{"id":2331,"date":"2022-02-06T19:08:34","date_gmt":"2022-02-07T00:08:34","guid":{"rendered":"https:\/\/nnpa.org\/education\/?p=2331"},"modified":"2023-05-29T13:37:27","modified_gmt":"2023-05-29T17:37:27","slug":"how-invisible-lines-keep-education-resources-from-black-and-hispanic-kids","status":"publish","type":"post","link":"https:\/\/nnpa.org\/education\/2022\/02\/06\/how-invisible-lines-keep-education-resources-from-black-and-hispanic-kids\/","title":{"rendered":"How Invisible Lines Keep Education Resources from Black and Hispanic Kids"},"content":{"rendered":"

By Maya Pottiger | Word In Black | Sacramento Observer<\/p>\n

(WIB) \u2013 Back in the \u201990s, Puff Daddy rapped about how life is \u201cAll About the Benjamins\u201d \u2014 but, really, it\u2019s all about zip codes.<\/p>\n

Zip codes often determine the school district \u2014 or the school within a district \u2014 where kids will spend their K-12 education, which also decides the opportunities and resources they have access to. These school zoning boundaries are invisible, but they have a very real effect on children. Live on one side of a street and your child might have access to a better education \u2014 a policy that we\u2019re supposed to accept as just being the way it is. And if you don\u2019t follow it? Black parents inadvertently crossing a school zoning line in search of better educational opportunities for their kids\u00a0have been arrested<\/a>.<\/p>\n

So, what are the differences when you cross a zoning boundary line \u2014\u00a0and the racial dividing line \u2014\u00a0between schools? It turns out the big three are (surprise, surprise) teacher experience and quality, access to school counselors, and the number of security guards.<\/p>\n

Word In Black analyzed the\u00a0Dividing Lines<\/a>\u00a0database from the\u00a0Urban Institute<\/a>, which looks at key differences in neighboring pairs of public schools along more than 65,000 zoning boundaries. In creating the database, Urban Institute paired schools based on their school attendance boundaries, sorting the pairs into groups A and B. The A group is the side of the boundary with more Black or Hispanic residents, and the B group is the side with fewer Black or Hispanic residents.<\/p>\n

Majority Black and Hispanic Schools Have More Early Career Teachers<\/strong><\/p>\n

Overall, the schools on the A-side, the majority Black\/Hispanic side of the boundary, have a higher share of early-career teachers than the B-side.<\/p>\n

The analysis showed early career teachers are teaching in schools on the majority Black\/Hispanic side of the boundary at a rate of 7% more than the other side. If we just look at majority-Black schools, the disparity is even higher: early career teachers are in majority-Black schools 47% more than in the majority-white schools on the same side of the boundary.<\/p>\n

<\/p>\n

This has been going on for decades, according to Dr. Ivory Toldson, a\u00a0Howard University professor<\/a>\u00a0and director of\u00a0education innovation and research<\/a>\u00a0at the NAACP. In the end, it comes down to stark funding disparities: more experienced teachers are paid more money, and less experienced teachers receive less money.<\/p>\n

\u201cYou have teachers who want to teach in what they consider a good school district: a district that has more resources, more affluent\u00a0 students,\u201d Toldson says. \u201cThe schools that have those types of resources and have that reputation, they get more candidates, and they\u2019re able to pick the most qualified candidates.\u201d<\/p>\n

\u201cWhat tends to happen is that where you have Black students and Latinx students concentrated, you also have concentrations of poverty,\u201d says\u00a0Dr. Camika Royal<\/a>, an associate professor of Urban Education at\u00a0Loyola University of Maryland<\/a>. \u201cTeachers, for the most part, don\u2019t always want to teach in those environments \u2014 not because they\u2019re terrible people, necessarily, but because it comes with more stress, it comes with more demands, it comes with more surveillance.\u201d<\/p>\n

Students Face More Surveillance on the Largely Black and Hispanic Side of the Boundary<\/strong><\/p>\n

There\u2019s been plenty of talk in education circles about the\u00a0school-to-prison pipeline, and it seems its\u00a0<\/a>functioning as designed.<\/p>\n

Word in Black found that there are 17% more security guards in schools on the Black\/Hispanic side of the school zoning boundary. And, on that majority Black\/Hispanic side of the boundary, on average, majority-Black schools have about twice the number of security guards than the majority-white schools.<\/p>\n

And in their series\u00a0Criminalizing Kids<\/a>, the Center for Public Integrity found that in 46 states, Black students were referred to law enforcement at higher rates than the national total rate of referrals.<\/p>\n

Royal says teachers are taught to manage their classrooms and schools in general in \u201cways that are dehumanizing \u2014 that are controlling out of this idea of tough love.\u201d<\/p>\n

\u201cI always ask when do Black children get to experience love that is gentle?\u201d Royal says. \u201cLove that is tender? Love that is redemptive or compassionate? I think our schools still see not even just Black children \u2014 Black families, Black people \u2014 as people who need to be controlled and need to be taught how to be instead of just working with us as human beings.\u201d<\/p>\n

Mental Health Should Not Be a Privilege \u2014\u00a0In Schools or Otherwise<\/strong><\/p>\n

Compassion should be coming from school counselors, but they\u2019re a resource that is more common on the boundary with the lower share of Black and Hispanic residents. Though the data does not show significant differences in the presence of school counselors, Toldson says that is misleading and there\u2019s still an \u201cunevenness.\u201d<\/p>\n

\u201cStudents from more affluent backgrounds, a lot of times their parents will pay for counselors outside of the school,\u201d Toldson says. \u201cOn the other hand, if you have mostly students whose parents can\u2019t afford counselors, private therapy, or private mental healthcare, then you actually need a higher counselor-to-student ratio at those schools. That\u2019s a case where, when they appear even, that may actually still be a disparity.\u201d<\/p>\n

The pandemic has taken a toll on everyone\u2019s mental health. Especially Black people, and\u00a0especially Black children<\/a>. Unfortunately, Royal says, the conversation surrounding students\u2019 mental health has been \u201cvery narrow.\u201d<\/p>\n

\u201cNot only are the children extra stressed, but the adults who are supposed to be helping them cope with the stress, they\u2019re also extra stressed,\u201d Royal says. \u201cSchool districts, especially under-resourced school districts, are struggling. They\u2019re being reactive and trying to figure out all these competing interests.\u201d<\/p>\n

Between the immense pressures of trying to keep kids both in school and COVID-free, Royal says mental health gets pushed down on the priority list and is lacking the rich conversation it deserves.<\/p>\n

\u201cUnfortunately, people are thinking the only thing you need to do for mental health is have them socializing, which is hard in the midst of COVID,\u201d she says. \u201cOur kids are dealing with a lot around: Is this gonna kill me? Is this gonna kill my family? Does my school have the capacity to keep me safe?\u201d<\/p>\n

Where Are We on Desegregating Schools?<\/strong><\/p>\n

The Urban Institute\u2019s Dividing Lines report features an\u00a0interactive map<\/a>\u00a0to show where school boundaries are drawn and exactly how schools remain segregated. Seemingly arbitrary imaginary lines group Black and Hispanic students together, keeping white students on the other side.<\/p>\n

Royal covers this topic in her forthcoming book,\u00a0Not Paved for Us: Black Educators and Public School Reform in Philadelphia<\/em><\/a>. While she is not opposed to school desegregation, Royal doesn\u2019t think it\u2019s the only solution to ensuring Black children receive an excellent education.<\/p>\n

\u201cWhy aren\u2019t Black children in their own schools worthy of these resources?\u201d Royal asks. School desegregation, Royal explains, was a way of selling schools and neighborhoods that were considered \u201cundesirable to white people.\u201d<\/p>\n

\u201cSchool desegregation became something where our needs weren\u2019t necessarily centered,\u201d Royal says. \u201cIt was like, \u2018we need to sell it to white people. We have to somehow make the Black students palatable for them, but also present Black students as a learning opportunity,\u2019 which then is not fair to Black students.\u201d<\/p>\n

Dr. Royal\u2019s insight makes sense to Toldson, a parent, who says he doesn\u2019t believe \u201csimply being around white students is good enough for them to get the kind of education that they need.\u201d However, he says having a segregated environment is a \u201cdangerous proposition,\u201d especially with income disparities.<\/p>\n

\u201cIn this country,\u201d Toldson says, \u201cit always leads to disparate outcomes.\u201d<\/p>\n

Support for this Sacramento OBSERVER article was provided to Word In Black (WIB) by the Chan Zuckerberg Initiative. WIB is a collaborative of 10 Black-owned media that includes print and digital partners.<\/em><\/p>\n

The post How Invisible Lines Keep Education Resources From Black and Hispanic Kids<\/a> appeared first on The Sacramento Observer<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

SACRAMENTO OBSERVER \u2014 Word In Black analyzed the\u00a0Dividing Lines\u00a0database from the\u00a0Urban Institute, which looks at key differences in neighboring pairs of public schools along more than 65,000 zoning boundaries. In creating the database, Urban Institute paired schools based on their school attendance boundaries, sorting the pairs into groups A and B. The A group is the side of the boundary with more Black or Hispanic residents, and the B group is the side with fewer Black or Hispanic residents.<\/p>\n","protected":false},"author":1,"featured_media":2096,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24,1415,25,1362,1772,27,1491,31,1638,576,1519,679,36,1051,1832,312,39,203,3651,932,2581],"tags":[4843,4861,4849,4856,4852,4863,4850,4853,4851,4858,79,4864,4865,4844,584,4859,4866,4867,4680,4860,4857,4846,4842,4854,4848,3943,1373,4862,3984,4845,4847,4855,4704,2278],"class_list":["post-2331","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nnpanewswire","category-advocacy","category-california","category-community","category-diversity","category-education","category-equity","category-featured","category-k-12-curriculum","category-k-12-education","category-k-12-public-schools","category-maryland","category-national","category-national-news","category-news","category-newswire","category-nnpa","category-nnpa-newswire","category-pathways","category-public-schools","category-sacramento-observer","tag-all-about-the-benjamins","tag-65000-zoning-boundaries","tag-access-to-a-better-education","tag-access-to-school-counselors","tag-better-educational-opportunities-for-their-kids","tag-black-or-hispanic-residents","tag-black-parents","tag-cross-a-zoning-boundary-line","tag-crossing-a-school-zoning-line","tag-dividing-lines-database","tag-featured","tag-fewer-black-or-hispanic-residents","tag-higher-share-of-early-career-teachers","tag-its-all-about-zip-codes","tag-k-12-education","tag-key-differences","tag-majority-black-schools","tag-majority-white-schools","tag-maya-pottiger","tag-neighboring-pairs-of-public-schools","tag-number-of-security-guards","tag-opportunities","tag-puff-daddy","tag-racial-dividing-line","tag-real-effect-on-children","tag-resources","tag-sacramento-observer","tag-school-attendance-boundaries","tag-school-district","tag-school-within-a-district","tag-school-zoning-boundaries","tag-teacher-experience-and-quality","tag-urban-institute","tag-word-in-black"],"yoast_head":"\nHow Invisible Lines Keep Education Resources from Black and Hispanic Kids - NNPA Education Public Awareness Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nnpa.org\/education\/2022\/02\/06\/how-invisible-lines-keep-education-resources-from-black-and-hispanic-kids\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How Invisible Lines Keep Education Resources from Black and Hispanic Kids - NNPA Education Public Awareness Program\" \/>\n<meta property=\"og:description\" content=\"SACRAMENTO OBSERVER \u2014 Word In Black analyzed the\u00a0Dividing Lines\u00a0database from the\u00a0Urban Institute, which looks at key differences in neighboring pairs of public schools along more than 65,000 zoning boundaries. 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