The Supreme Court decision of 1896, ruled that separate was equal in the American public schools, bringing about segregation among the public schools in this country. In 1954 the same court decided that separate was not equal in the landmark case of Brown versus Board of Education in Topeka Kansas. History teaches this country that the aforementioned case brought about desegregation. Under this federal decision, the courts proclaimed that separate was not equal. In relations to public schools, separate schools between blacks and whites were not equal.
Today America still struggles with some of the racial inequities that it faced nearly 60 years ago. Schools are again facing racial strife and disparities exist among the schools. According to Joe Feagin and Melvin Sikes, authors of Living with Racism the Black Middle-Class Experience, a 1991 national survey of black youth revealed that they were victims of racial discrimination. In other opinion surveys such as the 1989 ABC News/Washington Post survey, these authors published that more than 37 percent of black respondents described their experiences with racism in their respective schools.
So what are some of the causes and characteristics of racial discrimination in the public schools? One form of racial discrimination in the public schools is based upon the family’s strategic geographical location known as redlining. Redlining “encompasses not only the direct refusal to lend in minority neighborhoods, but also procedures that discourage the submission of mortgage loan applications from minority areas, and marketing policies that exclude such areas” (http://public-gis.org/reports/red1.html). As a result of these practices, minority students are grouped into specific neighborhoods and sent to the same schools. Minority based schools often receive minimal resources from the federal, state and local governments. A discrepancy exists in the fiscal, human and technological resources offered to the minority schools, compared to the affluent schools. Highly qualified teachers are challenging to recruit and/or maintain. 21st century schools, as described in Bush’s No Child Left Behind Act, are nearly impossible to sustain.
A second form of racial inequity occurs in the classroom and in the overall school process at the administrative level. In a March 29, 2008 publication, a blogger reported that blacks where more likely to be suspended at greater rates than whites; in addition, whites were more likely to be referred and accepted to gifted and talented programs than blacks http://eash22.wordpress.com/. Much research suggest that school-age African American males are very kinesthetic in their learning practices and this sort of learning behavior differs tremendously from their teachers, who are overwhelming young Caucasian females. As a result of this disconnect, many African American males are overwhelmingly diagnosed as possessing Attention Deficit Hyperactivity Disorder (ADHD) and sent to special education classes.
Other causes of racial discrimination in K-12 schools still permeate. Perhaps the changing demographics of this country will alter the paradigms of those who subscribe to the tenets of racism in this country and in the American public schools. Until this day comes to past, all US citizens must remain cognizant that racism does exist in this country and in the public schools and the country in general must attack and destroy racism.
Dr. J.
Comments
Your article is on point. Racism is alive and well in America, so it can't help but be the in public schools.
As an employee for over 25 years in a 100% minority district I must take issue on several points in your article.
There is more government money in this district than administration knows what to do with.I have personally witnessed $ being spent simply for the sake of spending so that the allocations would not be decreased in subsequent years.Highly qualified teachers are usually not even granted interviews because positions are filled with friends and relatives irrespective of their competence.Finally, the majority of teachers are individuals of color. Several years ago a reform effort was introduced which among other things, incorporated kinesthetic techniques. For the first time in my tenure in the district, reading levels soared and students were writing coherent narratives by the middle of first grade.Teachers complained to the union .The new methods of instruction required too much work from them.Reform ended.Societal racism exists but it is NOT the cause of failure here!
Asia...it appears that your district does not represent the mjority of school districts. On a mega level, money is a problem for most schools. I agree Phyliss, Racism is alive and well!
Racism also cuts both ways. At LAUSD most of the poor performing schools have black principals. These principals hire predominantly black educators when possible. They also let kids and parents slide on things that wouldn't go on in other neighborhoods. I often hear these educators and administrators say "...I got my sheepskin (degree) .... if he wants it he better do some work, huh? ...."
Much time for teaching in these schools is spent on discussion outside the curriculum. It's not infrequent where you find a failing school you also find a failing minority administrator who got promoted by cronyism, nepotism, sorority association, etc... and now promotes the same way. Sadly, it's what the community wants and so the game goes on. Blame everyone else but not look inside our community and see what we are doing to our own...
Think about it - would you accept a white or other principal at Washington? Fremont? Locke?
Joe,
The behaviors (sheepskin, cronyism, nepotism, sorority, association, etc.) that you referenced in your post do occur among minority-lead schools. The statistical fact of the matter is that the predominant culture disproportionately manages most schools in America. As a result, the predominant culture has displayed similar acts for hundreds of years. Maybe the minority culture radiates the most within your paradigm...I do not know.
The point I wish to make is that minority students suffer the most at the ugly hands of racism within the public schools and the community in general.
James
It's not about racism, it's about core values and leadership.
When the school system promotes cronies and buddies, they stop working for the students and the parents and are only there to serve themselves.
The current LAUSD system is a prime example of what's wrong with education. There's no morality in the current system, no concern for the future, no responsibility, no leadership. The system we have promotes the chaos and rebellion we see reflected in the community.
The schools are more like huge institutions instead of cooperative villages that promote excellence and fairness.
Schools are the foundation for the leaders of tomorrow, not the basics for the next generation of jailed prisoners. My belief is our schools could really make a difference in the future of our society. They just choose not to because it's too much work.
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