What’s Race Got to Do With It? Educational Equality vs. Educational Equity MN NAME Conference 2013 Insisting on Equity: What's Really Happening in Our Schools (and What We Can Do About It) Alexander Hines, Director of Inclusion and Diversity Winona State University McCloud California – Cottonhead, Niglet “Dazed and Confused” Copyright©2013

Goal of Workshop To have a deeper dialogue around...“The need for equity and how an equity approach meets the needs of specific and all individuals...") Is the achievement gap intelligence, racial or cultural?

What Can We Do About It? Problem Cause & Barriers Solution Solution Implementation Solution Evaluation

Laying the Foundation of Terminology Race: Like ethnicity, race is primarily, though not exclusively, a socially constructed category. A race is a group that is treated as distinct in society based on certain characteristics. Because of their biological or cultural characteristics, which are labeled as inferior by powerful groups in society, a race is often singled out for differential and unfair treatment. It is not the biological characteristics that define racial groups, but how groups have been treated historically and socially. Society assigns people to racial categories (White, Black, etc.) not because of science or fact, but because of opinion and social experience. In other words, how racial groups are defined is a social process; it is socially constructed.

Laying the Foundation of Terminology Racism is the belief that a particular race is superior or inferior to another, that a person’s social and moral traits are predetermined by his or her inborn biological characteristics. Racial separatism is the belief, most of the time based on racism, that different races should remain segregated and apart from one another.

Educational Equity Educational Equity: Educational equity is a federally mandated right of all students to have equal access to classes, facilities, and educational programs no matter what their national origin, race, gender, sexual orientation, disabilities, first language, or other distinguishing characteristic. In upholding educational equity, school districts are required to provide certain programs for students to ensure equal education. For example, students with disabilities have access to specialized education programs. (Education.com) Educational Equity is recognizing that equality and equity are not the same thing, multicultural education attempts to offer all students an equitable educational opportunity, while at the same time, encouraging students to critique society in the interest of social justice.(National Association for Multicultural Education) Equity: The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion. (American Association of Colleges and Universities)

Some Issues Currently Impacting Education (P-16) institutions Ban on Ethnic Studies Rising Cost No Safe Space No Cultural Studies Graduation Rates Achievement Gaps Suspension Disproportionality Lack thereof of a diverse staff, faculty, and administration

Pedro Noguera: Are we failing our students? http://www.youtube.com/watch?v=uSehZPz2NoY

State Of Minnesota In Minnesota among all children 1 in 8 (12% or 148,649) are poor. For White, non-Latino children, 1 in 12 (8.1% or 82,371) are poor For Asian/Pacific Islander children, 1 in 4 (23.9% or 13,082) are poor For Latino children, 1 in 4 (26.2 % or 20,130) are poor For American Indian/Alaskan Native children, 3 in 8 (36.9% or 5,072) are poor For Black children, 3 in 7 (41.1 percent or 31,562) are poor

State of Minnesota 58% of White, non-Latino 4th graders cannot read at grade level 84% of Latino 4th graders cannot read at grade level 88% of Black, non-Latino 4th graders cannot read at grade level 42% of White, non-Latino 4th graders cannot do math at grade level 78% of Latino 4th graders cannot do math at grade level 84% Black, non-Latino 4th graders cannot do math at grade level

State of Minnesota Students who are suspended or expelled are more likely than their peers to drop out of school altogether. For every 100 White students enrolled in public schools there were 2.4 suspensions For every 100 Asian/Pacific Islander students there were 2.5 suspensions For every 100 Latino students there were 5.4 suspensions For every 100 American Indian/Alaska Native there were 10.0 suspensions For every 100 Black students there were 14.4 suspensions

Number of ACT Test Takers by Race/Ethnicity Year All Students African American/Black American Indian/Alaskan Native Hispanic Asian American/Pacific Islander White Native Hawaiian/Other Pacific Islander Two or More Races Other/No Response 2002 40,873 848 186 488 1,738 34,944 2,669 2003 42,892 1,162 174 518 1,950 36,110 2,978 2004 42,163 1,114 211 553 2,009 35,130 3,146 2005 41,646 1,137 202 609 1,910 34,579 3,209 2006 41,650 1,188 241 578 1,952 33,426 4,265 2007 43,534 1,324 290 681 1,939 32,692 587 6,608 2008 44,863 1,629 239 812 2,133 35,010 712 5,040 2009 43,642 1,786 275 871 2,265 35,563 784 2,882 2010 44,323 1,995 307 976 2,375 36,213 943 2,457 2011 44,952 2,095 232 1,389 2,641 36,070 20 1,033 1,472 2012 44,977 2,047 1,757 2,628 35,159 45 1,459 1,671

Composite ACT Scores by Race/Ethnicity Year All Students African American/Black American Indian/Alaskan Native Hispanic Asian American/Pacific Islander White Native Hawaiian/Other Pacific Islander Two or More Races Other/No Response 2002 22.1 17.2 20.0 20.2 19.9 22.3 22.4 2003 22.0 17.0 19.7 20.1 22.2 2004 17.5 19.6 20.3 22.5 22.6 2005 17.6 20.4 22.8 2006 17.8 2007 17.4 20.5 22.9 2008 20.6 23.0 23.2 2009 22.7 21.9 2010 17.7 20.8 23.5 2011 17.9 21.2 2012 20.7 23.4 19.5 23.7

ACT Graduating Class 2012 National Statistics 60 Percent of 2012 High School Graduates At Risk of Not Succeeding in College and Career ACT® Exam Results Point to Need for Early Monitoring and Intervention

Tenets of Critical Race Theory The commitment to social justice Liberatory, transformational education Confronting racism in all forms Counter to an ‘Ethic of Justice’ paradigm Ethic of justice, critique, care CSUS Black Male Efforts Solórzano, D., Ceja, M., & Yosso, T. (2001). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1.2), 60-73. Harper, S. R., Patton, L. D., & Wooden, O. S. (2009). Access and equity for African American students in higher education: A Critical Race historical analysis of policy efforts. The Journal of Higher Education, 80(4), 389-414.

Critical Legal Studies Roots from social movements of 1960’s Both academic and activist in nature Response to loss of Civil Rights advancements Identify inconsistencies in law Law serves the interest of the powerful Maintain power (class structure) Extend power Prevent power of others Kimberle Crenshaw – Critical legal scholars challenge the notion that “the civil rights struggle represents a long, steady, march toward social transformation” (1988, p. 1334). Tate IV, W. F. Critical race theory and education: History, theory, and implications.

Tenets of Critical Race Theory Racism is a permanent part of everyday life The centrality of race and racism and their intersectionality Social activists of the 70’s and 80’s dismayed Oppression is a part of the human condition Racism is the permutation of oppression in the U.S. Not pessimism but empowerment Race and racism are of primary concern Class, Sex, Gender, Disability etc. The 1960’s hope of ending racism was vanquished through the trials of the 70’s and 80’s, folks came to a realization. Oppression is a permanent human condition, but in the U.S. racism is a permanent societal fixture. While this is pessimistic, it is like knowing you have cancer. Challenge to dominant – left claims that we are a postracial society while right claims that we ought to be a colorblind society, both are wrong. Look at the past election. “SHOW DAT”, this shows how truly raced we really are.

Tenets of Critical Race Theory Recognition of Interest convergence “The principle of interest convergence provides: The interest of blacks in achieving racial equality will be accommodated only when it converges with the interests of whites” (Bell, p. 523) Sports and Black men That justice is a blind goddess is a thing to which we Blacks are wise, her bandage covers two festoring sores that once perhaps were eyes

Racial Microaggressions “Commonplace verbal or behavioral indignities, whether intentional or unintentional, which communicate hostile, derogatory, or negative racial sights and insults” Microinsult (Often Unconscious) “Behavioral/verbal remarks or comments that convey rudeness, insensitivity and demean a person’s racial heritage or identity” Microassault (Often Conscious) “Explicit racial derogations characterized primarily by a violent verbal or nonverbal attack” Microinvalidation (Often Conscious) “Verbal comments or behaviors that exclude, negate, or nullify the psychological thoughts, feelings or experiential reality of a person of color” Microexclusion (Often unconscious) The omission or lack of presence of people of color in real and symbolic locales that serve to facilitate perceptions of exclusion. Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Alien in Own Land Where are you from? Where were you born? You speak good English Can you teach me a word in Spanish? Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Ascription of Intelligence/Ability You are so articulate Asking for math help from an Asian person Saying to a Black person “You a science major”!? Assuming a woman with a child cannot balance school and family Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Invisibility Calling Black females by other Black females names Handing homework or assignments back to the wrong person of color A faculty walking by Black person on campus without acknowledging their presence Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Colorblindness When I look at you, I don’t see color America is a melting pot There is only one race, the human race We are all human Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Assumption of Criminality A White woman clutching her purse as she walks by a Black or Latino A store owner following a customer of color A White person waiting for the next elevator to avoid a person of color Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Denial of Individual Racism I’m not racist, I voted for Obama I’m not racist, I have several Black friends As a women, I know what you go through Come on! There’s no more racism, we have a Black president! Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Myth of Meritocracy I believe the most qualified person should get the job Everyone can succeed in this society, if they work hard enough Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Pathologizing Culture Asking a Black person “Why do you have to be so loud”? Asking an Asian person “Why are you so quiet”? Dismissing an individual who brings up race/culture in work/school setting Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Second-Class Citizen Person of color mistaken for a service worker Having a taxi cab pass a person of color and pick up a White passenger Being ignored at a store counter for a White customer Sue, D. W. and colleagues (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.

Microaggression Type: Different Norming When I talk about those Blacks, I really wasn’t talking about you You are not like the rest of them, you’re different If only there were more of them like you I don’t think of you as Black Solórzano, D., Ceja, M., & Yosso, T. (2001). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1.2), 60-73.

Preconceived Notions of Educators Although they might not make their beliefs public, educators have been heard to profess the following: all African American male students are gang members; African American and Latino students use confrontation to get what they want; Minority students cheat because that is how they “get along” in “our” society; Minority parents really don’t care whether their children get a good education; Native American students are all children of alcoholics and most likely will follow in their parents’ footsteps; Asian students are self-motivated “wiz kids” who excel because, unlike some of their peers, they are raised to respect educators and education (Feng 1994, Lipman 1998).

What’s Race Got to Do With It? Conclusions Race and Racism are permanent Race is a fixture at an individual-level Race is a fixture at a the macro-level Benefits are only extended when interests converge What’s Race Got to Do With It? Where Do We Go From Here?