Students don’t see enough people of colour in positions of authority.

It’s time to end many stereotypes, write Craig and Marc Kielburger.

The day after the 2008 U.S. presidential election, Clarence Pitterson stood in front of his students at Father Henry Carr Catholic Secondary School in Toronto’s west end, overcome with excitement as he talked about America’s first black president.

One of the few black teachers at the school, Pitterson’s social studies class often started with conversations about racially charged issues in the news, from police shootings to protests against discrimination.

Those discussions brought the experiences of students of colour into the classroom, giving them much-needed space to share their world view. But he says his white students gained just as much.

“Students don’t see enough people of colour in positions of authority,” says Pitterson, who is now vice-principal. “Conversations about race, talking about what’s happening in society, they’re eye-opening for my white students, giving them a different perspective.”

Teachers don’t have to be a visible minority to facilitate that discussion — but with growing levels of racism and record numbers of hate crimes across the country, Pitterson acts as a role model for white students, who need the opportunity to reach across the racial divide to interact with more caring and capable people of colour in positions of respect and authority.

That opportunity is being lost, explains equity consultant Tana Turner.

“We like to compare ourselves to the United States and think we’re doing much better, but when you look at the data, we’re no further ahead with respect to representing the student population,” Turner says.

In Ontario, for example, just 13 per cent of teachers are visible minorities while more than one-quarter of students are; the diversity gap between teachers and students is similarly wide in all provinces. Exacerbating the problem is a broader social trend.

Canada may be more diverse than ever, but we tend to socialize within our backgrounds, “self-segregating based on race, class or culture,” explains Turner. The result is that most young white people won’t see societal diversity among their parents’ friends or on their social media feeds.

This puts added pressure on the school system to advance diversity — to ensure that when students leave school and enter the workforce, their perspectives of people of colour are not defined by stereotypes, but by real people they’ve encountered.

Decades of research prove that students of colour perform better academically and benefit socially when they have teachers of the same race. And school boards across Canada are actively recruiting more visible minorities while universities work to diversify enrolment.

White students stand to benefit as well. Stereotypes crumble next to real people and role models. Pitterson says parents shouldn’t wait until there are more people of colour standing in front of the classroom; they should play a more active part in finding role models in the community.

“If it’s not happening in school, we have to actively seek it out,” says Pitterson. “Just one experience, one personal connection with someone different than you can burst the bubble of stereotypes. I’ve seen it.”