Classism and Racism:
African American Youth and the Achievement Gap
Schools are public institutions where many American youth are beginning to learn necessary foundation skills to make them functional human beings and to learn about where they are in life. An institution that shapes the identity and futures of many, school is also the place that can break the spirits of marginalized groups. History has shown that racial and class equality has been a persistent issue since the foundation of the United States and unfortunately an issue that heavily affects the lives of many today. When looking at systems in America, it is hard to look at class without examining race. One area where these two issues meet is academic success of African American youth. Although there have been steps taken to narrow the gap, it is still a significant issue.
Per the National Report Card, the most recent study shows there was a 31-point difference between African American students and their white peers (Bohrnstedt, Kitmitto, Ogut, Sherman, & Chan, 2015). The effects of a poor education system can be detrimental as low education, can lead to poor jobs, which can lead to low income and poor housing, placing children back into the same schools that are producing poor results- perpetuating a vicious cycle (Oliver & Shapiro, 2018). Research shows that community-based educational spaces help to bridge the inequity gap in education and provide supportive environments that bring minority youth that much closer to breaking the cycle (Baldridge, Beck, Medina, & Reeves, 2017).
History of Oppression
Since the beginning of the African diaspora, access to education was not allowed for slaves. The Emancipation Proclamation itself, did not end injustices to black people, but solely changed the context of it. Moving towards the Jim Crow era, post freedom of slavery, blacks were not allowed equal education and schools that blacks were now allowed to attend, were segregated and undesirable.
As African Americans started to gain some power and try to accrue property, (which is a major attributing factor to wealth and access to quality education) biased mortgage approval and redlining tactics were used to keep them and other marginalized groups in poorer areas than whites (Oliver & Shapiro, 2018). Cases like Brown vs. Board of Education in 1954 that resulted in a Supreme Court ruling to desegregate schools, did not halt racial practices, as institutionalized tactics lasted until the early 1990’s – which was only thirty years ago. Blacks were left to reside in poorer areas, or ghettos, that trapped its victims in a cyclical wheel where schools lacked the education resources their predominantly white peers in affluent areas had. This is a continued issue today. Although there have been strides in education successes for African Americans and evidence that when they are given the same material and access, they excel, there is still a disparity in academic success (Oliver & Shapiro, 2018).
Theoretical Framework
Although education is a structure that impacts the individual lives of many, the influencing factors that may impact academic success is nothing unique- this is where critical race theory has its place. According to Rogers, one who holds the perspective of critical race theory would believe “…social and cultural capital might be examined to determine how concepts of race and class may be used to perpetuate inequality and oppression and create barriers for those in minority groups… (Rogers, 2016)”. On a micro level, critical race theory would be useful for clients when discussing awareness. By making clients and client families aware that their lack of academic successes is not because of their own inabilities, but because of the injustices of history can help mitigate feelings of insecurity. Using this dialogue, we can then continue to talk about personal goals and not only the systems that may make it difficult to attain those, but how they are attainable with the right resources, confidence, and knowledge. On a mezzo level, awareness is still key. By informing community members of the current deficits and root causes, they can unite and come up with community-based solutions to inspire change. On a macro level, voting for politicians and policies that take these injustices into consideration and will actively rectify them is a large step in the right direction.
Current Nature and Scope of the Problem
Although history has illustrated that there has been a significant improvement in the access to education for minority and lower-class students, many minoritized students are still not reaching the same academic success levels as their non-minority and upper-class peers. The No Child Left Behind Act of 2001 is a prime example of policies that have been put in place with good intentions, but questionable results. Many communities try to supplement what public school education is lacking with after-school supports. Studies have shown that after- school programs can prevent risky behavior and promote positive youth development such as competence, connection, caring, and culture. The studies conclude that quality after school programs are also linked with greater academic achievement (Smith, Witherspoon, & Wayne Osgood, 2017). Unique to minoritized youth, community based educational spaces have the power to “…interrupt and disrupt inequality within schools and communities, while fostering spaces for youth of color to build, connect, and thrive (Baldridge, Beck, Medina, & Reeves, 2017).”
Village Initiative Project
The Village Initiative Project is a college prep program founded in 1993 in Bridgeport, Connecticut (originally Smart Start) that focuses on exposing youth from urban communities in grades 8-12 to college life. The program meets every Wednesday, from the beginning to end of the school year. During the two and a half hour sessions, topics such as SAT Prep, financial literacy, time management, study habits, listening skills, nutrition, career goals, current events, and many more are discussed. V.I.P’s mission is to “..substantially increase the number of students capable of assuming positions of responsibility and leadership within their communities and society (www.facebook.com/villageinitiativeproject/)”. The tours that V.I. P sponsors, help to expose students who would not normally have the opportunity to travel and are intended to breakdown the belief that many inner-city youth have that college is unattainable.
Among returning to a V.I.P session that was gearing up for a tour, there was food, free tutoring, prayer, “good news” announcements from students, reinforcement on respect for others, guest speakers and a panel from the National Society for Black Engineers. With an emphasis on what the community could do for the community, there was a highlight on the importance of mentorship. Through open conversation, it was apparent that V.I.P is not only a program welcome to all students of Bridgeport and surrounding areas, but is a program that emphasizes the importance in bridging the achievement gap in higher education with children of color.
Personal Reflections
I believe this issue will continue until communities take action in respect to voting for politicians that care about these matters and continue to endorse community funded programs that acknowledge the problem and do not wait for the job to be taken care of by the government. I also believe that privilege has its place in this issue as those who are suffering from this injustice should not be the only ones to fight it, but even those who have benefited off of the structures in place. Although the education disparities may not be the most overt form of racism, it is structural racism (Rogers, Families and Groups, 2016). Many do not realize that an issue that effects some, has a rippling effect on many. Economically, real estate equity has been lost from housing discrimination and tax revenue is continually lost by underemployed communities (Tatum, 2018). I do feel that engaging in these community programs makes a difference in the lives of youth when they see that members of their community care for them. Programs like V.I.P have come and gone, and it takes communal awareness and support to not only keep them going, but to start more programs like them.
Future Implications
In a political climate where the privatization of public resources is being fully endorsed and backed by public representatives, it is important not to lose sight of the resources that have always been at hand. There is no designated number of years that it will take for minoritized groups to attain the equitable education resources needed to achieve equal levels of academic success, but for as long as community groups are in existence, the fight will never die. It is important to continue to raise awareness not only within the community, but within public offices about the issues that plague minoritized groups and how those not only affect these groups, but the public. It is also important to start to educate privileged groups about these deficits and programs in place, so maybe they too can know how this affects them and the power they hold with lobbying for policies. If we begin to look at education disparities as not only a minority social justice issue, but a public economic crisis, there may a catapult in change.
References
Baldridge, B. J., Beck, N., Medina, J. C., & Reeves, M. A. (2017). Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth . Review of Research in Education , 381-402.
Bohrnstedt, G., Kitmitto, S., Ogut, B., Sherman, D., & Chan, D. (2015, September 24). School Composition and the Black-White Achievement Gap. Retrieved from National Center for Education Statistics: https://nces.ed.gov/nationsreportcard/pubs/studies/2015018.aspx
Oliver, M. L., & Shapiro, T. M. (2018). Race, Wealth, and Equality. In M. Adams, W. J. Blumenfeld, D. J. Catalano, K. DeJong, H. W. Hackman, L. E. Hopkins, . . . X. Zúñiga, Readings for Diversity and Social Justice (pp. 186-191). New York: Routledge.
Rogers, A. T. (2016). Communities and the Social Environment. In Human Behavior in the Social Environment: Perspectives on Development, the Life Course, and Macro Contexts Rogers, Anissa Taun. Human Behavior in the Social Environment: Perspectives on Development, the Life Course, and Macro Contexts (pp. 568-569). New York: Routledge.
Rogers, A. T. (2016). Families and Groups. In Human Behavior in the Social Environment: Perspectives on Development, the Life Course, and Macro Contexts Rogers, Anissa Taun. Human Behavior in the Social Environment: Perspectives on Development, the Life Course, and Macro Contexts (p. 516). New York: Routledge.
Smith, E. P., Witherspoon, D. P., & Wayne Osgood, D. (2017). Positive Youth Development Among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets. Child Development, 1063-1078.
Tatum, B. D. (2018). Defining Racism. In M. Adams, W. J. Blumenfeld, D. J. Catalano, K. DeJong, H. W. Hackman, L. E. Hopkins, . . . X. Zúñiga, Readings for Diversity and Social Justice (p. 77). New York: Routledge.