Battle Above the Earth; Villains and Vigilantes 2012 by Steven Crow

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These sundry investigative methods assisted in the expansion of sound evidence in this area, opening a bit wider the door to scholarly discourse on teachers’ perspectives of racism in schools and what teachers are willing to do about it. For those teachers willing to become change agents, this approach encourages determining what kind of professional development would give them confidence to address the issues squarely and to introduce antiracist concepts in their classrooms. To explore the research questions selected, a series of study instruments and components were devised.

It is important to note that even the process of finding schools willing to become involved in the project told something regarding attitudes about racism. There were many obstacles to getting the different regions to participate. In the Northeast, two predominantly white suburban school districts decided to postpone and eventually cancel the antiracist study in their areas. This was because racist incidents that had occurred in both school systems had subsided and racial discrimination lawsuits were settled; school administrators feared bringing racial issues to the forefront once again.

The statistically significant findings (questions one and three) are as follows: Question 1: Racism Is Defined as a System of Privilege and Penalty Based on One’s Race A significant positive change occurred in the understanding of the definition of racism for the teachers who participated in the intervention group. Keep in mind that this is the definition employed by multicultural education teaching professionals (Weinburg, 1990). 17, indicating that the definition of racism was clarified for them by the intervention(s) these teachers did.