1. 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

2. 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?

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

4. 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.

5. 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.

6. 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)

7. 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

8. Pedro Noguera: Are we failing our students?

9. 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

10. 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

11. 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 suspensions
For every 100 Black students there were 14.4 suspensions

12. 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

13. 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

14. 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

15. 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), 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),

16. 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.

17. 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.

18. 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

19. 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),

20. 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),

21. 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),

22. 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),

23. 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),

24. 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),

25. 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),

26. 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),

27. 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),

28. 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),

29. 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),

30. 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).

31. 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?