"The Fire This Time: The Insurrection of American Public Education Is Being Fueled by Racism," by Street, M. & Garcia-Medina, W.

In total agreement that, as stated below, that "Now more than ever, we need for an accurate and comprehensive understanding of slavery." Kim Yancey's statement calling what's happening in curriculum an "insurrection" against public, inclusive education. It echoes Hakeem Jefferson and Victor Ray's perspective as posted earlier to this blog: "White Backlash Is A Type Of Racial Reckoning, Too."

Insurrection. Backlash. White racial reckoning. What's this all about?

I'm reading Heather McGee's book, The Sum of Us, right now. She points to the work of Kinder & Sanders (1996)  who offer an in-depth look at white racial resentment in the context of political opinion surveys. McGee's larger and quite compelling argument is that anti-black racism is not only harmful to blacks, but also to the U.S., as a whole.

-Angela Valenzuela

References

Kinder, D. R., & Sanders, L. M. (1996). Divided by color: Racial politics and democratic ideals. University of Chicago Press.

McGhee, H. (2021). The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together. One World Press. 

The Fire This Time: The Insurrection of American Public Education Is Being Fueled by Racism

by Sister Syllabus | Aug. 7, 2023 | Medium.com

By Mia Street, MEd and Dr. William Garcia-Medina

Insurrection: rebellion, revolt, uprising, mutiny, revolution, insurgence, rising, rioting, riot, sedition, civil disobedience, civil disorder, unrest, anarchy…

Pedagogy of the Oppressor…

In July of 2022, a group of nine Texas educators submitted an idea to the State Board of Education that would be the beginning of dismantling truth-telling in public education. The idea? Public schools in Texas would now begin to learn to describe slavery as “involuntary relocation” under new social studies standards proposed to the state’s education board. A few phone calls and social media posts later condemning this false interpretation of enslavement resulted in going viral. The responses made me feel like perhaps Texas would not fall to the erosion of truth-telling in schools. I was wrong. Since then, legislators across the country have created policies that tear down decades of equity gains in education work. Texas NAACP Education Chair, Councilwoman Kimberley Yancy quite accurately called this an Insurrection of Public Education and it is.

In recent years, a disturbing trend has been emerging within American public education — a surge of racist ideologies and practices that undermine the goal of creating inclusive and equitable learning environments. From anti CRT bills to anti DEI legislation- this insurrection has rolled back years of progress. The insurrection of public education is fueled by racism within schools and has far-reaching consequences that perpetuate systemic racism and hinder the progress towards a truly just society. Several incidents and policy decisions across the country serve as evidence of this vitriol permeating our education system.

One of the most egregious examples can be found in Florida, where Governor Ron DeSantis recently ignited a firestorm of controversy by attacking the teaching of slavery in schools. As reported by Politico, even Black Republicans were left livid and disgusted by DeSantis’ comments, which attempt to downplay the significance and effects of slavery in American history. This attempt to whitewash the curriculum not only erases the suffering and contributions of Black Americans but also perpetuates a distorted narrative that minimizes the impact of white supremacy and systemic racism.

The Guardian, in a scathing critique, highlights the harmful consequences of DeSantis’ stance on curriculum about enslavement in America. By refusing to acknowledge the full extent of the horrors inflicted upon enslaved individuals, Florida risks perpetuating a cycle of ignorance and denial. This insurrection not only undermines the education of students but also hampers efforts to foster empathy and understanding among future generations.

Echoing those concerns, The New York Times argues that DeSantis’ actions are part of a broader pattern of continuing to perpetuate lies to hide the aspects of American history that show how disgusting, degrading and dehumanizing slavery really was. Now more than ever, we need for an accurate and comprehensive understanding of slavery, as it is an essential pillar in comprehending the foundations of racial inequity in the United States. By denying this history, DeSantis and others contribute to a poisonous atmosphere that perpetuates racism via a manufactured erosion of democratic principles attributed to free-thinking institutions such as schools. To borrow a quote from David Berliner and Bruce J Biddle’s book titled The Manufactured Crisis (1996), “the American tragedy of racism poses serious problems for our public schools, problems that are less evident in other Western countries that have lower levels of prejudice (pp.230).” Although this quote was written during the 90’s, it remains true to this day. The January 6th insurrection of the White House is integrally connected to the nefarious legislation seeking to do away with truth-telling in public education and more generally, America.

Currently, we are facing extreme polarization fueled by direct acknowledgement and support for hatred against Black and Brown communities. DeSantis’ display of racism, for instance, takes shape via both direct racism and another subtle form of vitriol commonly known as color-blind racism.

Beyond the books…

The January 6th insurrection demonstrates how racism has shifted back into its direct racism while claiming to be saving the United States from wokeism and extreme leftism. While many politicians holding political power are behaving as ventriloquists, controlling uninformed folks across the country for political gain, far-right political groups are working hard to shift power to shape, distort and censor the curriculum that is taught to our students. The impact of this insurrection against inclusive education extends beyond Florida. Across the country, legislation is being introduced that seeks to limit diversity and equity efforts in schools. The Associated Press reports on the dangerous ramifications of such legislation, which undermines the progress made in creating safe and inclusive spaces for students who are marginalized. These policies disregard the needs of students from disenfranchised communities and also perpetuate systems of oppression and discrimination for the purpose of continued racial domination. Sociologists Matthew Desmond and Mustafa Emirbayer refer to racial domination being based on: 1) Institutional Racism: Systemic White privilege in institutions such as schools, corporations, universities, etc, and 2) Interpersonal Racism: Racism in everyday interactions. The impact of recent insurrections against inclusive education and the dismantling of affirmative action are prime examples of racial domination.

By using “wokeism” as an excuse to pass racist legislations against the teaching of inclusive history and ignoring the incitement of racial domination, it adheres to fallacies that garner support by many people in the country, thus increasing divisions and social mayhem. Beyond the books, the insurrection of public education is having detrimental effects on discipline practices and exacerbating racial disparities within the system. Dallas CORE Chief Executive Officer and Community Organizer, Jazmyn Ferguson stated, “when attempting to understand discipline, it is clear that those with power have a stake in ensuring that society functions as it does because it preserves their power and ability to survive and thrive.”

In a joint effort between the Intercultural Development Research Association (IDRA), Lubbock NAACP and families of Lubbock, Texas, demand for an end to school-based racial discrimination. One of the key concerns raised by these organizations and families is the disproportionate discipline practices being employed in schools. Historically, African American and LatinX students are subjected to harsher disciplinary actions compared to their white counterparts. After the district’s inaction and flat out lying and denial of receiving complaints, students and families of the Lubbock-Cooper Independent School District and Slaton ISD, along with the Lubbock NAACP and the IDRA filed civil right complaints against the school districts. The violation claims have been submitted to the US Department of Education.

The case of the Mamaroneck School District in New York, as reported by Gothamist, serves as a stark reminder of the consequences of inaction. Black students and other students of color were regularly the targets of racial epithets and sexually offensive harassment. According to OAG Leticia James:

The OAG’s investigation concluded that Mamaroneck UFSD’s failure to address student bullying and harassment constituted a violation of Title VI and Title IX. Black students and other students of color were regularly the targets of racial epithets and sexually offensive harassment. The OAG found that Mamaroneck UFSD, despite promptly investigating these incidents, failed to engage in necessary responses to limit this behavior in the future.

The district faced criticism for its failure to address racial bullying effectively, prompting calls for reform. Instances like these highlight the urgent need for schools and districts to prioritize the development of anti-racist policies and procedures that ensure the safety and well-being of all students. White denial from school administrators and policy makers reveal a return to Jim Crow ideologies in terms of surveilling and restricting disenfranchised communities via racial domination.

Similar to Mamaroneck, Carrollton Farmers Branch Independent School District (CFBISD), a suburb of Dallas, Texas has recently come under scrutiny, again, due to allegations of racial bias and discrimination. In a disturbing incident that went viral the spring of 2021, a middle school quiz administered in CFBISD contained derogatory anti-Asian stereotypes. Then in 2022, OCR complaints were filed because district leadership blatantly segregated their district administrators. Just last month, Wendy Eldredge, their new superintendent, was quoted saying derogatory statements about African American and LatinX students and their parents. Even after being brought to light, school leadership and the school board allowed for these clear acts of discrimination to go unchecked. The Texas State Historical Association reveals that the district was part of a segregated system until the late 1960s. This historical background (and most recent incidents) raise questions about how deeply ingrained and prevalent systemic racism is within the district’s policies and practices. Instances like these highlight the urgent need for schools and districts to prioritize the development of anti-racist policies and procedures that ensure the safety and well-being of all students.

The insurrection of American public education fueled by racism is not only attacking inclusive pedagogy, continuing unjust discipline practices but in some states, Black and Brown communities are fighting against the erosion of democracy of public education. This week, Texas Education Agency (TEA) imposed a state takeover of Houston ISD by dismantling local control, replacing the superintendent and elected school board members. Thus, diminishing the influence of parents, students and local educators who intimately understand the needs of their community. This top-down approach undermines the very essence of democracy and denies students, especially those from historically marginalized backgrounds, the chance to shape their own educational experiences. It perpetuates a cycle of inequity that hinders the progress of Black and Brown children, who already face systemic barriers within education. In response to the takeover, activist Lauren Ashley, in a now viral video, passionately expressed the concerns of her community with the newly appointed superintendent Mike Miles. Our “good sis” Lauren Ashley’s concerns included HISD falling into the same charter school pitfall that New Orleans went into after Katrina and the loss of the community being able to choose their school board. Also, another concern is that the takeover is a strategy executed by Texas republicans as a way to punish a very democratic leaning city and its Black and Brown majority. Additionally, Superintendent Mike Miles is also under fire for his recent decision to convert some school libraries into “team centers” where students placed in these centers for disciplinary actions will watch their class on Zoom and complete individual assignments. State takeovers, such as the one imposed on HISD, often lack evidence of their effectiveness in improving student outcomes.

Collective action…

At such challenging times, it is crucial for parents and supporters like Lauren Ashley to speak out against the actions of TEA and individuals like Mike Miles. By raising our collective voices and advocating for equitable policies and practices, we can push back against the erosion of democracy and demand a fair and just education system for all students. It is imperative for policymakers, educators and communities to confront the insurrection of education head-on by implementing anti-racist curriculum, supporting inclusive policies and creating safe spaces for all students, educators and parents. Only through collective action can we dismantle the structures that perpetuate racism within our schools and pave the way for a truly equitable education system.

We cannot fail to heed the warnings of the January 6th insurrection. If we do not take this time to atone as a country and work towards racial equity the chickens will come home to roost. As they always do.

About the Authors:

Mia Street, MEd

An award winning educator, her journey in education led her to teaching and eventually becoming a district administrator leading transformational work. Her work inside and outside of the classroom has helped to create equitable educational spaces. She currently consults with different organizations and specializes in leveraging partnerships with educational agencies and industry professionals to promote, create and increase equity in education. She currently holds the following roles: Kidada Education Design, Founder, BH365 Foundation, Executive Director, Dallas CORE Chief Growth Officer, NAACP Texas State Education Committee Member and co-author of the upcoming book entitled Sister Syllabus. Website KidadaEd.com

Dr. William Garcia-Medina

Dr. García-Medina is currently a Charles Phelps Taft Post-Doctoral Fellow at the University of Cincinnati. His research focuses on Black diasporic public humanities, AfroLatinx education, cultural studies, and museum studies. García-Medina has provided educational consulting,training, and workshops for numerous organizations, universities, school districts, and museums. He has taught courses in Latino Studies, American Studies, and Black Studies and has published in these fields in academic journals, blogs, and podcasts. García-Medina has contributed to Latino Rebels since 2015 and has been a guest on national broadcast radio such as Latino USA and NPR. He tweets from @afrolatinoed

This recent article in the Washington Post is a must-read. This conversation against CRT keeps us from having the more important one of expanding African American, Mexican American, Asian American, Native American and Indigenous Studies, Women's and Disability Studies to the entirety of the K-12 curriculum. 

Among so many other things, these courses illuminate struggles over symbols, difference, and narrative power and who gets to tell what history of Texas, Florida, and the United States. 

The irony of the situation is staggering. 

This is an agenda that is about narrowing curriculum and ensuring thought control ("Don't say gay") in a context that screams for more humane policies where both teachers and their students are getting the tools and resources they need to manage the meteoric rise in knowledge and information over the last several decades to the point of risking getting buried under it.

It's no wonder that so many kids and teachers in school suffer from a great deal of anxiety and depression. So many stressors...

Geez, then you, as a kid, have to split your brain and put up with a backwards, hostile, uncaring curriculum just to make it through your day?! 

How will all the children subjected to such hostility and contempt then be able to do well—that is, to "succeed" in this reduced, dumbed-down, uninspiring way? One possible consolation is that many of them already never had a just and caring curriculum and pedagogy to begin with.

That said, what's different in the current context is that unlike previous generations, our Gen Z youth are within a click of all that so-called "dangerous knowledge" that our governors seek to curb.

It's all so predictable. 

Even if some good things still happen in school, it's an education that our youth will mostly not believe in. Not that it has ever been Nirvana by any stretch of the imagination, but rather that the racial animus embedded in the policy intent is clear and will inescapably show up in the implementing of these retrogressive policies and policy agendas.

We must collectively fight and stop this nonsense. 

Gen Z, you have a major stake in the outcome of these battles.

One good way is to fight back is to advocate for Ethnic Studies. Go before your school boards and engage them in the matter. Get involved and be a voice to reason. Run for office.

Remember that it is a vision for greater peace and justice that motivates and inspires. African American Studies is precisely anchored in these same ways of knowing and being in the world. 

Everyone should at least have one chance in their lives to take an African American or other Ethnic Studies course. They provide the intellectual tools—and thusly, a quality mind—that helps students to understand the world in which they live. A sociology course would also help, but would likely not equally serve as a vehicle for healing and reconciliation, beginning with oneself. 

Within the academy, we totally need to hold onto our Ethnic Studies and Women and Gender Studies programs as these are the spaces within which difference can be discussed in deep and meaningful ways. At their best, they also double as a second home to all of our communities, on an off campus.

One day, I trust, all of our Ethnic Studies programs will simply be called "a good education."

-Angela Valenzuela

DID POLITICS SCRUB ‘SYSTEMIC’ FROM AP AFRICAN AMERICAN STUDIES PLAN?

Writing and editing the Advanced Placement course framework was a tense exercise in a polarized America

(Illustration by Katty Huertas/The Washington Post; 2022 AP African American Studies; 2023 AP African American Studies; iStock)

By Nick Anderson |Washington Post

Feb. 19 at 6:00 a.m.

A politically charged adjective popped up repeatedly in the evolving plans for a new Advanced Placement course on African American studies. It was “systemic.”

The February 2022 version declared that students should learn how African American communities combat effects of “systemic marginalization.” An April update paired “systemic” with discrimination, oppression, inequality, disempowerment and racism. A December version said it was essential to know links between Black Panther activism and “systemic inequality that disproportionately affected African Americans.”

Then the word vanished. “Systemic,” a crucial term for many scholars and civil rights advocates, appears nowhere in the official version released Feb. 1. This late deletion and others reflect the extraordinary political friction that often shadows efforts in the nation’s schools to teach about history, culture and race.

The College Board, which oversees the AP program, denies that it diluted the African American studies course in response to complaints from Florida Gov. Ron DeSantis (R) or his allies. But a senior College Board official now acknowledges the organization was mindful of how “systemic” and certain other words in the modern lexicon of race in America would receive intense scrutiny in some places.

“All of those terms were going to be challenging,” said Jason Manoharan, vice president for AP program development. He said the College Board worried some phrases and concepts had been “co-opted for a variety of purposes” and were being used as “political instruments.” So the organization took a cautious approach to the final edits even as it sought to preserve robust content on historical and cultural impacts of slavery and racial discrimination.

“We wanted this course to be adopted by 50 states, and we wanted as many students and teachers as possible to be able to experience it,” Manoharan said. His acknowledgment underscored the inherent politics behind promoting a course that deals so squarely with race in America.

Documents and interviews with several people involved in the course’s creation, including university professors in the field, show the process was both routine and fraught. While Florida, a major state, raised objections behind the scenes, there is scant evidence tying its complaints to specific changes in the course.

[More states scrutinizing AP Black studies after Florida complaints]

Course developers had long discussions on how many weeks should be devoted to origins of the African diaspora and a student research paper on an elective topic — a back-and-forth typical for academia. Those decisions squeezed time allotted to contemporary issues. But the tense political atmosphere guaranteed the winnowing of lessons on topics such as reparations and movements for Black lives would be second-guessed even if experts deemed it necessary for pacing of the course.

Structural Racism Explained: Honoring the Reverend Dr. Martin Luther King [Video]

Happy MLK Day, everybody! 

In honor of the Reverend Dr. Martin Luther King, here is a short, instructional video from the Othering and Belonging Institute at UC Berkeley on structural racism. 

We must collectively build a world where we all share in a sense of belonging, a world where there is no "other," or anyone who is "less than." More immediately, an ounce of knowledge can be a pound of cure. 

Enjoy!

-Angela Valenzuela

The “Structural Racism Explained” video draws upon many varied sources in formulating specific definitions for different types of racism. The video and prompts provided in this video and teaching guide (download here: https://belonging.berkeley.edu/struct...) are designed primarily for teachers to help students clarify and sharpen their understanding of the material, spur and support classroom discussion of the video and ideas, and provide ideas and leads for further research. But the materials are also useful for people who work in diversity, equity, and inclusion (DEI) spaces and local governments. Teachers should feel encouraged to prod students to read and engage with source materials. The video and prompts provided here are designed and developed primarily for high school students, but can also be used by upper-level middle school systems or undergraduate university students, with tailoring. If you have any questions or suggestions concerning these materials, please get in touch at belonging@berkeley.edu. The video script and teaching guide were developed by Stephen Menendian.

The "Eyes of Texas" lyrics sound like they come from slavery. Glad to see that a UT Committee chaired by my colleague and Associate Dean for Equity, Community Engagement and Outreach in the College of Education, Dr. Rich Reddick, is spearheading this. 

It responds to the request registered as among the 8 demands that our students at UT posed in the wake of the George Floyd and Breonna Taylor killings and subsequent Black Lives Matter protests. 

To be clear, they called for the fight song to be retired. 

Let's see what they find....

-Angela Valenzuela

#GeorgeFloyd #BLM #BlackLivesMatter #SayHerName

UT committee to examine history of 'The Eyes of Texas'

University of Texas fans cheer during a football game against Oklahoma last season at the Cotton Bowl in Dallas. Before and after sporting events, fans traditionally sing "The Eyes of Texas." A new campus committee will examine the racist history of the alma mater. [RICARDO B. BRAZZIELL/AMERICAN-STATESMAN]

By Madlin Mekelburg

Tuesday Oct 6, 2020 at 11:59 AM

The University of Texas will continue to examine "The Eyes of Texas" through a new committee tasked with examining the racist history behind the alma mater and issuing recommendations on how to reconcile that history with the role the song plays in campus culture today.

This summer, athletes and other students at the university called for the song to be replaced, amid a national conversation about race after the death of George Floyd, a Black man killed in police custody in Minneapolis.

In response, the university pledged to do more to support a more diverse campus community and reconsider symbols and names on campus — including renaming some campus buildings and erecting statues and monuments to honor Black alumni.

But university leaders decided to keep the "The Eyes of Texas," pledging to "own, acknowledge and teach about all aspects of the origins" of the song while continuing to sing it at campus and sporting events.

The new campus committee is intended to do just that: chronicle the full history of the song and offer guidance on how to handle that history moving forward.

"I understand and appreciate the deep passion surrounding our alma mater, 'The Eyes of Texas,'" UT President Jay Hartzell said in an email to the university community on Tuesday. "As we move forward and continue to perform and sing 'The Eyes,' it is critical that we understand the full history of the song, share that history broadly and provide context around its meanings, origins and roles during the past 120 years."

The song, written in 1903, was inspired by a saying apparently often uttered by then-university President William Prather, adapted from an expression Confederate Gen. Robert E. Lee used in speeches to students during his time as president of Washington and Lee University: "The eyes of the South are upon you."

The song is set to the tune of "I've Been Working on the Railroad," itself a song with racist origins, and was first performed at a minstrel show by white performers in blackface and aimed to poke fun at Prather. Today, the song is performed at every university sporting event.

Richard Reddick, associate dean for equity, community engagement and outreach in the College of Education, will serve as chairman of the committee, which will share its findings with university officials in January.

Reddick said Hartzell approached him about leading the committee because he has participated in campus conversations about the song.

"My personal feelings are complex, which is one of the reasons I'm eager to engage with the committee and the larger community to work to a stronger understanding of the history of the song, and what it's come to mean over the years," Reddick said. "There have been concerns about the song for some time, and as an institution of higher education, we're compelled to seek the truth, understand people's perspectives, and converse with each other respectfully. Our student athletes and student leaders have been advancing this dialogue and I'm proud to contribute to that discussion."

The committee will include diverse faculty, staff, students and alumni — including current and former athletes and members of the Longhorn Band. They will solicit feedback from UT historians and scholars as part of their work, according to Hartzell's announcement.

Hartzell and Reddick will select committee members, with input from the Texas Exes, the university's official alumni association.

"I think taking advantage of the expertise, experiences and insights of the many constituents that make up the UT community is absolutely the best path forward," Reddick said. "We're an institution that takes on challenging and thorny issues, and we thrive in this intellectual exchange.

"I know there is a lot to learn and a lot to listen to, and it's an honor to engage with our community in this conversation."

Longhorns fans cheer at the Red River Rivalry game against Oklahoma last year in the Cotton Bowl in Dallas. [Stephen Spillman for Statesman]

Texas Longhorns fans cheer at a home game against Kansas State last season. [RICARDO B. BRAZZIELL/AMERICAN-STATESMAN]

Taking Equity-Minded Action to Close Equity Gaps by Lindsey Malcom-Piqueux | 2017

Equity is a big word in K-12 and higher education today.  Here is a good piece that drills down on the concept. -Angela

Association of American Colleges & Universities

A VOICE AND A FORCE FOR LIBERAL EDUCATION

Taking Equity-Minded Action to Close Equity Gaps 

Spring 

2017, 

Vol. 19, 

No. 2

By: Lindsey Malcom-Piqueux | 2017

Inequality is one of the most enduring features of our nation’s higher education system. Racial/ethnic and class-based disparities in college access, enrollment, and completion persist despite years of programmatic and policy efforts to counteract them. Though it is true that racially minoritized and low-income students are more likely to enroll in some form of postsecondary education than in years past, their likelihood of completing a bachelor’s degree once enrolled in college falls far below that of their white and economically privileged counterparts (Carnevale and Strohl 2013; Perna and Finney 2014). The differences in college enrollment and college completion among historically marginalized and white and affluent populations have widened (Witham et al. 2015), suggesting that postsecondary education remains “separate and unequal” (Carnevale and Strohl 2013). Clearly, American higher education has an equity problem.

An Increased Focus on Equity

The silver lining to this situation is that policymakers and institutional leaders increasingly recognize the urgent need to focus their efforts and resources on creating equity in higher education. Several states have acknowledged the need to make their higher education systems more equitable for African Americans, Latinos, Native Americans, low-income students, and other historically marginalized populations. For example, California has spent nearly $400 million to fund student equity efforts at the state’s community colleges over the past three years. To receive the funding, each of California’s 113 community colleges was required to develop a detailed student equity plan in which they presented institutional data for key outcomes, identified which demographic groups were experiencing inequities, set goals for closing those equity gaps, and proposed specific activities to reach those goals.

Higher education organizations and private foundations also play an important role in creating equitable outcomes by undertaking initiatives aimed at informing equity-focused policy and practice. In 2015, for example, the Lumina Foundation and the Center for Urban Education (CUE) began a partnership to increase the number of states that incorporate closing equity gaps into their policy goals. AAC&U’s Committing to Equity and Inclusive Excellence project, funded by Strada and Great Lakes, provides a model of how higher education associations and private foundations might partner to guide the design and implementation of institutional equity efforts. As discussed in this issue of Peer Review, thirteen institutions with diverse missions and student bodies received funding to develop campus action plans to close equity gaps experienced by racial/ethnic minorities, low-income students, first-generation students, and adult learners.

These kinds of investments in equity efforts, whether by state governments or philanthropic organizations, reflect an increased focus on equity as a legitimate priority. Further, the growing presence of equity in policy discussions indicates that more leaders realize that national and state-level priorities to increase degree attainment and improve student success require the elimination of equity gaps experienced by African Americans, Latinas, Latinos, Native Americans, Pacific Islanders, and Southeast Asian students. Similarly, unless and until low-income and first-generation students experience equitable outcomes in degree attainment, the nation’s ambitious college completion goals cannot be realized.

For nearly twenty years, CUE has conducted socially conscious research and developed tools that help institutions of higher education produce equity in student outcomes. Estela Bensimon, CUE’s founder and director, developed the Equity Scorecard™ process to promote practitioner learning that brings about the major changes in institutional practices, routines, and culture needed to obtain equitable outcomes for historically marginalized and minoritized populations (Bensimon and Malcom 2012). CUE’s approach frames inequity as a problem of practice rather than a problem with students, emphasizing the responsibility of higher education institutions, faculty, staff, and leaders to eliminate disparities in educational outcomes and create equity for all students.

Through the study of their own institutions, practitioners can identify ways that existing policies and practices inadvertently create or further inequity. Faculty, staff, and institutional leaders engage in the inquiry process with a goal of “remediating” their own practices and mindsets to close equity gaps (Bensimon and Malcom 2012; Dowd and Bensimon 2015). Using CUE’s data and inquiry tools, our institutional partners have developed and implemented equity-minded practices and policies, and have become more effective at narrowing racialized equity gaps. Though the specific changes implemented at CUE’s partner institutions have varied widely depending on each institution’s inequitable outcomes, local context, and priorities, their actions were guided by the principles of equity-mindedness. Described below, these five principles outline a different way of thinking about inequities and educational practice that has been demonstrated to be effective at closing racialized equity gaps.

The Principles of Equity-Mindedness

When practitioners confront any kind of challenge on their campuses, they interpret that challenge using a schema, or cognitive framework, to make sense of the problem. That schema informs an individual’s understanding of the problem—its causes and effects—and guides their thinking about potential solutions and actions to be taken related to the problem (Gioia and Poole 1984). When it comes to the problem of educational inequities experienced by African Americans, Latinos, Native Americans, and other minoritized populations, the schema often used to understand the problem treats inequities as an unfortunate, but unavoidable, phenomenon, whose fault lies with students, their families, and communities (Bensimon and Malcom 2012). As evidenced by the persistent nature of racial/ethnic educational inequities, this deficit-minded approach has served neither us nor our students well.

Equity-mindedness is a schema that provides an alternative framework for understanding the causes of equity gaps in outcomes and the action needed to close them. Equity-mindedness encompasses being (1) race conscious, (2) institutionally focused, (3) evidence based, (4) systemically aware, and (5) action oriented (Bensimon and Malcom 2012; Center for Urban Education; n.d.; Dowd and Bensimon 2015). Based on our research and work with over one hundred institutional partners, we suggest that reducing inequities experienced by African Americans, Latinos, and Native Americans requires that practitioners become more equity-minded and embed equity-mindedness in practices and policies across the institution. Each of the principles of equity-mindedness is discussed in more detail below.

1. Equity-Minded Practitioners, Practices, and Polices Are Race-Conscious in an Affirmative Sense.

Race-consciousness in an affirmative sense involves noticing racial inequities in educational outcomes and experiences, naming those specific racial/ethnic groups that are experiencing equity gaps, and shying away from euphemisms often used to avoid open and honest discussions of the roles that race and racism play in the perpetuation of educational inequity. Equity-mindedness necessitates talking about race in meaningful ways. Certainly, talking about race may be uncomfortable for some and can be fraught with potential rhetorical landmines. Yet, these conversations are critically important. The problem of race-based inequities in educational outcomes cannot be solved if we do not even have the will to name the problem. Using euphemisms like “diverse students” or “underrepresented students” prevents practitioners from understanding that current practices and policies may have a disproportionately negative impact on African American, Latino/a, and Native American students.

Similarly, being equity-minded requires that higher education practitioners and leaders resist the temptation to use socioeconomic status as a proxy for race. Likely due to the political contention around issues of race, many faculty, staff, administrators, and policy makers center equity conversations on the inequities experienced by low-income students, remaining silent on the unique patterns of disadvantage experienced by African Americans, Latinas/os, and Native Americans. Though both race- and class-based inequities in outcomes exist, and some students experience them in combination, they are not the same thing. Numerous studies have demonstrated that when controlling for class, race-based disparities in educational and economic outcomes remain (e.g., Carnevale and Strohl 2013). In other words, low-income white students fare better in college entry, persistence, degree completion, and post-college employment and earnings than their low-income African American, Latina/o, and Native American peers. The same is true of middle-income and upper-income students. This is not to say that higher education institutions and policymakers should not prioritize reducing class-based inequities. Instead, equity-mindedness requires acknowledging that race and class are different, and eliminating race-based inequities will require a different approach.

2. Equity-Minded Practitioners, Practices, and Policies Reflect an Awareness of and Responsiveness to the Systemic Nature of Racial/Ethnic Inequities.

To possess systemic awareness is to understand the ways in which current inequities are related to structural inequalities and the historic and ongoing denial of educational and economic opportunity experienced by African Americans, Latinas/os, Native Americans, and other racially minoritized populations. Our nation’s schools are more racially segregated than before the Brown v. Board decision, with African American and Latino/a children more likely than white and Asian children to attend under-resourced, high-poverty schools (UCLA Civil Rights project). These intensely segregated, under-resourced schools offer students a truncated curriculum, leading to large racial disparities in access to college preparatory and AP coursework (The College Board 2014). Though class plays a part in this process, it is uniquely racialized. Patterns of school segregation are closely related to residential segregation resulting from the legacy of racism and a long history of housing policies that discriminate on the basis of race. Consider that, for example, Black families with household incomes of $100,000 or more “are more likely to live in poorer neighborhoods than even white households making less than $25,000” (Eligon and Gebeloff 2016). Discrimination in employment, lending, voting, and a host of other areas contribute to the racial inequities observed today. The underlying point is that systemic racial/ethnic inequities did not just happen—they were created over time through policy and entrenched racism. Acknowledging this enables equity-minded practitioners to situate present inequities within the sociohistorical context of the United States, and to understand that they are a dysfunction of structures, policies, and practices.

3. Equity-Minded Practitioners View Inequities as Problems of Practice and Feel a Personal and Institutional Responsibility to Address Them.

Equity-mindedness emphasizes institutional responsibility to create equity and directs practitioners to focus on what they can do to close equity gaps. Rather than attribute inequities in outcomes to student deficits, being equity-minded involves interpreting inequitable outcomes as a signal that practices are not working as intended. Instead of focusing on “fixing” students, equity-minded practitioners continually reassess their practices and consider how those practices can be remediated in order to achieve institutional equity goals (Bensimon and Malcom 2012). From this perspective, the elimination of inequities comes about through changes in institutional practices, policies, culture, and routines.

Since the founding of the center, CUE has studied practitioners’ conversations about race and equity to understand the explanations that are typically relied upon to explain inequities in student outcomes. We often hear faculty, staff, and administrators argue that inequitable outcomes emerge from deficits in student motivation, discipline, preparation, or study skills. By emphasizing practitioner and institutional responsibility for creating equity for students, CUE encourages practitioners to shift the way that they make sense of and talk about inequitable outcomes. For example, a faculty member who may have previously attributed race-based gaps in developmental math course completion to Black or Latino/a students’ unwillingness to use the tutoring center might now ask herself how welcoming the tutoring center is to minoritized students, whether the hours are conducive to these students’ needs, or question how the racial/ethnic makeup of the tutors compares to that of the student body.

Equity-mindedness does not suggest that student behaviors, motivation, and attitudes are unrelated to their success. However, focusing on students alone, to the exclusion of understanding the ways in which institutions and practitioners can change their practices, policies, structures, and culture to more effectively promote student learning and outcomes, is equally problematic.

4. Equity-Minded Practitioners Rely on Evidence to Guide their Practice.

Equity-minded faculty, staff, and administrators rely on evidence to understand the practice- and policy-related factors that contribute to inequities experienced by their students. Data can help practitioners to truly understand the nature of problematic inequities in outcomes. Similarly, quantitative and qualitative data ought to guide the development and implementation of solutions to close those equity gaps. When practitioners observe equity gaps through the examination of disaggregated institutional data, the first inclination is often to identify “best practices” being enacted by other institutions and to implement them on their campus. Through our work, we have found that campuses who concentrate on identifying “off the shelf solutions” for inequitable outcomes face challenges in closing equity gaps. This best practices approach often presupposes the causes of inequities and prescribes solutions without a true understanding of the reasons that equity gaps exist.

Equity-minded practitioners use inquiry to gather evidence about the problem and to carefully examine existing practices to determine how they may be related to inequities. Additionally, equity-minded practitioners question their assumptions about students, recognize how stereotypes and implicit biases may harm racially minoritized students, and use disaggregated quantitative data and qualitative inquiry findings to guide their practice. By developing the capacity of faculty, staff, and administrators to conduct inquiry, gather data, and make appropriate improvements based on that data, institutions invest in “best practitioners.”

5. Equity-Minded Practitioners Take Action to Eliminate Educational Inequities.

The final principle of equity-mindedness relates to being action-oriented. Equity-minded practitioners feel empowered to take action toward closing equity gaps in educational outcomes. In addition to (1) raising awareness of racial inequities in outcomes, (2) building understanding of the connection between inequitable outcomes and systemic inequalities, and (3) cultivating evidence-based knowledge about the nature of inequities on their campuses, the inquiry process “creates a sense of purposeful agency” among practitioners, motivating them to act (Felix et al. 2015).

Equity-minded practitioners recognize the need to engage their colleagues in institutional equity efforts and devise ways to use their power in intentional ways to promote this engagement (Bishop 2014). Many faculty, administrators, and staff at CUE’s institutional partners have advanced equity on their campuses by leveraging their vested authority. For example, a department chair used his authority over the faculty review process to engage his colleagues in the regular review of course success data disaggregated by race/ethnicity. At another institution with whom CUE has partnered, the provost used her authority over the faculty hiring process to embed equity-mindedness into academic searches for the entire institution.

Conclusion

As detailed in this issue of Peer Review, the institutions involved in the Committing to Equity and Inclusive Excellence project faced varying equity challenges. The campus action plans reflect a variety of approaches to addressing inequitable outcomes, including providing faculty and staff professional development opportunities, building institutional capacity for data collection and analysis, implementing high-impact practices, and revamping assessment practices. Though the participating institutions vary in their missions, student populations, and strategies for closing equity gaps, keeping the principles of equity-mindedness at the core of campus equity efforts will bolster their chances of success.

References

Bensimon, Estela Mara, and Lindsey Malcom. 2012. Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus.

Bishop, Robin. 2014. "Language and Identity in Critical Sensegiving: Journeys of Higher Education Equity Agents" (doctoral dissertation). University of Southern California.

Carnevale, Anthony P., and Jeff Strohl. 2013. Separate and Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege. Washington, DC: Center on Education and the Workforce, Georgetown University.

Center for Urban Education. n.d. “What Is Equity-Mindedness?” http://cue.usc.edu/equity/equity-mindedness.

The College Board. 2014. The 10th Annual AP® Report to the Nation. New York, NY: The College Board.

Dowd, Alicia C., and Estela M. Bensimon. 2015. Engaging the Race Question: Accountability and Equity in U.S. Higher Education. New York: Teachers College Press.

Eligon, John, and Robert Gebeloff. 2016. “Affluent and Black, and Still Trapped by Segregation.” New York Times. August 20. https://www.nytimes.com/2016/08/21/us/milwaukee-segregation-wealthy-black-families.html?_r=0.

Felix, Eric R., Estela Mara Bensimon, Debbie Hanson, James Gray, and Libby Klingsmith. 2015. “Developing Agency for Equity-Minded Change.” New Directions for Community Colleges 172: 25–42. doi: 10.1002/cc.

Gioia, Dennis A., and Peter P. Poole. 1984. “Scripts in Organizational Behavior.” Academy of Management Review 9 (3): 449–459. doi: 10.5465/AMR.1984.4279675.

Perna, Laura W., and Joni E. Finney. 2014. The Attainment Agenda: State Policy Leadership in Higher Education. Baltimore, MD: Johns Hopkins University Press.

Witham, Keith, Lindsey E. Malcom-Piqueux, Alicia C. Dowd, and Estela Mara Bensimon. 2015. America’s Unmet Promise: The Imperative for Equity in Higher Education. Washington, DC: Association of American Colleges and Universities.

---

Lindsey Malcom-Piqueux,  Associate Director for Research and Policy, Center for Urban Education, and Research Associate Professor,: and Estela Mara Bensimon, Director, Center for Urban Education, and Professor of Higher Education, both of Rossier School of Education, University of Southern California