Abandonment in the Classroom: Urban Education, Internalized Racism, and the School-to-Prison Pipeline

Abstract

This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers’ perceptions of and practices with students with chronic disciplinary patterns. Black teachers’ perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs, and special education referrals at a disproportionate rate. Internalized racism and racial battle fatigue are consequences of racism experienced by Black educators. Their daily experiences with racism impact how they interact with and view their Black students.