A bill pending in Missouri’s legislature takes aim at libraries and librarians who are making “age-inappropriate sexual material” available to children.
The measure, championed by Ben Baker, a Republican lawmaker, calls for establishing review boards who would determine whether materials in libraries contain or promote “nudity, sexuality, sexual conduct, sexual excitement, or sadomasochistic abuse.” In addition, the boards, which would be comprised of parents, would root out materials lacking “serious literary, artistic, political, or scientific value.”
Librarians who defy the review boards by buying and lending such materials would be subject to misdemeanor charges, fines upward of US$500, and a potential jail sentence up to one year.
The children’s book “And Tango Makes Three,” by Justin Richardson and Peter Parnell and illustrated by Henry Cole, was challenged and banned from libraries around the country for many years after its publication in 2005. The picture book is based on a true story of two male penguins in New York City’s Central Park Zoo who adopt and care for an egg and then keep caring for their daughter, Tango, after she hatched.
Separately, opponents of the storytime program known as “Drag Queen Story Hour” at libraries and other community venues, have held protests to ban and condemn such events aimed at children. The objections voiced by protesters stem from their belief that drag performers are evil and amoral and that exposure to drag queens will, in their view, cause children to become gay.
The Missouri bill is not the first of its kind. State lawmakers in Colorado and Maine both tried to pass similar legislation in 2019. Both efforts failed.
The drag queens who read to kids in libraries are attracting protesters.
Librarians are professionals. Librarians working in K-12 school libraries also earn certification as school library media specialists. Librarians have expertise in children’s literature, collection development, child development, psychology, readers’ advisory, reference services and other specialized skills needed to serve children and young adults in a variety of settings.
In short, librarians are more than capable of selecting and purchasing quality books and other materials for people of all ages.
To imply otherwise, as I believe the proposed Missouri measure would, is to insult these skilled educators. If it should be enacted, I would consider it a potential threat to information access, intellectual freedom and the freedom to read.
Republished with permission under license from The Conversation.
As a historian of mathematics, I have studied women in that field and use the book “Hidden Figures” in my classroom. I can point to some contemporary ideas we can all benefit from when examining Johnson’s life.
1. Mentors make a difference
Early in her life, Johnson’s parents fostered her intellectual prowess.
While at West Virginia State, Johnson took classes with Angie Turner King. King taught at the laboratory high school while she worked to become one of the first African-American women to earn masters degrees in math and chemistry. She would go on to earn a Ph.D. in math education in 1955.
King taught Johnson geometry and encouraged her mathematical pursuits. Thirteen years older than Johnson, she modeled a life of possibility.
Barack Obama awarded Katherine Johnson the Presidential Medal of Freedom in 2015.
2. High school mathematics adds up
Once Johnson completed the standard mathematics curriculum at West Virginia State College, Claytor created advanced classes just for her, including a course on analytic geometry.
Mathematics concepts build on one another and the mathematics she learned in this class helped her in her work at NASA many years later. She used these analytical skills to verify the computer calculations for John Glenn’s orbit around the earth and to help determine the trajectory for the 1969 Apollo 11 flight to the moon, among others.
3. Grit matters
Long before psychologist Angela Duckworth called attention to the power of passion and perseverance in the form of grit, Katherine Johnson modeled this stalwart characteristic.
In 1940, she agreed to serve as one of three carefully selected students to desegregate West Virginia University’s graduate program. She also had to be “assertive and aggressive” about receiving credit for her contributions to research at NASA.
In 1960, her efforts helped her become the first African-American and the first woman to have her name on a NASA research report. Currently, the NASA archives contain more than 25 scientific reports on space flight history authored or co-authored by Johnson, the largest number by any African-American or woman.
Initially, Johnson would ask questions about the briefings and “listen and listen.” Eventually, she asked if she could attend. Apparently, the men grew tired of her questions and finally allowed her to attend the briefings.
Later, she joined the West Computing Group at Langley Research Center where women “found jobs and each other.” They checked each other’s work and made sure nothing left the office with an error. They worked together to advance each other individually and collectively as they performed calculations for space missions and aviation research.
Katherine Johnson was at the Virginia Air and Space Center in Hampton, Va. in 2016.
6. The power of women advocating for women
Although Johnson started as a human computer in the West Computing Group, after two weeks she moved to the Maneuver Load Branch of the Flight Research Division under the direction of Henry Pearson.
When it was time to make this position permanent after her six month probationary period, Dorothy Vaughan, then the West Computing department head and Johnson’s former boss, told Pearson to “either give her a raise or send her back to me.” Pearson subsequently offered Johnson the position and the raise.
7. The legacy of possibility
In March of 2014, Donna Gigliotti, producer of Shakespeare in Love and The Reader, received a 55-page nonfiction proposal about African-American women mathematicians at NASA in Hampton, Virginia.
If the state of Texas had its way, the state would be in the process of taking over the Houston Independent School District.
But a judge temporarily blocked the takeover on Jan. 8, with the issue now set to be decided at a trial in June.
The ruling temporarily spares Houston’s public school system from joining a list of over 100 school districts in the nation that have experienced similar state takeovers during the past 30 years.
The list includes New York City, Chicago, Boston, Philadelphia, Detroit, New Orleans, Baltimore, Oakland and Newark. Houston is the largest school district in Texas and the seventh largest in the U.S.
While the state of Texas claims the planned takeover is about school improvement, my research on state takeovers of school districts suggests that the Houston takeover, like others, is influenced by racism and political power.
States fail to deliver
State governments have used takeovers since the late 1980s to intervene in school districts they have identified as in need of improvement. While state administrations promise that takeovers will improve school systems, 30 years of evidence shows that state takeovers do not meet the states’ promised expectations. For instance, a recent report called Michigan’s 15-year management of the Detroit schools a “costly mistake” because the takeover was not able to address the school system’s major challenges, which included adequately funding the school district.
But while the takeovers don’t deliver promised results, as I show in my book, they do have significant negative political and economic consequences for communities, which overwhelmingly are communities of color. These negative consequences often include the removal of locally elected school boards. They also involve decreases in teachers and staff and the loss of local control of schools.
Despite the highly problematic history of state takeovers, states have justified the takeovers on the grounds that the entire school district is in need of improvement. However, this is not the case for the Houston takeover because by the state’s own standards, the Houston school system is not failing.
Low threshold for state intervention
Following a 2015 law, HB 1842, the state of Texas was granted authority to take over a school district if a single school in that district fails to meet state education standards for five or more years. The bill was passed by the Republican controlled state legislature with Democratic support. However, Democratic state lawmakers representing Houston argue that the law was a mistake and urged for it to be revised.
Although the state has given the Houston Independent School District a B rating, it plans to take over the Houston schools because one school, Wheatley High School, has not met state standards for seven years. According to state law, the state can take over a school district or close a school if it fails to meet standards for five years.
So why would a state take over a school district that has earned a B rating from the state? And why base the takeover on the performance of one school that represents fewer than 1% of the district’s student and teaching population?
In order to understand the logic of the planned state takeover of the Houston schools, it pays to understand the important role that schools have played in the social, political and economic development of communities of color. Historically, communities of color have relied on school level politics as an entry point to broader political participation. School level politics may involve issues like ending school segregation, demanding more resources for schools, increasing the numbers of teachers and administrators of color, and participating in school board elections.
The process of gaining political power at the local level – and eventually state level – often begins at the schools, particularly the school board. For instance, before blacks and Latinos elect members of their communities to the city councils, the mayor’s office, and state legislatures, they often elect members to the school board first.
Political representation at stake
In Texas, communities of color are politically underrepresented. Although blacks, Latinos, and Asians represent nearly 60% of the population in Texas, their political power at the state level is not proportional to their population. Whites make up 64% of the state legislature. The Republican Party controls the governorship, state House of Representatives and state Senate, but only 4% of all Republican state legislators are of color. Communities of color in Texas have filed lawsuits arguing that they have been prevented from gaining political representation at the state level by Republicans through racial gerrymandering and voter identification laws that disenfranchise black and Latino voters.
However, despite years of systematic exclusion of people of color, the political landscape is changing in Texas. Texas is increasingly urbanizing as a result of population growth in the state’s cities. Since urban voters are more likely to vote Democratic, the growth in the urban population may potentially alter political dynamics in the state. Also, while African Americans have solidly identified with the Democratic Party in Texas, Latinos have not. But that, too, is changing. Polls show that Latino support for Republican presidential candidates in Texas went from a high of 49% during George W. Bush’s reelection in 2004, to 35% for McCain in 2008, 29% for Romney in 2012, to a low of 18% for Trump in 2016.
Houston, as the largest urban center in Texas, is at the forefront of this challenge to the Republican grip of state power in Texas. The Houston schools, in particular, are representative of the state’s demographic and political future. The nine-member Houston school board is reflective of the community it serves. It has four Latinos, three African Americans, one Asian and one white. This, in my view, is what has put the Houston public school system and school board at the forefront of a battle that is really about race and political power.
The Houston public school system is not failing. Rather, Republican Gov. Greg Abbott, Education Commissioner Mike Morath and the Republican state legislature are manufacturing an education crisis to prevent people of color in Houston from exercising their citizenship rights and seizing political power.
Republished with permission under license from The Conversation.
When President Franklin Roosevelt signed the GI Bill into law on June 22, 1944, it laid the foundation for benefits that would help generations of veterans achieve social mobility.
Formally known as the Servicemen’s Readjustment Act of 1944, the bill made unprecedented commitments to the nation’s veterans. For instance, it provided federal assistance to veterans in the form of housing and unemployment benefits. But of all the benefits offered through the GI Bill, funding for higher education and job training emerged as the most popular.
More than 2 million veterans flocked to college campuses throughout the country. But even as former service members entered college, not all of them accessed the bill’s benefits in the same way. That’s because white southern politicians designed the distribution of benefits under the GI Bill to uphold their segregationist beliefs.
So, while white veterans got into college with relative ease, black service members faced limited options and outright denial in their pursuit for educational advancement. This resulted in uneven outcomes of the GI Bill’s impact.
As a scholar of race and culture in the U.S. South, I believe this history raises important questions about whether subsequent iterations of the GI Bill are benefiting all vets equally.
Tuition waived for service
When he signed the bill into law, President Roosevelt assured that it would give “servicemen and women the opportunity of resuming their education or technical training … not only without tuition charge … but with the right to receive a monthly living allowance while pursuing their studies.” So long as they had served 90 consecutive days in the U.S. Armed Forces and had not received a dishonorable discharge, veterans could have their tuition waived for the institution of their choice and cover their living expenses as they pursued a college degree.
This unparalleled investment in veteran education led to a boom in college enrollment. Around 8 million of the nation’s 16 million veterans took advantage of federal funding for higher education or vocational training, 2 million of whom pursued a college degree within the first five years of the bill’s existence. Those ex-service members made up nearly half of the nation’s college students by 1947.
Colleges scrambled to accommodate all the new veterans. These veterans were often white men who were slightly older than the typical college age. They sometimes arrived with wives and families in tow and brought a martial discipline to their studies that, as scholars have noted, created a cultural clash with traditional civilian students who sometimes were more interested in the life of the party than the life of the mind.
Limited opportunities for black servicemen
Black service members had a different kind of experience. The GI Bill’s race-neutral language had filled the 1 million African American veterans with hope that they, too, could take advantage of federal assistance. Integrated universities and historically black colleges and universities – commonly known as HBCUs – welcomed black veterans and their federal dollars, which led to the growth of a new black middle class in the immediate postwar years.
Yet, the underfunding of HBCUs limited opportunities for these large numbers of black veterans. Schools like the Tuskegee Institute and Alcorn State lacked government investment in their infrastructure and simply could not accommodate an influx of so many students, whereas well-funded white institutions were more equipped to take in students. Research has also revealed that a lack of formal secondary education for black soldiers prior to their service inhibited their paths to colleges and universities.
As historians Kathleen J. Frydl, Ira Katznelson and others have argued, U.S. Representative John Rankin of Mississippi exacerbated these racial disparities.
Mississippi’s connection to the GI Bill goes beyond Rankin’s racist maneuvering. From 1966 to 1997, G.V. “Sonny” Montgomery represented the state in Congress and dedicated himself to veterans’ issues. In 1984, he pushed through his signature piece of federal legislation, the Montgomery GI Bill, which recommitted the nation to providing for veterans’ education and extended those funds to reserve units and the National Guard. Congress had discontinued the GI Bill after Vietnam. As historian Jennifer Mittelstadt shows, Montgomery’s bill subsidized education as a way to boost enlistment in the all-volunteer force that lagged in recruitment during the final years of the Cold War.
Social programs like these have helped maintain enlistment quotas during recent conflicts in the Middle East, but today’s service members have found mixed success in converting the education subsidies from the Post-9/11 GI Bill into gains in civilian life.
This new GI Bill, passed in 2008, has paid around US$100 billion to more than 2 million recipients. Although the Student Veterans for America touts the nearly half a million degrees awarded to veterans since 2009, politicians and watchdogs have fought for reforms to the bill to stop predatory, for-profit colleges from targeting veterans. Recent reports show that 20% of GI Bill disbursements go to for-profit schools. These institutions hold reputations for notoriously high dropout rates and disproportionately targeting students of color, a significant point given the growing racial and ethnic diversity of the military.
In August 2017, President Trump signed the Forever GI Bill, which committed $3 billion for 10 more years of education funding. As active duty service members and veterans begin to take advantage of these provisions, history provides good reason to be vigilant for the way racism still impacts who receives the most from those benefits.
Republished with permission under license from The Conversation.
Historically black colleges and universities looking to raise money for major projects face higher fees than their non-HBCU counterparts, even when agencies that rate credit risk give HBCU-issued bonds their highest scores, according to research recently published in the Journal of Financial Economics.
There’s one big reason for the additional cost, according to the authors: racial discrimination.
Colleges and universities typically issue bonds to pay for big-ticket items, like a new dorm or athletic facility. Bonds are loans, paid back over time with interest. Multimillion dollar bonds are usually split across different investors, but schools don’t track down those investors. Instead, they pay underwriters. An underwriter buys an entire bond and then finds investors to buy chunks of it.
Out of the pool of bonds the authors studied, non-HBCUs pay on average 81 cents of every $100 raised to underwriters. For a $10 million non-HBCU bond, that’s $81,000 in fees going to an underwriter.
But HBCUs pay on average 92 cents per $100 raised to underwriters — about 14% more, the paper finds.
That’s $92,000 in underwriting fees on a $10 million HBCU bond. HBCUs are higher education institutions founded before 1964 primarily to educate black students, many of whom were barred from predominantly white institutions.
“The underlying notion is it’s harder for an [HBCU] underwriter to find a buyer and they pass the cost on to the schools,” says Bill Mayew, professor of accounting at Duke University and one of the paper’s authors. “That’s where the difference comes from.”
The financial premium is even higher for HBCUs in Alabama, Louisiana and Mississippi, where racial animus runs higher than in other states, according to data the authors analyze. In those three states, the cost to HBCUs for bond underwriting is 106 cents per $100 raised. That’s $106,000 going to an underwriter on a $10 million HBCU bond.
Understanding two types of discrimination
Economists point to two things that typically underlie actions a reasonable person could perceive as racist: statistical discrimination and taste-based discrimination.
Statistical discrimination happens when people take actual or perceived aggregate information and apply it to a specific situation. This happens sometimes in labor markets. A hiring manager considering two candidates from two different demographic groups might believe people from one group are less productive on average than people from the other. The hiring manager might argue they are not being racist in relying on stereotypes. They might say they are simply considering the company’s bottom line productivity.
Taste-based discrimination is discrimination based on personal taste. Someone, “simply has a preference for working with one type over the other,” as economists William Neilson and Shanshan Ying wrote in 2016 in a paper on the relationship between these types of discrimination. The hiring manager’s decision is based purely on distaste or preference for a candidate’s skin color.
“When you think of the notion of race discrimination, that’s a taste-based preference,” Mayew says.
Differentiating between statistical and taste-based discrimination is difficult to do, but important toward understanding why people make decisions that might appear discriminatory.
Credit ratings and insurance: disentangling HBCU discrimination
The authors look at a sample of 4,145 tax-exempt bonds issued from 1988 to 2010 from 965 four-year colleges totaling $150 billion. HBCUs, both public and private, issued 102 of those bonds.
Creditworthiness scores make it possible to parse the two types of discrimination. Ratings agencies like Moody’s and Standard & Poor’s rate higher education institutions’ credit risk. They provide a score that tells investors how likely the school is to default on its bond payments. A triple-A rating, the highest possible, means the college or university is practically assured to make their payments on time.
“You might say it’s not that buyers of bonds are racist, it’s they think those bonds are more likely to default,” Mayew says. “It’s really hard in most settings to disentangle those indications. But in the bond market, we can measure that really well with the credit rating so we can dig into and isolate race effects.”
Insurance is another way the authors rule out statistical discrimination. Universities can get bond insurance, so if they default the bond financer still gets paid back. Credit ratings and bond insurance give financers a sense of an institution’s likelihood of defaulting.
Still, the authors find that “identical [fee] differences are observed between HBCU and non-HBCUs with AAA ratings or when insured by the same company, even before the 2007–2009 financial crisis.”
HBCU bonds also take longer and cost more to offload in secondary markets. Those are markets where investors trade bonds that have already been financed. The authors find that HBCU bonds are 20% pricier than non-HBCU bonds to trade in secondary markets. Larger bonds — those over $50,000 — face a 60% premium. HBCU bonds overall linger 25% longer on secondary markets.
“If you’re going to say you’re talking about race discrimination you’ve got to provide a lot of evidence to make that case," Mayew says. "That’s a tough piece of evidence to refute.”
Premiums are much higher in parts of the Deep South
If racism were the main driving factor behind higher HBCU bond fees, then HBCUs in states that are more racist should face even higher fees, according to the authors. Broadly capturing racism is not necessarily straightforward. The authors try to do it using a variety of data to rank racial animosity in the 50 states plus the District of Columbia.
They use survey responses capturing resentment and opposition to affirmative action from the Cooperative Congressional Election Study, a large yearly survey of American adults by county. They also turn to state-level data on racist Google searches, and the percentage of white voters in each state who voted for Barack Obama in 2008 compared with the share of white voters who chose John Kerry in 2004. And they consider geocoded racist tweets just after Obama was reelected in 2012.
Alabama, Louisiana and Mississippi scored highest for racial animosity. Georgia was next, but with a sharp drop-off. Those top-three states for racial animosity account for 4.7% of all bond issuances in the sample studied — but 26% of HBCU issuances. In those states, HBCUs pay about three times as much in bond underwriting fees as non-HBCUs, the authors find.
Tax exemptions limit the size of the market
The U.S. municipal bond market is worth almost $4 trillion. Though higher education bonds are a fraction of the total, that submarket is still big enough that taste-based discrimination shouldn’t matter. Anyone can finance a university bond issuance. If a racist investor doesn’t want to finance an HBCU project, there should be plenty of other investors to pony up capital.
But tax exemptions tend to limit university bond markets to the state a school is in. Interest payments are tax exempt if the bond is issued by an entity in the state where the financer is based. Someone living in Louisiana would receive tax-free interest payments by financing a Xavier University of Louisiana bond but not an Alabama State University bond.
The authors argue that a triple tax exemption — with interest payments on university bonds exempt from federal, state and local taxes — could take racism out of the equation. Triple tax exemption would allow HBCUs to, “tap into a larger market where racial preferences are different,” Mayew says.
Barriers to bonds
There’s no good way to quantify how much higher education institutions pay insurers and credit rating agencies, Mayew says, but those entities need to be paid in addition to underwriters. So there are costs to entering bond markets — and when it comes to underwriting, those costs are higher for HBCUs. That may mean some HBCUs pass up raising money through bonds, potentially forgoing major campus improvements.
“Bond markets should be one of the cheapest forms of capital,” Mayew says. “It’s many individual investors, and schools should be able to raise lots of money. And maybe 25 years ago, an HBCU passed up renovating a dorm. These are the opportunity costs schools face.”
Job prospects for young men who only have a high school diploma are particularly bleak. They are even worse for those who have less education. When young men experience joblessness, it not only threatens their financial well-being but their overall well-being and physical health.
Could a high quality and specialized technical education in high school make a difference?
Based on a study I co-authored with 60,000 students who applied to the Connecticut Technical High School System, the answer is: yes.
Students in the electrical program at H.C. Wilcox Technical High School in Meriden, Connecticut practice their skills. Connecticut Technical Education and Career System
To reach this conclusion, we studied two groups of similar students: Those who barely were admitted to the Connecticut Technical High School System and those who just missed getting in. Students apply to these high schools and submit things such as test scores, attendance and discipline records from middle school. Then, applicants are ranked on their score and admitted in descending order until all seats are filled. We compared those whose score helped them get the last space in a school, to those who just missed being admitted because the school was out of space.
This enabled us to determine whether there was something special about Connecticut’s Technical High School System education that gave students an advantage over peers who also applied, but didn’t get into one of the system’s 16 technical schools across the state.
Widespread appeal
Connecticut Technical High School System is a popular choice for students – about 50% more students apply than can be admitted.
Students in the Precision Machining program at Vinal Technical High School in Middletown, Conn., gather around their teacher for instruction.Connecticut Technical Education and Career System
The system functions such that students can apply to attend a school in the tech system instead of their assigned public school. Statewide, the system schools – which offer specialized instruction in a variety of career fields – serve about 10% of the high school students. Most students who don’t get into the tech schools stay in their public high school.
What we found is that students who were admitted to the Connecticut Technical High School System went on to earn 30% more than those who didn’t get admitted. We also found that the tech school students were 10 percentage points more likely to graduate from high school than applicants who didn’t get in – a statistically significant finding.
Our research suggests that expanding a technical high school system like the one in Connecticut would benefit more students. I make this observation as one who examines outcomes associated with career and technical education.
The track record
Career and technical education has already been shown – at least on an individual or small scale level – to positively impact earnings and high school graduation rates.
Career and technical education does this without taking away from general learning in traditional subjects like math and English. But based on my experience, it has never been clear as to whether career and technical education makes a difference on a system-wide level rather than at just one or among a few select schools.
Our recent study finally answers that question because we studied an entire state technical high school system. Specifically, it shows that, yes, career and technical education can give students the same benefits that it has already been shown to give on a smaller level even if it’s scaled up. This has implications for school districts and states, especially as growing interest in what works in career and technical education.
The appeal of technical education in Connecticut
Once admitted into the Connecticut technical high school system, all students take career and technical education coursework instead of other electives, such as world languages, art or music. Typically, coursework is grouped into one of 10 to 17 programs of study, such as information technology, health services, cosmetology, heating ventilation and air conditioning, and production processes, among others. Traditional public high schools in the state, on the other hand, tend to offer at most four career and technical programs through elective courses.
In the Technical High School System schools in Connecticut, students explore various programs of study during their first year. Then – with help from an adviser – students select a program of study. Within these programs, students take at least three aligned courses and often more. They also have more opportunity to align academic and technical coursework materials, so that math and English content can often be integrated into technical courses. Chances for work-based learning and job exposure can also be enhanced in these settings, which may contribute to their impact.
Better outcomes
To figure out if these technical schools were making a difference, we looked at admissions from 2006-2007 through 2013-2014 for 60,000 students.
We found that – compared to students who just missed being admitted – technical high school students had:
• Higher 10th grade test scores (like moving from the 50th to the 57th percentile, which is a significant jump for high school test scores)
• A greater likelihood of graduating from high school, about 85% versus 75% for those who just missed being admitted
• Higher quarterly earnings, over 30% higher
• While we found a lower likelihood of attending college initially, no differences were seen by age 23
As educators, elected officials and parents search for more effective ways to give young men in high school a better shot at being able to earn a living, our study suggests that Connecticut might have already figured it out.
Republished with permission under license from The Conversation.
While the arrests of the two elementary students in Orlando are not everyday occurrences, they do reflect a body of research that suggests cops in schools – they are formally known as school resource officers, or SROs – can take what would otherwise be a routine school disciplinary situation and escalate it to a whole different level.
I base that assertion on my work as a researcher who has studied school discipline, school safety and the role of school resource officers in elementary schools.
My work sheds light on the potential unintended consequences of school resource officers – as well as ways that school leaders can prevent situations like the arrests that unfolded in Orlando.
A growing presence
School resource officers, who are sworn officers with full arrest powers, are increasingly common in primary schools. Between 2005 and 2015, the percentage of primary schools with school resource officers increased 64%. Now, nearly one in three elementary schools has one of these officers at least part-time.
This trend is set to continue as states like Florida and Maryland passed legislation in 2018 to increase the presence of police to all schools.
In 2012, kindergartner Salecia Johnson, then 6, was handcuffed by police after she threw a tantrum at her school. A police report stated the girl knocked over a shelf that injured the principal.
What’s increasingly changing, however, is how schools respond to these violent incidents. The presence of police in schools has been shown to increase the likelihood that students are arrested for school misconduct. For example, prior research has found that police agencies that get funding for school police increase arrests of youth under age 15 by as much as 21%. This may be because the presence of police can shift the mindset of schools to one that is more about punishment than it is about teaching students why their behavior is wrong and what they can do to make amends.
In our work, we have found that even when school district policy specifies that school resource officers should not be involved in discipline, many of the officers interpret this policy differently. For example, school resource officers may use their proximity to deter misbehavior, may pull misbehaving students aside to talk or may be present while school personnel interrogate or search students.
School officials have a lower standard to justify a search than law enforcement. Similarly, school officials can interrogate students without providing a Miranda warning – the legally required notice of the right to remain silent or have legal counsel that police must give when they have someone in custody. So, if officers are present during interrogations or searches in schools, it could enable them to bypass legal protections that exist outside of schools.
A school police officer stands watch as students eat lunch at a school in Ohio.
School resource officers are trained primarily as law enforcement agents. It should, therefore, be little surprise that they sometimes default to responses like arrest.
Keeping school police in check
Florida State Attorney Aramis Ayala declined to prosecute the students arrested in Orlando. She said she refuses to “knowingly play any role in the school-to-prison pipeline.”
Florida State Attorney Aramis Ayala speaks at a news conference Monday, Sept. 23, 2019, in Orlando, Florida. She confirmed that her office would not prosecute two 6-year-old students that were arrested by an Orlando police officer.
The local police agency has fired the officer involved, citing violation of their policy requiring supervisor approval of arrests of children below 12 years of age.
While these actions demonstrate a commitment by state and local leaders to avoid repeats of this incident, there are other ways that schools can prevent student misconduct from ever reaching the point of an arrest.
Our work suggests that schools and law enforcement agencies should have clear, mutually agreed upon guidelines for when school resource officers become involved in student misbehavior.
In interviews with school resource officers, we find that many are responsive to district policy that prohibits involvement in discipline. Yet, nationally, around half of schools with school resource officers do not include language around school discipline or arrests in formal agreements with law enforcement. Based on our research, we conclude that school resource officers should only get involved in cases of very serious legal violations such as a weapon or acts or threats of violence and should take into consideration the age of students involved and circumstances of the situation.
Educators need training
We have found that many times, a school resource officer’s involvement in student discipline comes as a result of pressure from teachers and administrators to be involved. For example, in our ongoing interviews with school resource officers and school personnel, we encounter a number of principals and teachers who specifically ask the school resource officer to lecture students on misconduct, be present for disciplinary hearings, and, in some cases, go to a classroom to handle a defiant student instead of leaving that work to the principal.
Instead of asking school resource officers to help out with matters of discipline, in my view, teachers and school administrators should be given training and resources that equip them to respond to student misconduct without relying on school police. In a recent national report, almost 50% of teachers reported having to put up with misbehavior due to a lack of administrative support. Only 6% of teachers thought schools should hire additional police to help with student behavior. Instead, they preferred that resources be put to additional mental health professionals, teaching assistants and social workers.
Similarly, school resource officers should be given training that emphasizes the developmental stages of students and how to respond to student misconduct. As others have noted, training for school resource officers is often limited and varies in length and quality across districts. Nationally, 93% of school resource officers report training for active shooters. However, only about one third report training in child trauma or the teenage brain.
It is critical to keep students safe in school. That said, districts should carefully consider whether police should be in schools and, if present, what role they should play in student misconduct.
Republished with permission under license from The Conversation.
Low-income students don’t benefit more from private school than public school, suggests research from scholars at the University of Virginia.
The study, forthcoming in the Educational Researcher, offers new insights to help inform debates about whether children from poor families would learn more and earn higher test scores if they were able to attend private school.
Several states use public money to offer lower-income students vouchers to pay for private school. More than a dozen states allow individuals and corporations to donate a portion of the state taxes they owe to nonprofit organizations that provide private school scholarships to certain types of students – generally, those who have a disability or come from lower-income households, according to the National Conference of State Legislatures. These private school vouchers and corporate tax credit scholarships are among several school choice options that have grown in popularity in the United States despite widespread criticisms.
For this new study, researchers analyzed data collected from a group of 1,097 kids in nine states who were followed from birth through age 15. The scholars looked at how many had attended private school between kindergarten and their freshman year of high school. They also looked at how the kids performed as ninth graders on a range of benchmarks, including test scores.
When the scholars did a simple comparison, they learned that students who had attended private school at any time in their academic career performed better on most benchmarks than students who only attended public school. But when the scholars controlled for factors related to family resources — the household income-to-needs ratio, for example — they got a very different picture.
They discovered that kids who went to private school and those who only attended public school performed equally as well in the ninth grade in terms of math achievement, literacy, grade-point averages and working memory. They were just as likely to take more rigorous math and science courses, expect to go to college, have behavioral problems and engage in risky behavior such as fighting and smoking.
The findings didn’t change based on where students lived. In other words, the findings also applied to students in urban and rural areas.
“By simply controlling for variation in family income, the majority of these differences in outcomes were eliminated,” explain the researchers, Robert C. Pianta, who’s the dean of and a professor at UVA’s Curry School of Education, and Arya Ansari, a postdoctoral research associate there.
“The apparent ‘advantages’ of private school education … were almost entirely due to the socioeconomic advantages that selected families into these types of schools and were not attributed to private school education itself.”
Some of the other key takeaways from their study:
About a third of children had attended private school for at least a year at some point between kindergarten and grade 9. Those who attended private school went for an average of 5.73 years.
Among the kids who went to private school, the largest proportion enrolled during kindergarten. Twenty-three percent started in kindergarten compared to 17 percent in third grade, 16 percent in sixth grade and 14 percent in ninth grade.
Looking for more research on private schools? Check out this collection of research on private school vouchers and student achievement. We also have write-ups on private colleges, including a research roundup on historically black colleges and universities and another one on affirmative action in university admissions.
In 2010, two economists claimed that graduates of historically black colleges and universities, or HBCUs, suffer a “wage penalty” – that is, they earn relatively less than they would had they gone to a non-HBCU.
In an early draft of the paper, the economists – one from Harvard and the other from MIT – argued that while HBCUs may have served a useful purpose back in the 1970s, they were now, by some measures, serving to “retard black progress.” The reason why, they suggested, is that traditionally white institutions may have gotten better at educating black students and that there might be value in “cross-racial connections” when it came time to get a job.
The paper, which relied on data from the 1950s through the early 2000s, generated negative headlines for HBCUs. For instance, The Wall Street Journal called HBCUs “academically inferior.” The New York Times warned readers about the “declining payoff from black colleges.”
As a scholar who has researched HBCUs, my colleagues and I have found contrary evidence: Students who went to HBCUs do not suffer a relative wage penalty. In fact, we found that they typically and on average earn more than similar students who went to non-HBCUs. Our findings are based on comparing HBCUs to other schools with a sizable black student population.
Our study included 1,364 nonprofit colleges and universities, both public and private, that award at least a baccalaureate degree.
Increased wages were strongest for the elite HBCUs: Hampton, Howard, Morehouse, Spelman and Xavier. But the effect persisted 10 years after graduation for graduates of all 59 HBCUs – more than half of the 100 or so HBCUs in the nation – that were included in the sample. Other HBCUs were not included because of lack of data.
And it wasn’t a small amount of money, either. In our study, we found that HBCU students from the elite universities earn 32% more six years after attendance than students with similar characteristics who attended other colleges and universities.
But before anyone celebrates our findings as a clear victory for HBCUs, a few caveats are in order.
Penalties exist
First, all HBCU graduates don’t earn more than all non-HBCU graduates all the time. In fact, much like Freyer and Greenstone did a decade ago, we found that early in their careers – extending to six years after graduation – typical HBCU graduates do in fact suffer a wage penalty.
The HBCU study in 2010 found grads earned 20% less than peers from other colleges in the 1990s, although it’s not known how long after graduation this occurred.
We found that there’s an 11% wage penalty after six years but then it disappears after 10 years, and in fact turns into an advantage. So while typical HBCU graduates may be earning less money than non-HBCU graduates in their late 20s, by their early 30s, they are earning more.
We also found that the wage advantage for HBCUs remained no matter what the major. In my view as an economist, the relative gains for HBCU attendees after six years suggest, that on average, HBCU graduates are better able to find jobs that match their skill and capabilities.
Demographic factors
Just what is it that makes HBCUs more effective as escalators for labor market earnings and income mobility? Earlier research my colleagues and I conducted at Howard University found that a high proportion of black students in a college or university serves as a boost to black identity and self-esteem. That boost, we found, translates into labor market skill acquisition that results in an earnings advantage.
Given the history of HBCUs receiving unequal resources, our results suggest that government and philanthropy could consider more funding for HBCUs. That could enable them to be even more successful at what they do, particularly when it comes to enabling students from households that earn the least money to move up economically.
Full list of HBCU Colleges including links to their websites.
Republished with permission under license from The Conversation.
"Your children ain't violent because they black" … "what are you putting in my malt liquor white boy? … "malt liquor is sold by white companies but only sold in black neighborhoods and you ain't checked it to see what's in it!" – Dick Gregory, 2008 State of the Black Union
The violence including murders happening in the City of St. Louis is a symptom of decades of intentional oppression, poverty, and exclusion. The violence in St. Louis is concentrated mostly in low income, black neighborhoods, 40% of black households in St. Louis are living in poverty. Those neighborhoods became low income because resources and opportunities were removed.
We need to stop trying to treat the symptom (violence) rather than finding a cure to the causes of the disease. As long as the disease festers in our community, the symptoms will keep multiplying and infecting other communities. Victims of poverty, children who are missing basic necessities and who struggle with poor healthcare or nutrition are more likely to encounter or engage in violence.
When you're black and poor in St. Louis, your opportunities to escape poverty are sabotaged. Schools in black neighborhoods are designed to make kids fail by providing substandard education, eliminating trade programs such as carpentry, defunding enrichment programs like art and music, non-existent honors program and criminalizing normal childhood behavior. Just last month, a court ruled that it was reasonable to handcuff a black 7-year-old hearing-impaired child for crying because he was being taunted by a group of boys.
Young black men are profiled and targeted as gun-toting drug dealers, although white people are more likely to deal drugs. Black people who do end up selling drugs, often do so because they become desperate and don't see any other option. Most people would never choose behaviors resulting in prison or death if they had other options. Harsh punishment breeds resentment which can lead to violence, we need to focus more on treatment and education.
Nearly four years ago, we published an article titled, "Crime Won't Decrease Until Oppression Decreases". That year, St. Louis had the highest murder rate in the country and not much has changed, except the increasing number of young children dying. Our communities are under attack and our primary response is to hold vigils and rallies. It's time to stop begging for change and start demanding change with direct action!
"Protest minus disruption or violence equal failure". We need to disrupt the systems that benefit from our oppression and destruction. The law is the primary means by which our community is oppressed but very few black people understand how to perform legal research and use that research to benefit them. Unscrupulous businesses, slum landlords, shady creditors, and even corrupt municipalities weaponize ignorance to enrich themselves.
Question everything, especially mass media and even things you've believed to be true your entire life. We've been fed a diet of half-truths and lies all our lives. During the 1980s and 1990s, people bought into the lies about crack and addicts were criminals that should be locked up. Now that white people are increasingly becoming addicted to drugs, its a national health crisis and suddenly the error of criminalizing addicts became clear.
City Government & Police
Now some are calling for more police and the criminalization of gun possession, the end result would be more black people criminally charged for behaviors considered a constitutional right for everyone else. Mayor Lyda Krewson stated St. Louis should be allowed to issue concealed weapons permits.
Where there are no guns, there are no gun deaths. Let me be clear, I am not pro-guns at any cost. If it was possible, I could even be in favor of an absolute gun ban for everyone. However, I believe it would be almost impossible to repeal the second amendment. With that said, I would never support restricting the rights of only a particular group of people.
In Missouri, it is your constitutional right to bear arms including a concealed weapon. Any attempt to deprive the citizens of St. Louis of that right is unconstitutional. The vast majority of people committing violent crimes in St. Louis are criminals using illegally obtained guns. Requiring gun permits in the city would create barriers to law-abiding poor (mostly black) residents from being able to afford the permit fees. As Tupac stated, people living in the most dangerous areas need weapons the most.
Recently, Mayor Krewson said she wants to relax the residency rule to hire police officers. The result of that policy would be more racist white officers policing a population they don't understand in a community they have no ties to. Racist cops and a previously racist prosecutor unfairly targeted and criminalized black men especially youth. Some were forced to accept plea deals rather than spend months in jail awaiting a trial. Atlanta’s population is about 54 percent African-American and 38 percent white. Its police force is 58 percent African-American and 38 percent white and Atlanta pays officers roughly the same as St. Louis City. Atlanta doesn't seem to have a problem recruiting and retaining black police officers, so why does St. Louis? Racism may not be the only reason, but it is among the reasons.
It's generally understood that police exist to keep order. What's not understood is that order is white supremacist patriarchy. – Zellieimani(Twitter 10-9-2014)
The year following Zellieimani's tweet, a leaked memo revealed that 12 white police officers on a specialized narcotics team in Dothan, Alabama, planted drugs and guns on over 1,000 innocent young Black men. All of the officers reportedly were members of a Neoconfederate organization that the Southern Poverty Law Center labels "racial extremists". Cobb County, GA police Lt. Greg Abbott, stated, "But you're not black. Remember? We only kill black people," to a white woman afraid to move her hands during a traffic stop.
St. Louis Police Department has a long reputation for being a racist organization. Most recently an investigation of racist Facebook posts resulted in 22 St. Louis City police officers being barred from bringing cases to the prosecutor. How many innocent young Black men did those 22 St. Louis police officers plant drugs and guns on?
Mayor Krewson if you want more black police officers, partner with St. Louis Public Schools and bring back the officer friendly program; encourage officers to go into predominately black schools to remove the fear of encounters and to spark interest in careers in law enforcement. How about creating a junior police academy program, similar to ROTC, to get high school students interested in law enforcement. Create an apprenticeship program where kids from high crime areas can apprentice in police offices during the summers before their junior and senior years. They could help in call centers, data entry, general office tasks, social media, and other functions where they become more familiar and comfortable with the idea of law enforcement as a career. Find out how other cities such as Atlanta recruit and retain black officers and at the same time develop methods to weed out racist and abusive officers.
Cure Violence
The City has announced plans to implement Cure Violence, a program created by Gary Slutkin, a white doctor in Chicago. I'm not sure giving $8.5 million to a white savior is the best way to go, the staff members with decision-making power appear to be all white. Cure Violence began as the Chicago Project for Violence Prevention in 1995 and implemented its first program, known as CeaseFire, in 2000, but Chicago aka Chiraq does not have the best reputation in regards to violence.
We already have plenty of non-profit organizations in St. Louis, why not fund and utilize existing programs; Cure Violence doesn't seem much different from the efforts of Better Family Life. Another underfunded organization doing great work helping at youth risk is the Demetrius Johnson Foundation.
Opportunity is the best cure for violence that occurs in the City of St. Louis!
How about encouraging partnership between organizations. Instead of wasting millions of dollars with developers like Paul McKee, funnel funds to joint program between St. Louis YouthBuild and North Grand Neighborhood Services (NGNS). This would provide construction job training to at-risk youth while at the same time restoring St. Louis' housing stock and providing affordable housing.
Why not call a non-profit summit a sort of meet and greet where St. Louis Government and non-profits can get together and figure out how they can partner to solve issues. There are plenty of underfunded grassroots organizations already in target neighborhoods doing quality work and could do wonders with additional funding.
Solutions
Solutions to the problems facing the black community will require individual and collective sacrifice. Solutions will require time, effort, creativity, and money.
Beware of Strangers Bearing Gifts
What seems like an act of goodwill may mask a hidden destructive or hostile agenda. In order to find effective solutions, we must first realize that what might look like a solution could actually be a trap. There are some who disguise themselves as friends but have declared war on black people and "all warfare is based on deception".
Margaret Sanger, the founder of what today is Planned Parenthood, was a racist eugenicist who wanted to exterminate the black population thru birth control. Under the pretense of better health and family planning, Sanger deceived and convinced some of the most prominent black doctors and well educated black clergy members into supporting her scheme. The black elites were so concerned with economic empowerment and garnering the respect of whites, that they jeopardized the very survival of Black people in America.
It seems to me from my experience … that while the colored Negroes have great respect for white doctors they can get closer to their own members and more or less lay their cards on the table which means their ignorance, superstitions and doubts.
We should hire three or four colored ministers, preferably with social-service backgrounds, and with engaging personalities. The most successful educational approach to the Negro is through a religious appeal.
We don’t want the word to go out that we want to exterminate the Negro population, and the minister is the man who can straighten out that idea if it ever occurs to any of their more rebellious members. – Margaret Sanger: 1939 Letter to Dr. Clarence Gamble
The Civil Rights movement reached its peak with the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. The vicious racists who killed Emmett Till, bombed churches, sicked dogs and sprayed hoses didn't just suddenly disappear, they simply faded into the background. Ku Klux Klan members traded their sheets and hoods for police uniforms, judge robes, the suits of politicians and prosecutors. Since overt discrimination had been outlawed, they implemented a tactic of covert racism.
Racist politicians created policies that sabotaged President Johnson's Great Society legislation including the Economic Opportunity Act of 1964, Food Stamp Act of 1964, Elementary and Secondary Education Act of 1965. Programs created during Johnson's administration were implemented in ways that wreaked destruction on the black community. Listen to Dr. Umar Johnson's discussion about how the black community has been under attack since 1970.
Between 1934 thru 1962, St. Louis' murder rate was usually between 6-13 per 100,000 people. After 1963 it begins to rise and then rises further during Nixon's "War on Black People", then again during Reagan's first term and then peaked during the crack epidemic. Chicago experienced a similar trend, 1974 was Chicago's deadliest year with 970 homicides, we checked because Cure Violence originated there.
More recently, three-strike laws, mandatory minimum sentencing, truth in sentencing laws, harsher punishment for certain drugs so-called solutions promoted to reduce crime resulted in mass incarceration and destroyed generations within the black and brown communities. Desperation to reduce gun violence appears to be setting the stage for gun possession to become the new mass incarceration tool.
Others Don't Care
Although oppressive discriminatory practices by others are directly and indirectly responsible for many of the issues plaguing the black community, most people outside our community don't care.
How often do you think about those 2.8 billion people on the planet who struggle to survive on less than $2 a day, and more than one billion people who lack reasonable access to safe drinking water?
Do you ever think about how many of those people's are forced to work in dangerous conditions so that you can purchase cheap products at Wal-Mart and DollarTree?
Probably not, because you're too busy concentrating on your problems. That's how other people feel about our problems, they don't care. Dave Chappelle expressed this sentiment during his NetFlix special, "Sticks and Stones" while talking about the opioid and heroin crisis.
Regardless who caused our problems, we better work at fixing them, because others don't care enough to fix them for us.
Support Our Champions
A person who truly fights or argues for a cause or on behalf of someone else is a champion. Champions are rare, so when you have one, it behooves you to vigorously support them. Kimberly Gardner has become an unexpectant champion. I've never met Kimberly Gardner, but I did vote for her.
In December 2016, prior to Ms. Gardner's swearing-in ceremony, I stated in a post, "if Ms. Gardner proves to be a fair prosecutor, there will certainly be those that will attempt to distort her statements, vilify her actions and generally discredit her. There is a private prison system that stands to lose millions of dollars under a non-oppressive system".
Kimberly. Gardner has exceeded my wildest expectations, shown tremendous courage, and has gained my utmost respect. She's actually trying to fight the disease. She's created a list of officers who she won't accept cases from including 22 officers for racist Facebook post. Ms. Gardner has removed or reduced amounts of cash bond for minor, nonviolent offenses. She is also expanding diversion and drug court programs and ending prosecutions of low-level marijuana possession cases.
Two white prosecutors who served under Gardner's predecessor, Jennifer Joyce, conspired with white police officers to cover up a police beating of a handcuffed suspect, recently lost their law licenses because of their crimes committed while prosecutors.
The white St. Louis Police Officers' Association, has called for Gardner's resignation. Jeffrey Roorda, the association's spokesperson was fired from the Arnold, MO police department for making false statements and filing false reports.
It's not surprising that a police association with a racist history would target the City's first black prosecutor, especially since she is holding police accountable for their unethical and illegal actions. The Ethical Society of Police, founded by African American Police Officers was created to address race-based discrimination within the community and the St. Louis Metropolitan Police Department.
As long as Ms. Gardner continues to champion our rights and act as a buffer between police abuses, we need to provide as much support as we can provide to her and others who similarly act on our behalf.
Withdraw Support from Betrayers
I felt betrayed after the democratic mayoral primary. Of the four major black candidates, I had previously voted for three. Antonio French was the only candidate I hadn't voted for because I did not live in his ward, but my parents did. As I mentioned in "Black Ego lost the St. Louis Mayoral Race", "How is it possible that three intelligent, seasoned politicians didn't understand they would split the black vote so severely that none of them would win?"
When I see all the obstacles Kimberly Gardner is facing, I often wonder how things might have been different if she had a black mayor to work with. Remember, much of her opposition is coming from the police who are under the mayor's chain of command. I also wonder if the violence might have been reduced and some of those children's lives spared if things had worked out differently.
I've lived in the city for nearly 40 years and moved shortly after the last election. However, if still a city resident, I would not vote for any of the candidates who couldn't work together to ensure a black power structure in St. Louis City.
Different Ideas
We must respect different ideas. No one idea or solution will solve all our issues and problems. Just because your idea is different from mine doesn't make yours wrong. We need to work more closely together on the things were agree rather than fighting over what we disagree. Disagreement slows progress. "United we stand, divided we fall".
Washington vs Du Bois
Booker T. Washington (1856-1915) the most influential black leader of his time preached a philosophy of self-help, racial solidarity and accommodation. He urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work and material prosperity thru education in the crafts, industrial and farming skills.
W.E.B. Du Bois (1868–1963) a founding member of the NAACP, advocated political action and a civil rights agenda. He believed that developing a group of college-educated blacks, 10% of the black population “the Talented Tenth” would provide direction and leadership for the other 90% to change their social and economic status. Although Du Bois early on agreed with Washington’s strategy, later he decided it would serve only to perpetuate white oppression, which he expressed in his book, "The Souls of Black Folk".
The Washington/Du Bois dispute divided African-American leaders into two camps; Washington's accommodationist philosophy or Du Bois philosophy of agitation and protest for civil rights. Washington was born a slave, didn't know who his father was, was raised in the south and taught himself to read. Du Bois was born three years after the Civil War, was raised in Great Barrington, MA, a relatively tolerant and integrated community of 4,000 with only about 50 blacks. With encouragement from his teachers, Du Bois was the first black student to graduate from his high school.
Washington's and Du Bois' circumstances and upbringing were polar opposites, so naturally, because of their vastly different experience, their perspectives were different, so they had different ideas and solutions. We needed both Washington's practical approach for the masses of black people especially in the South and Du Bois approach of developing educated leadership. Those two giants might have achieved so much more working together instead of working against each other.
King vs Malcolm X
Half a century later, Dr. Martin Luther King Jr. and Malcolm X would also split black leadership into two camps. Again, we have two men with vastly different backgrounds. King was the descendant of prominent ministers went to college earned a Ph.D. and became a minister himself. Malcolm X's father was murder and he became a foster child after his mother was hospitalized with mental issues, he later engaged in drug dealing, gambling, racketeering, robbery, and pimping and went to prison where he became enlightened by another inmate. Dr. King's non-violent integration movement and Malcolm X's any means necessary racial separatism philosophy were both valid strategies. Unfortunately, they both denounced the other's strategy.
There are roughly 44 million Black people in the United States and we all face some form of discrimination. Forty-six percent of us are in poverty, the working poor or the working class earning $35,000 or less; 40% are in the middle class earning between $35-100K, the upper 14% includes the upper middle class and wealthy. Poverty by itself does not necessarily result in violence, the majority of poor people are non-violent. Poverty coupled with discrimination, oppression and poverty being criminalized, people become desperate and or hopeless. Those at the bottom face the most number of barriers and experience the worst oppression.
"The most dangerous creation of any society is the man who has nothing to lose." – James Baldwin
Non-violence vs Violence
According to the latest 2018 U.S. Census figures, there are 46,919,000 African-American with a per capita income of $23,993 generating total income of $1,125,727,567,000. In 1934, W.E.B. Du Bois spoke of, "A Negro Nation Within a Nation". If African-Americans were a country, we'd have the 17th largest economy by GDP in the world between Indonesia and the Netherlands.
Countries have diplomats and soldiers working together employing both peaceful tactics and force when necessary. There's no reason a movement can't utilize different tactics at the same time to arrive at a common goal. Near the end of their lives, both Malcolm X and King slightly adjusted their philosophies. A year before his death, King stated, "My Dream Has Turned Into a Nightmare". Like Washington and Du Bois, King and Malcolm X might have achieved more working with one another.
Groups such as the National African American Gun Association (NAAGA) are increasingly aware of the need for self-defense and may one day be positioned as a deterrent against violence from outside groups. Organized armed groups of black men might even organize into neighborhood patrols.
Violence isn't always physical, sometime we must inflict economic violence to achieve our goals. Imagine what would happen if a large percentage of black people boycotted Christmas to protest a particular issue or form of oppression. Affected retailers and manufacturers might be motivated to speak out or intervene. If corporations can speak up for LGBT bathroom rights, the companies we spend our dollars with should speak up for us as well.
Education
Even though the St. Louis area is home to SLU, Wash. U, Harris-Stowe, UMSL, Fontbonne, SLCC, Ranken and a number of other colleges and universities, the quality of education in the City of St. Louis has been horrible for decades and no one can seem to come up with solutions.
Washington University has a $7.5 billion endowment, St. Louis University's endowment is $1.3 billion. Wouldn't it be great if those and other institutions funded grants or scholarships to St. Louis Public School students who commit to teaching in the district for a minimum number of years. Those teachers would then be able to better relate and understand the challenges of their students because they were those students.
But it probably won't happen. There are many smart people at Wash. U. and SLU, if they wanted to help, they probably would have done something before now.
Wash. U. and SLU both have law schools. Certainly they've known for decades about abuses occurring in St. Louis area courts. After just a few visits to courtrooms, I saw the abuses instantly, that's why I created this self-help legal information site by myself. Those law schools could have easily provided meaningful online self-help legal information decades ago.
Maybe the city could partner with Ranken to offer technical education to students who commit to a revitalization program where their skill would be used to help repair the houses of elderly and disabled residents. Instead of burdening poor residents with housing violation fines and court fees, maybe they could be referred to the revitalization program for low-cost repairs and repayment arrangements.
Independently educate yourself and your children. Supplement your child's education with additional material, especially if they attend public schools; "how can you expect powerful people to give you the training, give you the education to take their power away from them".
Check out our "Free Money for College" page to find funding for your child or yourself, there's no age limit.
Individual Efforts
What can you do individually to make things better?
Educate yourself thru self-study by using public libraries, the Internet and other resources to develop new skills so you can develop sources of income outside of your job. This is how businesses are created which leads to the employment of others.
Where you spend your money is where your create jobs. Patronize businesses in your own neighborhood which supports job creation.
Before you stop patronizing a business in your neighborhood, talk to or write the owner and express the reasons why you are dissatisfied with their product or service so they might improve.
Black business owners, understand decades of negative imagery and stereotypes put black businesses at a disadvantage, even among our own. Most of us are familiar with the saying "black people have to work twice as hard to get half as much". Your business has to price its products and service competitively, you must treat your customer with respect, you must invest profits back into your business and constantly improve.
Share your knowledge with others. Not everyone knows what you do. Sometimes the difference between someone failing and succeeding is the proper knowledge. Think about the knowledge and advice that was passed along to you and how helpful a particular piece of advice was. Give that gift of knowledge to someone else, it could quite literally save someone's life.
Provide a home to child thru foster care or adoption.
Volunteer or donate to an organization trying to make a difference in St. Louis.
Ask your church or any organization you donate money to explain exactly how they use your donated money.
Reach out and get to know your neighbors. Join or start a neighborhood watch or association.
Stand up for your individual rights no matter how small. Rights and privileges are seldom taken away swiftly; they are usually taken away slowly almost unnoticed until one day they are gone
Dr. Kwaw Imana, Class of 2000 at Morehouse College, delivered a powerful Valedictorian speech where he rejected a Rhodes Scholarship, the oldest and most prestigious scholarship in the world, because of Cecil Rhodes racist history. Imana compared it to a person of Jewish descent being offered a Hitler scholarship and challenged his fellow graduates to create businesses and institutions in black communities.
Churches and Organizations
Black churches, organizations and community members could partner together form a non-profit corporation to act as a central clearinghouse for resources. Black organizations and institutions compete against each other for government grant funding. Competing for that funding drains resources and once secured, yearly audits are required to show how funds were spent. Pooling the resources of multiple organization under the umbrella of a single entity would be more efficient and those resources could become much more effective.
"the educated Negro does not understand or is unwilling to start small enterprises which make the larger ones possible." – Carter G. Woodson, The Mis-Education of the Negro 1933
As we mentioned during a reparations post, Black churches take in an estimated $12-13 billion per year, which is greater than the GDP of dozens of entire nations. How much of those funds are being spent to benefit the community in which you live? If a fraction of church donations were pooled together think about the endless possibilities: schools, homeless shelters, urgent care clinics, hospitals, business incubators, convention venues and more. Consider how the Catholic church builds schools, hospitals, senior housing, and nursing homes all under the Catholic Charities Umbrella.
The Betrayal of the Black Elite
Drugs
We have declared drug use to be a health crisis, so we need to decriminalize possession of small amounts of drugs, otherwise, we are declaring drug addiction is a crime. In the United States, drugs became illegal in the early 1900s due to racism and drug enforcement tends to highly disproportionately affect minorities.
Many other countries including Spain, Italy, Germany, and Mexico have already decriminalized small amounts of drug possession. Canada is treating opioid addiction with prescription-grade heroin. In August 2009, Argentina’s supreme court declared in a landmark ruling that it was unconstitutional to prosecute citizens for having drugs for their personal use – "adults should be free to make lifestyle decisions without the intervention of the state".
Decriminalizing drugs would reduce many of the criminal justice encounters that create conditions which result in violence. It will also free police officers to concentrate on other crimes.
Conclusion
Violence always indicates that something else is wrong. Treating violence as a symptom of a disease is a step in the right direction. As long as the disease goes untreated, all of us including our children are in danger of becoming victims.
A handful of people participated in the civil rights movement that provided new rights to everyone and protected denied rights to oppressed people. Had more people participated greater achievements might have been made.
What will you do? If your plan is to let others tackle this problem, then it will never be solved. If you can identify just one person who needs help and then assist them, you can change the world!
