Blog Post #2: Argument

 Post #2: Argument 

        Welcome back, readers! After reading another forty pages of the book Pushout by Monique Morris, I'm excited to report that we have delved even deeper into the issues regarding the criminalization of black girls in school. Specifically, Morris focused on the crucial and influential relationship between student and teacher. 

        Chapter 2, titled "A Blues for Black Girls When the 'Attitude' is Enuf," further elaborates on how the interactions between students and teachers can play a principal role in the quality of education and enthusiasm for learning. Throughout the chapter, Morris poses the argument that though parents and home environment do play a role in a black girls education, the defining relationship is that between student and teacher in terms of how black girls perceive the value of their education. 

        Morris wastes no time in analyzing the relationships between black girls and their teachers in schools as well as juvenile detention facilities. Morris first focuses on the perception of the importance of education by the students and how teachers play an important role in this impression. The main issue pervades from interactions between students and teachers. It mainly has to do with the enforcement of the "zero-tolerance policy." The book defines it as "It suggests that small criminal acts are indicative of more severe, negative behavior that may later manifest" (Morris 66-67). Though originally intended to limit repeat offenses by punishing first-time offenders, this policy has become a crutch used to punish "disruptive" behavior by black girls, which is often just misperceived expression of opinion. 

(Patrick)

           Morris argues that the enforcement of this policy can be detrimental to black girls' education due to cultural norms. As described in the book, black girls tend to be perceived as more outspoken and "willfully defiant." The zero-tolerance response, Morris argues, only enforces the cycle rather than addressing the situation correctly. She provides the example of when teachers simply apologized for pronouncing the girl's name incorrectly. "In this instance, teachers demonstrated compassion and effective communication, and they were able to defuse a situation that could have become hostile" (Morris 61). By responding by being aware of how the student might interpret what you say, one is able to de-escalate the situation and form a connection with the student. The zero-tolerance policy merely criminalizes black girls when they react by doing what they think is appropriate in the given situation.

        Encounters regarding the zero-tolerance policy often end with the student being forced to leave the room. In the classroom environment, the teacher has this perceived power overs students, something that students have a hard time grappling with. "In some instances, the expressive nature of Black girls appears to fuel student-teacher conflict - particularly an almost instinctual need to get back at someone when they feel disrespected" (Morris 61-62). This makes black girls more likely to stand their ground and are triggered by teachers "talking down" to them. Teachers are often intolerant and unaccepting of this behavior and respond harshly with punishments such as suspension and expulsions. 

        The main and overarching argument made throughout the chapter is that black girls receive unfair and harsh punishment and are not treated as equals to their peers. Whether this is in a school of mostly people of color or a prominently white school, there are prejudices that surround black girls that many take to heart. Sheila was taking an AP European class and receiving good grades, yet her teacher continued to suggest that she take an easier class. Sheila remarked, "'Even after I was turning in all assignments and my test scores were really high, she continued to suggest it'" (Morris 65). This doubt hinders a black girl's ability to flourish in the classroom. Much of this doubt stems from black girls' perceived, and often generalized, backgrounds. Morris develops this argument through a heavy analysis of "ghetto" culture and how this translates to behavior in the classroom. 

(Farrise)

        Within her argument, Morris is able to explain and educate readers about the relationships and interactions between students and teachers rather than simply being accusatory. She interviewed black students as well as teachers to get both perspectives. However, by focusing on the students, Morris is able to form an argument that stems from wanting to improve their education. Many black girls feel as though they are "stuck" in their current situation, but still hold hopes of getting a better education. It is not for lack of desire, the problem is more on the basis of lack of communication within the student-teacher relationship. Destiny, a student at a juvenile detention facility, explained that she felt she had no desire to learn and teachers had no desire to teach due to low expectations. "It seemed to me that Destiny and her teacher were affected by the 'hype' of inferior ability, which facilitated a learning environment marred by low expectations" (Morris 43). By accepting these low expectations, black girls fall victim to underachievement because they themselves believe in these harmful stereotypes. 

        Being a white student myself, I have never personally experienced these issues that Morris describes. However, that does not mean I can't agree with the points she is making. The examples of first-hand encounters between teachers and black girls in schools presented by Morris make the argument undeniable. 

       Reading the text, I can confer that there is indeed an issue in schools with teacher relations. The forms of punishment handed down are often unjust and presented in a manner not conducive to the student. Alternate methods and approaches other than the zero-tolerance policy can be employed that would make school a much more enjoyable environment for black girls. 

        What do you readers think? Have you noticed differing relationships that vary depending on skin color? I think it would be interesting to more closely observe these relations and think deeper about why the conversation reached this certain point and how each side would respond. There is no doubt that the argument presented by Morris is a valid one. The real question is what we do with knowledge. We cannot be oblivious and ignorant, change needs to be promoted by everyone, no matter your skin color. 

Works Cited

Farrise, Kaela. "Defiant or Depressed? Working with Black Girls in the School Setting." Center for Educational Improvement, 3 Oct. 2019, www.edimprovement.org/2019/10/defiant-or-depressed-working-with-black-girls-in-the-school-setting/. Accessed 11 Mar. 2021.

Morris, Monique W., et al. Pushout: The Criminalization of Black Girls in Schools. Paperback edition. ed., New York, New Press, 2018.

Patrick, Kayla. "Black Girls Are Being Pushed Out of the Classroom." Education Post, Brightbeam, 28 Oct. 2015, educationpost.org/black-girls-are-being-pushed-out-of-the-classroom/. Accessed 11 Mar. 2021.