17695Re: National Reparations Congress: A Query from Brother Andres Castro regarding Black College Enrollment in the US
- Jan 27, 2014Raising more issues . . . . Just throwing this out there quickly, no time to elucidate. The Hampton-Tuskegee model of vocational –industrial education championed by Booker T. Washington was tainted by the white racist architects of this philosophy, such as Samuel Chapman Armstrong who believed that it was the white man’s duty to “civilize” blacks and other “inferior races” thru the discipline of subservient menial labor, as well as by Washington’s quietist anti-agitation stance. But given the soaring rates of unemployment, we have to detach the idea of vocational education from its racist origins and anti-struggle orientation, and re-examine its practicality during an era when slinging dope on the corner is the only means of making a living for many young men. Many young black men and women could become economically self-sufficient if they entered skilled trades such as the plumbing, electrical work, carpentry, or the modern-day hi-tech equivalents – and this training shouldn’t be left to the “rip-off” proprietary institutions, but should become an alternative option made more widely available through publically-funded education at both the secondary school and community college level. How many high schools offer “shop” anymore? There are immigrant groups who have captured a lucrative niche in the New York economy by specializing in resurfacing brownstones, for example. This was a trade that black men once dominated a few generations ago.
On Monday, January 27, 2014 8:13 AM, S. E. Anderson <seanderson@...> wrote:
ED Activists, Feel free to jump in and answer his important questions... or even raise more questions....
1. What has been the population growth during these years? Consequently, a rise in enrollment may be correlated or in keeping with the rise in U.S. population? I assume the U.S. population has increased since 2007. Yes, this increase is reflective of both population growth and more Black students enrolled in "higher ed" institutions... which leads us to your second question of the fact that "Higher Education" now includes public and private colleges and universities, community colleges and for-profit colleges that do have a disproportionate representation of Black & Latino students. And yes, class division within Black America is exacerbated by the increased conservative culture and curricula that is now normalized thruout US higher education. "Uplifting the Race" and returning to serve in the development of the Black Community are now corny ole skool ideas at best.
Please also note that hidden in these stats is the reality that Black women outpace Black men in college enrollment and graduation. in the recent past I have posted data that reflects this reality. If you accept the patriarchal premises of male dominance over women, then this is a problem. If, however, you accept the premise of gender equity, the fact of Black women outpacing Black men in college is not a problem. BUT, independent of your beliefs in gender relations, this is a major problem spawned from the racist legacy of Black male intellectual emasculation that begins even before a Black boy enters PreK, but definitely gets into high gear during a Black boy's school years. Think the School-to-prison-pipeline. Think the terrorist stop-and-frisk laws. Think commercialized HipHop as gangsta worshipping/bling worshipping/sexual predator worshipping as the normal Black male cultural reference.
-- Sam Anderson
FROM: andrescastro@...to ICOPEGood Day Dr. Anderson,---------------------------------------------------
As I mentioned to you yesterday, I am so grateful to be on ICOPE's listerve and receive your informational and instructive postings. To see we have finally gotten to issues concerning the dramatic drop in public school hiring and retention of black and latino/a teachers from 2002 to now, is very encouraging. So I begin my queries with the complete respect and admiration.
While the first three graphs below initially made me very happy, on further reflection, and because I'm always trying to make sure the devil is not lurking in the details, I have to ask a few questions. I hope anyone who also reflects in a similar manner will recognize my good intentions and consider my line of reasoning.
The First Graph: the increase in higher education of African American college enrollment between 2007 and 2012.
1. What has been the population growth during these years? Consequently, a rise in enrollment may be correlated or in keeping with the rise in U.S. population? I assume the U.S. population has increased since 2007.
2. Does "Higher Education" include community colleges and small for profit private and public colleges that offer easy access to unprepared minority students, burden them with student loans, only to fail the majority of them? What are the normative white middle class status seeking values that college students are being stamped with and compromised by during their college years. In other words, with a degree in hand, burdened by loans, and eager to join the white "middle class" will they turn their backs on where they came from simply go after the mighty dollar? The hell with the poor--no matter what skin color or culture...the hell with the environment...the hell with ancestors...the hell with everyone not themselves?
There are some similar and different issues with the next two graphs that I wonder about. I would like to stress population growth and the materialistic selfish values that most colleges continue to indoctrinate students with--a value system that begins being imposed on students in U.S. public and private schools since grade school.
I know the issues that I bring up are nothing new. Indeed, you've presented articles, scholarship, and your own cautionary tales to support what I'm concerned with. I respect you for this. You are trying to keep important issues on the front burner and illicit conversation and action.
I need to stop. I need to look for a job. Luckily after ten years I've paid off my student loans. As for that values thingy: who's going to hire me? Someone who just thinks the truth should be told.
I do not have access to all your listservs; but if there is some way that you could forward just my questions and concerns to them, I would really appreciate it. I want to promote TTV, but that is not my main objective so leave my closing info out if need be. I happen to believe any movement needs poetry, music, and art, but leave that argument out of my commentary for another day. I just want a little validation for my trying to help and to me that my time and effort in writing to you and ICOPE is not being squandered. You know me a little I think. I believe all the little activist and advocacy groups should try to get on the same page and finally "DO SOMETHING" insightful , peaceful, strong, and concrete. The devil will always being lurking about trying to make trouble. Luckily, white, black, asian, latino, and all the "others" and folks on the margins are evolving to the point that we can accept the devil into our home, show him a little love for all his ignorance and hate, handle his misdeeds, and keep moving forward with empathy and compassion.
As you said yesterday, it takes a sending out a lot of emails before someone will read what you have to say. How many do you have to send before someone responds. I'd like to see. Otherwise, what exactly is the use of trying....
I must add that I had to delete most of the other articles in your original eblast since it was taking too long to upload my response. I suspect many may have a problem with the download of so many images/articles and choose to simply abort before opening when the get stuck in the delay. Again, I do want as many people to see what you have to offer.
The Teacher's Voice
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Attentiveness is the natural prayer of the soul. --Nicolas Malebranche------------------------------ ----------------------Dean said, according to his PowerPoint presentation at the faculty meeting. Those mistakes, he told professors, rendered her findings "nearly meaningless" and were "grossly unfair" to the reputation of the university's athletes.
Black EDSTATS You Can Use:
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Racial Differences in Educational Funding for Doctoral Recipients
January 17, 2014- jbhe.com
New data from the National Science Foundation shows significant racial differences in how students support their doctoral education. According to data on students who earned doctoral degrees in 2012, nearly 40 percent of African American doctoral recipients funded their education through their own resources. Only 21.3 percent of Whites funded their doctoral education primarily through their own resources.
In turn, only 10.9 percent of African American doctoral degree recipients funded their education through teaching assistantships. For Whites, nearly 21 percent had teaching assistantships which were the primary source of their educational funding. Another 24 percent of White doctoral recipients funded their education through research assistantships compared to 13 percent of African American doctoral recipients.
Race and ethnicityParticipation in doctoral education by underrepresented minority U.S. citizens and permanent residents is increasing, as evidenced by an 87% increase in the number of doctorates awarded to blacks or African Americans over the past 20 years and a more than doubling of Hispanic or Latino doctorate recipients. Owing to these growth rates, the proportion of doctorates awarded to blacks or African Americans has risen from 4.0% in 1992 to 6.3% in 2012, and the proportion awarded to Hispanics or Latinos has risen from 3.3% in 1992 to 6.5% in 2012. The number of American Indian or Alaska Native doctorate recipients fell to its lowest point of the past 20 years.
Ms. Willingham says the university's critiques are unfounded. "I have been working as a reading specialist for 14 years," she says, "I would never make the mistakes they said I made." 'Chilling Effect'
Scholars at Chapel Hill say the way the university has responded to Ms. Willingham's research has implications beyond her work. By halting it because of concerns over the anonymity of her subjects, and at the same time criticizing her findings, the university appears to be using the IRB as a tool to thwart her inquiry, say some faculty members.
"This looks vindictive," says Frank R. Baumgartner, a distinguished professor of political science at Chapel Hill. "It puts the university in a defensive posture, where they could instead be taking the initiative and saying, Let's have a national conversation to find the right balance between athletics and academics."
Instead, says Mr. Baumgartner, the university's attack on Ms. Willingham's research has a "chilling effect" on any scholarly work that could make the university look bad.
Daniel K. Nelson, director of the university's office of human-research ethics, who oversees the institutional review boards, issued a statement saying he had not been pressured by university administrators into requesting that Ms. Willingham seek IRB approval.
He said it had simply become clear with the release of her research results that identifying details were in fact maintained in her data set. (Ms. Willingham has never publicly identified her research subjects.)
But Ms. Willingham says that nothing has changed since she sought approval from the review board before her research began, and that reviewboard officials told her she didn't need it. Since she screened her student subjects over time, she says, she has had to keep track of their identities—something she says the IRB knew all along. 'I'm Stubborn'
The groundwork for Ms. Willingham's activism on the education of athletes was laid when she was a teenager attending public high school in Chicago. "I have this educational and inequality alertness," she says. "My parents were active in the community to make sure white flight didn't happen" when the first black family moved in across the street.
She refined her opinions as a remedial-reading teacher at Chapel Hill High School in the early 2000s, where she saw students from lower socioeconomic backgrounds whom she believes got fewer opportunities than their wealthier counterparts did. "People who can afford it give their kids tutors, enrichment, and after-school SAT prep," she says. "I saw the gap between students."
s. e. anderson
author of The Black Holocaust for Beginners
If WORK was good for you, the rich would leave none for the poor. (Haiti)
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