Tag: education

July 24, 2012 / / activism

by Guest Contributor Edward Williams, originally published at Policylink

It was Dr. Martin Luther King, Jr., that most notably stated, “all progress is precarious and the solution of one problem brings us face to face with another problem.” I had never contemplated my personal success as precarious progress or that my success to this point could bring any non-materialistic problems, but I now find myself–like many of my fellow successful, young, black men–in a moment of crisis.

Before I dive into what exactly this 21st-century identity crisis is, what it is caused by, and what it ultimately means, I need to get some preliminaries out of the way to open some critical minds. First, this article is not intended to be braggadocious: I will discuss some of my personal success as I explicate this issue, but I will also share the success of several other young black men that I am close with. Neither their stories of success nor mine are expressed from a place of haughtiness but instead from a place of humility. I fear that it is out of concern for being perceived as arrogant or out-of-touch that this side of the young black male’s story is so rarely told.

Next, this article is not intended to complain about success. I recognize that success is usually not a word associated with black men, and I spend most of my article writing time trying to shed light on the crisis in our inner-city schools. It is not lost on me that most young black men will never be in a position to engage in the dialogue that I am about to embark on, because their potential success has been stifled.

Finally, I recognize that much of what I will discuss at length not only applies to successful young black men, but also to successful young black women and young successful minorities generally. I have consciously chosen to focus on the young black male success crisis because I understand it best first hand. It would be disingenuous of me to attempt to articulate the myriad of different pressures that other minorities or women experience as they climb the ladder of success. Therefore, for risk of speaking on that which I know little about, I have chosen not to explore those topics, but I hope that my fellow successful young minority colleagues and female colleagues will soon treat us with their own version of this crisis.

Now that preliminaries are out of the way, let’s get down to the issue; what exactly is the young successful black male’s 21st century identity crisis? Read the Post The Weight Of Being A (Young And Successful) Black Male

May 24, 2012 / / college

by Guest Contributor Daily Chicana, originally published at The Daily Chicana

In my post Latina/os in academia: A look at the numbers, I shared a several statistics concerning (both in the sense of “about” and “these numbers are sad and should concern us”) Latina/os’ overall educational attainment in the US. As you may recall, it was inspired by a story I read about three Latinas who just received their Ph.D.s in English from UTSA.

What inspired me to reflect on my own particular educational journey was how much it contrasts to those of the women featured in the article. For example, one of the women opens up about the lack of encouragement she received, even being told that she “wasn’t college material.” Nevertheless, she worked towards an associate degree from a community college over four and a half years and eventually ventured on to graduate work. Another of the women only started looking into the possibility of attending college after others expressed surprised to hear that she did not plan to apply. The third woman, who was on a more traditional educational track (going to college right after high school and then on to be a full-time graduate student), still notes wistfully that Latina/os often experience an identity crisis in classrooms where “your culture is repressed and your language isn’t validated” (emphasis added). Read the Post A Latina in academia: My individual experience

January 13, 2012 / / links
July 22, 2010 / / class

by Latoya Peterson

One hot summer night in June, I cradled my brown industry pass and debated watching a surely depressing movie about school reform or a (relatively) light-hearted look at North Korea.  One of the first benefits to joining the Public Media Corps was the access to SILVERDOCS, the annual documentary film festival produced by the AFI Silver Theatre and The Discovery Channel. Late on a weekday night, we finished up our training and trooped over to Silver Spring, hoping to catch at least one of the films before the festivities finished for the evening.

My friend Brittany and I both decided that we wanted to at least check out the film on educational reform called Waiting for Superman – and hour and a half later, we exited the theater with pain in our hearts and tears in our eyes.

*Spoilers Ahead*

Read the Post Waiting For Superman Explores Education Reform Through The Eyes of Children

January 4, 2010 / / class

by Guest Contributor CVT, originally published at Choptensils

What aspect of U.S. life wraps all the forms of oppression and inequality into one tidy little package? What system successfully keeps women, people of color, LGBT, religious minorities, people with disabilities, and people in poverty “in their place” more effectively than any other? Why, the education system, of course. And as a teacher and writer on all things unequal, it’s high-time I start specifically addressing education (in the States, and abroad). So I bring to you the first of a multi-part CVT special: A Broken System, Part I: Unconstitutional. Enjoy.

“Separate but equal” is inherently unequal. So what about “separate and unequal“?

This post is a long-delayed response to the ongoing situation at South Philadelphia High* and the U.S. public school system, in general; and it goes something like this:

We all know that the public school system in the U.S. is a problem. We all know that public schools in the richer areas of big cities, or in the suburbs, are drastically better than those in poorer areas of the country (whether rural or urban). This is not something that anybody would refute. We also know that, in many poor, urban schools, the student population is heavily skewed towards students of color. In those schools, we are also aware that race-related violence is a part of everyday life. We know that many of these schools use large portions of their federal and state money on security measures, as opposed to education.

So let’s take a look at this logically; summed up, we all know that a disproportionate number of students of color are in inferior schools with major impediments to receiving a decent education. Hmmm . . . and last time I checked, I recall reading that schools are getting more racially segregated over time. Sounds like “separate but unequal” to me. Read the Post A Broken System, Part I: Unconstitutional

December 16, 2009 / / class

by Guest Contributor M. Dot, originally published at Model Minority

I was reluctant about today’s class going in.

We read Mary Waters’ Ethnic Options and her book Black Identity. I reviewed Black Identity which focuses on the process of West Indian Americans coming to identify or avoiding identifying as Black.

The book contained lots of qualitative interviews with West Indian  folks talking about why they don’t like African Americans,  why they are Black, but not like Black Americans, that Black Americans  are lazy, expect handouts etc.

I had no idea how the class was going to react to this.

Fascinating stuff, though, right?

Especially when you look at the presence of African Americans vs. West  Indian Americans on four year college campuses and in graduate,  law and business school in the Northeast.

The book is awesome in how it gets at how first generation verses second  generation West Indian immigrants deal with assimilation, with proving  that they are not Black and also with identifying as Black. The most  fascinating part for me was learning that women who worked as teachers  and nurses in Jamaica, came to the Brooklyn, worked as teacher and  nurses yet, class wise their lives were not the same.  The material difference is the on their salary in Jamaica, they were middle class,  so they could afford nannies and house keepers, and their housing was more  spacious and safer. In the US, housing was more expensive, there was more  opportunity for jobs and education for their children but the housing dollar  didn’t go very far.

Which brings me to my classmate.

Jamaica’s system is based on the British system*, which means that children are tested and tracked at a very young age. They either go into vocational track or academic track.

Apparently Germany and much of Europe is the same way.

My Black classmate said, that he agrees with this.

I responded saying that standardized tests are measures of familial wealth, not student aptitude. And the aptitude of a four year old cannot be measured because they have only been on the earth 48 months. He responded saying  that the British system is better because it separates the students early  and that there are some who shouldn’t be in school and college.

I said that this was racist. We do not know what children are capable of at 4.

They responded saying that it wasn’t racist.

I said, it was both racist AND classist because of the disparate  impact that the same policy has on Black boys in the US. Ann Fergusons’ Bad Boys talks about this at length, if you want to read more about it. It’s an awesome study on a public elementary school in Berkeley, and it hones in on the ways in which school policy and teacher subjectivity  impact how Black boys are disproportionately disciplined and placed in special ed classes.

I asked him how he reconciled his approval of early testing and prediction with the fact that standardized tests measure familial wealth not student aptitude.

He responded saying “Yeah, tests are culturally biased but math isn’t.”

My eyes rolled. That did NOT refute nor address my argument. Read the Post It Was Racist

May 28, 2009 / / academia