Yes, This Room is Too White: Understanding Why Race Matters in the Charter Movement

1. 1 Yes, This Room is Too White: Understanding Why Race Matters in the Charter Movement john a. powell Director, Kirwan Institute for the Study of Race and Ethnicity Williams Chair in Civil Rights & Civil Liberties, Moritz College of Law Presentation at the 2008 National Charter Schools Conference New Orleans, LA June 24, 2008

2. 2 Presentation Overview What is white privilege? Understanding structural racialization Why race matters in education Why student diversity is important Addressing teacher/staff/administrative diversity and cultural competency How to create diverse schools Schools should prepare students to be good citizens Clarifying the goals of the charter movement

3. 3 What is White Privilege?

4. 4 White Privilege and the Organization of Structures Without critical examination, the system can appear to be just and fair, perhaps even neutral towards race. Often unbeknownst to them, whites inherit and possess many benefits that are often unacknowledged and/or taken for granted. Interestingly, the norm of whiteness is strong enough that the privilege of whiteness may not even be perceived by people of color.

5. 5 Recognizing White Privilege �In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of meanness by members of my group, never in invisible systems conferring unsought racial dominance on my group from birth.�  ~Peggy McIntosh � �White Privilege: Unpacking the Invisible Knapsack�

6. 6 Defining White Privilege White privilege refers to special advantages, rights, or unearned benefits that whites enjoy simply due to the color of their skin that other groups do not receive A white person does not need to be a racist to benefit from white privilege The recipient of white privilege may not even be aware that s/he received it These privileges are passively acquired

7. 7 A Few Manifestations of White Privilege Spatial and residential segregation The appearance, demeanor, and choices of a non-white being considered �representative of his/her race� Minority students are less likely to be placed in advanced or accelerated classes �Flesh color� Band-Aids are typically light beige in color, thus reflecting a norm of white skin tones

8. 8 White Privilege and the Organization of Structures "The reality is [in] every aspect of life -- economic, social, political -- white people benefit from the way the system is organized and black people experience deficiency.� ~ Paula Rothenberg, author of White Privilege: Essential Readings on the Other Side of Racism

9. 9 Understanding Structural Racialization

10. 10 Structural Racialization Institutional racism shifts our focus from the motives of individual people to practices and procedures within an institution. Structural racialization shifts attention from the single, intra-institutional setting to inter-institutional arrangements and interactions.

11. 11 The Importance of Institutional Arrangements

12. 12 Dominant public paradigms explaining disparities: �bad apples� Defective culture Individual faults Personal racism Overlooks policies and arrangements:�diseased tree� Structures Institutions Cumulative causation Attribution of disparities

13. 13 Structural Racialization It is often the interaction of institutions that generates racialized outcomes Racialized structures are likely to disserve all in a democracy Structural racialization analysis allows for a view of the cumulative effects of institutional arrangements A systems approach

14. 14 Contrasting Perspectives

15. 15 Cycle of Segregation

16. 16 Challenges for Public Education Economic segregation Achievement gap Discipline rates Funding disparities Graduation rates Racial segregation

17. 17 The Arrangement of Structures How we arrange structures matters The order of the structures The timing of the interaction between them The relationships that exist between them We must be aware of how structures are arranged in order to fully understand social phenomena

18. 18 Structures, Charter Schools, & Choice How structures are arranged affects charter schools Charter schools have the advantage of being more flexible than traditional schools Charter schools give parents a choice regarding their child�s/children�s education Choice is often thought of a private, but it is social in nature Structural racialization can structure our choices

19. 19 Overall Student Racial/Ethnic Composition: Charter schools 1998-1999 When comparing charter schools to public schools� Charter schools enrolled approximately 11% fewer white students (48% vs. 59%) Charter schools enrolled approximately 7% more black students (24% vs. 17%) Charter schools enrolled approximately 3% more Hispanic students (21% vs. 18%)

20. 20

21. 21 Proportions of White and Minority Students

22. 22 Charter Schools vs. Traditional Public Schools (1999-2000)

23. 23 Race/Ethnicity of Charter School Students

24. 24 Visual Representation of Data From Previous Slide

25. 25 Reconsidering the Diversity Data While the numbers from the national-level data seem to allude to the presence of diversity, it is important to analyze the data on more micro-levels as well. In doing so, a slightly different story emerges�

26. 26 School District-Level Data Has a student population that is 0-20% white - Charter schools: 27% The surrounding school district: 10% Has a student population that is 81-100% white - Charter schools: 38% The surrounding school district: 37% Nearly three times as many charter schools fall in the 0-20% white category compared to their home school districts.

27. 27 Why Race Matters in Education:Why Student Diversity is Important

28. 28 Understanding Race, Culture, & Diversity Race and culture are not the same and should not be considered such We need to think about how we define diversity: In terms of race? Culture? Both? In terms of the student population? In terms of the teachers?

29. 29 The Benefits of Racial Diversity in Education �Helps students avoid or overcome stereotypes by providing a range of experiences and viewpoints�; Promotes cross-cultural understanding and helps students develop interpersonal skills for a multiracial world; Prepares students for a racially diverse workplace; Trains and educates a diverse group of leaders; Contributes to better decision making on issues affecting our multicultural society; Fosters diversity among civic and business leaders.�

30. 30 More Benefits of Diverse Educational Settings Children in diverse educational settings are� �more comfortable with people of other races as adults �better able to function in our multi-racial and multi-cultural world �potentially able to ease racial tensions as adults and help work for a democracy that embraces diversity �are important to the position of the United States in an era of globalization and global economies

31. 31 Opting for Diversity A Gallup poll in 1999 indicated that 59% of respondents thought we should do more to integrate schools. This number was only 37% in 1988. In one poll of public school parents, results indicated that 67% would select a �good diverse school� over a �outstanding homogenous school� (26%).

32. 32 True Integration True integration is creative and respects inter-group relations based on mutuality, equality and fairness A truly integrated school must employ teaching and techniques that address the multitude of student learning styles and utilize materials fashioned by and about people of diverse racial and ethnic backgrounds It is transformative rather than assimilative It both transforms and enriches the mainstream In contrast, desegregation, at best, attempts to assimilate �minorities� into the mainstream

33. 33 Why Race Matters in Education:Why Teacher/Staff/Administrative Diversity and Cultural Competency Is Important

34. 34 The Role of Teachers, Administrators, & Staff While research indicates that students thrive in diverse educational settings, the classroom experience is also affected by the instructor and other staff members at the school. The diversity of these individuals and their cultural competency all play a role in shaping students� educational environments.

35. 35 Race/Ethnicity: Charter School Teachers

36. 36 Race/Ethnicity: Teachers at Charter School vs. Traditional Public Schools

37. 37 Teacher Diversity: Ohio Charter Schools In 2004, 56% of charter school students were Black. The population of teachers in charter schools was 26% Black. In comparison, public schools had a black student population of approximately 16%. Only 6% of the teachers were Black.

38. 38 Teacher Diversity: Michigan Charter Schools

39. 39 The Importance of Cultural Competency Beyond simply having a diverse school staff, it is important that the teachers, administrators, and other school officials are culturally competent. A lack of cultural competency (as well as a lack of diversity) in teaching staff has been linked to: Tracking students of color into lower ability classes/ special ed. Unequal rates of discipline/ suspension for students of color (particularly black males) What does it mean to be culturally competent?

40. 40 Components of Cultural Competency Awareness An individual�s own sense of their �emotional, psychological, and behavioral responses to diversity� Attitudes �Our personal biases, moral positions, and openness to differences� Knowledge �The concepts, skill requirements, and ethics associated with diversity training� Skills The ability to act in ways that are culturally competent

41. 41 Characteristics of Culturally Competent Educators and Schools Foster a climate of inclusion and respect Bridge academic material with students� �prior understanding, knowledge, native language, and values.� Consider culture a valued asset rather than a detriment to overcome Classroom activities are often hands-on

42. 42 Manifestations of Cultural Differences Culturally competent educators need to be aware of the ways in which cultural differences can be manifested: Ways of knowing/acquiring information Ways of solving problems Non-verbal communication Learning styles Techniques for addressing conflict Use of symbols

43. 43 Structural Racialization & Cultural Competency Structural racialization and cultural competency converge No institution is 100% neutral No cultural arrangement is neutral We tend not to think of whiteness as a culture, but it is Everyone is culturally situated Cultures transmit values and are reflected in institutions

44. 44 Creating Diverse Schools

45. 45 Reflecting Upon Desired Outcomes What educational outcomes are charter schools trying to achieve? For what are we preparing students? To graduate from high school? To enter the workforce? To attend college? To be good citizens? The future, including a future that encompasses a variety of cultures? To be culturally fluent in a global society? Are we using merit to measure what we say we value?

46. 46 Reflecting Upon Desired Outcomes If merit is based on what we value, what does the way we measure merit say about our values? Do we value standardized test performance, or democracy? Is individual success more important than group? Can both be achieved? If we say we value diversity and democracy, then why are courses in civics rarely taught?

47. 47 Aligning Schools to Reflect Our Values What constitutes a good student? Grades? Career success? The degree to which his/her future career is financially or emotionally rewarding? Whether he/she gives back to his/her school and/or the greater community? Schools need to be aligned to reflect our values

48. 48 The way merit is currently used is individualistic. This is problematic because cumulative disadvantage is based upon group identity - race. Limitations of individualistic merit: Reinforces myth of the �American dream� (hard work ? success); stigmatizes those who do not succeed Marginalized groups do not benefit from a few members being given preference- need interventions that lift up group collectively Transitioning from Individualistic Merit

49. 49 Introducing Democratic Merit Rather than awarding past achievements, democratic merit invests in the democratic potential of individuals Confer rewards to those who will create a more just, more democratic society Multi-dimensional: It involves the alignment of the �doing� of democracy with the creation of democratic citizens Inclusive and diverse schools create bonds between individuals and the larger community that encourage democratic participation

50. 50 Democratic Merit Aligns with the Goals of Education The U.S. Supreme Court has identified an objective of public education to be �the inculcation of fundamental values necessary for the maintenance of a democratic political system�. Preparing students for citizenship has been a stated goal of American education throughout history. Instill fundamental values and transmit knowledge necessary to partake in our democracy In 2002, the Supreme Court in Grutter acknowledged the importance of preparing students for citizenship

51. 51 Transformational vs. Transactional Solutions Transformative solutions begin with the assumption that causation is multiple, mutual, and cumulative Transformational: Institutions need to be rearranged to support individual and collective values of (mutuality, equity, and democracy�) vs. Transactional: Institutions are arranged appropriately; individuals just need to negotiate them better

52. 52 Creating Truly Diverse Schools Work toward transformative diversity The work of creating a diverse institution does not end with a diverse student body Harness the genuine benefits of diversity within and across the school Teachers, administrators and staff must share diversity goals and be culturally competent Teachers must have the skills and knowledge to create a safe, supportive, and inclusive space Curriculum should be challenging, engaging, and culturally relevant

53. 53 What can the charter movement do? Seek clarity in terms of the charter movement�s goals Why charter schools? What are charter schools trying to achieve? What is driving them? Consider how charter schools are structured Align structures with our values Prepare students for a diverse world Both build on and rescue students from their circumstances Work to incentivize diversity Make diversity more than just an aspiration or something to which we pay lip service

54. 54 More Recommendations/Reflections Create charter schools that are culturally competent, economically and racially diverse, and that are designed for excellence Embrace the opportunity to move beyond the neighborhood segregation patterns that plague traditional schools and instead work toward true integration Remember that structures matter and reflect our values

55. 55 Linked Fates� Transformative Change Our fates are linked, yet our fates have been socially constructed as disconnected (especially through the categories of class, race, gender, etc.) We need socially constructed �bridges� to transform our society Conceive of an individual as connected to�instead of isolated from��thy neighbor�

56. 56 Questions or Comments? For More Information Visit Us On-Line:www.KirwanInstitute.org

57. 57 Appendix Academic performance of charter school students Parental attitudes toward charter schools

58. 58 Academic Performance: Charter Schools vs. Traditional Public Schools

59. 59 Parent Attitudes Toward Charter Schools According to the �Baseline Evaluation of Georgia�s Charter Schools Program: Summary Report�: (2005-2006) �70% of parents graded their child�s charter school an A or A+, and even parents who did not grade the school highly believed the charter school was the best available option for this child� �85% of parents indicated they would re-enroll their children in their charter school the following year�

60. 60 Parent Attitudes Toward Charter Schools According to a poll of 300 parents of New York charter school students (June 2003): Percentage of parents satisfied with� Safety of schools: 90% Parent-teacher relationships: 87% Amount and quality of homework: 86% Class size: 85% School�s academic quality: 84% Discipline: 81% Communications from school personnel: 81%