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.

Department Goings

Above: McClendon, Carson, Sivils, Metoyer, Malouf, and Phenicie

The HC History and Social Science Department gathered together for a small faculty party in honor of our friend and colleague, Suzan Phenicie, who has elected to leave HC for other opportunities. Phenicie was a great member of our department. She offered insights and humor in fashion that united us. Though Phenicie and I tended to see things differently, we did maintain both a very good friendship and working relationship. With Phenicie leaving, we conducted a national search for a new candidate; it was very impressive the number of CVs we received. We even interviewed a candidate from Canada.

On another note, Gabe Malouf will also be leaving our department; however, he will remain at HC. With a number of changes in the Bible & Religion Department, Malouf will oversee that department as its new chair. Gabe’s training is in theology. Thus, I am more than sure he will offer a great deal of leadership to that department.

Another Commencement

Commencement 2012 is now over. My department will look a bit different come fall. Best of luck to those moving forward.

I am So Confused…

Wow!!! I will admit that I have been crazy busy of late; I am not sure where I am supposed to be most of the time. Though I have gotten pretty good at keeping my calendar on me. One of my favorite students took this picture of Hebert and myself as I was leaving a department meeting. Today I taught two classes, met with my department to discuss an array of topics, was introduced to a department candidate, and prepared to travel to a track meet. Notice the Gatorade bottle in hand? That is right; I am getting hydrated while thinking about my next training run on my sprint across campus. I wonder if those miles count as part of my weekly training miles?

History Department 2011-2012

We have a new colleague in the ole history department. Say hello to Pam. Thus, this gave us a chance to take a new department picture. You can find this picture here on the ole HC webpage. Below from left to right: Kevin Sivils, Christine Metoyer, Suzan Phenicie Pamela McClendon, Gabriel Malouf, Edward Carson

History Department Christmas Party, 2010

Each year my department gathers together for a Christmas party. For the first time…I think, I hosted it at my house; I say I, which is misleading seeing that I was not responsible for cooking the trio pasta meal. Janette did that. Others from the department contributes with various beverages, appetizers, salads, breads, etc. It went well. Though, I ate way too much. Here are a few pictures from the gathering at my Inga Lane estate (ha).

Above: Phenicie and her son William

Above: The Maloufs

Above: Metty and Ed

Above: Bourland and Janette

Above: Minus Malouf and Bourland, the rest of us try gang signs; I think I got it right below. I have

Below: Professor Sivils. He looks the professorial part.

Below: Sivils’ wife Lisa

Christina Malouf and Janette

History & Social Science Department, 2010-2011

I am working on our department’s webpage; in doing so, we gathered together for both individual and a department picture. Say cheese!!! Oh, we are not just good looking, but smart too.

My “American Studies” Seminar Course

I officially announced yesterday that I am going to offer an American Studies seminar course starting next fall. There are some complex elements involved in this decision that I best not discuss; however, I will add that I have wanted to teach a course of this nature for some time. Furthermore, I have put in the reading and have a great base for the scholarly literature that defines it. And, I am about to get two papers published on this topic, as well as presenting another paper in this area at an association meeting next academic year. The most interesting thing about a course of this nature is the pace. I love teaching the U.S. History survey circa 1500 to the present; however, it is a daunting task to get through the material at times. But, it is a great course to teach. I have a great passion for the complex elements that define the period from 1950 to 1990.  Yet, I spend the least amount of time on said period due to time. I am gathering interest for this course as I write.

Course: Contemporary American Studies Seminar

What is it about?

Course Description:

Unlike the American history survey course, this interdisciplinary American Studies seminar course takes an in-depth look at popular culture and the emergence of mass culture in the United States from 1920 to the present. We will explore an array of “special topics” ranging from the impact of cinema on the rise of the KKK during the 1920s, to the economic and historical impact gangster rap, MTV, and the Cosby show had on the decade of the 1980s. Examples range from television shows such as the Simpson’s during the 1990s and Family Guy over the course of the past decade, to leave it to Beaver and I love Lucy during the 1950s. Moreover, an examination of works by Stephen Prothero will be discussed for a deeper more interesting look at how religion has shaped the American Identity. We will explore what he calls “The American Jesus: How the Son of God became a National Icon.”

This creative and innovative course draws from much of my historical and anthropological research in order to present a “studies” approach to understanding how social and cultural history impacts the American identity. An exploration into American poetry, literature, film, fashion, music, religion, race and gender will be analyzed. Furthermore, much of the course will be given to the cultural and social frameworks of the 1920s, 1950, 1960s, and 1980s. However, this does not mean other decades will be ignored. The nature of politics will be addressed as a secondary element in addressing how it impacted social and cultural history. Note, this course is taught by looking at themes — not so much the typical historical time line.

Grades:

Participation 50%

Exams (1) Take Home 25%

Paper (1) 15%

Ethnography/Oral Assignment: 10%

Our Gala

Houston Christian held its annual gala last night at the downtown Hilton. I had a great time with colleagues, and talking to parents who reinforced to me why they love having their students in my class. You do not always get that, but man when you do it feels great! On one occasion, a parent of one of my star students admitted that I share a different view from himself and his son, but he loved that I offered a sense of diversity regarding thought to the campus.  Another set of parents shared wine and a great conversation with me about their student and her success. I could go on about the countless conversations, but I will not.

Independent schools use such functions to raise money for various reasons: student scholarships and aid, program gifts and needs, as well as for future resources. The theme was “Fly to the Moon.” Most of the funds raised were by way of silent and live auctions. Also,  each dinner plate I believe went for $150 – $200 dollars per…. The tickets Janette and I received were a gift from a parent. I witnessed vacations to golf outings at Pebble Beech get auctioned off for as much as $17,000.

But, I think the coolest gift was found in the silent auction; it was an American Colonial History Dinner with a starting bid of $200.

Above is a picture of me holding a picture of my department (see here) with a description that reads: “Exclusively yours! The winning bidder is entitled to a Colonial American History Dinner for six. Prepared by HCHS history faculty Eddie Carson, Gabe Malouf, Christine Metoyer, and Suzan Phenicie. Menu includes recipes from an original Williamsburg cookbook. Dinner will take place at the home of Suzan Phenicie, one Friday evening in April or May.”

I love how this piece opens with Eddie Carson and Gabe Malouf. I am sure we will actually do most of the cooking. Special thanks to Laura Clawson, Nancy Tutunjian, and Fran Buchanan who organized and chaired this event; it went very well.

HCHS Commencement 2009

Above: Metoyer (chair), Sivils, Malouf, Bourland, Phenicie, and Carson
The history department took a second to take this departmental picture just before HCHS 2009 commencement.

Kate Kreager, my top student in AP European history and this year’s valedictorian, delivered an excellent speech to her peers. Kate, who will attend the University of Texas Phase II honors program in the fall, is set to study history. She will probably return and take my job. That gives me four years to enter the national market.

Dr. David Patterson, the senior minister at Memorial Drive Presbyterian Church, served as the keynote speaker; he also serves on the board of trustees at HCHS; he did an excellent job challenging the class of 2009 to find their mission — the one Christ has set out for them.

Katrina Ong, the class of 2009 class president and one of the most interesting students I have taught, will study at Vanderbilt University in the fall; I cannot count the number of excellent conversations I have had with Ong.

Dr. Steve Livingston, the current Head of School, presenting his opening remarks to the faculty and class of 2009.

Jamie Ferguson, Rachel Gracy, and ashley Giffen after commencement. They are screaming my name. It is Edward, ladies — not Eddie.

My Top Student Award in US History

Sarah Salinas came by today to hand me a great thank you note and a gift filled with chocolates; I am a big snacker, especially as it relates to junk food; I justify this as fuel for some big run. Hey, I am scheduled to do an 8 mile run today at my marathon goal pace, which is a 7 minute and 15 second per mile pace. Keep in mind that I must maintain this for 26.2 miles.

At the end of each year, HCHS has an award ceremony in which we honor a number of students for outstanding academic achievements. It is safe to say that I hate this day. Sarah was my most outstanding student participant for her work and efforts in AP United States history. I hate this day because there are always multiple students I can hand this award to. This year was no exception. My list started off with 8 students. I was able to narrow it to 4, then 2. Although Sarah’s academic work was top notch — which was the case for a number of students, I had to look at other factors. Though grades are important, I also weigh other things, such as:

• enthusiasm for the course
• participation in class
• willingness to help other students with the material
• general interest in understanding the material — not just looking to get a grade
• seeking my help outside of class about the content or for general questions about what we are doing
• show of respect for the instructor and other students

As one can tell, it is always difficult selecting just one student for an award that others qualify for, too; however, in the end, Sarah was a great choice for this award. I am looking forward to having her in my AP European history course come the 2009 – 2010 academic year. The history and social science department also awards what we call the “citizenship” award. This top honor goes to a sophomore and a junior that illustrates a genuine interest for their country and fellow peers. This year we awarded Nathan Moore and Tyler Look.

Student to Attend Harding’s Honors Symposium

Left to Right: Jaime Zeal, Ashley Giffen, & Rachel Gracy

Jaime Zeal was a bright spot in my United States history course this past year; she will be attending my Alma Mater this summer and will most likely apply for admission come next fall. This summer Jaime will participate in Harding university’s Summer Honor Program. It is always great to learn about students making the most of their summer. I will have Zeal, Giffen, and Gracy  again next year for Advanced Placement European history. I am pretty lucky. According to Zeal, she will be taking a U.S. History course from Columbus to 1877 during the two week study; I cannot wait to hear the comparison of my former department’s course and my current U.S. history course.  I am sure she will see a difference. I just finished writing Zeal’s letter of recommendation to Harding earlier today. Jaime, it will seem very easy after my course. Though we have had students apply, I am thinking she might be the first to attend.

Here is the program:

The Harding Honors Symposium is a two-week academic program on the Searcy campus designed to challenge, encourage, and uplift high school students who are now in their junior year (students graduating in the class of 2010). Those who are accepted into the Symposium attend class with outstanding professors, engage in community service projects, enjoy recreational activities and invariably form lasting friendships with other junior scholars. Three hours of university credit is awarded to all who successfully complete the Symposium. This credit is transferable to the college or university of the participant’s choice. The course content is designed to appeal to students of both the humanities and the sciences. At Harding, Symposium credit may be applied to the following courses:

• English 201 or 202
• History 101, 102, 110 or 111
• Art 101
• Music 101

In the previous five years, students from more than 40 states and six foreign countries have attended the Symposium.

Post AP Exam Thoughts

Both my AP European and AP US History classes took the Advanced Placement National Exam on Friday. Traditionally speaking, the AP US History exam has proven to be a far more difficult exam for my students over the past nine years of teaching. That was not the case this year. European history students thought the exam was a monster, whereas U.S. history students felt pretty good about the exam and their preparation.

AP history exams require students to answer 80 complex multiple choice questions in a span of 55 minutes; they have to write a total of three highly organized essays showcasing their ability to construct a well developed thesis that is categorically supported by relevant facts. Of the three essays, one is a document based question (DBQ). A student has 60 minutes to study, analyze, evaluate, and categorize 10 – 12 primary documents in a constructive manner that answers the primary source question. If a student achieves a score of 3 (out of 5) or better, he or she depending on the college will earn college credit. AP courses by nature are very demanding. Most top students take up to 4 or 5 AP courses per academic year. Furthermore, those who teach these courses are usually the very best. I like teaching AP because I prefer to work with the brightest students. The best students find new ways to challenge me every class.  Some students take AP for the intellectual stimulation it provides; others take it because they know it will increase their chances of being admitted into a good college. Ultimately, a student who takes AP courses are:

• better prepared academically for college
• more likely to choose a challenging major
• likely to complete more college work
• likely to perform significantly better than students who did not take AP courses
• twice as likely to attend some form of graduate studies

Regardless of how my students did, I know they are prepared to handle upper-level courses on a college campus. My students have had a great deal of success over the years; I believe much of that has to do with each student’s work ethic and love for learning.

With three weeks or less of class left, I will not see my AP students again. This means I will focus much of my attention on completing my one section of World History and preparing for a summer conference. I also hope to make ground on a book I am working on with Phil, who just published his first book Holy Mavricks. This means my week is very open; I teach one course today, Wednesday, and Friday. Thus I will have Tuesday and Thursday open to get a few projects done, such as my revamped AP skill review for our history department. You can see my typical Spring Hours 2009 at my webpage. Yes, there is a contrast for the next few weeks.

Debate at HCHS

For the second year, my friend and colleague Suzan Phenicie hosted a campus political debate. Phenicie, using the help of other faculty members, selected four students to participate in the debate. Phenicie, myself, and others including our department chair evaluated and modified a number of excellent debate questions submitted by students and members of the faculty. I served as a judge with several others to determine the winner of the contest; we all used a rubric designed by Phenicie to “objectively” decide a winner. The key thing I listened to was the extent at which a student used prepared research to back his or her argument. I felt this was a reasonable way to evaluate the contest seeing that students knew the questions in advance. Plus, two of my favorites were participating thus I could not afford to be biased in my ruling.

Above: Sarah Salinas — one of my students in the debate has her very own fan club. This group makes up my  United States history class.

Above are two of my favorite students. Jon Magiera and Sarah Salinas  prepare for the political contest

Here are the questions asked to both groups:

1. Is it an invasion of privacy for HCHS to monitor off campus activities such as Facebook and parties and punish students based on this behavior?

2. Should someone who attends a private school have to pay public school taxes?

3. Texas currently grants automatic admission to students who are in the top 10% of their graduating class. Should this policy be done away with?

4. The five reasons for government are to maintain social order, provide public services, provide for national security, common defense and and economic system. Is the United States government over stepping these powers in regard to the possible nationalization of certain financial institutions.

5. Should people who have self inflicted disabilities such as drug drug/alcohol abuse be allowed to receive government disability benefits?

6. Obama lifted the ban on embryonic  sten cell research, which was established by Bush. Do you agree with Obama’s decision?

7.  Is the alliance with Israel beneficial to the U.S?

Above: Dillon and Carson chatting before we judged the debate. Dillon makes that tie look good.

Above: HCHS chapel just before the debate.

Above: Patrick and Joe getting ready for Sarah and Jon

The History Excursion by Suzan Phenicie

Above: HCHS history department dinning in downtown Boston at the home of the Iron Chef after a campus visit to Phillip’s Academy.

Suzan Phenicie teaches in the department of history and social science at Houston Christian; she currently teaches Advanced Placement United States Government and Politics as well as Economics. Phenicie adds a bit of the humorous and collegial side to our most recent travels in this post. Fellow colleagues Kevin Sivils and Casey Bourland made a few minor contributions to this post as well. I will run a fianl post by Keveil Sivils on our travels. Kevin discusses our visit to the Brooklyn-Friends School.

It all started on Tuesday evening at Bush Intercontinental Airport.  The Houston Christian History Department embarked upon an adventure to New England.  As usual, Carson was on the phone and Kevin Sivils wore his typical scowl.  Phenicie was the last to arrive because she hit her car once again on the pylon at the Park-N-Fly.  With boarding passes in hand, we all boarded the plane for NYC.

While traveling we learned as much about each other as we did about the various schools.  The first thing we learned was that Gabe  was a funny man.  Just note, he was fully equipped to be a New York City Cab Driver.  If you want to know what I mean, just ask him.  He also did a wonderful impersonation of Eddie Carson; he just needs a phone as a prop.

As a matter of fact, laughter became our biggest cure.  One of the challenges that required a humorous retort was when Enterprise Rentals failed to mention that we could not drop our car off in Boston. This left us stranded at 7pm in Port Jefferson, NY without a car.  Because the ferry left at 8pm, we had to trouble shoot quickly. Needless to say, beggars cannot be choosey.  Avis found one car for us, albeit large, we still became very comfy as we crammed all of our luggage and bodies into a Mercury Marquis, known later as the roaster. Metty, Phenicie, and Sivils crammed in the front, while Carson, Malouf, and Bourland squished into the back. It was a tight fit; it was as entertaining as a clown car — especially when we piled out in front of the Hilton in Boston.  But we learned to live with the situation.  Once again, Malouf cracked a myriad of jokes while Phenice interpreted scenes from Talladega Nights.  Just a quick FYI, do not talk too loud in Bourland’s ears when she is tired. And, do not let Metty hold Bourland’s  coffee while she is driving.  Other than that, we all became united in our mission.

With all of the funny incidents, trials and misfortunes, we learned that we are a unique group of people with complimentary ideals.  Do we all agree? Just ask Phenicie and Carson.  But, we had fun?  The history department was linked with a fortuitous spirit.  We all love our students, we all love the challenge of teaching the relevance of the past, today and tomorrow, and most of all, and we all love each other.  If you want to know more about the travels of HCHS- -just ask; I am sure any of the history teachers can relay the story with their own unique perspective.  Be sure to see the pictures of our less academic endeavors and the perspectives of Sivils, Bourland and Carson below.

Above: Bourland, Carson, and Metoyer visiting Harvard Square before meeting with an alum and current Harvard Student
Kevin Sivils Unique Outlook:

Trapped together in a single room at night, Malouf was forced to serve as mediator as Carson and Sivils worked to solve the world’s problems, each attacking the problem from their divergent and opposite worldviews. Malouf, interjecting both humor and alternative views, was able to ensure that peace was kept among the problem-solving panel of two.

Having solved the world’s political and economic problems, Carson and Sivils moved on to even more serious issues, much to Malouf’s relief, as the odd couple debated the merits of each of the NCAA men’s basketball teams on the bubble for the coming March Madness.  Other equally serious issues debated concerned the merits of impending NBA trades, NHL trades, the NFL combine, and the Lucky Dog rule in NASCAR (the debate on this rule is as serious as the issue of the DH in MLB).

The fearless trio of males ventured out into the streets of Boston in search of much needed Italian food.  Traveling the Freedom Trail through the markets of Boston, the trio entered an old Italian pizza restaurant where they were quickly adopted as family, being the only customer’s present, and lovingly referred to as “dear.”  The trio finished their dinner with the owner’s large German Shepherd watching Carson intently.

Casey Bourland’s Addendum to Sivils:

The women enjoyed cozy conversations each night regarding the delightful accommodations.  Solving the world’s problems came to halt as we were forced to creatively solve the “issues” in our own trip. If you have read the previous perspective you will understand why.

Departmental travels — Kingswood-Oxford School (KO) & Phillips Academy (PA)

Above: Carson and HCHS members with KO’s history chair Anne Serow in the faculty lounge

Above: The history department building (house) at KO

Above: HCHS members joined by Emma Frey and Peter Drench outside the academic building that houses the history department

After our initial visits to the Calhoun and Brooklyn-Friends School, my fellow colleagues and I spent Thursday on the very spacious campus of the Kingwoods-Oxford (KO) School, and the following day at Phillips Academy (PA). The first thing noticed upon our arrival to KO was its campus. Although a day school, KO felt like a boarding school. I suspect much of this had to do with the amount of down time between classes for both faculty and students. This was one of the more noted things about our visit to KO and PA; students did not feel rushed, and faculty members were comfortable in their transition from class meeting to class meeting. The function and highly utilized faculty lounge for teachers at KO and PA played a role in this feeling, as well as a strong sense of community. Students took advantage of the student center and the multiple student lounges.

Above: Student Center & Dinning Hall at KO

Above: Temporary dinning hall at PA. Their new one is set to open soon.

Above: Sivils, Malouf, and Phenicie

The faculty at both KO and PA were much like the ones I met at the Calhoun School; they were energetic, passionate, academic, scholarly, and just plain old nice. Both schools stressed an emphasis on student motivation, hence the level of engagement coupled with their academic prowess proved to be highly stimulating. We found the curriculum of both KO and PA to be very challenging. PA’s history teacher, Emma Frey, stated that the academic work for students is quite rigorous because of the amount of weight and accountability placed on their shoulders. Moreover, students’ expectations of themselves and their peers promoted a high level of academic pressure to engage in class activities and discussions. Why? Because as one student noted: We are supposed to be the brightest.

Above: Meeting in the faculty lounge at KO. It was here that we discussed the academic culture of the department. HCHS department chair Christine Metoyer conversing with KO’s members about the function of technology and faculty autonomy

Above: On of the student lounges at KO; I love the picture of Martin Luther King Jr. framed.

Above: Kevin Sivils observing PA’s history department’s lounge and faculty offices and library. I was impressed with the types of journals and academic news letters on the conference table.

Above: Carson in front of PA’s Oliver Wendell Holmes’ Library

In the end, we were thoroughly impressed with the unpretentious nature of all four schools we visited. New England Schools have been amply misrepresented by Hollywood; I have visited a few of the nation’s most prestigious schools while working on my research about race and independent schools. You can read about that here. Kevin Sivils will draft a post on the Brooklyn-Friends School with some reflection, and Suzan Phenicie has drafted a post on our overall experience as well. I am looking forward to meeting a few teachers I met at future conferences, such as Emma Frey – a dynamic teacher and scholar at Andover. I hope to chat with her again this summer at the World History Association Conference in Salem, Massachusetts.

Left: A classroom/office of the KO history department. love the pictures of Malcolm X and MLK Jr. I found the schools we visited to place a high value on diversity.

Below: As you drive down the main street of Andover, this is what you see as you enter its campus.

Departmental Travels – The Calhoun School

(Sorry that the comments here got deleted. I had little choice)

Above: Carson with Calhoun’s history chair Michal Hershkovitz

The Calhoun School is an interesting model demonstrating an exercise in social analysis vis-à-vis Dewey ism, and a sense of intellectualism; it is a progressive academic culture. This past Wednesday Christine Metoyer (department head), Casey Bourland, and I spent the day visiting the Calhoun School, while the rest of the department spent the day at the Brooklyn-Friends School. We all concluded that the Calhoun School is a very special place – for both students and faculty. There is a clear sense of warmth here. As we entered the foyer, we noticed the healthy and vibrant entrance that was unpretentious and very welcoming. Kirk Smothers, the Upper School Director and member of the history and social science department, greeted us with a gracious introduction before escorting us to the student center for coffee and tea.

Above: Class Meetings. Typical class size is 4 – 15 in order to promote a seminar style gathering. Classes are not allowed to be any larger.

Afterwards, we met at a conference table to discuss the history of the Calhoun School and its academic philosophy. Smothers noted that the school’s elite culture is a bit hidden by the inclusive and progressive nature of its campus; he compared the upper-class community to that of Greenwich Village, an artsy academic community with a liberal bohemian structure. It is very clear that the driving force behind Calhoun’s history department is one shaped by an independent voice. One sees this through the school’s celebration and cake commemorating Charles Darwin’s 200th birthday.

Above: Students relaxing in the academic halls of Calhoun’s urban campus. Students represent a vast range of diverse groups. All of the schools we visited have made a commitment to sending students and teachers to the People of Color Conference held by NAIS.

Calhoun’s teachers promote a student voice that is easily heard throughout the campus. It is clear that the great strength of Calhoun is found in its faculty. They are dynamic, academic, scholarly, interesting, and excellent teachers. Due to this description of its faculty, students easily gravitate towards them. Because of Calhoun’s progressive culture and sense of individuality, it has elected not to offer Advanced Placement courses. They do not believe such a prescribed curriculum assesses well. Thus all of their courses are advanced.

I found their system of marking to be of great interest; they give very few grades. Better yet, Calhoun instructors are expected to write a short narrative on the performance of each student. Though they do assign marks, it is secondary in their rigorous process. I have elected to avoid a comparison of my campus to the Calhoun School, but my colleagues and I have noted things we at HCHS do very well after visiting this upper tier independent school. Furthermore, we were observing a number of things we would like to see HCHS contemplate. I really like their focus on leadership. Decisions are made more by faculty members and faculty/student committees, rather than by boards or educational trends. This is not a fast rule of course.

I do like their advisory system; we have something similar at HCHS; it is our mentor program; however, our focus is more on spiritual mentoring and less on academic mentoring. So far, both the Calhoun and Kingwood-Oxford School have allowed us to see a great model for mentoring students in a more social and academic way. You can read about HCHS mentor program here, and the Calhoun School’s program here – as well as Kingwood-Oxford here.

I will draft a post on our visit to Kingwood-Oxford School on Thursday, and Phillips Andover Academy today.

Day I of Departmental Travel

Above: Carson, Sivils, Malouf, Malouf, Metoyer, Phenicie, and Bourland upon our arrival to New York.

We left Houston for New York City yesterday afternoon. We will spend the week visiting a number of history departments at various New York and New England day and boarding schools; I will post a few thoughts regarding our trip here at The Professors.

Houston Christian’s head of school and the board approved departmental travels for each department to visit other independent schools throughout the country. Purpose: To learn what they do well and what makes them elite at what they do. It is exciting to see that we are continuing to move in an academic direction of distinction. I honestly believe we are on the brink of being one of the more notable schools. Although I am clearly biased here, I do believe the most important quality of academic greatness is having a dynamic faculty. Elite faculty members make a school better.

Here are the two campuses we are visiting today:

Brooklyn Friends-NY

Est: 1867

Grades:PreK – 12

Student/Faculty Ratio: 7:1

Size: 640

Tuition: $28,000

Programs:IB,

SAT/ACT:

AP:

Accreditations: NAIS,NY Assoc of Independent Schools,

Misc: 1/3 on tuition assistance grants, similar core values, Leadership, Oversees Travel

History Specific: 9^th World, 10^th US, 11^th/12^th electives including Psychology, Art, Euro, China, Rome, Global, Equal Rights, Holocaust

————————-

Calhoun School-NY

Est: ca. 1904

Grades:PreK-12

Student/Faculty Ratio: 10-15 in class

Size: 740

Tuition: $33,000

Programs:

SAT/ACT:

AP:

Accreditations: NYSAIS

Misc: Oversees Travel, Community Service

History Specific: 9^th/10^th World, 11^th US, 12^th electives including psychology, constitutional law, Atlantic history, globalization, US foreign policy from 1799, Modern middle east, Latin America,

Department Travels, Independent Schools, and My Work

Above: HCHS History Department

Houston Christian’s head of school and the board have approved departmental travels for each department to visit other independent schools throughout the country. Purpose: To learn what they do well and what makes them elite at what they do. It is exciting to see that we are continuing to move in an academic direction of distinction. I honestly believe we are on the brink of being one of the more notable schools. Although I am clearly biased here, I do believe the most important quality of academic greatness is having a dynamic faculty. Elite faculty members make a school better. And yes I do consider myself to be in an elite category. My students deserve that.

Here is what I had to say in the past about my own research and travels to other independent schools:

I have traveled to visit a number of independent (private) day and boarding schools in the New England states as part of a research and writing project (read more about my research here). I like the social and intellectual freedom given to both students and faculty at the most elite schools. Moreover, the focus of my visit was to gain an understanding of elite academic culture, the development of diversity over time, and their purpose toward educating elite students. Of course, those factors are only secondary. My writing will focus on the day to day impact elite schools have on African American students and how it compares to lower tier independent schools. There is a bigger goal for this work that I am not at liberty to address now; it is too early. Three years ago I wrote a paper entitled Teachers of Color and Independent Schools. Although I wanted to present this at the National Association of Independent School’s People of Color Conference, my abstract was accepted at a College Board regional forum. This project is a very distant continuation of that….A far more complex task as I look at race, independent schools, and elite and mass culture in America.

I asked a few leaders of elite schools what makes their institution different from that of others, here are a few sample responses:

* Unlike many private schools in America, we do not try to be like every other public and private school. Too many private schools are not really independent schools because they work too hard to attract students from public schools. Now, according to this response, when independent schools work to attract public school students, they usually try to conform with many state mandated legislation. Thus, in doing so, students are able to transfer or matriculate to a private school easier without credit issues. This is not the job of an independent school. Independent schools should focus on an elite education with a unique academic goal. I like the idea that many NAIS schools do not require teacher certification. Although I have one, I think they are silly. Elite schools are interested in content knowledge and the ability to communicate that knowledge to bright students. So, if you majored in history and did not certify to teach, there are a number of really good jobs out there.

*Diversity: Intellectual, religious, racial, and economic diversity of faculty and students make a school elite. Allowing ideas to flow in exchange without fear of suppression is crucial to the advancement of an academic community.

* Resources: I got a ton of information here. I am not going to address the endowment issue, but institutional wealth is clearly important.

* Tradition: Faculty and students must believe in the school and its purpose. If the faculty does not see the purpose and goals of a school, tradition will never be established nor will it last. Examples: Having an academic and social honor code should be the core of any school, but this is always the case at many elite schools.

* Empowering the Faculty: Elite schools should empower its faculty. One administrator told me that the key to school leadership is providing its faculty with a voice. I am amazed at the number of schools that have a faculty senate in place. This allows the faculty to have a stronger voice on matters such as program direction, facility issues, directional planning, earnings, etc. I suspect that many private schools operate under the superintendent mentality. The board tells the headmaster who tells the dean of faculty who then tells the faculty. This is the classic model of Taylorism: Chain of command hierarchy – not the democratic model found with a faculty senate.

* Students: The assistant headmaster at Houston’s St. John’s School is a friend and a person I respect greatly. He is thought to be one of the best leaders amongst independent schools. As an African American, Mark Reed and others told me that the key to being an elite school is found within the student population. I call it the 1200 mark. All elite schools have an SAT average of at least 1200, many such as St. John’s are over 1400.

Here are the schools we are hoping to visit:

Brooklyn Friends-NY

Est: 1867

Grades:PreK – 12

Student/Faculty Ratio: 7:1

Size: 640

Tuition: $28,000

Programs:IB,

SAT/ACT:

AP:

Accreditations: NAIS,NY Assoc of Independent Schools,

Misc: 1/3 on tuition assistance grants, similar core values, Leadership, Oversees Travel

History Specific: 9^th World, 10^th US, 11^th/12^th electives including Psychology, Art, Euro, China, Rome, Global, Equal Rights, Holocaust

Kingswood Oxford- Conn

Est: 1909

Grades: 6-12

Student/Faculty Ratio: 7:1

Size: 595 / 401 Upper

Tuition: $29,750 includes lunch

Programs:

SAT/ACT:

AP: 21 courses, Top 5 schools for AP scores in Conn, 55% Seniors named AP scholars

Accreditations:

Misc:29% Financial Assistance, 15% Diversity, Senior Thesis, Community Service req, Fine Arts program, communicate value of being at school, parents choose for global awareness

History Specific: 3 History credits,

Philips Andover-Conn

Est: 231 years been around

Grades: 9-12

Student/Faculty Ratio: 5:1, avg class 13

Size: 300 for day, 800 boarding

Tuition: $30,500

Programs:

SAT/ACT: 684 reading, 700 math, 692 writing, 1384

AP: 30 AP classes

Accreditations:

Misc: 37% students of color, Trimesters, 42% financial assistance, study abroad

History Specific: 4 History credits, qualification for certain courses

Calhoun School-NY

Est: 1986

Grades:PreK-12

Student/Faculty Ratio: 10-15 in class

Size: 740

Tuition: $33,000

Programs:

SAT/ACT:

AP:

Accreditations: NYSAIS

Misc: Oversees Travel, Community Service

History Specific: 9^th/10^th World, 11^th US, 12^th electives including psychology, constitutional law, Atlantic history, globalization, US foreign policy from 1799, Modern middle east, Latin America,

Stoneybrook- Spring Break during proposed travel dates

Est: 1922

Grades: 7-12

Student/Faculty Ratio: 8:1

Size: 337

Tuition: $21,000 (Day student)

Programs: AP

SAT/ACT:

AP: 30-40% AP Scholars (3 AP courses with 3 or better)

Accreditations:NAIS, NY Assoc of Independent Schools, NACAC, NASSP, TABS

Misc: Similar Christian leadership, Fine Arts Program

History Specific: 4 credits in History

The Department

Row 1: Casey Bourland, Suzan Phenicie, Christine Metoyer.

Row 2: Carson, Kevin Sivils, Gabe Malouf.

Here is the department of history and social science at Houston Christian; we seem to be off to a great start, though a bit slow with the number of campus retreats taking place. As I have stated before, we all get alone well. Metoyer’s leadership as department head has been great for us. We are very academic and take what we do seriously. In an unusual fashion for a history department, we tend to lean to the right of the ideological spectrum; I am easily the most liberal seeing that I advocate for a number of things my conservative colleagues see as too leftist. Though she does not wear her politics as much as the rest, I suspect Metoyer is not too far from me on this topic. I value this group tremendously. When I had a brain tumor last spring and needed to miss time on campus, they  covered my classes, graded my essays, and brought food by the house. It is always great to work with people you respect intellectually, but also professionally. I can easily say that is not always the case. This is why in many ways I have so few job options. People seem to think that I can get a job at any school, but that is not true. My standards as to where I work are pretty high. I guess I would look for the following:

• Is the department cohesive and very academic?
• Are expectations for faculty members high in that they see themselves not as elites, but as leaders in their field or their community?
• What opportunities exist for members to advance their academic interest beyond the confines of campus?
• Are they smart?
• Relatively speaking, can I trust them and can they trust me?
• Are they interested in my work?

These are just a few things I have found to be important. I am excited about our travels this year. One such trip includes a campus visit to any independent school with a history department we deem of value. The idea of course is for us to evaluate the best department in the nation and see what we can learn and take back with us. Because of my research on independent schools, I will create a list of schools I believe to have the top teachers and scholars. This is relative of course. There are so many great departments. I will draft a list from the needs of the department. I am sure Exeter will be on that list. Plus, if we visit Exeter, it will be my second trip there this year. And, I get to hang with Mrs. Chili – twice.