“The stereotypical images we hold of certain groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.” (p.30, Adolescents at School)

I was fortunate enough to attend a small Quaker school for twelve years. Teachers were dynamic, caring, attentive and wise. The student body was generally very close and socialized freely across racial and socioeconomic divides. There were some cliques – ‘popular’ girls, nerds, athletes – but all social barriers were fluid and there was little friction between groups. At least, that was how I felt. As I reflect on Noguera’s piece and the ‘hidden curriculum,’ I recognize that there were things I didn’t consider much as a child that stand out when viewed through the lens of social and racial differences. The ‘popular’ girls were all white, while the ‘slutty’ girls included Latina and Black members. What about the Chinese girl from Camden who wore oversized hoodies and rarely showed up to school? Many kids didn’t give her a second thought – she was barely around and didn’t seem to have a concrete social group. I wonder now – which teachers were aware of her situation? Who reached out to her? How did she and others in similar positions feel – marginalized, aloof, sad? What seemed like an ideal diverse school community was probably more alive with divisions than I, as a young white girl with a solid social group and a middle-class suburban upbringing, could comprehend.

While our school emphasized diversity with programs like Camden Scholars (academically distinguished students from Camden, NJ who received scholarships), I don’t recall there being a lot of open discussion about race and class. Passive ‘colorblindness’ seemed a pretty safe route for a lot of people. In preparing to become teachers, it’s important for us to remember that thinking outside of stereotypes takes conscious work and mental vigilance. It’s everyone’s responsibility – students, teachers, administrators, parents – to make a concentrated effort in not accepting or propagating stereotypes, as well as speaking openly and respectfully in helping students develop positive racial identities in their crucial identity-forming years.