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- What is it Like to Teach Black Students?
- by Christopher Jackson
- Until recently I taught at a predominantly
- black high school in a southeastern
- state.
- The mainstream press gives a hint of
- what conditions are like in black schools,
- but only a hint. Expressions journalists
- use like “chaotic” or “poor learning
- environment” or “lack of discipline” do
- not capture what really happens. There
- is nothing like the day-to-day experience
- of teaching black children and that is
- what I will try to convey.
- One of the most immediately striking
- things about my students was that they
- were loud. They had little conception of
- ordinary decorum. It was not unusual
- for five students to be screaming at
- me at once.
- It did no good to try to quiet them and
- white women were particularly inept at
- trying. I sat in on one woman’s class as
- she begged the children to pipe down.
- They just yelled louder so their voices
- would carry over hers.
- They seemed
- to have no conception of waiting for
- an appropriate time to say something.
- They would get ideas in their heads and
- simply had to shout them out. I might be
- leading a discussion on government and
- suddenly be interrupted: “We gotta get
- more Democrats! Clinton, she good!”
- The student may seem content with that
- outburst but two minutes later, he would
- suddenly start yelling again: “Clinton
- good!”
- Anyone who is around young blacks
- will probably get a constant diet of rap music.
- Blacks often make up their own jingles,
- and it was not uncommon for 15
- boys to swagger into a classroom,
- bouncing their shoulders and jiving back.
- They were yelling back and forth, rapping 15 different sets of
- words in the same harsh, rasping dialect.
- The words were almost invariably
- a childish form of boasting: “Who got
- dem shine rim, who got dem shine shoe,
- who got dem shine grill (gold and silver
- dental caps)?” The amateur rapper usually
- ends with a claim—in the crudest
- terms imaginable—that all womankind
- is sexually devoted to him. For whatever
- reason, my students would often groan
- instead of saying a particular word, as in,
- “She suck dat aaahhhh (think of a long
- grinding groan), she f**k dat aaaahhhh,
- she lick dat aaaahhh.”
- So many black girls dance in the hall, in the classroom,
- on the chairs, next to the chairs, under
- the chairs, everywhere. Once I took a
- call on my cell phone and had to step
- outside of class. I was away about two
- minutes but when I got back, the
- girls had lined up at the front of the
- classroom and were convulsing to the
- delight of the boys.
- Many black people, especially
- women, are enormously fat. Some are
- so fat I had to arrange special seating to
- accommodate their bulk. I am not saying
- there are no fat white students—there
- are—but it is a matter of numbers and
- attitudes. Many black girls simply do not
- care that they are fat. There are plenty
- of white anorexics, but I have never met
- or heard of a black anorexic.
- “Black women be big Mr. Jackson,”
- my students would explain.
- “Is it okay in the black community to
- be a little overweight?” I ask.
- Two obese girls in front of
- my desk begin to dance, “You know
- dem boys lak juicy fruit, Mr. Jackson.”
- “Juicy” is a colorful black expression
- for the buttocks.
- Blacks, on average, are the most directly critical
- people I have ever met: “Dat shirt stupid.
- Yo’ kid a bastard. Yo’ lips big.” Unlike
- whites, who tread gingerly around the
- subject of race, they can be brutally to
- the point. Once I needed to send a student
- to the office to deliver a message. I
- asked for volunteers, and suddenly you
- would think my classroom was a bastion
- of civic engagement. Thirty dark hands
- shot into the air. My students loved to
- leave the classroom and slack off, even
- if just for a few minutes, away from the
- eye of white authority. I picked a light-skinned
- boy to deliver the message. One
- very black student was indignant: “You
- pick da half-breed.” And immediately
- other blacks take up the cry, and half
- a dozen mouths are screaming, “He
- half-breed.”
- For decades, the country has been
- lamenting the poor academic performance
- of blacks and there is much to
- lament. There is no question, however,
- that many blacks come to school with a
- serious handicap that is not their fault.
- At home they have learned a dialect that
- is almost a different language. Blacks
- not only mispronounce words; their
- grammar is often wrong. When a black
- wants to ask, “Where is the bathroom?”
- he may actually say “Whar da badroom
- be?” Grammatically, this is the equivalent
- of “Where the bathroom is?” And
- this is the way they speak in high school.
- Students write the way they speak, so
- this is the language that shows up in
- written assignments.
- It is true that some whites face a
- similar handicap. They speak with
- what I would call a “country” accent
- that is hard to reproduce but results in
- sentences such as “I’m gonna gemme
- a Coke.” Some of these country whites
- had to learn correct pronunciation and
- usage. The difference is that most whites
- overcome this handicap and learn to
- speak correctly; many blacks do not.
- Most of the blacks I taught simply
- had no interest in academic subjects. I
- taught history, and students would often
- say they didn’t want to do an assignment
- or they didn’t like history because it was
- all about white people. Of course, this
- was “diversity” history, in which every
- cowboy’s black cook got a special page
- on how he contributed to winning the
- West, but black children still found it
- inadequate. So I would throw up my
- hands and assign them a project on a
- real, historical black person. My favorite
- was Marcus Garvey. They had never
- heard of him, and I would tell them to
- research him, but they never did. They
- didn’t care and they didn’t want to do
- any work.
- Anyone who teaches blacks soon
- learns that they have a completely different
- view of government from whites.
- Once I decided to fill 25 minutes by
- having students write about one thing
- the government should do to improve
- America. I gave this question to three
- classes totaling about 100 students,
- approximately 80 of whom were black.
- My white students came back with
- generally “conservative” ideas. “We
- need to cut off people who don’t work,”
- was the most common suggestion.
- Nearly every black gave a variation on
- the theme of “We need more government
- services.”
- My students had only the vaguest
- notion of who pays for government
- services. For them, it was like a magical
- piggy bank that never goes empty. One
- black girl was exhorting the class on
- the need for more social services and I
- kept trying to explain that people, real
- live people, are taxed for the money to
- pay for those services. “Yeah, it come
- from whites,” she finally said. “They
- stingy anyway.”
- “Many black people make over
- $50,000 dollars a year and you would
- also be taking away from your own
- people,” I said.
- She had an answer to that: “Dey
- half breed.” The class agreed. I let the
- subject drop.
- Many black girls are perfectly happy
- to be welfare queens. On career day, one
- girl explained to the class that she was
- going to have lots of children and get fat
- checks from the government. No one in
- the class seemed to have any objection
- to this career choice.
- Surprising attitudes can come out in
- class discussion. We were talking about
- the crimes committed in the aftermath of
- Hurricane Katrina, and I brought up the
- rape of a young girl in the bathroom of
- the Superdome. A majority of my students
- believed this was a horrible crime
- but a few took it lightly. One black boy
- spoke up without raising his hand: “Dat
- no big deal. They thought they is gonna
- die so they figured they have some fun.
- Dey jus’ wanna have a fun time; you
- know what I’m sayin’?” A few black
- heads nodded in agreement.
- My department head once asked all
- the teachers to get a response from all
- students to the following question: “Do
- you think it is okay to break the law if it
- will benefit you greatly?” By then, I had
- been teaching for a while and was not
- surprised by answers that left a young,
- liberal, white woman colleague aghast.
- “Yeah” was the favorite answer. As one
- student explained, “Get dat green.”
- There is a level of conformity among
- blacks that whites would find hard to
- believe. They like one kind
- of music: rap. They will
- vote for one political party:
- Democrat. They dance
- one way, speak one way,
- are loud the same way,
- and fail their exams in the
- same way. Of course, there
- are exceptions but they
- are rare.
- Whites are different.
- Some like country music,
- others heavy metal, some
- prefer pop, and still others,
- God forbid, enjoy rap music. They have
- different associations, groups, almost
- ideologies. There are jocks, nerds,
- preppies, and hunters. Blacks are all—
- well—black, and they are quick to let
- other blacks know when they deviate
- from the norm.
- One might object that there are important
- group differences among blacks that a white man simply cannot detect. I
- have done my best to find them, but so
- far as I can tell, they dress the same, talk
- the same, think the same. Certainly, they
- form rival groups, but the groups are not
- different in any discernible way. There
- simply are no groups of blacks that are
- as distinctly different from each other
- as white “nerds,” “hunters,” or “Goths,”
- for example.
- How the world looks to blacks
- One point on which all blacks agree
- is that everything is “racis’.” This is
- one message of liberalism they have
- absorbed completely. Did you do your
- homework? “Na, homework racis’.”
- Why did you get an F on the test? “Test
- racis’.”
- I was trying to teach a unit on British
- philosophers and the first thing the students
- noticed about Bentham, Hobbes,
- and Locke was “Dey all white! Where da
- black philosophers’?” I tried to explain
- there were no blacks in eighteenth century
- Britain. You can probably guess
- what they said to that: “Dat racis’!”
- One student accused me of deliberately
- failing him on a test because I
- didn’t like black people.
- “Do you think I really hate black
- people?”
- “Yeah.”
- “Have I done anything to make you
- feel this way? How do you know?”
- “You just do.”
- “Why do you say that?”
- He just smirked, looked out the window,
- and sucked air through his teeth.
- Perhaps this was a regional thing, but
- the blacks often sucked air through their
- teeth as a wordless expression of disdain
- or hostility.
- My students were sometimes unable
- to see the world except through the lens
- of their own blackness. I had a class
- that was host to a German exchange
- student. One day he put on a Power Point
- presentation with famous German landmarks
- as well as his school and family.
- From time to time during the presentation,
- blacks would scream, “Where da
- black folk?!” The exasperated German
- tried several times to explain that there
- were no black people where he lived in
- Germany. The students did not believe
- him. I told them Germany is in Europe,
- where white people are from, and Africa
- is where black people are from. They
- insisted that the German student was
- racist and deliberately refused to associate
- with blacks.
- Blacks are keenly interested in
- their own racial characteristics. I have
- learned, for example, that some blacks
- have “good hair.” Good hair is black
- parlance for black-white hybrid hair.
- Apparently, it is less kinky, easier to
- style, and considered more attractive.
- Blacks are also proud of light skin.
- Imagine two black students shouting
- insults across the room. One is dark
- but slim; the other light and obese. The
- dark one begins the exchange: “You
- fat, Ridario!” Ridario smiles, doesn’t deign to look
- at his detractor, shakes his head like a
- wobbling top, and says, “You wish you
- light skinned.”
- They could go on like this, repeating
- the same insults over and over.
- My black students had nothing but
- contempt for Hispanic immigrants. They
- would vent their feelings so crudely
- that our department strongly advised us
- never to talk about immigration in class
- in case the principal or some outsider
- might overhear.
- Whites were “racis’,” of course, but
- they thought of us at least as Americans.
- Not the Mexicans. Blacks have a certain,
- not necessarily hostile understanding of
- white people. They know how whites
- act, and it is clear they believe whites
- are smart and are good at organizing
- things. At the same time, they probably
- suspect whites are just putting on an
- act when they talk about equality, as if
- it is all a sham that makes it easier for
- whites to control blacks. Blacks want a
- bigger piece of the American pie. I’m
- convinced that if it were up to them
- they would give whites a considerably
- smaller piece than whites get now, but
- they would give us something. They
- wouldn’t give Mexicans anything.
- What about black boys and white
- girls? No one is supposed to
- notice this or talk about it but
- it is glaringly obvious: Black
- boys are obsessed with white
- girls. I’ve witnessed the following
- drama countless times. A black
- boy saunters up to a white
- girl. The cocky black dances
- around her, not really in a menacing
- way. It’s more a shuffle
- than a threat. As he bobs and
- shuffles he asks, “When you
- gonna go wit’ me?”
- There are two kinds of reply.
- The more confident white
- girl gets annoyed, looks away
- from the black and shouts, “I don’t wanna
- go out with you!” The more demure
- girl will look at her feet and mumble
- a polite excuse but ultimately say no.
- There is only one response from the
- black boy: “You racis’.” Many girls—all
- too many—actually feel guilty because
- they do not want to date blacks. Most
- white girls at my school stayed away
- from blacks, but a few, particularly the
- ones who were addicted to drugs, fell
- in with them.
- There is something else that is striking
- about blacks. They seem to have
- no sense of romance, of falling in love.
- What brings men and women together is
- sex, pure and simple, and there is a crude
- openness about this. There are many degenerate
- whites, of course, but some of
- my white students were capable of real
- devotion and tenderness, emotions that
- seemed absent from blacks—especially
- the boys.
- Black schools are violent and the
- few whites who are too poor to escape
- are caught in the storm. The violence is
- astonishing, not so much that it happens,
- but the atmosphere in which it happens.
- Blacks can be smiling, seemingly perfectly
- content with what they are doing,
- having a good time, and then, suddenly
- start fighting. It’s uncanny. Not long
- ago, I was walking through the halls
- and a group of black boys were walking
- in front of me. All of a sudden they
- started fighting with another group in
- the hallway.
- Blacks are extraordinarily quick to
- take offense. Once I accidentally scuffed
- a black boy’s white sneaker with my
- shoe. He immediately rubbed his body
- up against mine and threatened to attack
- me. I stepped outside the class and had
- a security guard escort the student to
- the office. It was unusual for students
- to threaten teachers physically this way,
- but among themselves, they were quick
- to fight for similar reasons.
- The real victims are the unfortunate
- whites caught in this. They are always
- in danger and their educations suffer.
- White weaklings are particularly susceptible,
- but mostly to petty violence. They
- may be slapped or get a couple of kicks
- when they are trying to open a bottom
- locker. Typically, blacks save the hard,
- serious violence for each other.
- There was a lot of promiscuous sex
- among my students and this led to
- violence. Black girls were constantly
- fighting over black boys. It was not uncommon
- to see two girls literally ripping
- each other’s hair out with a police officer
- in the middle trying to break up the
- fight. The black boy they were fighting
- over would be standing by with a smile,
- enjoying the show he had created. For
- reasons I cannot explain, boys seldom
- fought over girls.
- Pregnancy was common among the
- blacks, though many black girls were
- so fat I could not tell the difference. I
- don’t know how many girls got abortions,
- but when they had the baby they
- usually stayed in school and had their
- own parents look after the child. The
- school did not offer daycare.
- Aside from the police officers constantly on campus, security guards are everywhere in
- black schools—we had one on every
- hall. They also sat in on unruly classes
- and escorted students to the office. They
- were unarmed but worked closely with
- the three city police officers who were
- constantly on duty.
- There was a lot of drug-dealing at
- my school. This was a way to
- make a fair amount of money but it
- also gave boys power over girls who
- wanted drugs. An addicted girl—black
- or white—became the plaything of anyone
- who could get her drugs.
- One of my students was a notorious
- drug dealer. Everyone knew it. He was
- 19 years old and in eleventh grade. Once
- he got a score of three out of 100 on a
- test. He had been locked up four times
- since he was 13.
- One day, I asked him, “Why do you
- come to school?”
- He wouldn’t answer. He just looked
- out the window, smiled, and sucked air
- through his teeth. His friend Yidarius
- ventured an explanation: “He get dat
- green and get dem females.”
- “What is the green?” I asked. “Money
- or dope?” “Both,” said Yidarius with a smile.
- A very fat student interrupted from
- across the room: “We get dat lunch,” Mr.
- Jackson. “We gotta get dat lunch and
- brickfuss.” He means the free breakfast
- and lunch poor students get every day.
- “*****, we know’d you be lovin’
- brickfuss!” shouts another student.
- Some readers may believe that I
- have drawn a cruel caricature of black
- students. After all, according to official
- figures some 85 percent of them graduate.
- It would be instructive to know how
- many of those scraped by with barely a
- C- record. They go from grade to grade
- and they finally get their diplomas
- because there is so much pressure on
- teachers to push them through. It saves
- money to move them along, the school
- looks good and the teachers look good.
- Many of these children should have been
- failed but the system would crack under
- their weight if they were all held back.
- How did my experiences make me
- feel about blacks? Ultimately, I lost
- sympathy for them. In so many ways
- they seem to make their own beds.
- There they were in an integrationist’s
- fantasy—in the same classroom with
- white students, eating the same lunch,
- using the same bathrooms, listening to
- the same teachers—and yet the blacks
- fail while the whites pass.
- One tragic outcome among whites
- who have been teaching for too long
- is that it can engender something close
- to hatred. One teacher I knew gave up
- fast food—not for health reasons but
- because where he lived most fast-food
- workers were black. He had enough of
- blacks on the job. This was an extreme
- example but years of frustration can
- take their toll. Many of my white colleagues
- with any experience were well
- on their way to that state of mind.
- There is an unutterable secret among
- teachers: Almost all realize that blacks
- do not respond to traditional white
- instruction. Does that put the lie to environmentalism?
- Not at all. It is what
- brings about endless, pointless innovation
- that is supposed to bring blacks up
- to the white level. The solution is more diversity—or put
- more generally, the solution is change.
- Change is an almost holy word in education,
- and you can fail a million times as
- long as you keep changing. That is why
- liberals keep revamping the curriculum
- and the way it is taught. For example,
- teachers are told that blacks need hands-on
- instruction and more group work.
- Teachers are told that blacks are more
- vocal and do not learn through reading
- and lectures. The implication is that they
- have certain traits that lend themselves
- to a different kind of teaching.
- Whites have learned a certain way for
- centuries but it just doesn’t work with
- blacks. Of course, this implies racial
- differences but if pressed, most liberal
- teachers would say different racial
- learning styles come from some indefinable
- cultural characteristic unique to
- blacks. Therefore, schools must change,
- America must change. But into what?
- How do you turn quantum physics into
- hands-on instruction or group work? No
- one knows, but we must keep changing
- until we find something that works.
- Public school has certainly changed
- since anyone reading this was a student.
- I have a friend who teaches elementary
- school and she tells me that every week
- the students get a new diversity lesson,
- shipped in fresh from some bureaucrat’s
- office in Washington or the state
- capital. She showed me the materials
- for one week: a large poster,
- about the size of a forty-two inch
- flat-screen television. It shows
- an utterly diverse group—I mean
- diverse: handicapped, Muslim,
- Jewish, effeminate, poor, rich,
- brown, slightly brown, yellow,
- etc.—sitting at a table, smiling
- gaily, accomplishing some undefined
- task. The poster comes with
- a sheet of questions the teacher is
- supposed to ask. One might be: “These
- kids sure look different, but they look
- happy. Can you tell me which one in
- the picture is an American?”
- Some eight-year-old, mired in ignorance,
- will point to a white child like
- himself. “That one.”
- The teacher reads from the answer,
- conveniently printed along with the
- question. “No, Billy, all these children
- are Americans. They are just as American
- as you.”
- This is what happens at predominately white,
- middle-class, elementary schools everywhere.
- Elementary school teachers love All
- of the Colors of the Race, by award-winning
- children’s poet Arnold Adoff.
- These are some of the lines they read
- to the children: “Mama is chocolate …
- Daddy is vanilla … Me (sic) is better …
- It is a new color. It is a new flavor. For
- love. Sometimes blackness seems too
- black for me, and whiteness is too sickly
- pale; and I wish every one were golden.
- Remember: long ago before people
- moved and migrated, and mixed and
- matched … there was one people: one
- color, one race. The colors are flowing
- from what was before me to what will
- be after. All the colors.”
- Teaching as a career
- It may come as a surprise after what
- I have written, but my experiences have
- given me a deep appreciation for teaching
- as a career. It offers a stable, middle-class
- life but comes with the capacity
- to make real differences in the lives of
- children. In our modern, atomized world
- children often have very little communication
- with adults—especially, or even,
- with their parents—so there is potential
- for a real transaction between pupil and
- teacher, disciple and master.
- A rewarding relationship can grow
- up between an exceptional, interested
- student and his teacher. I have stayed in
- my classroom with a group of students
- discussing ideas and playing chess until
- the janitor kicked us out. I was the
- old gentleman, imparting my history,
- culture, personal loves and triumphs,
- defeats and failures to young kinsman.
- Sometimes I fancied myself Tyrtaeus,
- the Spartan poet, who counseled the
- youth to honor and loyalty. I never had
- this kind intimacy with a black student,
- and I know of no other white teacher
- who did.
- Teaching can be fun. For a certain
- kind of person it is exhilarating to map
- out battles on chalkboards, and teach
- heroism. It is rewarding to challenge
- liberal prejudices, to leave my mark on
- these children, but what I aimed for with
- my white students I could never achieve
- with the blacks.
- There is a kind of child whose look
- can melt your heart: some working-class
- castaway, in and out of foster homes,
- often abused, who is nevertheless almost
- an angel. Your heart melts for these children,
- this refuse of the modern world.
- Many white students possess a certain
- innocence; their cheeks still blush.
- Try as I might, I could not get the
- blacks to care one bit about Beethoven
- or Sherman’s march to the sea, or
- Tyrtaeus, or Oswald Spengler, or even
- liberals like John Rawls, or their own
- history. They cared about nothing I
- tried to teach them. When this goes on
- year after year it chokes the soul out
- of a teacher, destroys his pathos, and
- sends him guiltily searching for The Bell
- Curve on the Internet.
- Blacks break down the intimacy that
- can be achieved in the classroom, and
- leave you convinced that that intimacy
- is really a form of kinship. Without
- intending to, they destroy what is most
- beautiful—whether it be your belief in
- human equality, your daughter’s innocence,
- or even the state of the hallway.
- Just last year I read on the
- bathroom stall the words “F**k
- Whitey.” Not two feet away, on the
- same stall, was a small swastika.
- The National Council for the Social
- Studies, the leading authority on social
- science education in the United States,
- urges teachers to inculcate such values
- as equality of opportunity, individual
- property rights, and a democratic form
- of government. Even if teachers could
- inculcate this milquetoast ideology into
- whites, liberalism is doomed because so
- many non-whites are not receptive to
- education of any kind beyond the merest
- basics.
- It is impossible to
- get them to care about such abstractions
- as property rights or democratic citizenship.
- They do not see much further than
- the fact that you live in a big house and
- “we in da pro-jek.” Of course, there are a
- few loutish whites who will never think
- past their next meal and a few sensitive
- blacks for whom anything is possible,
- but no society takes on the characteristics
- of its exceptions.
- Once I asked my students, “What do
- you think of the Constitution?”
- “It white,” one slouching black rang
- out. The class began to laugh. And I
- caught myself laughing along with them,
- laughing while Pompeii’s volcano simmers,
- while the barbarians swell around
- the Palatine, while the country I love,
- and the job I love, and the community I
- love become dimmer by the day.
- I read a book by an expatriate Rhodesian
- who visited Zimbabwe not
- too many years ago. Traveling with a
- companion, she stopped at a store along
- the highway. A black man materialized
- next to her car window. “Job, boss, (I)
- work good, boss,” he pleaded. “You
- give job.”
- “What happened to your old job?”
- the expatriate white asked. The man replied in the straightforward
- manner of his race: “We drove
- out the whites. No more jobs. You give
- job.”
- At some level, my students understand
- the same thing. One day I asked
- the bored, black faces staring back
- at me. “What would happen if all the
- white people in America disappeared
- tomorrow?”
- “We screwed,” a young, pitch-black
- boy screamed back. The rest of the
- blacks laughed.
- I have had children tell me to my face
- as they struggled with an assignment. “I
- cain’t do dis,” Mr. Jackson. “I black.”
- The point is that human beings are not
- always rational. It is in the black man’s
- interest to have whites in Zimbabwe but
- he drives them out and starves. Most
- whites do not think black Americans
- could ever do anything so irrational.
- They see blacks on television smiling,
- fighting evil whites, embodying
- white values. But the real black is not
- on television, and you pull your purse
- closer when you see him, and you lock
- the car doors when he swaggers by
- with his pants hanging down almost to
- his knees.
- I have been in parent-teacher conferences
- that broke my heart: the child
- pleading with his parents to take him
- out of school; the parents convinced
- their child’s fears are groundless. If you
- love your child, show her you care—
- not by giving her fancy vacations or a
- car, but making her innocent years safe
- and happy. Give her the gift of a not-heavily black
- school.
- Mr. Jackson now teaches at a majority-
- white school.
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