The significance of the racial contract in teachers’ college expectancies for students of color

Daniel Liou, Leticia Rojas

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices. Negative expectations often reinforced ideologies and material conditions associated with the racial contract and, in effect, perpetuated whiteness as the racial construct of college-going abilities. Conversely, those teachers who operated with a higher degree of race consciousness reported more equitable teaching practices that emphasized self-respect, solidarity, and education as a collective contract for the common good. The study draws conclusions that impact educational policies, particularly those that identify college readiness as the benchmark of equity and high-school success.

Original languageEnglish (US)
JournalRace Ethnicity and Education
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

teachers' college
consciousness
teacher
school success
classroom
common good
student
educational policy
teaching practice
school
Ideologies
solidarity
respect
equity
district
curriculum
ability
education

Keywords

  • College readiness
  • curricular practices
  • school reform
  • social justice teaching
  • teacher expectations
  • urban education

ASJC Scopus subject areas

  • Demography
  • Cultural Studies
  • Education

Cite this

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