Generations of Black Philadelphia Students Report Persistent Racism in Schools

Intergenerational research reveals anti-Black attitudes and low expectations from teachers across decades

Published on Feb. 18, 2026

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A sociologist interviewed over 45 former and current Black students in Philadelphia public schools, ranging from ages 14 to 95, and found persistent reports of anti-Black attitudes, low expectations from teachers, and racial trauma across generations. While some students experienced affirmation of their Blackness in majority-Black schools, many described feeling singled out, degraded, and disciplined more harshly than their non-Black peers.

Why it matters

This research provides critical insight into the lived experiences of Black students in Philadelphia's public education system over multiple generations, highlighting the entrenched nature of systemic racism and the need for meaningful reform to create more equitable and inclusive schools.

The details

The study's author, a sociologist, interviewed former and current Black students in Philadelphia who attended public elementary and high schools, some dating back to the 1970s. Participants described teachers holding low academic expectations of Black students, using racial slurs, and disciplining them more harshly than their non-Black peers. One student recalled being falsely accused of stealing candy and suspended, despite being innocent. While some students experienced affirmation of their Blackness in majority-Black schools, many felt their identities were actively 'stripped away' by white teachers.

  • The Brown v. Board of Education ruling occurred in 1954.
  • The Black People's Unity Movement, Philadelphia's first Black Power political organization, was active in the 1960s.
  • The author conducted the interviews for their dissertation research.

The players

John Washington

A 50-year-old who attended public schools in Philadelphia, including being bused during the integration movement of the 1970s, and is now a parent of three current students.

Naya

A 30-year-old former student from Germantown who believes there is a 'magic' in being Black and seeing what's possible when others cannot.

Jazmine

A student who graduated from a Philadelphia public high school in 2003 and felt there was a clear 'divide' and 'less patience' from adults towards Black students.

Naima

A current high school student who was falsely accused of stealing candy and suspended, despite being innocent.

Delise

A 2004 graduate who attended elementary and high schools where 'Blackness was a norm' and her identity was affirmed.

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What they’re saying

“You have to see what's possible when nobody else can see it.”

— Naya (The Conversation)

“You have to continue to prove yourself in ways that white kids aren't expected to … and that's how supremacy shows up.”

— Former student in her 30s (The Conversation)

“I honestly feel like there was a divide, there was less patience for us. It was just so obvious, the difference in how the adults treated us, which in turn led to a lot of animosity with the children.”

— Jazmine, Philadelphia public high school graduate, 2003 (The Conversation)

“We weren't troublemakers, we were just kids.”

— Naima, Current high school student (The Conversation)

“Blackness was a norm. It was the standard. … Black cultural norms and my identity was affirmed in that school.”

— Delise, Philadelphia public school graduate, 2004 (The Conversation)

What’s next

The author plans to continue their research on the intergenerational experiences of Black students in Philadelphia's public education system, with the goal of informing policy changes to address systemic racism and create more equitable schools.

The takeaway

This research underscores the persistent and pervasive nature of anti-Black attitudes in Philadelphia's public schools, with multiple generations of Black students reporting similar experiences of low expectations, harsh discipline, and a lack of affirmation of their identities. It highlights the urgent need for meaningful reforms to dismantle systemic racism and create truly inclusive and supportive learning environments for all students.