Race, Class, and Gender in American History

I first encountered this subject while reading an article in the Chronicle of Higher Education. In sense, it states that:

The report by the National Association of Scholars and its affiliate, the Texas Association of Scholars, examined the textbooks and other readings for 85 sections of lower-division American history courses at the two schools in fall 2010. All too often, the report concluded, the readings gave students “a less-than-comprehensive picture of U.S. history,” with the situation “far more problematic” at UT than at A&M.

The article goes on and contends that:

At UT, 78 percent of the faculty members who taught the freshman and sophomore classes were deemed “high assigners” of race, class and gender readings, meaning that more than half of the content had such a focus. At A&M, 50 percent of faculty members were deemed high assigners of such material.

This topic is problematic it that it is being advanced by the National Association of Scholars, which is a conservative watchdog group that monitors the actions of educational institutions. My issue with this topic is one of suspicion: Why point out and criticize key categorical arguments used to analyze historical problems in American history? I realize they are saying schools assign too much work on race, class, and gender, but they fail to discuss the reasons why we historians do this. The United States has evolved, however, the process of evolution has faced a great deal of resistance.

The study of United States history is ugly. Discriminated racial minorities, voiceless and impoverished homeless, as well as exploited women were all change agents in helping progressive academics rethink the teaching of U.S. History.

I think back to two excellent quotes that define what is most troubling about this topic. James Baldwin once noted:

What passes for identity in America is a series of myths about one’s heroic ancestors.

W.E.B. Du Bois draws an excellent conclusion regarding the teaching of American history by referencing…

One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. We must not remember that Daniel Webster got drunk but only remember that he was a splendid constitutional lawyer. We must forget that George Washington was a slave owner … and simply remember the things we regard as creditable and inspiring. The difficulty, of course, with this philosophy is that history loses its value as an incentive and example; it paints perfect men and noble nations, but it does not tell the truth.

Their recommendations below are most troubling. It appears that the one and only dominate figure in US history seeks a return to the center stage: White Anglo-Saxon Protestant men (WASP).

The National Association of Scholars offered 10 recommendations for improving American history offerings:

1. History departments should review existing curricula, eliminate inappropriate overemphases, and repair gaps and underemphases.

2. Administrators or governing boards should convene an external review if history departments are unwilling.

3. Hire faculty members with a broader range of research interests.

4. Ensure that survey and introductory courses give comprehensive overviews.

5. History department members should collaborate to develop lists of readings that students are expected to study.

6. Design courses that contribute to a robust, evenhanded and reasonably complete curriculum.

7. Diversify graduate programs to ensure that they don’t unduly emphasize race, class and gender themes.

8. Other states should enact laws similar to the Texas requirement that students complete two courses in American history, but better accountability is needed to ensure that colleges’ teaching lines up with legal provisions.

9. Publishers should publish textbooks and anthologies that more adequately represent the full range of U.S. history.

10. Historians and professors of U.S. history should counter mission creep by returning to their primary task of handing down the American story, as a whole, to future generations.

Jason Collins — “Im Out”

I am not surprised to hear this; I do believe that it is time for all of us in public society to have this conversation. Regardless if you support gays and lesbians or not, it is a conversation that should be taking place in our homes, on our campuses, and in our churches.

Revisiting the Color Line

Working Conference Paper: Revisiting the Problem of the Twentieth Century: Will Evangelical and Faith-Based Schools Mend the Color Line in the Twenty-First Century?

In my recent paper, I get to discuss the black and white point of view about segregation.

From the point of view of blacks and their white allies, desegregation needed to happen since segregation not only violated the 14th amend of the Constitution, but separate and equal were deemed wholly unconstitutional in 1954. Hence, as noted by Thomas Jones of the U.S Bureau of Education,  “Inadequacy and poverty are the outstanding characteristics of every type and grade of education for Negroes.” So, the state perpetuated the notion of cyclical poverty and inferiority among blacks. Jim Crow marked decades of institutional problems. However, anti-desegregation whites believed that the matter of education was not addressed in the Constitution. Actors such as members of the Dixiecrat Party viewed it as a 10th amend matter. Democrats and many Republicans held true to this too. Thus according to segregationist, the construct of states’ rights should manifest the will of the majority. I guess the point to ponder is to what extent were whites pro-segregation.

Segregationist whites viewed the race issue as a violation of state sovereignty and a Constitutional matter. I am still unclear about why.

Affirmative Action, Texas, and the Top 10% Rule by John Rasplicka

John Rasplicka drafted the following post; he is now a senior at Houston Christian. John also holds the honor of taking two of Carson’s classes during his tenure. Thus making him well informed. Besides being bright and argumentative, John does reflect his point of view with me a great deal. He is good about showing up at the Carson’s home for dinner and more politics. John’s POV is usually far more conservative than mine.

I did it. I got in to THE University of Texas at Austin. I reached the pinnacle of any Texas student’s education. I did it, sent out a notification via my Facebook page, and over 90 people liked my status.

But the truth is, I didn’t do any of these things, except get 90 likes on a fake status. I didn’t apply to UT-Austin, A&M, or any Texas schools. Despite my 92+ GPA and my 31 ACT, several extracurriculars, which feasibly could have earned acceptance in to either UT-Austin or A&M, I didn’t even bother applying. Why though? You probably think I’m crazy right now.

A short history lesson: Hopwood v. Texas (1996) stemmed from a white woman –  Cheryl J. Hopwood’s denial of admission to the University of Texas School of Law despite being better qualified than many minority students the University did admit. White men Douglas Carvell, Kenneth Elliott, and David Rogers, joined Hopwood as plaintiffs in the suit. All four had better test scores than 36 of 43 Latinos admitted and 16 of 18 black students admitted. The Court held that “the University of Texas School of Law may not use race as a factor in deciding which applicants to admit in order to achieve a diverse student body, to combat the perceived effects of a hostile environment at the law school, to alleviate the law school’s poor reputation in the minority community, or to eliminate any present effects of past discrimination by actors other than the law school.”

I didn’t apply to any Texas schools (specifically UT-Austin or A&M) because of House Bill 588, passed in reaction to Hopwood v. Texas, more commonly known as the “Top Ten% Rule” that guarantees any student in the top ten percent of their high school graduating class automatic admission to all state-funded universities in Texas. I’m not in the Top 10% of my graduating class. I haven’t checked the numbers, but I’m probably not even close. I’m not dumb, that’s for sure, but I didn’t earn a high enough GPA my freshman year to get me in contention for the Top 10%. But now that I’m a senior, even being in the Top 10% wouldn’t be enough. I would actually have to be in the Top 8% if I wanted to get automatic acceptance to UT-Austin. Demand for spots in the incoming freshman class has far exceeded supply, so UT-Austin (but no other Texas school) now has permission from the State of Texas to admit the top 1%, 2%, 3%, so on and so forth until 75% of the admitted students are in the incoming freshman class.

Why does this matter? Why is this crazy white kid writing on Eddie Carson’s blog about Texas State government and legislation and a university he didn’t apply to?

Because this system isn’t working. Texas set the Top 10% rule in to place to avoid affirmative action, but only more problems have come up. Simply put, people respond to incentives. It happens every day. I personally responded to the incentive set in place by the Top 10% rule by not applying to either of Texas’ flag state universities (or any satellite campuses for that matter). I looked out of state, where I knew my academic credentials would be appreciated and rewarded. Rather than paying about $30,000 a year to go to UT or A&M and be one student among 50,000, I will go to the University of Alabama and pay $15,000 a year as a member of the Honors College. UT and A&M are arguably stronger schools academically (by all means a result of the Top 10% rule), but in my opinion the Honors College will negate that.

The Top 10% rule’s inherent failure is that it was an effort to avoid affirmative action, but it is riddled with problems in and of itself. Texas is losing some of its most talented students, and definitely more of the well-rounded students. No, I didn’t make the grades to be in the top 10% of my graduating class of 117 students. But while I wasn’t studying I had out of classroom experiences–playing sports, enjoying fellowship with friends, working, doing community service. Other students who, for whatever reason, don’t have high enough grades to be in the Top 10% seek to go to college out of state as well. One friend I have is in the second quartile, but will attend Northeastern University this upcoming fall. On scholarship. Rather than let grades be my god, I sought out of classroom experiences that were only additive to my high school years.

And, I will continue to do so in college, just not in Texas.

Social Justice and Race — Giving thanks to MLK Jr.

The role of Martin Luther King during the 1960’s Civil Rights movement is still under debate among some. He was the most widely recognized of the civil rights leaders, many of them ministers in black evangelical churches who in the late fifties had organized themselves into the Southern Christian Leadership Conference (SCLC). His promotion of the idea of nonviolent resistance, and in his eloquence, King held a special place in the rights movement. King, wrote one white woman, had captured the

devotion of the masses of Negroes….My wash lady tells me every week about how she hears the angel’s wings when he speaks, and God speaks directly through him and …he speaks directly to God.

When 250,000 people, about one-third white and the rest black, marched on Washington in August 1963 to be counted for civil rights legislation, King addressed them:

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveholders will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state sweltering with the heat of injustices and oppression, will be transformed into oasis of freedom and justice.

King and others realized that racial harmony and justice would only transform when both races engaged in some kind of discourse. The mistake many make regarding King is that they have not given his intellectual prowess enough attention. King, who borrowed from the tenets of Romanticism and the writings of Henry David Thoreau, was a pragmatists. However, he immersed himself in a praxis of intellectual realism. I have read where some academics have written about the Marxists views of MLK in which sought to unify black and white sharecroppers — much like that of Melvin B. Tolson; however, King’s movement focused a bit more in the urban centers. King once wrote about how poor blacks and poor whites might one day unify to abolish their common condition and class oppression; however, since MLK was using the steel city of Birmingham as a model, he quickly realized that a labor of unity would not occur through labor unions; it was possible by way of religion and social condition.

Ten years earlier, Ralph Ellison’s classic novel, Invisible Man, highlights the challenges many blacks felt in white America:

I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids — and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see only my surroundings, themselves, or figments of their imagination — indeed, everything and anything except me.

Ellison is addressing this distorted perception — the failure to see the humanity and individuality of black people — has its roots in the historic veil of slavery and Jim Crowism that separates the black world from the white world. MLK worked to bring both worlds together by removing this veil that promoted blindness. As my favorite intellectual W.E.B. DuBois notes:

The worlds within and without the Veil of Color are changing, and changing rapidly, but not at the same rate, not in the same way; and this must produce a peculiar wrenching of the soul, a peculiar sense of doubt and bewilderment. Such a double life, with double thoughts, double duties, and double social classes, must give rise to double words and double ideals , and tempt the mind to pretence or to revolt, to hypocrisy or to radicalism.

DuBois contends that we (black folks) must be a part of the white world just as the white world must be a part of the black world. Thank you Dr. King for using your intellect and faith in humanity to know and understand that we would figure it out. I will attend a concert tonight honoring King. I hope to reflect some as guest speakers address his goals and many of his accomplishments.

Getting Real About Whiteness in Independent Schools

The National Association of Independent Schools 25th annual People of Color Conference is coming up in December. Last year I delivered a session that addressed a major topic of a paper drafted. I wanted to further the conversation more, thus I submitted an abstract from a second piece discussing the historical and anthropological perspectives on race and independent schools. It was accepted a few months ago. Here is an edited version of my abstract regarding the session:

Title: Getting Real About Whiteness in Independent Schools

 Abstract: The notion of whiteness, in which one believes the world is color blind, teaches us that race does not matter. However, blackness cries out that race does exist; it does matter, but is often silenced by the pressures of our environment.  Both of these concepts tend to be the underlying assumptions that are pervasive in predominately white independent schools. This session will delve into the various change agents that predominately white independent schools must embrace in order to cultivate a true appreciation of multiculturalism. Research for this session was drawn from historical literature that analyzes trends in race, culture, and society… as well as from anthropological arguments.

“Blackness”

I like country music, classical rock, heavy metal, as well as classical music. I used to like rap, but it sucks as of late. I wish MC Ren and NWA were still keeping it real.

I drink fine wines, dine at nice restaurants, and read the Smithsonian.

I communicate well, worked hard in school, and prefer conversations that center around ideas, politics, and theory.

I do not play basketball. But, I am a competitive distance runner and a decent tennis player.

I sport a blazer and a bow tie. But I also wear earrings (yes on both ears).

So, why am I bringing this matter up? A couple of weeks ago, while on a training run in one of Houston’s public parks, a young black man (14 or 15 years old) asked me if I liked white women? I do not know him and he does not know me. Keep in mind that I was stretching and getting ready for a very tough run. I ignored him until I heard him telling the two young black sisters what he asked me. After hearing that, I elected to lecture the brother on the history of Jim Crow and the meaning of being BLACK. I also enlightened him on the fact that I love ALL people.  I asked him: do you like white women? He stated no. I asked why? He told me that white women are too proper. As one can imagine, I was really confused. I turned to him and asked, so what do you like? He stated that he likes girls who are ghetto. My response was one of frustration. I told him that he had just disrespected every black sister I know. That includes my mother. His mother. And the two young black women beside him.

I turned to both of the black women (14 – 16 years old) and stated that your friend does not see you two as being very sophisticated. They both agreed. We went on to chat about race and culture for a bit. Then I realized I needed to run. But this topic brings up a number of troubling  matters. And, not just for the young black brother. I am always amazed at how whites assume blacks should behave. I go crazy every time I hear a white person tell me that they are “more” black than I am. What does that mean? (fill in the blank) Black people are still fighting Jim Crow; however, Jim Crow changed his name to Uncle Tom. There are experiences that blacks feel daily that a white person cannot comprehend. Here are a few examples: Being followed in a department store. Having people move to the other side of the room when you walk into the room. Locking car doors as you approach. Or, reaching for one’s purse. My favorite is when the police (po po) pull you over to ask a stupid question. On a recent trip, I exited the rest room on a plane to the dismay of one white woman. She elected to return to her seat. I heard her husband ask why? She quickly rolled her eyes at me to capture her husband’s attention. Now, I might be reading too much into this, but I suspect I am not.

With the advent of de-segragation, a number of blacks integrated with whites. Hence, the notion of cultural conformity transpired. Well, to some extent. Unfortunately, there seems to be a perception of what black is. And, if one does not adhere to that basic notion, folks start questioning one’s blackness.

We are Invisible

Ralph Ellison wrote:

“I am an invisible man. No, I am not a spook like those who haunted Edgar Allen Poe; nor am I one of those Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids-and I might even be said to possess a mind. I m invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see only my surroundings, themselves, or figments of their imagination-indeed, everything and anything except me.”

This clip from the movie Finding Forrester best represents the assumption many make about those of the “darkest” color. Thus, I make it my mission to recruit and protect faculty members of color as well as students of color. Those who are not like us cannot understand why we remain frustrated or even angry. But then again, the majority is comfortable by assuming it is just us. There are so few of us. And, for those of us that elect to enter the independent world of private school teaching, very few stay. As W.E.B Du Bois notes, many of us belong to the talented tenth. A collective of the best and the brightest. It is us that must transform society. And, we must do it our way.

This clip from the movie Finding Forrester illustrates the natural assumption the white world makes about those of color. And, many do not realize they are doing it.This again became very evident as I sat behind a white family this past Friday at a football game. I listened to them claim handouts and special treatments toward minorities for 15 minutes. Once they were done, I motioned so they would see me right behind them. Yes, I was invisible to them. I looked at them and simply stated, I feel sorry for you; I gave them my name and told them to give me a call; I assured them I would not talk over their heads, but I would engage in a conversation with them. Thus, I stated they had a very narrow view of the world.  The clip below is also a great piece for Mrs. Chili’s grammar Wednesday. Hence, further and farther.

Moving from Jim Crow

When I meet folks such as the individuals pictured above from the era of forced integration, particularly during 1950s and 1960s, I often wonder if they ever changed or if they raised their children the way they were raised? I am sure I have attended school with some of their children. I am sure I have met individuals in public who hold the same beliefs as those pictured above. I can tell stories of friends I had as a boy who played with me at the park, but were not allowed to stay at my house. Or, whose parents would say hello and smile at me, only to talk about me later due to my race.

     

Above: That was then…                                                 Above: This is today.

Then again, I also have attended school with folks raised by the likes of Elizabeth Eckford (pictured above); we all recall her; she is most noted for the picture that captured her anger at the Little Rock Nine for integrating Little Rock Central. Today, Ms. Eckford embraces love and just. She can be found speaking to young people about the importance of love and the beauty of diversity.

NAIS People of Color Conference

2011 People of Color Conference

December 1 – December 3, 2011 Pennsylvania Convention Center Philadelphia, Pennsylvania, USA2011 People of Color Conference PoCC 2011 We the People: Painting Our New Mural of Community Student Diversity Leadership Conference Updating Our Status: Declaration of Interdependence

 

I managed to get my application and brief abstract submitted to the National Association of Independent Schools (NAIS) for their annual People of Color Conference; I have so much data and have put so much work into this project. It was “very” difficult describing my work in just 1,000 characters — which was the max permitted on the application. The conference will be held in Philadelphia from December 1 – 3. I should hear if my abstract is accepted come late July. I am very excited about this project and am hopeful to share my work with others who too share my interest.

My Title: A Vanishing Identity: Exploring How Independent Schools Promote Cultural Change

What is Diversity?

This came across my desk today via a teachers of color news letter; if you give this some thought, I think you will discover some truth here. And, I do not think it is just reflective of one’s racial or political leanings. This is reflective of those that fear any type of change.

“To be a leftist in the 21st century is to be wise, progressive, and enlightened in a world that promotes conformity. Take a second and look around at your environment today. Most places just recycle the same old thing.”

Ally Bank Commercial, Race, and Power

Marc Lamont Hill, former Fox News analyst and a current Associate Professor of Education at Columbia University, once stated this about power:” Power is held by white heterosexual males.” This topic recently emerged on a teachers of color chat room regarding who makes decisions in America. It was noted that folks of color, who do not represent what affluent whites in power often seek, continue to be invisible. But those who are present, are folks of color who look like them, behaves like them, and who attended the same type of schools as white males in power. Thus, making people of color less of a threat to offer any semblance of change. One commentator noted that ” if this set of rules were violated, than America’s institution might see diversity. But until then, it must be white, Protestant, and heterosexual”.

Following that up, we were directed to this Ally Bank commercial in which a black man has power. However, it was noted by a few, that this black man is a safety net; he is a safe representative of those that will and hold power. Some folks like to use the ugly term Uncle Tom. There is nothing more egregious than one brother or sister calling another brother or sister an Uncle Tom. Better yet, I recall being called this once; I asked: So, who is Uncle Tom and do you know the Etymology of the phrase? I had to define Etymology. Yes, this brother got a long history lecture. The video is funny, I must add.

Are Teachers of Color Likely to Stay? Topic at the Teachers of Color Forum

To be completely transparent, the two gentlemen above are friends and soul brothers I met while speaking on religious pluralism during a campus chapel forum earlier this year; I have stayed in contact with them, but they are not campus colleagues. In an ideal world, schools would plaster such a gathering of folks of color as noted in the picture above. Independent schools face a great challenge in creating a kaleidoscope of teachers. Of course, schools and other organizations must be aggressive in seeking out faculty members of color. Back in 2003 when I was living in Little Rock, Arkansas…I gave a presentation on the natural state of education through the lens of teachers of color. I expanded that presentation into a conference paper that I delivered in 2005 at the College Board’s regional meeting. In that session, I drew data from Pearl Rock Kane and Alfonso J. Orsini’s work, The Colors of Excellence.

In it, the authors stated that those members of color that responded to their survey, 65% were employed at their current school for 5 years or less. The interesting fact, according to this survey, was that 86% intended on remaining in the education profession, but not at their current school. Here are the reasons why:

• a desire to be in a more diverse setting
• feelings of isolation
• to be supported more due to cultural factors
• job advancement
• low salary

I am blessed and fortunate to know that I am at a great, but not perfect school. As I get ready to engage and participate in a forum regarding faculty members of color, the above matters will be at center. We will also address ways in which folks of color can do a better job educating their community on matters central to us. Diversity is paramount when it comes to education. In truth, I believe that the presence of teachers of color on campus speaks volumes about a school. As noted in my 2003 presentation, getting teachers of color is not easy; it is a very competitive process. Not only must schools entice such folks froth other professions, but they must compete against other schools. Diversity is complex. It does not happen in a year, but signs of progress do. This is more than a matter of academics. While working on an ad hoc diversity committee at HCHS, I served with a board member who is also a lawyer. We discussed the efforts his firm takes in recruiting and retaining lawyers of color. This went as far as being active at black colleges, and attending job fairs hosted by the National Black Law School Association (BLSA).

The Rooney Rule: A Case for Affirmative Action in Institutions

With the Super Bowl complete, I have been impressed with the lack of conversations regarding Mike Tomlin’s race. In many ways, I am not surprised now that black American head coaches have represented a total of five teams in the Super Bowl over the past four years. Of course, Tomlin coached two of those teams. As an ardent defender and supporter of affirmative action, I am amazed at how many people fail to realize that Tomlin is a product of such a system. Tomlin, though clearly qualified, was granted a “chance” to be a coach thanks to the Rooney Rule — a policy similar to that of affirmative action.

It was President Lydon B. Johnson that instituted affirmative action legislation via an Executive Order to cut back on discrimination. Much of this policy was aimed to provide opportunities for both women and minority populations. It should not come as a surprise that those who oppose affirmative action the most…are those that will power. And hence, seek to protect such power. Liberal defenders of affirmative action have long noted that white heterosexual males are the greatest critics of affirmative action programs. Many, who are self-described conservative Republicans, find that any type of programs engineered by the federal government, works against the will of the people. That will, of course, notes that state and local governments should make such decisions; yet, it was in part implemented to limit the degree of discrimination at the state level. Conservative Christians operate off a notion of color-blindness. Some will tell you that Jesus Christ does not see race, thus nor should American society. But in the end, it seems almost racist to deny that different races exist, and that one’s race can and does depict his/her plight. Christ, of course, often noted the plight of both Jews and Gentiles.

While various different groups argue that affirmative action is reverse discrimination, liberal advocates believe that it promotes a more egalitarian society. Tomlin is a great example. The National Football League, for a long period of time, had been the target of racists arguments (i.e., being accused). Organizations such as the NAACP pointed to the fact that black players were a dominant reason for the success of the NFL, but blacks could not be found in key front office positions or as head coaches. Dan Rooney, owner of the Pittsburgh Steelers and chair of the NFL’s diversity committee, enacted the Rooney Rule. This rule states that all NLF teams must interview at least one minority candidate when a vacancy is available. Unfortunately, many teams do not adhere to this policy. Dan Rooney clearly made a great call with Tomlin. Maybe other institutions will follow the Steelers in actively seeking to promote diversity.It would be nice to see all institutions operate this way. In the end, maybe many institutions would reflect what the world looks like.

But, diversity is not simple. As noted before by Pearl Kane and Alfonso Orsini’s work, The Colors of Excellence:

People of color, be they African-American, Native American, Asian, Middle Eastern or whatever ethnic group, have spent years discovering their roots, developing a keen pride in their heritage, and accepting who they are. So don’t expect the current crop of prospective faculty to fit into your conservative profile. Many of them will not, and, frankly, I don’t think they should even try! Is that shocking? Is that unacceptable to you and your clientele? Then, perhaps, diversity is really not for you. If a turban or a dashiki pants suit offends, then so will diversity! Diversity by definition implies that the status quo will be upset.

Good Students. Diverse Students.

I have blogged a great deal about the importance of faculty diversity, and why school leadership must make it an absolute priority when recruiting and retaining bright faculty members of color. Better yet, this topic will remain high on my priority list, as it has for a number of top-tier independent schools. Thus, it is one of the reasons why I have been so involved with teachers of color programs, as they tend to focus on topics related to hiring, nurturing, promoting, and  retaining a diverse faculty. (see earlier post here). There is nothing worse than reading about schools that discuss the importance of faculty diversity, but lacks the faculty composition to back it up. Moreover, the same can be said of a diverse student body. Recently while hard at work, or hard at goofing off … you decide, a number of young ladies from one of the courses I teach came by to take a picture with me. After looking at this picture, I could not help but think about the degree of student diversity we have here at Houston Christian. As is the case at any institution, you always want more. I promised these young ladies pictured below a post, and here it is. This is a great group of young ladies. And, it is always fun discussing topics of school diversity with them; it seems to be a frequent topic.

Pictured: (L to R) Alex Bui, Alaina Urbantke, Priya Chacko, Daniell Milton, Lane Walla, Kaimyn Kinkade. The doll is of W.E.B. Du Bois.

This article here explains the challenges of diversity as it relates to students. Ascertaining a diverse faculty is challenging, but far easier than doing so in the student body. Schools must commit to a diverse faculty.

While private schools can’t discriminate on the basis of race, they can be choosy about which students they accept, especially if they don’t accept any federal funding. Some schools require high admission test scores. Some will not accept students with disabilities or students who can’t speak English or those who have had previous discipline problems at other schools.

As a result, private school student bodies tend to be higher performing and fairly homogenous.

In 2004, 76.5 percent of private school students were white, compared with just 57.4 percent of public school students, according to NCES. Locally, private schools report only 6 to 8 percent of their student enrollment as minority, compared to 20.6 percent in Knox County Schools, according to the 2009 Tennessee State Report Card.

Minority achievement is higher overall in private schools than in public schools, according to the 2003 Nation’s Report Card, although there is still a gap between white and minority achievement levels.

One private school locally that attracts a larger than average minority enrollment is First Lutheran School, one of the city’s oldest private schools. Located close to downtown Knoxville on Broadway, it has about 15 percent minority students. “(We) fare very well on standardized tests – (we) score in the seventieth to eightieth percentile in the nation,” said interim principal Tim Wolfram. The school gives the Stanford Achievement Test and the Otis-Lennon School Ability Test each year.

“It has such a spirit and vibe about it. I like the caring, loving atmosphere. I like the unity there, and the diversity,” said Patrick Randolph, a parent of two students there. Randolph, who is black, attended First Lutheran as a child and now drives his two sons from their South Knoxville home every day to the school on his way to work.

Randolph pointed out that the school’s uniforms serve as an equalizer among students.

“The kids get a great education there. Nobody sees each other as a race or as a class,” said Randolph. “Everybody has the same white shirt, same blue jacket.” (Source)

God & Race

As you read this post and view the short video clips, consider the following points and feel free to email me or leave a comment as part of the discussion.

1. Based on the historical makings of American culture, can one study contemporary society as it relates to religion without a discussion about race and class?

2. If the world is indeed religious, why do some fail to conflate various faiths and ideological views into one conclusion, as MLK JR and many of his followers have done?

3. Is Christianity indeed socialistic at heart? Feel free to view a previous post on Liberation Theology (click here).

Mark Noll, a prominent scholar of American religion and one that I have heard deliver conference papers before at historical society meetings, contends that the black civil rights era took hold circa 1960 once the black church organized and used Christianity to articulate change to the American segregated way of life. However, many black academics such as  students of Martin Luther King Jr., advocated socialism and Hinduism too, as a method to eradicate American racism. As I have noted before here at The Professor, I have long  admired the intellectualism of King, which is often lost among many. King’s complexities, are at times, subject to a mere conversation about his great speeches, but I believe his thoughts on the economy and war are more impressive.

King was heavily criticized by some for being an advocate for the distribution of wealth; I am not sure why that surprises so many seeing that blacks encompass a large body of the poor. Moreover, advocating a welfare state that merges with the ideology of the black church, allowed for radical activism in a pacifist way. Furthermore, this attitude shaped by elements of Hinduism, socialism, and Christianity created a birth of change. This was a clear reflection of black intolerance to global imperialism that collapsed due to decolonization, as well as the demise of Jim Crow America.

King believed that the plight of  poor whites and poor blacks would create a unified construct that would push society pass the element of race and class, and closer to a more egalitarian society. Some contend that it is at this point in which various religious faiths and socialism are conflated.

Moreover, Noll goes on to address the relationship between blacks and the federal government that promulgated a systematic change; he contends that Americans excepted the expansion of government in this arena, but not in its decisions that created a greater gap between  church and state.

Diversity

I thought this cartoon went very well with this statement by Pearl Kane and Alfonso Orsini’s work, The Colors of Excellence:

People of color, be they African-American, Native American, Asian, Middle Eastern or whatever ethnic group, have spent years discovering their roots, developing a keen pride in their heritage, and accepting who they are. So don’t expect the current crop of prospective faculty to fit into your conservative profile. Many of them will not, and, frankly, I don’t think they should even try! Is that shocking? Is that unacceptable to you and your clientele? Then, perhaps, diversity is really not for you. If a turban or a dashiki pants suit offends, then so will diversity! Diversity by definition implies that the status quo will be upset.

Beyond just racial and ethnic diversity, I believe this speaks to intellectual diversity, too. As noted in Richard Riesen’s Piety and Philosophy: A Primer for Christian Schools: One must be able to explore controversial and complex topics that might seem different, and probably are different, but that is the idea of being able to think. Intellectualism is not confining all thought to a set of rules that can be placed in a box; it is the freedom to explore, challenge, and grow from what others think, know, and value. Aristotle said it best when he stated: “It is the mark of an educated mind to be able to entertain a thought without accepting it.” I fear that independent thought is under attack by the notion of conformity. It seems too often that we are being told what to think, how to think it, and why to think a particular way. Have you listened to music of late; it all sounds the same. Or, try turning on the TV. It seems that all of TV operates in a ubiquitous fashion when it comes to reality TV; I guess in some sense, I too contribute to this train of thought; I mean, I am sitting here constructing a post about my thoughts and ideas. And at times, about the reality of my day-to-day actions. In my defense, I do try to present and challenge people with provoking ideas. I am not sure this is the case for the Bachelor. To some extent, we are all guilty of conformity.

Teachers of Color

Most who know me get that I have a great passion for intellectual, economic, religious, and racial diversity. I am currently working on a few things that relates to the importance of diversity in independent schools; I am most excited about the hopes of being able to mentor and be mentored by other academics of color who are leaders in their field. The National Association of Independent Schools has made diversity its mission, as noted here:

“The NAIS board affirms the following for the People of Color Conference (PoCC) sponsored by NAIS: PoCC should be designed for people of color as it relates to their roles in independent schools. Its programming should include offerings that support people of color as they pursue strategies for success and leadership. Its focus should be on providing a sanctuary and networking opportunities for people of color and allies in independent schools as we build and sustain inclusive school communities.” — NAIS board of trustees, November 2006

NAIS addresses two important needs at PoCC and SDLC: the need for people of color to come together for networking and support, and the need for schools to find ways to build and sustain inclusive communities. Both PoCC and SDLC serve as energizing, revitalizing gatherings for people who experience independent schools differently. Teachers, students, and administrators of color from across the nation and from foreign countries, along with Caucasian/White allies and participants, gather to celebrate, nurture, and activate representative diversity, multiculturalism, and equity and justice for independent schools. PoCC brings together a diverse group of people from independent schools: Asian/Asian Americans, Black/African Americans, First Nation/Indigenous/Native Americans, International Participants, Latino/Hispanic Americans, White/Caucasian/European Americans. Together, they share the challenges and rewards central to their experiences in independent schools. Robert Witt, executive director of the Hawaii Association of Independent Schools (HAIS), said it best when he reflected on his experience at the 2002 PoCC (Chicago): “We learned that the People of Color Conference is a community with a sense of belongingness. We learned that it is a community, which is a safe place to express one’s own self among dear friends and colleagues. There is a goodness and a caring, a breathing in and a breathing out, which creates a harmony and a sense of something very nurturing and very healing.”

Interracial “ness” and the “Academy”

My wife Janette and I caught one of many Little Rock Travelers baseball games while I was delivering a week-long history presentation at the University of Arkansas at Little Rock. I started thinking about this post while at this conference when the topic of race, religion, and academics emerged. Moreover, I could not help but notice the number of interracial couples at the ball park and while back in Houston at the above July 4th volleyball tournament, which got me thinking back to my undergraduate days at the conservative Harding University. Thus while at the ball park in the historical civil rights city of Little Rock, I pondered the nature of race and academic institutions; I will admit that I have given this some thought in the past, though it has been a while. In general, places that value ideas, knowledge, and social progress tend to favor racial diversity, gender equality, and an understanding of one’s sexual orientation. However, I have discovered that places can be rather liberal on matters of race and dating, but less so on matters of sexual orientation and gender equality.

The above pictures were taken of us while out for wine and dinner at an upscale Houston restaurant. Though my current city of Houston has a reputation for being very conservative, it does offer some semblance of public acceptance when it comes to interracial couples.This tends to be the case for many large cities; it is the fourth largest city in the country… one that recently supported a democrat (Obama) for the presidency, elected Anise Parker who is openly gay for mayor, but is a bit divided along class lines. In Houston, I have never felt out-of-place while experiencing the night life or interacting in various public venues. But, there is an element of class that portrays a far more negative notion of interracial couples.

If one were to watch Jerry Springer, the natural image of the “typical” interracial couple is one who is not highly educated nor middle class. The Springer Show tends to play on race in what black liberals call the ghetto image: An obese uneducated white woman dating a skinny black man who recently discovered that English might be a language. This perception is what the black bourgeoisie notes as the typical perception of interracial couples.

But, it is the conversation about race, religion, and academic institutions that encourages the most discussion among academicians.  Attending a conservative college upon graduating from a conservative private upper school might not seem like a big deal to many, but coming from Montgomery, Alabama where the racial and class tension is clear, the thought of crossing both class and racial lines seemed daunting. Yet, on many college campuses today, this is not an issue for the youth of my classes who interact and date frequently in an interracial fashion. Recently I had dinner with a former student who informed me that this seems to be a topic for my “generation.”

I must admit that I was taken a bit by how open Harding University was to interracial couples; it was a first for me, though I have always interacted with friends from various backgrounds. The most interesting element about the academy and interracial ness comes not from those on its campus, but those left at home. Students who attend schools dominated by one racial group often find themselves meeting, liking, and interested in others who are of a different race. Harding University is a predominantly white college; it does attract a number of talented minority students who find themselves choice less when it comes to dating within their own race. In my case, I had a huge ego and just assumed most girls would want to date an athletic academic star. But in truth, it is not this simple. Parents of both white and black students warned them of the consequences of dating beyond the confines of their race. The contradiction emerges among two population of people: Christians who contend that Jesus is the saviour of all and loves all; he sees no color but the human soul as it warns off sin daily; however, at times there are those who belong to this population that embrace segregation and to en extent, promote a sense of inferiority. Thus, it is not unusual to discover what writer Toni Morrison calls the segregated church; it is Sunday that most divides Christian America.

Then, there is the other population: American liberals. This population talks a great deal about tolerance, understanding, and acceptance of those who are different in terms of race, religion, class, and sexual orientation, but only do so to promulgate their own agenda. Political motives are usually involved here as they dismiss the religious/Christian right as being composed of racist bigots and homophobes. I recently had a conversation with a colleague who is considering removing her teenage children from a private Christian school in hopes that they might have dating opportunities during their formative upper school years; she stated that the climate at her Christian school is not conducive enough from the parents’ side to promote such a healthy environment. Of course, this is not true of all religious schools.

On the campus of Houston Christian or at one of its functions, it is not unusual to find interracial high school couples. Though the faculty and the school is categorically conservative, it does teach from a Christian perspective of loving and respecting all people.

Street Life/Academic Life

I have spoken to Max Hunter a number of times; we both have much in common when it comes to street life and academic work. I first met Max through a mutual friend and colleague when he was at Harvard. Max addresses a number issues regarding the importance of having diversity in schools, especially people of color being active leaders, teachers, community activist, and scholars. He most offers what I believe all teachers, but in particular, those of color should emulate… being an academic. I know all about the rough streets Max talks about; I am looking forward to making out his way and working with him soon. His interview below:

When Max Hunter received his bachelor’s degree from the University of Washington, The Seattle Times dubbed him the “most unlikely” grad in the class of 2002. That assessment was based on the winding journey Hunter took from the projects of San Diego to the classrooms of Seattle: one that included stints as a preppy hustler, a cocaine dealer, a drug addict, and a student in Japan. The transformation, however, was hardly simple or sudden; instead, it reflected for Hunter the complexity of the experience of many urban African-Americans. Pursuing a career in academia—first at Harvard and now as a UW Ph.D. student and teaching fellow at Seattle Pacific University—Hunter has, of late, begun sharing his story. He recently gave a talk in the Veterans of Intercommunal Violence series at UW’s Clowes Center for the Study of Conflict and Dialogue, and is working on a pair of books.

Do you want people to use your story as a source of inspiration?
I’m more interested in challenging people to fulfill their potential; to get past their failures and accomplish something in life. I would like to inspire others to recover “linked fate,” the idea that African-Americans see their personal fate as linked to the fate of the community. I’d also like to restore the prominence of literacy in the black experience. According to Toni Morrison, no other group of slaves has written as much as black slaves in North America. Literacy has been critical to black liberation and human formation.

What kind of feedback have you received since your talk at the Clowes Center?
I have received a flood of requests for dinner and lunch meetings, as well as invitations to talk or work with youth. One of my colleagues told me that as she was riding the bus on the way home, she heard some kids retelling my story to each other.

Has sharing your story made you more likely to step out of the classroom and into the community?
Having African-American professors visit my schools or local community centers meant a lot to me when I was a youth. It helped me to imagine that people who looked and thought like me could find a space on campus to live, work and thrive.

I still get out to the community; however, my studies suffer for it. In my thinking, the entire city is the community. So, I will spend time with [local community organizer] Wyking Garrett and his youth; I might go to lunch or coffee with [Seattle City Council members] Tim Burgess or Sally Bagshaw; I might join fathers facing challenges at Marvin Charles’ nonprofit [Divine Alternatives for Dads Services]; I could share my story in a religious setting or at Franklin High School; or I might spend time at the Seattle Art Museum trying to support Sandra Jackson-Dumont’s work in the community.

What misconception about ‘the gangster’ would you most like to correct?
I’m interested in deconstructing the idea that kids who get involved in gangs or crimes are irrational or bestial. Many move on to do great things; in fact, the guy who first brought me into “the game” is now a scientist at a major American research institute.

I want to destroy binary thinking that allows us to abdicate our social responsibility to help youth who have made poor choices. I also would like us to think about how we determine whether someone deserves help based on their chronological age. Finally, I think that it’s important to recognize that violence begets violence. On a daily basis, the media exposes youth to conflict as a tool for domination in our nation’s domestic and foreign policy. Many kids also face violence in their communities on a daily basis. These realities shape both their worldview and their actions.

What are your plans after finishing the doctoral program?
I’d like to continue to teach and work in the community. I hope to do a master’s degree in bioethics at the UW medical school. My dream, however, is to begin a publishing company as a pedagogical tool for cultivating literacy and identities of competence. I want to recruit future authors from marginalized sectors of society and use reading, writing and theory to help both youth and adults to develop an understanding of their own stories and develop a critical consciousness about their own lives and society.

How would you describe your teaching style? Is it more important for you to impart certain information or to imbue students with a certain approach to learning?
I like to think that I’m improvisational and relational. My teaching is student-centered because I want my students to develop leadership skills and take learning into their own hands. Subject matter is important, but I’m most interested in habits of mind, as well as my students developing reflexivity and identities of competence. I think Paulo Freire’s book Pedagogy of the Oppressed captures some of my underlying assumptions as to what a teacher’s role is all about. I tend to see myself as a student among students, a partner with them in the world. But I like to have fun at the same time.

Please share a bit about the books you are working on.
One of my books is autobiographical. The other will focus on literacy in the African-American experience. I hope to demonstrate the enduring importance of reading and writing in the African-American experience for developing a sense of self, a critical consciousness and a counter-public sphere. Moreover, I want to make a link between black narratives from diverse regions and periods in history.