Students will resist, and this will have ripple effects. Teachers' bias and lack of student production will lead to lower expectations and decreased academic achievement, which results in re-segregation: the over-representation of black students in special education. Negative teacher attitudes lead to actual discrimination. When teachers expect Black students to fail regardless of their academic potential, they will adjust their teaching and behavior to help realize these expectations. Teachers have the power to steer students away from high expectations advertently or inadvertently because teachers believe students to be low achievers. Teachers must expect, encourage, and promote excellence among Black children even when the educational system says to do otherwise. It is the hope that teachers will embed truth in the curriculum. However, this is unlikely. Teachers tend to bring their own culture and values into the classroom. When faced with a cultural conflict, they often react by rigidly adhering to their values; thus, intentionally or unintentionally, their behavior interferes with learning. Prejudices and stereotyping lead to assumptions that influence actions and obstruct effective teaching. Consequently, a phenomenon will occur that fosters white supremacist ideology in education because students will challenge the ruling, and this resistance will lead to inflexibility, which will cause an increase in school disruptions, and Black students will suffer.
Fortunately, truth is widely available for all, yet the Florida School system has decided to teach misrepresentations. This distortion in education will most certainly lead to the over-suspension, expulsion, and removal of black students from school and swell the preschool-to-prison pipeline.
References
Milner, H. R. (2006). Culture, race and spirit: A reflective model for the study of African Americans. International Journal of Qualitative Studies in Education (QSE), 19(3), 367.
Milner, H. R. (2003). Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching. Theory Into Practice, 42, (3), 173 - 180 August 2003.
Milner, H. R., & Howard, T. C. (2004). Black teachers, black students, black communities, and brown: Perspectives and insights from experts. Journal of Negro Education, 73(3), 285.
Saunders, J., Davis, L., Williams, T., & Williams, J. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33, 81-90.