White Teacher

Gail PruittHeidi Irvine

Beth HannahChristy Webster

Take a moment to note which group you are in!

Group AJenifer ArnettErin BushekDeborah DuningKatherine LemonJessica Osborne

Group BAngella ArthursCrystal CarpenterCrean HansenDebra MaukAnn Poole

Group CPaula BumgardnerElizabeth ConnTrina KinhaltAngela McAlisterMarissa Wilson

Group DRoaby BrowningDeborah DavisColeen KosanBethany Miller

Who is Vivian Gussin Paley?

White Teacher power point.ppt

Vivian Paley Background

• born January 25, 1929 in Chicago, IL• taught in New Orleans, Great Neck, &

Chicago• taught preschool and kindergarten in

University of Chicago Laboratory Schools

University of Chicago Laboratory School

• A Distinct approach to education

• A Diverse Student Body

• A Community of Individuals

Educational Beliefs

• focused on the child

• hands-on projects

• creative problem solving

• sense of responsibility

• everyday life.

• broad-based

• Continuing teacher education and research

Is this classroom in which I live a fair place for every child who enters? Does every child and

family have an equal say in the worlds we invent?

Think about this…

Let's look back at a situation that happened very early on in the book. Please think about what you would have done if you were in Paley's place BEFORE having read the book.

"Alma, you look like chocolate pudding." We were all sitting around having snack time. Paul repeated, "Just like chocolate pudding." A few children laughed. Most paid no attention. I became rigid and pretended not to hear. Alma was looking at Paul with interest. She did not seem to feel insulted. Is it an insult or not? I couldn't decide. Do I react? To what? She does look the color of pudding. But he shouldn't say that! You never say anything like that to black people.   I continued drilling myself. Why didn't I say something? What am I supposed to say? Say nothing. Alma's already uncomfortable with me. If I say anything to draw attention to her blackness she'll never talk to me. Who can I talk to about this? Never mind, I'll handle it myself. I don't need help.

How many non-white students are in your

classroom?

A.0B.1-3C.4-6D.More than 6

National Trends

50-100% Minority 90-100% Minority 99-100% Minority0

102030405060708090

10.8 0.700000000000001

0.0300000000000001

71.6

37.4

17.8

76.3

37.4

10.8

54.6

14.4

1.4

49.7

26.6

16

White Black HispanicAsian American Indian

Charts taken from “A Multiracial Society with Segregated Schools: Are We Losing the Dream?” By Erica Frankenberg, Chungmei Lee, and Gary Orfield; January 2003; The Civil Rights Project Harvard University; http://www.civilrightsproject.harvard.edu

Percentage of Students in Minority Schools by Race, 2000-2001

Regional Trends

% of Blacks in 99-100% Minority Schools0

5

10

15

20

25

30

South

Border

Northeast

Midwest

West

State Trends

Changes in the Percentage of White Students in Schools Attended by the Average Black Student by State, 1970-2000 % White Students in School of

Average Black

Change

1970 1980 1996 2000 1970-80 1980-2000

1996-2000

Alabama 32.7 37.9 31.9 30.2 5.2 -7.7 -1.7 Arkansas 42.5 46.5 40.3 37.7 4.0 -8.8 -2.6 California 25.6 27.7 25.0 23.2 2.1 -4.5 -1.8 Connecticut 44.1 40.3 34.0 33.6 -3.8 -6.7 -0.4 Delaware 46.5 68.5 59.8 54.0 22.0 -14.5 -5.8 Florida 43.2 50.6 38.4 35.4 7.4 -15.2 -3.0 Georgia 35.1 38.3 33.2 30.8 3.2 -7.5 -2.4 Illinois 14.6 19.0 19.8 19.2 4.4 0.2 -0.6 Indiana 31.7 38.7 46.0 42.9 7.0 4.2 -3.1 Kentucky 49.4 74.3 69.1 65.7 24.9 -8.6 -3.4 Louisiana 30.8 32.8 29.0 27.0 2.0 -5.8 -2.0 Maryland 30.3 35.4 26.0 24.0 5.1 -11.4 -2.0 Massachusetts 47.5 50.4 41.9 39.1 2.9 -11.3 -2.8 Michigan 21.9 22.5 19.8 20.0 0.6 -2.5 0.2 Mississippi 29.6 29.2 27.7 26.2 -0.4 -3.0 -1.5 Missouri 21.4 34.1 37.7 34.4 12.7 0.3 -3.3 New Jersey 32.4 26.4 25.2 25.7 -6.0 -0.7 0.5 New York 29.2 23.0 18.7 17.9 -6.2 -5.1 -0.8 North Carolina

49.0 54.0 47.2 43.3 5.0 -10.7 -3.9

Ohio 28.4 43.2 36.1 33.1 14.8 -10.1 -3.0 Oklahoma 42.1 57.6 45.9 43.0 15.5 -14.6 -2.9 Pennsylvania 27.8 29.3 30.4 29.3 1.5 0.0 -1.1 Rhode Island NA 65.8 46.3 41.7 NA -24.1 -4.6 South Carolina

41.2 42.7 40.5 38.9 1.5 -3.8 -1.6

Tennessee 29.2 38.0 33.5 32.3 8.8 -5.7 -1.2 Texas 30.7 35.2 31.4 28.7 4.5 -6.5 -2.7 Virginia 41.5 47.4 44.2 42.4 5.9 -5.0 -1.8 Wisconsin 25.7 44.5 32.0 29.7 18.8 -14.8 -2.3 Source: DBS Corp., 1982;1987;1996-97, 2000-01 NCES Common Core of Data Public School Universe.

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. Doreen RappaportIllustrated by Bryan Collier

State Trends

Changes in the Percentage of White Students in Schools Attended by the Average Black Student by State, 1970-2000 % White Students in School of

Average Black

Change

1970 1980 1996 2000 1970-80 1980-2000

1996-2000

Alabama 32.7 37.9 31.9 30.2 5.2 -7.7 -1.7 Arkansas 42.5 46.5 40.3 37.7 4.0 -8.8 -2.6 California 25.6 27.7 25.0 23.2 2.1 -4.5 -1.8 Connecticut 44.1 40.3 34.0 33.6 -3.8 -6.7 -0.4 Delaware 46.5 68.5 59.8 54.0 22.0 -14.5 -5.8 Florida 43.2 50.6 38.4 35.4 7.4 -15.2 -3.0 Georgia 35.1 38.3 33.2 30.8 3.2 -7.5 -2.4 Illinois 14.6 19.0 19.8 19.2 4.4 0.2 -0.6 Indiana 31.7 38.7 46.0 42.9 7.0 4.2 -3.1 Kentucky 49.4 74.3 69.1 65.7 24.9 -8.6 -3.4 Louisiana 30.8 32.8 29.0 27.0 2.0 -5.8 -2.0 Maryland 30.3 35.4 26.0 24.0 5.1 -11.4 -2.0 Massachusetts 47.5 50.4 41.9 39.1 2.9 -11.3 -2.8 Michigan 21.9 22.5 19.8 20.0 0.6 -2.5 0.2 Mississippi 29.6 29.2 27.7 26.2 -0.4 -3.0 -1.5 Missouri 21.4 34.1 37.7 34.4 12.7 0.3 -3.3 New Jersey 32.4 26.4 25.2 25.7 -6.0 -0.7 0.5 New York 29.2 23.0 18.7 17.9 -6.2 -5.1 -0.8 North Carolina

49.0 54.0 47.2 43.3 5.0 -10.7 -3.9

Ohio 28.4 43.2 36.1 33.1 14.8 -10.1 -3.0 Oklahoma 42.1 57.6 45.9 43.0 15.5 -14.6 -2.9 Pennsylvania 27.8 29.3 30.4 29.3 1.5 0.0 -1.1 Rhode Island NA 65.8 46.3 41.7 NA -24.1 -4.6 South Carolina

41.2 42.7 40.5 38.9 1.5 -3.8 -1.6

Tennessee 29.2 38.0 33.5 32.3 8.8 -5.7 -1.2 Texas 30.7 35.2 31.4 28.7 4.5 -6.5 -2.7 Virginia 41.5 47.4 44.2 42.4 5.9 -5.0 -1.8 Wisconsin 25.7 44.5 32.0 29.7 18.8 -14.8 -2.3 Source: DBS Corp., 1982;1987;1996-97, 2000-01 NCES Common Core of Data Public School Universe.

The Instructions

Write a one page paper answering the following questions:

1. What are the trends in this chart?2. If you used this information to

create a line graph, what would the lines look like? Explain the slope and intercepts and what they indicate.

3. Why do you think the percentages of white students in schools of average black are changing in this way?

The Results (7th grade)

The Results (7th grade) con’t

The Results 7th Grade 8th Grade

The Results (11th Grade)

The Results 11th Grade 12th Grade

The Results (12th Grade)

Let’s Discuss

Why Must race be addressed in the classroom?

Groups A & B respond on the white board.

Groups C & D respond inthe dialogue box.

We’re Breakin’ Out

Now we’d like to divide into groups and discuss some questions within each group.

Group A: Beth Hannah

Group B: Gail Pruitt

Group C: Christy Webster

Group D: Heidi Irvine

What did Mrs. Paley observe was a consequence of her

decision to ignore race?Beth Hannah

Group A

Why Did Mrs. Paley decide ignoring race was not beneficial to her classes?Gail PruittGroup B

What did Mrs. Paley do to change her approach to

racial diversity?Christy Webster

Group C

Was Mrs. Paley’s changed approach to racial diversity accepted among her colleagues? And why?

Heidi IrvineGroup D

Kickin’ Off Black History Month

•1926 “Negro History Week”; Carter G. Woodson•1976 “Black History Month”•Why February?•YouTube - Morgan Freeman on Race and Black History Month

Is diversity celebrated at your school?

A. Yes, with a high degree of acceptance and tolerance.

B. They’re working on it.C. Neutral, there are no differences.D. No, differences are ignored.

Now What… Let's look back at the situation that we

discussed earlier. Please think about what you would have done if you were in Paley's place AFTER having read the book.

"Alma, you look like chocolate pudding." We were all sitting around having snack time. Paul repeated, "Just like chocolate pudding." A few children laughed. Most paid no attention. I became rigid and pretended not to hear. Alma was looking at Paul with interest. She did not seem to feel insulted. Is it an insult or not? I couldn't decide. Do I react? To what? She does look the color of pudding. But he shouldn't say that! You never say anything like that to black people.   I continued drilling myself. Why didn't I say something? What am I supposed to say? Say nothing. Alma's already uncomfortable with me. If I say anything to draw attention to her blackness she'll never talk to me. Who can I talk to about this? Never mind, I'll handle it myself. I don't need help.

QU

OTES

"My uncertainties about labeling behavior and intelligence in general have been exposed by my dilemmas concerning black children. My attempts to help black children feel more comfortable in a white environment have made me more aware of the discomfort every child experiences as he realizes he is being judged by someone who does not know him."

"Our conclusions were these: more than ever we must take care to ignore color. We must only look at behavior, and since a black child will be more prominent in a white classroom, we must bend over backward to see no color, hear no color, speak no color. I did not argue against this position because I could not justify another."

“Those of us who have been outsiders understand the need to be seen exactly as we are and to be accepted and valued. Our safety lies in schools and societies in which faces with many shapes and colors feel an equal sense of belonging. Our children must grow up knowing and liking those who look and speak different ways, or they will live as strangers in a hostile land.

“All children have more in common with one another than any one of them has with me. The major source of incongruity is between their thinking and mine. The children already know how to open up a classroom, for play is the original open-ended and integrated curriculum.”