@Pdove72 Recently the media has brought to our attention what seems to be an on-going battle with inequity in education in some of the country’s well known private schools (independent schools – depending on who you ask), and elite public schools fueled by discrimination – more specifically, racism. The New York Times posted an article uncovering a video of white students depicting African-Americans in blackface at an elite private school in Brooklyn (Nikita Stewart and Eliza Shapiro, January 20, 2019) while at another elite school in the Bronx, students ranted “racist, homophobic and misogynistic language.” (James Barron, February 25, 2019) It is apparent that New York City high schools’ on-going segregation problems have proven to serve those who support the low admission rates of African-American students into their esteemed halls of learning as published in The Atlantic (Adam Harris, March 20, 2019).
These are several of the many incidents that have occurred not including those incidents left unreported.
According to the NAIS (National Association of Independent Schools), it is noted “while schools with the highest enrollment growth has shown the most growth in the demographics representing students of color, the median percentage remains below representative levels.” (September 24, 2018). Several years ago, the Washington Post ran an article titled “The overwhelming whiteness of U.S. private schools in six maps and charts” (Emma Brown, March 29, 2016) which investigated the over-whiteness of private schools within the United States. At that time, it was discovered that ninety percent or more of the student body was white compared to 27 percent of white students who attended public schools. (See figure at the bottom of the page):
During that time, issues of segregation were considerably on the rise after years of decline (Walter Cooper, ebony.com). This revelation suggested then as it does today that the cherry-picking process in privatized education and elite public education is apparent so as to maintain a desirable environment or culture which is reflective of their community.
Where do these unacceptable and immoral practices stem from and why the moral disconnect? If you look at the demographics of privatized education, there is a lack of understanding African-Americans due to a lack of admitting African-American students and not co-creating educational programs which promote unity, diversity and acceptance of cultural differences. And when there is a lack of admitting African-American students, further promoting and fostering inclusion and diversity is non-existent. Need-based financial aid can be provided to those students as private schools tend to have substantial endowment to assist one’s inability to finance a privatized education and should not be a deciding factor of admission - (for those who may argue finance as being a reason to deny admission).
Let’s dive deeper into the meaning of ‘diversity’ as this tends to be presented as having a meaning different than what some understand it to be. Whenever diversity is presented, some of the first groups of people referred to are Asian and/or other groups not inclusive of African-American. Yes people – diversity includes us too.
Some may ask why continue to bring attention to these issues which to some is comparable to beating a dead horse, deader? First, as we continue with what we think is progress in making changes for inclusion of having access to privatized or elite education, abundant resources, and commitment from instructor to student, there are those who feel the need to take away from our progress thus continue to promote a segregated mindset of what equity and equality should be. This is exactly why events such as what happened in New York still occurs. And it’s just not happening in New York but is more widespread than we think – it often goes unreported. When situations such as these are exposed, this results in an implosion of the school’s mission and of their practice of not admitting enough African-American students. The ‘business of education’ sounds exactly like what it is – a business that at times is governed by a school of thought which plays into racism with the use of segregationist and discriminatory tactics. There is no desire for inclusivity or diversity but rather a desire to obtain an ideal school culture reflective of what is deemed an ideal demographic.
Secondly, since there are issues surrounding acceptance rates of African-American students then how many private and elite schools are not hiring enough African-American leadership? After all, wouldn’t schools want their ‘diverse’ education leaders to reflect their ‘diverse’ student body? If African-American students are being denied admission, the recruitment and retention of African-American leaders is more than likely on a similar platform. When you get right down to it, a diverse faculty should reflect a diverse student body. However, it’s more along the lines of ‘faculty reflects student body’ without diversity.
Lastly, some will argue that grades and test scores (the basic educational profile of the student) in addition to other accomplishments are examined for consideration of admission into private and elite public schools. Unfortunately, some schools take the path to search in the deep recesses of what they believe to be valid reasons to deny admission of African-American students. This practice of selectivity falls in alignment with the fear of taking in too many of us as we pave the way for other families to follow suit. This just wouldn’t fit the bill (no pun intended) for their exclusive bubble.
While there are those who are willingly open to speak on situations such as this and plan for change and implementation of fair consideration, there are others who continue to shun these issues and would much rather not address these situations in an open forum. Needless to say, the research is evident – actively recruiting African-American students is not much observed. Racism continues to unfold. Excuses for such racist behaviors continue to overshadow change and reflection. And there are those like myself who will continue to openly and unapologetically speak on these affairs with the intent to change the congruence of ignorance and racism in privatized and elite public education.
Sources:
Barron, James – “Video with ‘racist, homophobic’language surfaces at elite private school”, The New York Times, - February 25, 2019
Brown, Emma, “The overwhelming whiteness of U.S. private schools, in six maps and charts” – The Washington Post – March 20, 2016
Cooper, W, “The legacy of oppression at private schools for the privileged”, www.Ebony.com
Harris, A – “New York city high schools’ endless segregation problem”, The Atlantic – March 20, 2019
NAIS – National Association of Independent Schools – Research and Statistics – “Trendbook excerpt – schools with highest enrollment growth have most growth in number of students of color” – September 24, 2018
Southern Education Foundation – “Private school enrollment in the south and the nation” March 2016
Stewart, N and Shapiro, E., “Blackface video has elite New York private school in uproar”, The New York Times – January 20, 2019
Bio
Dr. Andrea Peoples-Marwah is well known in education and research. Trained as a Biologist, she has 27 years of teaching experience in the sciences incorporating her research within Multiple Intelligences. Andrea has made numerous contributions to education organizations across the United States, abroad and within her community. She holds a Doctorate in education, administration, and policy studies from The George Washington University, Washington DC. She currently spends her time between the San Francisco Bay and greater Los Angeles areas.
These are several of the many incidents that have occurred not including those incidents left unreported.
According to the NAIS (National Association of Independent Schools), it is noted “while schools with the highest enrollment growth has shown the most growth in the demographics representing students of color, the median percentage remains below representative levels.” (September 24, 2018). Several years ago, the Washington Post ran an article titled “The overwhelming whiteness of U.S. private schools in six maps and charts” (Emma Brown, March 29, 2016) which investigated the over-whiteness of private schools within the United States. At that time, it was discovered that ninety percent or more of the student body was white compared to 27 percent of white students who attended public schools. (See figure at the bottom of the page):
During that time, issues of segregation were considerably on the rise after years of decline (Walter Cooper, ebony.com). This revelation suggested then as it does today that the cherry-picking process in privatized education and elite public education is apparent so as to maintain a desirable environment or culture which is reflective of their community.
Where do these unacceptable and immoral practices stem from and why the moral disconnect? If you look at the demographics of privatized education, there is a lack of understanding African-Americans due to a lack of admitting African-American students and not co-creating educational programs which promote unity, diversity and acceptance of cultural differences. And when there is a lack of admitting African-American students, further promoting and fostering inclusion and diversity is non-existent. Need-based financial aid can be provided to those students as private schools tend to have substantial endowment to assist one’s inability to finance a privatized education and should not be a deciding factor of admission - (for those who may argue finance as being a reason to deny admission).
Let’s dive deeper into the meaning of ‘diversity’ as this tends to be presented as having a meaning different than what some understand it to be. Whenever diversity is presented, some of the first groups of people referred to are Asian and/or other groups not inclusive of African-American. Yes people – diversity includes us too.
Some may ask why continue to bring attention to these issues which to some is comparable to beating a dead horse, deader? First, as we continue with what we think is progress in making changes for inclusion of having access to privatized or elite education, abundant resources, and commitment from instructor to student, there are those who feel the need to take away from our progress thus continue to promote a segregated mindset of what equity and equality should be. This is exactly why events such as what happened in New York still occurs. And it’s just not happening in New York but is more widespread than we think – it often goes unreported. When situations such as these are exposed, this results in an implosion of the school’s mission and of their practice of not admitting enough African-American students. The ‘business of education’ sounds exactly like what it is – a business that at times is governed by a school of thought which plays into racism with the use of segregationist and discriminatory tactics. There is no desire for inclusivity or diversity but rather a desire to obtain an ideal school culture reflective of what is deemed an ideal demographic.
Secondly, since there are issues surrounding acceptance rates of African-American students then how many private and elite schools are not hiring enough African-American leadership? After all, wouldn’t schools want their ‘diverse’ education leaders to reflect their ‘diverse’ student body? If African-American students are being denied admission, the recruitment and retention of African-American leaders is more than likely on a similar platform. When you get right down to it, a diverse faculty should reflect a diverse student body. However, it’s more along the lines of ‘faculty reflects student body’ without diversity.
Lastly, some will argue that grades and test scores (the basic educational profile of the student) in addition to other accomplishments are examined for consideration of admission into private and elite public schools. Unfortunately, some schools take the path to search in the deep recesses of what they believe to be valid reasons to deny admission of African-American students. This practice of selectivity falls in alignment with the fear of taking in too many of us as we pave the way for other families to follow suit. This just wouldn’t fit the bill (no pun intended) for their exclusive bubble.
While there are those who are willingly open to speak on situations such as this and plan for change and implementation of fair consideration, there are others who continue to shun these issues and would much rather not address these situations in an open forum. Needless to say, the research is evident – actively recruiting African-American students is not much observed. Racism continues to unfold. Excuses for such racist behaviors continue to overshadow change and reflection. And there are those like myself who will continue to openly and unapologetically speak on these affairs with the intent to change the congruence of ignorance and racism in privatized and elite public education.
Sources:
Barron, James – “Video with ‘racist, homophobic’language surfaces at elite private school”, The New York Times, - February 25, 2019
Brown, Emma, “The overwhelming whiteness of U.S. private schools, in six maps and charts” – The Washington Post – March 20, 2016
Cooper, W, “The legacy of oppression at private schools for the privileged”, www.Ebony.com
Harris, A – “New York city high schools’ endless segregation problem”, The Atlantic – March 20, 2019
NAIS – National Association of Independent Schools – Research and Statistics – “Trendbook excerpt – schools with highest enrollment growth have most growth in number of students of color” – September 24, 2018
Southern Education Foundation – “Private school enrollment in the south and the nation” March 2016
Stewart, N and Shapiro, E., “Blackface video has elite New York private school in uproar”, The New York Times – January 20, 2019
Bio
Dr. Andrea Peoples-Marwah is well known in education and research. Trained as a Biologist, she has 27 years of teaching experience in the sciences incorporating her research within Multiple Intelligences. Andrea has made numerous contributions to education organizations across the United States, abroad and within her community. She holds a Doctorate in education, administration, and policy studies from The George Washington University, Washington DC. She currently spends her time between the San Francisco Bay and greater Los Angeles areas.
