Education is often seen as a great equalizer, but what if schools themselves play a role in constructing race? In her book How Schools Make Race, Dr. Laura C. Chávez-Moreno examines this question, analyzing how schools contribute to racialization through curriculum, pedagogy, and resource distribution.
Dr. Chávez-Moreno’s research focuses on a bilingual education program in the Midwest, revealing the complexities of how race is understood, reinforced, and challenged in schools. She explains that schools do not merely reflect racial identities—they actively construct them. This process occurs in various ways, from tracking students into different academic levels to determining the allocation of resources. Even well-intentioned programs, such as bilingual education, operate within a racialized framework that can unintentionally reinforce hierarchies.
A key theme of the book is the tension between race as a social construct and its tangible real-world effects. Students in the bilingual program grappled with these contradictions, questioning whether Latinx identity is racial or ethnic and how systemic racism affects their communities. The book highlights that while students are eager to learn about race, they often encounter repetitive and simplified lessons, leading to disengagement. Dr. Chávez-Moreno emphasizes the necessity of progressive racial education that evolves as students grow.
She also offers guidance for educators, urging them to acknowledge their role in shaping racial narratives—whether intentionally or not. Teaching about race critically and accurately is essential for fostering an anti-racist learning environment. Additionally, she encourages students to organize and advocate for improved racial education within their schools.
For educators, parents, and anyone interested in the intersection of race and education, How Schools Make Race is a thought-provoking read that challenges assumptions and fosters meaningful conversations.
