breeze to teach. From the perspective of the teacher's unions, which would the government-run school teacher rather teach: math, English, or the problems of "whiteness". They would fill the entire school day with this kind of shit if they could get away with it.

We're getting to the point where sending your kid to a government-run school constitutes child abuse.
 
For goodness' sake.

Why doesn't everyone just give up trying to stop this indoctrination?

Just accept it.

Devote an hour each day to reminding the students of how mean ethnicity X has been to ethnicity Y since 1619.

Have students of ethnicity X stand up and apologize to students of ethnicity Y.

Of course, no attitudes on either side will be changed, but maybe the media will stop talking about this nonsense.
 
When that happens, let us know.

Do you not find it just a bit curious that the only ones complaining are parents? Where are all the crying little white boys?

If that doesn't tell you something, then it is you who are indoctrinated
 
White school district, searched for "whiteness"

Riverdale District, Oregon, 1 result:

EDUCATE KIDS Talking to Your Children about Racism, Privilege, and How They Can Make a Difference

It’s a handout, and looks like it’s not part of any equity training. There’s pretty standard whining about whites on it, so I have to pick and choose.

Ages 9 - 12
Not My Idea: A Book About Whiteness by Anastasia Higginbotham

Here’s the book. The page at 11:00 is particularly interesting:



It's likely that our white school district here is unaware of the actual content of the book; it's not front and center on their "Equity" pages. It's almost as if the PDF that has these book recommendations is just orphaned on their site. This will reduce its reach.

However, the severity of the anti-white rhetoric is worth mentioning, especially given the audience of 9 to 12 year olds. This book is CRT, assigns characteristics based on race, and would be banned by those states that ban CRT.

Of note, there are many other read-alongs of this book on YouTube that do not contain that page, likely for good reason. There are also many videos of conservative rebuttals to this book. Rest assured I found this book organically, Googling "most affluent school districts us", picking #4 Riverdale School District 51J from the second result (forbes), then searching their site for "whiteness".

So far, I think I've made the right decision with "whiteness". It has an accusatory connotation that's likely to lead to the most vitriolic content on K-12 sites, where I'm sure we can all agree that's where racial vitriol belongs.
 
Thanks for linking the whole book! The author is an activist, and it's not how I would lead discussion on white privilege. It's too one sided.

But we can't ignore that white privilege exists.

Parts of it are inspirational, and I don't see that it's critical of white students personally.
 

Thanks very much! In this thread, I'll only be using K-12 district or school websites and linking only those materials that the district offers. Although I add my own interpretation to the district's content, it's certainly open for debate.
 
Cardinal said:
You caught some classes teaching about slavery and Jim Crow?
Click to expand...
What exactly is there more to teach about slavery?
What do you want to be taught about Jim Crow?
WHAT EXACTLY?
Do want this shit pounded into little girls' heads until they run crying hysterically?

Touch on both and move on to another subject.

I cannot wait until the Nov elections where every GD CRT lover will be voted off of the school board. Then we can get back to conservatism.

We need nuclear physicists, engineers, accountants, entrepreneurs, airplane designers, battery designers - I'm tired of EVs starting fires all over my county - it is completely asinine. We simply do not yet have the technology for long-term, safe, EV batteries.

But you people want to study it to death to make EVERY white child feel shame and they had nothing to do with slavery or Crow.

CRT AND RELATED GARBAGE IS PURELY RACIST BULLSHIT.
 
Sooooo…yeah….I was right
 
jcgriff2 said:
you people want to study it to death to make EVERY white child feel shame and they had nothing to do with slavery or Crow.
Click to expand...
Maybe we should feel a little shame as a people about what was done/how it continues to echo in our system. Racism isn't over, no matter how much we wish it was. 'CRT' as you put it, is not to make any child feel personal shame. I'm sorry you do.
 
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