"One Drop Rule"

While reading information regarding race in the United States I continually see information regarding the most recent Census and how in 2010 it was the first time individuals were able to choose more than one racial background. Much of my research not only focuses around the country beginning to accept biracial classifications but also the history of race in the United States. In a class discussion (EAF 525 at ISU) I came across the idea of the "one drop rule." I had heard of this concept previously, but had forgotten about it until it came up again in class.

The "one drop rule" essentially classifies any individual with any percentage of African blood in their body as a person of African American decent. In America's history these individuals were many times enslaved, regardless of their perceived skin color, because of the knowledge of the "one drop rule." While many would like to believe this concept has be eradicated, it truly has not. Although we do not go around asking individuals we meet on the street what their racial blood type is we still make judgments and assumptions based on our perceptions of what individuals "racial blood type" is.

In classrooms around the United States with the implementation of interventions, RtI, and other ways to "help" students succeed one may see these on a superficial level and believe they are doing great things. However, when one looks at these implementations with a critical eye we will see a different story. A majority of students who look darker or in the past could have been considered black under the one drop rule are the individuals in these "intervention groups." Administrators, policy makers, and teachers are tracking darker students, no matter what "level of darkness" they may be. They are considered different, taught different in many aspects, and treated differently in the classroom.

One could argue the idea of "different" or "other" begins as early as early childhood grades. Many proponents of multicultural education advocate for the project in early childhood classrooms that discover differences between students by looking at their skin color in relation to paints in the classroom. This, if used correctly, is a great activity. However, as early childhood educators we need to make sure that we are discussing differences as okay and not as the infamous "other."

On a personal note, I have a biracial son who just turned three. On his third birthday is was almost like a light switch went off in his head and he began to understand the differences between skin color. Having this first hand experience I understand the importance of discussing differences in skin color in early childhood grades, however the approach needs to be one of equality and acceptance.

Anni Krummel
May 29, 2012