下面为大家整理一篇优秀的essay代写范文 -- The significance of internal racism education，文章讲述内部种族主义是指压迫性的结构，意识形态和系统，教有色人种惧怕自己的力量和差异，剥夺了为自己和人民创造想要的东西的能力。许多人认为，内在的种族主义仅仅是有色人种的自卑感或自恨感。但是，这种解释解释了内部种族主义的症状，而不是其真正含义。

Internalized racism refers to the oppressive structures, ideologies and systems that teach people of color to fear their own power and difference and deprive their ability to create what they want for themselves and their peoples. Many people believe internalized racism is merely a sense of low self-esteem or self-hatred own by people of color. However, such an interpretation explains more of the symptoms of internalized racism than the true concept of it. As Donna Bivens mentioned in her paper “Internalized Racism: A Definition”:

Internalized racism is the situation that occurs in a racist system when a racial group oppressed by racism supports the supremacy and dominance of the dominating group by maintaining or participating in the set of attitudes, behaviors, social structures and ideologies that undergird the dominating group's power.

The sad fact is that people of color may support white supremacy when making decisions and try to meet the Eurocentric standards set by white people. That’s probably because they think white people know more about what needs to be done for them than they do. In today’s society, with the great effort done by racial equality advocacy groups, the awareness of racial equality among white people is largely raised. However, the deep-rooted internalized racism within people of color themselves are usually ignored.

We have to understand that internalized racism is ubiquitous; even the most committed anti-racist white people must continue to fight with their own and other white people’s racism. In this paper, I will focus my study on internalized racism in education. Since children and teenagers are the most sensitive groups and are extremely vulnerable to exploitation, they can be easily affected by external environment factor, when setting up values about racism.

As internalized racism is always generated by unconscious acceptance of a racial hierarchy, it is believed that schools play a significant role in instilling and perpetuating internalized racism within students of color.

The best approach to locate the potential causes of internalized racism is to examine the racism in schools from three main perspectives: Teachers are the essential role in schools and education. Their pedagogy can greatly impact the development of students and the way they perceive themselves and things around them. In those culturally-diverse communities, there are apparently more white teachers than teachers of color. As Lindsay Perez Huber explained in the book Naming Racism: A Conceptual Look at Internalized Racism in U.S. Schools, “88 percent of 35,000 full-time faculties within university education departments are white; thus the majority of teachers in this country are not receiving any teacher education from Professors of Color” (9). In this case, the educators are likely to develop teaching method that serves the dominant culture. Or even worse: to privilege whiteness and perpetuate societal norms of white supremacy within students unconsciously. It’s worth noting that even well-intentioned teachers can perpetuate the structural racism if they are not conscious and do not take active steps to address their own biases, and recognize how those biases can possibly affect the teaching practice and decision-making. For example, since it’s inevitable to use a standard language in the time of globalization, English is seen as the standard tone used in classrooms around the world. If students of color fail to either comprehend the courses taught in English or express themselves in English, the teacher is likely to be frustrated. Therefore, students of color may develop the idea that English has more value than their mother language or culture. In this case, the teacher has created linguistic hierarchies unintentionally.

Meanwhile, teachers of color consistently try to unpack internalized racism and strive for racially just classrooms. But a considerable number of teachers of color chose to give up half way. A 2005 University of Pennsylvania study by Richard Ingersoll found that teachers of color left the profession 24 percent more often than white teachers: “The declining numbers of Black and Hispanic students majoring in education is steeper than the overall decline in education majors”. Richard Ingersoll also found that “minority teachers leave teaching at higher rates than white teachers do.” The failure of retaining teachers of color in schools no doubt creates more obstacles to eliminate internalized racism within students.

Curriculum is a fundamental component for academic learning. Curriculum not only shapes teaching method, but also decides the structure and pace of teaching process. It is essential that curriculum does not perpetuate the ever present force of racism in our society. In a lot of cultures, schools use standard textbooks as required by government or relevant organizations. Some of these textbooks can be indifferent to crucial racial issues, others, might revolve around Eurocentric standards. Under this circumstance, students are more likely to adopt a white supremacy value since they don’t really have a chance to get a deeper understanding of other cultures. For example, as Leon F. Burrell and Robert L. Walsh point out in their report, “many white students are barely exposed to African-American history throughout their schooling”. They can hardly develop interests at the very beginning when the curriculum is silent about race. In American textbooks, words like African American, Native American are usually mentioned. But no special words refer to majority white people. Though considerable amount of U.S. population consists of African American and Native American, they are still regarded as the minority groups. The frequency occurring of words like African American can create a psychological hint among students of color that they have fundamental difference with white people. And the sense of being segregated might be further reinforced by the environment later in their lives. Cheryl A. Renninger in his paper ‘Black-White Color Connotations and Racial Awareness in Preschool Children’ points out that the Negro child may also be acquiring the black is bad, white is good concept in early childhood under the circumstance that words like African American frequently occurs. (Renninger, Cheryl A., and John E. Williams, 784)

Schools whose student populations are majority white have been proven to have richer resources than schools with more non-white students. Many poor and minority students are attending under-resourced schools that are not only separate and isolated, but that are also just as unequal as they were in the mid-20th century. Graduate students from those majority white schools are more likely to enjoy better facilities and opportunities. Thus, the obvious difference can create internalized racism among students of color who fail to enter a better school. Federico Echenique notes that school segregation in the light of the skin color causes much pain to the black and has bad effect on the social values in the paper ‘Is School Segregation Good or Bad’. (Echenique, Federico, Roland G. Fryer, and Alex Kaufman, 265-267)

The internalized racism in education can evolve an acceptance of inferior education among student of color. More importantly, this value can be transferred to any other fields in their later lives. Other consequences caused by internalized racism in education include:

A hostile campus racial climate will spread out with the internalized racism. In fact, when students of color see themselves as inferior to others, they maintain and reinforce a racial hierarchy on campus. In Robin Nicole Johnson’s study The Psychology of Racism: How Internalized Racism, Academic Self-concept, and Campus Racial Climate Impact the Academic Experiences and Achievement of African American Undergraduates, 117 African Americans are sampled and both survey and focus groups were used to understand their academic experiences (29). She finds that internalized racism negatively impacts academic self-concept, and disrupts grade performance as well. Additionally, the study reveals that a hostile campus racial climate contributes to internalized racism and can create conditions that make African Americans vulnerable to stereotype threat.

Scholars around the world started to study the impact of internalized racism in education decades ago. In 1939, psychologists Kenneth and Mamie Clark, PhD conducted a doll experiment of internalized racism in America at a time when black and white children were segregated. During that time, public schools were racially segregated. The result of Kenneth and Mamie Clark’s research showed that black children indicated a clear preference for white, (17) Most of the black children around five years old being tested were aware of the “inferior status” caused by their skin in contemporary American society. It’s shocking how children of such a young are able to tell the status according to people’s skin color. Illustrations or pictures on books where light-skin person appear much more often as the “standard” image of people might be the reason why young children of color can feel the facial unjust subconsciously. Though the experiment was conducted 75 years ago, and the current situation of racial inequity is largely improved. The early childhood experience of children of color may not change much comparing with before. Although a larger number of children’s books and paintings include images of children of color, children of color still show eagerness to become light-skin. After all, we all notice that few Disneyland movies or cartoons actually have dark-skin princess. In this case, there is a great chance that children of color develop internalized racism in the way that they regard themselves as “off-standard”.  

Usually academic performance is hard to evaluate because loads of factors contribute to it. However, it is important to explore how internalized racism can play a role in the low achievement rates of students of color. Students of color who struggle at their schoolwork are likely to be labeled intellectually or culturally deficient. And accordingly, this stereotype would do no help but crack down the learning interests of students of color. Internalized racism in schools consistently transmits the message that students who are non-white are intellectually inferior to those who are white. Thus, students of color may accept or even welcome the idea that they are not as competent as their white-skin peers and set up a relatively low standard for themselves. Once they admit unconsciously that they are less intellectual due to their race background, they are even more passive towards their study and it gets harder to build up faith again. Robin Nicole Johnson in her paper ‘The Psychology of Racism: How Internalized Racism, Academic Self-concept, and Campus Racial Climate Impact the Academic Experiences and Achievement of African American Undergraduates’, she uses Critical Race Theory and Race Identity Theory as frameworks, investigates how internalized racism, academic self-concept, and campus racial climate impact the grade performance of African American undergraduates. The results of the study reveal that internalized racism negatively impacts academic self-concept, and disrupts grade performance as well. Additionally, the study reveals that a hostile campus racial climate contributes to internalized racism and can create conditions that make African Americans vulnerable to stereotype threat.( Johnson, Robin Nicole, 67-100)

Dropout usually refers to students who choose not to enroll in school or who choose to leave school halfway willingly. And these groups of students would not get the high school diploma or equivalent certificate. As mentioned before, students of color may reinforce the idea all by themselves that they are not able to perform as good as white students at schoolwork. Another factor is the sense of alienation and disengagement. That’s apparently the effect of internalized racism within students of color as well. These students consciously or unconsciously believe that because of their racial background they will not be able to succeed in school and, as a result, do not continue their education. Therefore, though the term “dropout” originally describes the situation where students leave school out of their own choices, the real case is slightly different. For some students of color, the deep-rooted reason for their choice can be traced back to internalized racism.

Admittedly, there is still a long way to go when it comes to eliminate the internalized racism in education. Governments and schools are supposed to cooperate to ensure a racially-equally-campus. But the vital factors here are the overall social environment and students themselves. Internalized racism exists everywhere. All different cultures in the world have once oppressed or being oppressed by others. When one party wins over the right of speech, they may create a system to instill their values and ideologies among others. Someone who is trapped once does not need to panic. But it’ll be truly sad if he dare not to face who he is. Someone who immersed himself in his psychological trauma is not better than exercise his own ability to define the work for his own communities and do it.

Works Cited

Burrell Leon F. and Robert L.Walsh (2001). “Teaching White Students Black History: The African-American Experience in the Classroom.” Journal of Higher Education and Economic Development 16(2): 31-32

Echenique, Federico, Roland G. Fryer, and Alex Kaufman. "Is school segregation good or bad?." The American economic review (2006): 265-269.

Hipolito-Delgado, Carlos p. (2010). "Exploring the Etiology of Ethnic Self-Hatred: Internalized Racism in Chicana/o and Latina/o College Students". Journal of College Student Development 51 (3): 319–331

Huber, Lindsay Perez, Robin N. Johnson, and Rita KoHLI. Naming Racism: A Conceptual Look at Internalized Racism in U.S. Schools Chicago: 2006, print

Johnson, Robin Nicole. The Psychology of Racism: How Internalized Racism, Academic Self-concept, and Campus Racial Climate Impact the Academic Experiences and Achievement of African American Undergraduates

Johnson, Robin Nicole. The Psychology of Racism: How Internalized Racism, Academic Self-concept, and Campus Racial Climate Impact the Academic Experiences and Achievement of African American Undergraduates. ProQuest, 2008.

Renninger, Cheryl A., and John E. Williams. "Black-white color connotations and racial awareness in preschool children." Perceptual and Motor Skills 22.3 (1966): 771-785.

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