“It’s Like the Elephant in the Room” A Qualitative Analysis of Racism in a U.S. High School

Abstract

Identifying and addressing systemic racial oppression in the education system is a key component in confronting pervasive health and economic disparities for Black students. In this qualitative study, we conducted secondary analysis of existing data. Transcripts of interviews and focus group discussions belonged to 21 Black students in a charter school in Michigan in the year 2013. Open access data were downloaded from University of Michigan’s Inter-university Consortium for Political and Social Research (ICPSR) database in 2022. We used an inductive analytic approach to analyze the qualitative data for constructs related to experiences of structural racism. Three constructs that characterized students’ experiences of structural racism in the U.S. education system were found: (a) Lack of Color-conscious Curriculum; (b) Selective Cultural Erasure; and (c) The Demonstration of Racialized Power. For researchers, these data highlight a need for more studies on the effects of structural racism in the U.S. education system on educational, economic, and health outcomes. For administrative and policy makers, the results emphasize the need for educational initiatives that address deeply-rooted structural inequalities in the U.S. education system. This may include adoption of color-conscious curriculum and culturally responsive pedagogy, the utilization of restorative justice practices, and reparations for Black Americans.