In "Basic
Writing: Pushing Against Racism," William Jones insists that the term
basic writer “has been used with notable frequency, as euphemism and code for
minority students” (74). Basically,
Jones says the term is rooted in society’s conviction that Black and Latino
students cannot achieve high academic standards. He points to the effects of racism and cites several
studies that confirm stereotypes about blacks and Latinos as less intelligent,
lazy and violent. In Jones’ view,
In tone
and sentiment, these opinions are similar to the now familiar conclusions drawn
by pioneering researchers into the writing behavior of inexperienced writers:
that basic writers "[a]re ...easily satisfied with first drafts, [t]hink
of revision as changing words or as crossing out and throwing away [and r]evise
on the level of single work or sentence" (Jones 73).
It is not surprising then, Jones argues, that most of us—teachers,
parents, and even black and Latino students themselves have internalized
society’s negative impressions of basic writing students. I have seen firsthand the stigma attached to being labeled a basic writer. Often, in my opinion, the subtext is race, for most of the students placed in these courses are black and Latino students.
For me, one of the most interesting parts of
Jones’ article is when he suggests that instructors examine themselves to make
sure that they can differentiate between the public perception of these
students and the work that they do in the classroom. In other words, teachers can create
innovative pedagogies that confront the systemic inequalities (underperforming
high schools) that lead to students being placed or “Jim-Crowed” into basic
writing courses in the first place.
I completely agree with your comment James. Focusing on underperforming highschools with respect to systematic inequalities is part of solving the problem of the undercurrent of racism in developmental education. Underfunded and understaffed schools in Black and Latino communities is systemic throughout America, and until this is addressed, there will always be a tendency for assumptions to be made about the capabilities of this student population.
ReplyDeleteFurther, holding the bar low for Black and Latino students is a common occurrence in K through 12 schools and in higher education as well. This treatment of students stems from a deeply held belief on the subconscious level that Black and Latino students are not capable which leads these teachers to demonstrate low expectations. If a student is treated this way by their teachers, the belief of incapability is then incorporated into their own subconscious mind leading to an internalization of low expectations for themselves. It's tragic and needs to be addressed in teachers graduate training.