I'm so DC that. . .

Glenn Sullivan, a recent graduate from Lake Area New Tech Early College High School. in New Orleans published an op-ed in the Washington Post entitled, "My school district hires too many white teachers":

In my school, as in many schools — especially in reform-oriented school districts — a lot of the good, black teachers have been replaced by younger white teachers. Before Hurricane Katrina in 2005, nearly 75 percent of the city’s public school teachers were black. That began to change after Katrina, when charter schools began to grow in number. The percentage of minority teachers across New Orleans public schools dropped from 60 percent to 54 percent between 2010 and 2013, according to data compiled by Tulane University’s Cowen Institute for Public Education Initiatives. This troubles me. Particularly upsetting to me was the departure of the music teacher, a veteran black educator who helped run the New Tech school choir and put together trips for students.

This sparked some conversations in the grassroots ed reform community about teacher diversity. In one instance, Rutgers student, aspiring teacher, and education activist Stephanie Rivera blogged about reactions to the New Orleans student's commentary on the Bad Ass Teachers' facebook page, which in many cases was dismissive of Mr.Sullivan's point of view. From Stephanie's post:

What I find frustrating about most of these comments is their complete dismissal of the greater issues reflected by this post. The comments that argue that “there aren’t enough teachers of color” are ignoring the boundaries that keep many people of color pursuing this career. Many had oppressive\racist\non-cultural relevant education experiences, so many are reluctant to enter an environment they grew up hating. Many ignore that college-access, especially for people of color, is limited. Thus, completely leaving out the opportunity to even pursue a teaching certificate. As long as students of color are given more barriers than their white counterparts to go into teaching, the longer teachers of color will be the minority.

Another irritating argument includes that “it doesn’t matter what color a teacher is, as long as the teacher is good, that’s all that matters.” That is completely missing the point of the importance and benefits of students of color having teachers who look like them (see: Study: Minority students do better under minority teachers, Why students need more Black and Latino teachers). Yes, all teachers regardless of race can be trained to be effective teachers of black students, but black teachers can “be more adept at motivating and engaging students of color.” Additionally, by having students of color see people who look like them in successful positions, it can help prove to them that they can hold such positions too. Also, comments such as “color doesn’t matter,” is possibly one of the most racist statements one could make. By saying, “I don’t see color,” or “color doesn’t matter,” is basically saying “I don’t see your experiences, your stories, your struggles. Those elements of your identity and life don’t matter to me.” Colorblindness is not justice, equality, or being a good teacher. Colorblindness is ignoring the very issues that your students need you to fight against.

Indeed. According to the Woodrow Wilson-Rockefeller Brothers Fund Fellowships for Aspiring Teachers of Color,

• Nearly half of the nation’s students (44 percent) are students of color, but the latest data show that just one of every six teachers (16.7 percent) is a teacher of color."

• Research also shows, overwhelmingly, that students of color perform better – academically, personally, and socially-when taught by teachers from their own ethnic groups." 

• Current trends indicate that, by 2020, the percentage of teachers of color will fall to an all-time low of 5 percent of the total teacher force, while the percentage of students of color in the system will likely exceed 50 percent.

And, according to this Washington Post analysis, the student-teacher diversity gap is widening:

Students of color make up almost half of the public school population, but teachers of color make up just 18 percent of that population nationwide. And the disparity is even larger in 36 states. It’s largest in California where 73 percent of students are nonwhite while just 29 percent of teachers are nonwhite.

Teacher demographics can have an impact on students, CAP argues. Studies have shown that minority students fare better when taught by minority teachers and nonwhite educators may also find it easier to relate to students with whom they share a background.

First of all, I wish that white teachers would not take assertions such as "we need more teacher of color" so personally or as an attack on them. I am a white teacher who has mostly taught students of color. While I am certain that I can always do better as a teacher and in particular with students of color, such statements and conclusions are not directed personally at me or usually at other white teachers; they are addressed to public education as an institution. Second of all, the research shows that there are objectively disproportionately fewer teachers of color and that students of color do objectively do better with when taught by people who share their culture and background. Instead of focusing our energies on defending ourselves, we white teachers should a) see how we could help attract and retain more teachers of color to the profession and b) reflect on and act upon improving our own practice in order to counter racism and to be more culturally appropriate for all students

And this is one instance, as public education and edu-color activist Sabrina Joy Stevens has pointed out, where people of color run into the arms of reformers--when they experience racism or culturally irrelevant education in the public education system and when statements about those experiences aren't acknowledged or acted upon. I would expand on that to say that such educators are no better on matters of race than reformers like Michelle Rhee are. Reformers like Rhee may differ with most teachers on what shows and how to show what a great teacher is or what makes great teaching, but she sounds the same as defensive white teachers when she says, I don't care who you are or what your background is, all that matters is that the teacher is a great one.

And it is not just students of color who should have more teachers of color. White students need more teachers of color, too. I'm going to go in a more personal direction now and I hope you'll stick with me. As I may have mentioned before, I grew up in DC in the 1970s and 1980s. I went to DC Public Schools for my entire PK-12 career. I was in the minority in all four DC public schools I went to and the majority of my teachers, principals, and counselors were black. I can't quantify the influence this has had me, and frankly, for a long time, it was just an experience I took for granted, as the natural state of things because I didn't know any different. But as the realizations of this influence have come to me in different pieces and in various stages and varying levels of intensity, I can qualify it.

My mother only recently told me the following story: My older sister and were young enough to be in elementary school and we were having a conversation with our parents about racial demographics in this US. It came up that the US was majority white and my sister and I asserted that it was majority black. My mother felt pleased that our experiences in DCPS had led us to such a conclusion, but as a civil rights lawyer, she also wanted to make sure we understood the reality, that the rest of the country was not, in fact, majority black even if our city and our schools were, so she made sure to correct our understanding.

When I got to college (and I went to "Diversity University") we had these frosh year workshops (there are no freshman at Wesleyan) where we explored topics of diversity, racism, sexism, gender, and homophobia. During one discussion in the spirit of openness the workshops encouraged, one white male student from rural New England said he had never been around or gone to school with so many students of color. That really surprised me, especially because Wesleyan didn't really seem to me to have so many students of color. I looked around and thought that, well, I have never gone to school with so many white people. I don't think I said anything at the time, but it was then that it started to dawn on me how unique my experience might have been. Toto, we ain't in DC anymore. For the most part I received a great education and I dearly love the friends I made there, but I experienced a certain amount of culture shock at Wesleyan and wonder sometimes if I would have been happier at a big state school.

This came up a few other times at Wesleyan--many of my classmates took a look at my blond hair and blue eyes and soccer cleats and assumed I was fresh out of a Massachusetts boarding school. This took me aback because my parents would never ever have sent me to a DC private school, let alone to a boarding school in New England, though in retrospect that's kind of what Wesleyan is, only for older teenagers and in Connecticut. I remember finally breaking out my high school yearbook to show one dubious hallmate from New York City that my school was not anything like a Massachusetts boarding school.

Again, I can't say anything concrete to speak to how my PK-12 schooling experience was good for me but I know I wouldn't trade it. And, I don't claim that the DCPS schools I went to existed in some racism-free bubble, that I am personally immune from contributing to racism or that I have no work to do. Just as being in a majority black setting in school influenced me, so must have the racist culture outside of school (see Shankar Vedantam on how the culture we grow up in influences our point of view).  I think given the racial composition of my neighborhood (mostly white) and given what I could pick up from the culture that surrounded me outside of school once I got older than I was during the afore-mentioned US demographics conversation, I well realized the role of racism in our country. But imagine what it was for a middle class white girl with educated parents to be the minority in her school and to go to schools where African-Americans were in most of the positions of authority. As I said, I have long taken this experience for granted, but now imagine how different (for the worse) I would be and how differently I would think and see the world without it.

DC, like New Orleans, has lost many black teachers (a post on this is in the works). The principal, counselor, and teacher corps in DCPS is markedly more white than it used to be even when factoring in that the white population of DC has increased.

And, while they are not in the minority, my own children are now in schools that are fairly diverse socioeconomically and racially (though not that diverse beyond back and white), I noticed right away when we moved here that the vast majority of their teachers and principals and people in leadership roles are white. This isn't to say that the teachers and administrators they have aren't good at what they do--they are fabulous, but it troubles me that there isn't more diversity. My husband and I can have frank conversations with our children about US history and racism and about racial dynamics in our own communities, but those conversations ultimately can't replace experiences.

I'm so DC that I know that the lack of teachers of color in my childrens' schools is a problem, but I am also so DC that this lack still surprises me and I get overwhelmed by where to start to try and change it, in what can sometimes feel like a foreign country.

But I have to start somewhere, right?


UPDATE 9/18: I'm not sure how I missed this but Melinda Anderson published a piece in Ebony in May 2014 succinctly chronicling the story of black teachers from the Brown v. Board era to now (in NYC, New Orleans, Chicago, and Philadelphia). Please read that here.

Diversity University: University First, Diversity Second

I was "introduced" to Michael Lopez when he was guest blogging over at Joanne Jacob's place. Among others, he wrote a post in response to this piece in the New York Times about admissions policies at Amherst College (and at other elite colleges). (This is a bit off topic, but after you read the NYT piece, read these letters to the editor in response.) Since he mentioned he had gone to Wesleyan, I shared my posts in reference to admissions policies there (here's the first and the second one). We chatted a bit and one thing led to another and next thing you know I asked him to write a guest post in response to mine. Michael's blog is "Highered Intelligence." I will soon respond to his post, but in the meantime, here's Michael:


This post is an outgrowth of a comment I left on Rachel's "Diversity University, No Longer" post. It covers much of the same ground, but also includes a few important ideas that I had neglected before. I will assume that the reader of this post has read her post in its entirety; there's quite a bit there, and it's not all obvious, but I think it boils down in the end to this paragraph:

"No matter how diverse racially and geographically the student body seems to be, in order to be truly committed to diversity, equality, and social justice, Wesleyan must change their admissions policies and must get out of the US News and World Report ratings game. Otherwise, no matter how much they're marketing themselves as part of the meritocracy, Wesleyan is still the same elitist animal."

Let me start out by saying that it's pretty clear that there's an uneasy social compact about what constitutes "academic merit". It's some ill-defined composite of test scores, grades, writing ability, accomplishments, school activities, and various types of service projects. The unifying theme of these constituents is that they are all things that the student does, not things that the student is. Whenever a school wanders outside these factors, it is engaging in what I think can fairly be called "affirmative action," insofar as the admissions office is taking an affirmative step to increase the likelihood that a candidate will be admitted on some other basis.

Now many of these semi-agreed-upon factors are the sorts of things that are tracked by US News and World Report. If there wasn't some degree of widespread agreement, the magazine wouldn't use these figures, because they wouldn't matter to the audience. I thus take it that Rachel is explicitly calling for "affirmative action" on the basis of a student's inferior position in our "increasingly stratified American class system". (I use "inferior" here in its technical, not qualitative sense.)

I've got no objection to this, as such. But I do think that I've got a different view than Rachel does, and that it's informed by a different perspective that I have on our shared alma mater, Wesleyan. See, I was one of the "low income" students that supposedly contributed to whatever diversity Wesleyan had back in the early/mid 1990's. I was also part of their ostensible racial diversity, but I'm not going to talk about race in this post other than to say that I'm not going to talk about race.

Now, from a certain perspective, Wesleyan was a tremendously diverse place. My closest circle of friends included students of five different races from four different parts of the country. Inter alia, we had 1.5 Mexicans, a West Virginian, a black guy from Brooklyn, a Caribbean/African American fellow from the Bronx, two white guys from the South, some half-Asian kids, and two Jews for good measure. Some were rich, some poor, and a few were in between. You might be asking what this group actually had in common, as any group of friends must have SOMETHING in common to stay together. The answer is simple: we were smart and we played D&D.

But I said "from a certain perspective" Wesleyan was diverse. Diversity really is a matter of perspective. If you've lived your entire life in the New York City or Boston upper middle class, or lower upper class, Wesleyan probably seems like it's a cornucopia of human variegation, even though a plurality of the students are actually pretty much just like you. If, on the other hand, you're a poor kid from California, it seems a little less diverse. How is that possible? Well, for the person in the former situation, there's all these new people who are so very different running around. For the person in the latter position--for me, that is--pretty much the entire school seems like rich folks from the East Coast. (And all y'all seemed rich to me, even those who protested about how you were thoroughly "middle class," but that's the perspective thing coming up again.)

While I had no expectations about the make-up of the student body coming in my freshman year, I pretty quickly figured out that despite being "Diversity University," Wesleyan was nonetheless primarily a bastion of a certain type of exercised, cultivated social privilege, and that I was a bit of a guest, free to take advantage of the facilities and treated like any other member of the society, but it was definitely not "my world." This was brought into graphic relief when I would go home. My father and my paternal grandparents, may they rest in peace, used to actually refer to it as "Mike's finishing school".

Now that's not to say I wasn't prepared to do the work--I was just as prepared or even more prepared than many of my classmates. (At least in this respect, I was a typical college student: it was motivation that caused me all my problems.) And while I don't want to go into boring detail, my application was what could probably best be called "inconstant." I had some very strong indicators (test scores and recs) and some very weak ones (GPA and certain curricular choices I made in high school). In short, it wasn't obvious that I was a shining candidate for admission.

I am thus exceedingly grateful to Wesleyan for taking a risk on me, and not least because it was the only school that accepted me. (And not the lowest ranked, either. My bona fides really were inconstant.) I know I was a risk--they could have just as easily taken one of their 4.2/1490 community service Manhattan-based demigods, the ones that they reject every year. That would have been a safer bet for them. They saw something they liked in my application, though, and off I went.

So I don't feel quite the same sense of outrage if the university decides to take fewer risks, if, as I heard some members of Rachel's class once remark, Wesleyan in the late 90's became "L.L. Bean-i-fied." If there are a few less borderline cases, a few less rolls of the admissions dice from an administration concerned with their national reputation, well, that's the way the cookie crumbles. From my vantage, extending their assistance and considerable financial generosity was something that they didn't have to do in the first place.

Frankly, I didn't go to Wesleyan to experience diversity. I didn't go to meet poor and rich students, Jewish and Episcopal students, or brown, black and yellow students. I went to meet really smart, engaging students who would push me, and with whom I could form an intellectual community. I don't know how many of you actually remember high school, but in many cases (not all, but many) it was a place where ideas and originality went to die. I wanted something different from Wesleyan, in fact, I recall writing in my hurried, last-minute application, the following sentence in response to the prompt, "How do you want to be remembered by your college community: "If college is anything like high school, I don't want to be remembered at all because I'd rather not have been there." I paraphrase only slightly and claim the pass of years as an excuse. Please don't think I hated high school completely--the good teachers I had were excellent, and thankfully, I had them often; the classes I enjoyed, I really enjoyed. But the classes I didn't enjoy were the worst sort of soul-crushing tedium, and the environment as a whole could fairly be called anti-intellectual.

I sometimes think that the "diversity" of a student body, in terms of race or money or accents or whatever, is the sort of luxury that you have to be middle- or upper-class to care about in the first place. And not being part of that club, I didn't care about diversity. In fact, what attracted me was the homogeneity of the student body: they were all wicked smart! My purpose was to get a first-class education, and a better future for myself. (To be fair, I didn't realize that "better future" included an extremely painful, emotionally taxing four-year crash-course on middle-class mores, but there it is.) And I believe that the prospect of a better future and a first rate education has to be the first and primary mission of the university.

That's not to say that a certain amount of risk-taking in admissions isn't a good thing. I'm a fan. As I've said elsewhere, I support SES-based affirmative action, up to a point. And I think that most of Rachel's suggestions--outreach, summer programs, etc.--are well-taken and, funds permitting, would be capital ideas. "Rolling the dice" on a student means taking a gamble, but the gamble I want Wesleyan taking is the gamble that the student they are admitting really are the sort of wicked smart, well-prepared student who will help grow the discourse of learning.

So I'm wary of pushing the thumb too hard against the scale. Rachel talks about students who are "capable" of doing the work (her emphasis). Based on the rest of her essay, she seems to be indicating that there's a certain amount of potential that should be recognized in college admissions; that a student might be good raw material, but just not quite as developed. And that's probably a good idea, to some extent. Nevertheless, as I wrote recently at Joanne Jacob's blog in response to the argument that a lower SAT score from the Bronx was "as impressive" as a higher score from a richer area:

"That, too, is a lovely sentiment. And it’s probably true if the 'merit' that you’re trying to measure is some sort of absolute potential. But the counterargument is a strong one, and runs thusly: college is a bit late to be relying on your potential. College, particularly college at any of the schools on the list above, is going to draw upon your actual preparation as a foundation for more advanced studies. If you don’t have that foundation, you’re going to fall behind because for all your magnificent potential, you just don’t read as well, or just don’t add as well, as the more prepared students with the higher test scores."

And if as admissions officers you degrade the average abilities of your student body too much, you'll also start to change the discourse of learning that goes on in your school. You'll start chipping away at the very reason that kids--especially the kids from the lower classes you ostensibly crave--want to be in your school in the first place, assuming it's not merely rank careerism.

So, just by way of bringing this back to Rachel's post, I'm not so sure about more radical steps like lifting the four-year cap that Wesleyan has; I think that's a good thing: a firm floor to ability. If you don't have the ability to graduate in four years, given the lax graduation requirements and how ridiculously easy it is to get classes at Wes, then I can't imagine that you have any business attending a school like that. There's stretching the standards and then there's simply abandoning them.

Perhaps NOT Diversity University, No Longer: Wesleyan Responds!

Although I have other posts for my series on teacher, I mean, teaching quality in the queue, I'm going to take a little break (okay, it's been a long break, but my kids have been sick and there's been lots of "snow" days) to post the letter I got from my alma mater, Wesleyan University, in response to this post and open letter I wrote to them back in December. 

I must say I was heartened and stand very much corrected both by the comments made by a fellow alum on the original post and by the information in this letter. That being said, the last paragraph really disappointed and discouraged me and lends credence to my criticisms in the original post of how Wesleyan brands itself (to me, gratingly so) in self-righteousness. I'm sure that Ms. Vasiliou was just telling me what she thought I wanted to hear. But, alas:

a) it is not Wesleyan that gave me my zeal for social justice and public education--it is my family and upbringing--and I found it rather presumptuous to assume otherwise.

b) I am more troubled by than proud of the high number of Wesleyan graduates who go into Teach For America. I myself applied to be a corps member in the organization when I was a senior (and was rightly rejected), but recently I have come to see TFA as highly problematic on a number of levels--as a mechanism to improve teacher quality, ideologically, economically, ethically. I explore all of this in a commentary  I recently finished and am currently shopping around to larger publications (any takers?!?!), which is to say you'll see it on my blog in a few weeks when it, too, is roundly rejected :)

Here's the letter:

Dear Rachel,

As the current director of the Wesleyan Fund, I’d like to provide some information about two concerns you discuss in your 12/1 blog entry: Does Wesleyan help or hinder educational diversity and access? and Why does the University ask alumni for financial support?

Wesleyan’s commitment to racial and economic diversity and access is alive and well, backed up by our longstanding policy of need-blind admission with full aid support. In the current first-year class, for instance, 34% of admittees are students of color and 14% are the first generation in their family to attend a four-year college.  Of all students now on campus, 18% are federal Pell Grant recipients.  Not only do we admit applicants without regard to their financial means, we actively recruit low-income students through their schools and in collaboration with programs such as Prep for Prep, A Better Chance, and most recently QuestBridge.  (Adjusted for size of school, Wesleyan has enrolled more Prep for Prep graduates than any other college.) You may remember that Wesleyan offers scholarships to talented graduates of the local community college, and we also have dedicated scholarships for veterans in need of aid.  The Admission Office doesn’t admit students unprepared to be successful with the level of work required here; instead, they suggest to low-income students with apparent high potential that they take advantage of post-high-school “bridge” programs with financial aid that several secondary schools offer, after which they can reapply to Wesleyan. 

Acting on these principles entails high costs. About 18% of our total annual operating budget goes for financial aid. This year we will spend $41.3 million on scholarships. Wesleyan does not give merit scholarships; all of our scholarship funds are reserved for students from families requiring assistance to afford college. The university meets the full demonstrated need of every enrolled student, through a combination of grants, loans, and work-study jobs.  Under policy announced by President Roth three years ago, grants were increased, so that no student now graduates with more than $19,000 in loan debt.  Loans have been totally eliminated for Wesleyan students with family incomes of $40,000 or less (the Pell grant criterion): these students receive scholarship grants covering their full need.  Even students paying “full” tuition and board are partially subsidized by the University, because the fees charged cover approximately 71% of yearly educational cost. 

Where does alumni support come in? We make up the costs not covered by tuition mainly through contributions to the annual fund and to the endowment.  Far from being wealthy, Wesleyan operates with an endowment one-third to one-fifth the size of those at other leading colleges. Surprisingly to some alumni, third-party surveys have shown that Wesleyan graduates essentially have the same spread in income as our peer colleges.  But, while our higher-income alumni give at comparable rates to alumni from those other schools, Wesleyan is behind when it comes to mid- and lower-level income alumni giving.  Our top priority is financial aid, and we have to mobilize more of the community to make sure we have the funds that need-blind admission requires. 

It’s great that you are idealistic about education. Many other Wes alumni share your dedication.  In recent years Teach for America has been the number 1 first employer of our new graduates.  We’re proud of educators like Kira Orange Jones ’00, the regional director of Teach for America in New Orleans, and Jessica Posner ’09 and Kennedy Odede ’12, who built and are running the first free school for girls in the largest slum in Africa-- Kibera, Kenya.  Alumni like these tell us that their Wesleyan education played a large role in inspiring them and preparing them with the skills to make significant changes in society.  I hope that observation rings true with you, too.

Sincerely,

Pam Vasiliou


UPDATE I: I forgot to mention that while I was a student at Wesleyan, they phased out their teacher certification/education program. I remember my fabulous RA was one of its last participants. Anyone have more information on this? I would much rather see Wesleyan re-institute some kind of teacher training or education program or just do something on a bigger scale to get their students to think about being teachers rather than outsource that to TFA. But, then again, perhaps they do. I've been uninformed before. . .


UPDATE II: A reader just pointed out that Wesleyan University professor Claire Potter, a.k.a. the Tenured Radical, did a terrific post on TFA on her blog. I read her blog, but somehow missed this post. Hmmm, she makes many of the same points I did in my piece. Only better. Maybe I can't get mine published because it's already been said.