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Chapter 7: Racial Identity and Education

The multicultural or cultural diversity movement is gaining momentum in the United States. Reports on the nation's racial and cultural diversity abound (American Council on Education and Education Commission of the States, 1988; "Today's Numbers," 1986). An oft-cited statistic is that, by the year 2000, one third of the U.S. population will consist of visible racial/ethnic group members (a term used to replace minorities that refers to Hispanic or Latino, Asian, Indian or Native, and Black American; see Cook & Helms, 1988). Time magazine (H. Williams, 1990) reported that one in four Americans defines himor herself as non-White and that Whites are becoming a minority in some regions of the country. There is renewed attention to the varied implications of an increasingly multiracial American society. The multiracial complexion of our society is very apparent in the nation's schools at all grade levels (American Council on Education and Education Commission of the States, 1988; Gonzalez, 1990). For example, it is estimated that, by the year 2020, 40% of schoolchildren will be non-White (Pallas, Natriello, & McDill, 1989). Currently, 30% of all public school students are children of color (Banks, 1991c), and they constitute more than 70% of total school enrollments in 20 of the country's largest school districts (Center for Education Statistics, 1987). Yet, the population of teachers, teacher educators, and administrators continues to be predominantly White (American Association of Colleges for Teacher Education, 1990; Dilworth, 1990; Fuller, 1992; Goodwin, 1991; Research About Teacher Education Project, 1990). Consequently, Whites are teaching nonWhites in increasing numbers (Dilworth, 1990; Goodwin, 1990; Grant & Secada, 1990), and cross-racial interactions are a matter-of-fact occurrence. These demographic shifts, coupled with numerous racially biased events within the last decade (Wilkerson, 1992), strongly suggest that one of the continuing issues that absorbs and divides Americans is that of race. Race has and continues to operate as a barrier to educational and social mobility and change (Hacker,