Document Type
Issue Area Five
Abstract
Expectations and standards of performance are often different for people of color than they are for European-Americans. People of color in education often find they are being measured against expectations that are different from those held for people of the majority culture. In some cases, lower performance is expected for minority persons. In other instances, people of color are held to higher standards of performance than are Whites. In either case, judgments about a person's ability are made on the basis of skin color, rather than on character and ability.
Institutionalized racism results in disempowerment, dishonesty, and low academic performance. The authors of papers in this section are of the opinion that differences in expectations and standards of performance based on skin color are evidence of ingrained prejudicial behavior of people and systems. This institutionalized racism, expressed in rules, regulations and policies, has profound consequences on everyone in the society, Whites as well as people of color. Some of the consequences include: (a) disempowerment of all stakeholders in the educational enterprise, (b) dishonesty in the curriculum, (c) dishonesty in social relations, and (d) low academic performance for students of color.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
2
First Page
131
Last Page
136
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Willis, Karen
(1991)
"Issue Five: Expectations and Standards of Performance for People of Color in Education [Willis],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
2, Article 34.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss2/34
