This video addresses not only the dangers of whitewashing black history, but also the importance that it has for teachers to know marginalized histories of the Black community. This video addresses the responsibility that teachers need to take initiative to learn the real history of the Black community, instead of simply relying on the black community to educate them. 

• "As an African American mother of sons, I know that black boys are more likely to be referred for special education than any other group of students, and among the least likely to be identified as gifted...This mother saw her sons' strengths, but felt that the school and specially his white teacher focused on his weaknesses, whether real or imagined" (Pollock, 2008, pg. 310).

• "Even black parents whose sons are bringing home report cards filled with As and Bs feel the sing of the negative perception educators try so hard not to say aloud: that black "bad boys" are lazy, disruptive, and apathetic about their education"(Pollock, 2008, pg. 310).

• "Like educators, we must remind ourselves daily that our boys are not bad: they are capable of maturity, focused intellectual acuity, deep caring, and great love" (Pollock, 2008, pg. 316).

• "If you have been accused of racial bias, do not take it personally. Rather than reacting in a defensive manner, acknowledge the possibility that your judgement may be biased and ask for more information from the parent's perspective" (Pollock, 2008, pg. 312).

• "Some white are nervous about sharing critical feedback about a black student's performance with the student's parents...But honest feedback is necessary for improvement...After acknowledging the validity of their concerns about labeling and low expectations too often projected onto black children, the teacher could present concrete evidence and examples of the student's difficulties to his parents" (Pollock, 2008, pg. 312).