-Charles Donalson, African American male, student at

Oak Park and River Forest High School

Good schools aren’t good for everybody. That is one of the things I learned quickly as I began to study schools that were widely celebrated for achievement and diversity, but there was much more beneath the surface. America to Me, a new documentary series directed by Steve James of Hoop Dreams fame, has begun airing on Starz after receiving critical acclaim at Sundance earlier this year. The 10 part series is just four episodes in, but from its opening it’s clear that the series goes beyond celebrating the school’s diversity and is attempting to grapple with race and racism. On this alone, I recommend the series but that doesn’t mean it’s without issues.

The series, so far, highlights the lives of several students at Oak Park and River Forest (OPRF) High School in suburban Illinois. In addition to the students and parents who are followed throughout a year, we hear from faculty, administrators, and school board members. The students are involved in an litany of activities: wrestling, spoken word, cheer, drill, as well as students who do no extracurriculars. There are students who are freshman, seniors, heterosexual, non-binary, biracial, and the list goes one. Despite all this diversity, the main students and families followed by the crew are all Black (or at least have one Black parent). For viewers, this is great for showing what its like to be Black, in its many iterations, in a school like OPRF. Oak Park, as its commonly called, is the kind of school that has great amenities, receives academic accolades, and whose optics look like they’re pulled from a college campus website. Still, the experience of Black students there is markedly different. For example, in 2015, 23% of the student body was Black, but 53% of students who got suspended were Black. For decades now, even in schools that are well-appointed, Black students have bore the brunt on unequal treatment. For Black folks, this is not an entirely new story, but that is also why Charles’ words that open this post are so important. Charles doesn’t start with the achievement gap or Black underperformance–we have no shortage of writing or documentaries on that, instead he highlights the pervasive culture of white advantage.

If there is one thing that is glaringly absent from America to Me it is the voices and experiences of White students and families who accrue the spoils of suburbia whether traversing town or selecting advanced placement courses.

If there is one thing that is glaringly absent from America to Me it is the voices and experiences of White students and families who accrue the spoils of suburbia whether traversing town or selecting advanced placement courses. In my own book, Inequality in the Promised Land, I found it essential to make sure the voices of White families were present for a few reasons. First, by speaking with white families, I heard their perspectives and experiences rather than simply inferring them from the accounts of others. Other scholars who studied suburbs, such as John Ogbu, only studied Black families, and attributed academic failure to Black children’s “academic disengagement” while assuming White families’ achievement was a result of hard-work and high functioning. In the social sciences, long traditions of deficit thinking limit us from seeing what’s actually happening. Second, once I put the voices of White and Black families in conversation the relational dynamic between the two became clearer. Black families were not simply disadvantaged, White families were hyper-advantaged and they routinely hoarded resources.

When it comes to suburban spaces, including the villages of Oak Park and River Forest, the history of racial exclusion is not simply in the past, it shapes where people live today and how people are received in public spaces like schools. The critics’ responses to America to Me have been favorable, but as I read comments on YouTube, IMDB and other sites, they are far more critical. Many of the comments argue that if there is an issue with Black academic success in the school it is rooted in Black children’s effort and their home environment. This old trope has long been challenged by research, but in remains a common explanation among popular audiences, even educators who are meant to help produce equitable learning environments.

The entrenched belief in Black dysfunction and normative White responses is captured in one telling moment in an interview in episode one.  Sami Koester, a student on the cheerleading team, confesses that Deanna Paloian (bka Coach D) the lead cheerleading coach who is white, is now different. “The Coach D that I used to know from when I was 12, she was a lot nicer. She did tell me that she has to put herself in authority more because all the girls are Black and she has to like put up her own fight to make sure that she gets what she wants.” Coach D argues she coaches the girls, who are predominantly black (the drill team in predominantly White), like a football coach and she is not afraid to hurt feelings or be bluntly honest. She peppers her speech with “girlfriends” as she wears a Beyonce themed shirt. Her approach is met with mixed reception from the Black girls under her guidance. Some suggest, “She yells at us like a mom” while others highlight Coach D’s approach may be rooted in her racial mismatch which heightens attitudes and sassiness. The filmmakers don’t make a effort to suggest which came first, adults’ attitudes or children’s responses, but it becomes clear that often the most “well intentioned” can create dangerous environments for Black children.

In episode four, viewers get a deeper look at Aaron Podolner, a White Physics teacher who was born and raised in Oak Park, and his approaches to race inside and outside of the classroom. He “invites” (I’m not sure how much choice they had to actually opt out) two Black students–Jada Bufford and Charles Donalson to read his memoir on race and comment on how he’s handled race in the classroom. In the classroom, Jada challenges Podolner to respect the boundaries of students and mentions how when she asked him not to comment or make jokes about her hair, he persisted. She points out that in his attempt to “relate” he is missing the very students he claims to care about. Podolner misses her point entirely and tone deathly centers himself and his difficulties as he responds,

“I think it’s hardest because we get a lot of pressure here, as teachers, to, like, make a difference, to fix black people, to improve scores. We’re not given any ways to do it. So that’s like, someone like you [motions to Jada and Charles] could be a great resource to us teachers.”

I was literally forced to rewind the show to make sure I heard correctly that Podolner matter of factly invoked the idea that Black children are broken. This is not an uncommon belief among educators, though not often stated. Despite equity commissions and task forces, Black deficit thinking still pervades and governs large parts OPRF. Du Bois famously asked, “How does it feel to be a problem?” and more than 100 years later Black students in OPRF and settings like it could give long monologues on its pains.

In another scene, Podolner sits down with a Jessica Stovall, a Black-White biracial English teacher, as they work to form a teachers equity group to address racial inequality at OPRF. Stovall astutely challenges Poldner, “I understand you’re so passionate about helping your Black students. I know that about you. But I do notice when I start to push you on talking about the miseducation of our White students then you’re less likely to want to engage in those types of conversations.” Podolner describes how he wants to demonstrate to Black and White kids that he “knows more than the average white guy” about Black culture, which he thinks will disturb the classroom dynamics of whiteness and white supremacy. Like many well-intentioned White educators I’ve spoken with and worked with, this attempt at cultural connection does little to disturb white social norms, though I am sure it makes Podolner feel good, all while it silences girls and women like Jada Bufford and Jessica Stovall who desire an entirely different classroom and culture, not one that “gives points” for Black cultural knowledge.

Within each episode, you’re likely to smile at fond moments and grimace at missteps, which is the mark of a compelling series. At core though, I hope the series ultimately listens to the Jada and Charles’ who know OPRF will not be different until it becomes a non-White space. The “browning” of OPRF won’t make it a non-White space; critical engagement and challenging everyday practices of white supremacy like: opportunity hoarding, sliding standards, and deficit thinking will. Making our schools, and this country, non-White spaces will take more than seeing Black suffering, it will mean that White advantages must be relinquished and White accountability must emerge. The omission of White students (as main characters) and families worries me that the project could unintentionally reify ideas that when racism impacts life, the onus on repair and restitution lies with the people most affected by racism. I’ll be watching to see where this goes, I hope you will too!

The closer we get to Election Day, the more voters are likely to feel like Neo in The Matrix when he’s offered a choice between the blue or red pill—a choice that will decide both individual and universal fates. Our democracy isn’t a Hollywood production, however, and the truth is that there are more than two options. For nearly 10 years, I’ve voted my values and cast ballots for third-party candidates—and I’ve survived, despite the many myths about what that choice would mean for our nation and the political process. Misrepresentations about voting third party may keep many voters from breaking out of the two-party system, but they shouldn’t. There’s life beyond the Republican-Democrat matrix if you know the truth. Here are five of the most popular myths about voting third party, and why they’re total bull: Read More

1) Fasting from alcohol
2) Fasting from additional sugar and sweets
3) Reading Joy James’ “Imprisoned Intellectuals”
4) Leading and participating in a weekly study group for male identified friends on “uprooting patriarchy”
5) Connecting with and building with justice oriented sociologists

There are a million ways to become better and to take inventory of what you’ve done over the past year. In a year where we’ve seen 551 people killed by police, there is much work to be done. In a time when the Black child poverty rate has remained steady while all other groups have declined, there is much work to be done. I’m proud to have such amazing comrades who join me in this month and work daily for liberation. One such person is Marc Lamont Hill. If you haven’t done so already, pick up his new book Nobody: Causalities of America’s War on the Vulnerable, from Ferguson to Flint and Beyond. It’s a powerful read about where we are, how we got here, and what it’s going to take to move us forward!

There isn’t enough ink to express our pain. Day after day, month after month, year after year, the pain of being Black in America globally is apparent. Moments ago I read the headlines and tweets that told me the NYPD officer  Dan Pantaleo (say his name until it can’t be forgotten, until he’s held responsible) the NYC cop that killed Eric Garner would not be indicted. A week and two days before that I heard news out of Ferguson, Missouri that Darren Wilson would not be indicted. That same day hours before, I watched my beautiful daughter be born into this world. Being Black is like that, valley, peak, valley—in that order.

No matter who it is, the time comes that you realize that being Black is hard and beautiful. You come to learn that your cool, your clothes, your rhythm is quested after like a golden fleece, and then you remember that you’re hated all the same for it. Hated for the thing you inherently possess and ultimately cannot dispossess—trust me, many are trying to give it up, but you can’t. Many are trying to recreate/generate it, but it has to be organic—we synthesize, it can’t be synthesized.

I recently got in an online disagreement with a family member. I gave up arguing online about 2 years ago and my life has been all the better for it, but this time suffering from sleep deprivation courtesy of our bundle of joy, I engaged. My cousin, one of closest loved ones on the planet, posted a status about shopping on Black Friday and tongue-in-cheek told folks to “say something” about her shopping. I was frustrated at her at life.

I remember when I first heard the calls to boycott Black Friday #notonedime, I knew that arm chair theoreticians and activists would sharpen their darts aiming at the hot air balloon of social activism. I knew it’d be a dog pile of, “How is that supposed to help?”, “We need new solutions!”, “What difference will it make?” –you know the standard chorus of consternation. I’d decided that for each post that someone put up like that I’d ignore it and write them off as disaffected, short-sighted haters (which they often are). But truthfully I understand them. I’ve been them. It’s kind of like being at a dance and not really knowing how to dance so rather than stepping out and risk being a fool, you talk about the DJ, you chit chat with your boys, you explain how you don’t like the newest fads … all the while the dance goes on, everyone else is sweating it out and having a good time, and you go home realizing you missed out, but never admitting it. It’s easy to be on the sidelines, it’s hard to put your shoes on the dance floor.

Moral and ethical courage are sometimes in short supply, but we have enough to move ahead, we never needed 100 percent to be on board, just a few committed ones. A few years ago an elder told me, “If everyone who claimed to have marched across that bridge [Edmund Pettus Bridge] was on that bridge the damn bridge would have fallen in!” They’ll come around later … or come around for the victory party. When Fidel Castro was asked about what he’d do differently regarding the Cuban Revolution he said he started with 82 men but he would have started with fewer men but ones who had absolute faith. That’s real rap!

Boycotting Black Friday or Cyber Monday may not be your cup of tea, but neither is the loss of Black life. I am in awe of the young people organizing out of Ferguson and the people who have poured into that community for the past 118 days. The boycotts on Friday or Monday were mass actions that allowed folks without much skin in the game to make a sacrifice, to symbolically and strategically show impact. It worked, no matter what mainstream media says. I’m still not really cool with my cousin for not participating, but she’s not alone. It just means we need to do more work to show folks why we matter, why boycotts matter, why protests matter, why Black lives matter.

We have too many servants and too few activists. Activism is sustained struggle. (Community) Service, often, is for a moment and done. Activism is not a visit to the soup kitchen; it’s not tutoring after school; it’s not collecting donors for a cancer run. Okay, it can be that, but that’s only a small part of it. Activism, in my estimation, has to do more than service the sick or un-well, it’s got to do the work of uprooting the things that injure and press to build a safe space for a thing to live and thrive. Too few of us have a heart for activism, because true activism means you give up something, not once, but daily. It’s a process of dying so others can live—it’s martyrdom, but without the fanfare.

The tweets, the appearances on news media, the op-eds will all die out soon enough, but our willingness to sacrifice and fight must not. We can’t accept a commitment to body cameras and tough language (not policies) around ending police misconduct. The legislation needs to change, I truly believe it does #changethenypd. But more than legislation our entire orientation to Black life must shift. And I mean the lives of Black men and women, all lives matter but our blood runs too freely for us not to demand special attention.

The police don’t love us, and they never did. My dad was a cop and even he knows this, but I’m not sure he’d admit it. No matter how many times you show me a teary eyed boy or a dancing cop, I can’t forget that those moments don’t compensate for the force that they use on our bodies and have been doing so for centuries. Du Bois was right. The police are a new articulation of slavery. He was right – It’s not about diagnosing the problem, the bigger and trickier task is to get people to care and then to act. You’ve read all this so I guess it’s wrong of me to ask, “do you still care?” but I have to ask these days.

It’s hard to continue to care. For many of us, by the time we heard the non-indictment of Garner come down we were numb. Some of us got numb when we saw loved ones beaten into within an inch of their lives by cops and realized that no one cared—not the grand jury, not internal affairs, not the mayor, not even the politician who promised to get tough on corruption. Some of us have been numbed by what we have access to—hey, who doesn’t want to get that 60 inch on deep discount? Some of us are numb because the cost of caring is reckoning with the vulnerability we all must come to grips with—you may have more degrees than a thermometer but your skin remains a target. We’ve got to care enough to fight.

We’ve got to fight the system. We’ve got to struggle with ourselves. Love ourselves enough to correct ourselves. Love each other enough to remind each other that we got this. That our ancestors have already showed us ways and walk with us now. We’ve got to love so that we can see a new day. When I look at my daughter in resting slumber I get haunted with visions of the reality that she will face. I get scared. I get angry. I fight that with ancestral love. I fight it with knowledge that if we wake up, nothing can put us to sleep. I fight because I love her. I love my nephews. I love my nieces. I love our elders.

Love wins not because we will have some “pie in the sky” kumbaya moment—we won’t, and if there is I ain’t showing up because I know it’d be a sham. Love wins because it stands up to injustice. It doesn’t ask for forgiveness for the person who is stomping on the vulnerable. Love kicks the ass of the person stomping, helps the vulnerable, and tells the one stomping to get help … or get more ass kicking. I don’t mean that literally, well maybe I do. It’s somewhere between what the Bible and George Jackson said. Love is patient …  Patience has its limits. Take it too far and it’s cowardice.

My ancestors want me to be patient, but not a coward. They want me to wake up, to wake my neighbors and to dream. Dream the other world. Build the other world. Fight this world that is trying to rob Black joy and Black life. Remind them Black is beautiful and if you don’t know you’re going to figure it out later, but we got a nation to build, a world to transform, a system to fuck reform overthrow eliminate. We’ve got to sacrifice what’s here to create what should be. I’m not waiting for a grand jury; I’m waiting for my cousin; I’m waiting for my comrades; I’m waiting for us to be sick and tired of being sick and tired. But don’t wait too long. Don’t be too tired.

The last words you hear from Eric Garner on the tape of him being killed are him saying, “I can’t breathe!” I feel him, but I want to change that. I want to make it clear. I can’t breathe; I can’t live right; I can’t stop thinking about the trees cut short before they could grow and give their gifts. I can’t and won’t breathe without thinking about what they came to teach us. I can’t and won’t breathe without remembering there is work to be done. Now the only thing I have left to ask is, “I can’t breathe, can you?”

On June 10th, a Superior Court judge in California struck down California’s teacher tenure laws. While you may not be a California resident, I can tell you this is going to matter for your state, your children and your schools. In the national debate on educational reform, one of the most vilified terms is “tenure.” The Vergara case on its face appears to be about increasing student opportunities, but in reality it is all about weakening both the diversity of the teaching force and teachers’ labor protections. This is not a case of students’ interests winning out over teachers’: there are no victors in this decision.

What is tenure? First, tenure is different at the K-12 level and the higher education level. As a college professor, tenure is a property interest in one’s job, roughly the equivalent of becoming a partner at a law firm or medical practice. It makes the person with tenure a long-term part of the management of the business or institution.

But this is not the meaning of tenure in K-12 education—tenured teachers are not like law firm partners (if you don’t believe me ask a teacher to see their paycheck stub!) For educators of the nation’s youth, tenure means the right to due process.

Read more at EBONY

Photo courtesy of Brett Levin

R. L’Heureux Lewis-McCoy is a professor of sociology at the Colin Powell School for Civic and Global Leadership. This month, his book Inequality in the Promised Land: Race, Resources, and Suburban Schooling is being released through Stanford University Press. In this interview with Neighborhoods and Nations, he gives an overview of the research underlying the book’s insights on the everyday, and often insidious, forms of discrimination black students and their families face in schools across America. In doing so, Professor Lewis-McCoy paints a portrait of a new suburban landscape, one that fails to be “the promised land” of broader opportunities and resources that struggling families, particularly people of color, can rely on in equal shares.

How would you contextualize this work in relation to your past and ongoing research? Would you say that ‘race and education’ is a primary focus for you as a sociologist? 

My research for Inequality in the Promised Land continues my ongoing interest in how race and class shape educational opportunity. This year marks 60 years since the US Supreme Court declared in Brown v. Board of Education that “separate facilities are inherently unequal facilities.” When most people think of schools they think of them as the engine of social change or potentially the “great equalizer.” Unfortunately, when we look deeper, we see that schools are a mixed bag—some schools are flying high, while others are failing.

Read More at Neighborhoods and Nations

In President Obama’s last State of the Union address 

The answer is no, but that does not mean the effort is without merit. To create serious traction any effort to help young males of color must battle on two fronts: the empowerment of young males and changing the institutions and systems through which these young males travel. Choosing one front and not the other is a dangerous move.

Read more at Ebony.com.

While cameras follow Idris and Seun, the film is more about their parents’ educational and social negotiations than the boys’. Idris’s parents (Joe Brewster and Michele Stephenson) double as central subjects and filmmakers. A moment that stood out to me was Michele Stephenson’s commentary on their choice to send Idris to a historically and predominantly White private school. “Initially I didn’t want to even go to the interview at Dalton. I didn’t want Idris to be part of this elite school that didn’t give him any sense of grounding or sense of self. You know? A bunch of rich white kids disconnected from the larger world that [are] self-involved etc., etc. But going to the school, experiencing commitment to diversity and comparing it to the other schools that I went to, I finally gave in. I can’t say that I regret it. It’s going to hopefully allow him to compete at the top level with his peers.”  Stephenson’s analysis is like many Black parents who seek high quality education for their children but simultaneously recognize that schools are often alienating to students of color, at best, and devaluing of them, at worst. Seun’s parents share similar concerns about the issues that they face as they steward young Black males through school.

Both families’ initial reservations seem to be well placed, but when we look at Idris’s and Seun’s paths through Dalton their parental concern didn’t necessarily lead to better outcomes. Seun and Idris were the only two Black boys in the class in primary school and soon were referred to special tutoring services to which none of their classmates were referred. As time passed, both families encountered pressure from the school administration to evaluate their sons for learning disabilities and behavioral problems, and both struggled with peer acceptance. Early on in the film Seun is diagnosed with dyslexia and eventually struggles to stay afloat academically at Dalton, leading him to leave Dalton and attend Benjamin Banneker Academy in Brooklyn for high school (a predominantly Black school with an African-centered school philosophy).

Idris remained at Dalton through high school and had a very different educational experience than Seun.  Throughout the film Idris’s parents question the ways Dalton characterizes their son: disruptive, unfocused, hard to manage. His parents highlight his academic acumen but also question his lack of follow through and drive when it comes to academic matters. The school pressures Idris’s parents to test him for ADHD but they resist (it should be noted that Idris’s father is a psychiatrist). In contrast to his parents, Idris wants to be diagnosed because he believes if medicated his test scores may improve, a pattern that he believes has occurred with his classmates. Ultimately he gets assessed and is excited to receive an ADHD diagnosis.

Both Idris and Seun’s experiences reminded me of my educational journey. During my freshman year (and first year) at a similarly elite private school in Connecticut, school administrators encouraged my parents to have me screened for learning issues. Faculty of color at the school privately pulled my parents to the side and informed them that there was a pattern of over-diagnosis of students of color. My parents, excited to have me in such a renowned school, heeded the school administration’s advice to undergo evaluation and ultimately, they were told I had a “learning disability” though no type was ever specified. This led to ” academic accommodations” but also led to teachers treating me differently in the classroom.

The over-diagnosis of Black boys (and to a lesser extent Black girls) with learning disabilities occurs across educational and economic settings. In Inequality in the Promised Land I discuss how parental desires and school staff desires often clash—and what can be done to change that. For many Black parents in well-resourced schools, these dynamics often meant begrudgingly accepting diagnoses they didn’t agree with or being coerced by school cultures that seemed to devalue their children but potentially provided strong academic foundations. This type of trade-off is too common.

In American Promise, we see two families attempt to get the best education for their sons while still dealing with the hazards of race (and to some degree class). The promise of American opportunity will remain unrealized until Black families, as well as poor families, have equal opportunities to reap the benefits of well-resourced schools without suffering pyscho-social consequences along the way.

On Nov. 19, 2013, the University of Michigan’s Black Student Union tweeted, “We want to hear your unique experiences of being Black at University of Michigan! #BBUM.” That Tweet has sparked international conversations and is angling to change the way University of Michigan operates.

While some dismiss “hashtag activism” — the use of social media to raise awareness and sometimes launch campaigns about social issues — the BBUM (Being Black at the University of Michigan) campaign may help prove that activism that emerges via the Internet can shift policy and realities on the ground, particularly when it comes to colleges and universities.

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On December 5th, Nelson Rolihlahla Mandela, affectionately known as Tata Madiba to some, transitioned to the ancestral realm. His name rings in many corners of the globe and on Tuesday he was memorialized in South Africa, but his relevance and importance to global and local freedom struggles cannot be underestimated. In the past few days, many accounts have sought to paint him as both revolutionary and peaceful, anti-establishment, as well as establishmentarian—the truth is that in 95 his years Mandela was all of these things. Through my own lens as an African-American with Pan-Africanist sensibilities, his diverse personas lent me insight into what “a long walk to freedom” looked like and why we all must engage in the process of creating, not only more just communities, but a more just world.

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I have to admit, until recently I didn’t really know who Chief Keef was. I recognized his name from the hit “I Don’t Like,” but not much else. I starting inquiring about him more as he feuded with Lupe Fiasco, Lil Jojo got killed, and people started telling me, “Chief Keef is a problem.” The more I learn about him, the more I feel endeared to and concerned for him, as with many of our young Black males. As the rapper gets more and more attention, we have to realize that he is only one person. And like many of our youth, he is trapped in crises of identity, community and opportunity. Until we start to shift those things we can expect to see more loss in Chicago, Philadelphia, and other metropolitan cities.

Identity Crisis

“Know thyself”— two words that can be as simple or complex as we make them. The process of self-discovery is one fraught with benefit and consequences; nonetheless, it is a journey that all must undergo. While we spend a great deal of time telling our young people what to do and socializing them into what to consume, we often miss the chances to help them discover themselves and help them figure out what their role on the planet is, not just what they can make money doing.

Chief Keef, entrenched in a heavy gang culture, is a prime example. To him, Chicago’s Black Disciples is central to who he is and who he should be. Each of his tweets carries #300, a reference to the gang, and he’s been known to only state his age as “300.” A gang, for many, meets a craving for community; however, as this bleeds into an all-consuming sense of identity, the consequences can be large. Gangs are not likely to leave today or tomorrow. Chicago is no stranger to gangs; in fact, they are so much a part of the city’s history that there have been numerous attempts to organize them for progressive social action and governmental intervention to destabilize political alliances.

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It usually sets in much later, but my election fatigue has set in already. It’s that feeling that you have when you’ve been inundated with television ads, robo calls, and emails requesting donations for a candidate, be it your candidate or maybe someone you’ve never heard of and will never hear from again after November 6^th. Some mornings, I want to rise and fast forward past Election Day to find peace. I don’t think I’m alone in this and it may be due to a twenty-four hour news cycle and social media inundation.

Could it be that our hyper-connectivity is leading folks to disengage from politics?

To be fair, I am not an electoral politics fan or stan. While I am very much interested in policy and the way that government affects the life chances of people, but analysis of exit polls, convention speeches, and watching the electoral votes come in turns my stomach. The 2008 election was so phenomenal because we saw a leveraging of the Internet, particularly social media, crowd sourcing, and the turnout of people across a broad spectrum. However in 2012, this same approach has not sparked my inner politico. Instead, I think of responding to Barack Obama’s emails as informally as he messages me every single day:

Hey Barack,

I’m glad you recognize times are hard. I know you need my support. I don’t think Romney is a good choice for this country but I need you to have a little more discretion with your emails. I’m tired man!

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Tips 1 and 2: Strong Summers/After-School Times and Clear Communication with Teachers

Tips 3 and 4: Understand the School’s Behavioral System and Identify Gaps Early

Tip 5: Foster an Intellectual Environment

I hope this creates a dialogue and space for nurturing Black boys to success.

As a child, I used to look forward to the fabled moments in recess and gym class when we would play “girls versus boys.” While rare, it was a chance to go head-to-head with my classmates for gender supremacy. The stakes in gym class were bragging rights at best, but when we look at the current educational landscape, the competition between boys and girls is a bit more complicated. In recent years, we have seen the gender gap—the gap in average scores between males and females—reverse with girls surpassing boys in academic subjects like science and reading. This, not surprisingly, has led to a reincarnation of the battle of boys versus girls. But this time, school culture and societal inequality will be up for grabs.

Recently, David Brooks penned an editorial in the New York Times on the gender gap in our schools. Brooks cited research evidence to suggest that schools are geared towards female students, leaving boys at a disadvantage. This is not a wholly original argument, and the response from Soraya Chemalay suggests that any disadvantages that males face in school are but a microcosm of the larger gender inequities that females face in the world-at-large. While both Brooks and Chemalay are rightfully concerned, we must be careful to ensure that the education of children will not be taken as a zero-sum game, where one gender must win and one gender must lose.

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On Thursday July 26, 2012 President Barack Obama signed an Executive Order creating the White House Initiative for Educational Excellence for African Americans. The initiative creates a commission that is tasked with monitoring and improving the educational performance of African American students. At its best, Obama’s creation of this commission is groundbreaking and signals the start of a national commitment to the educational needs of Black children. At its worst, this could be a political hat tip but provide little force in shifting the trajectory of Black education. What will be the deciding factor between these two? You will be.

The creation of the commission should come as no surprise with the 2012 Election campaign in full swing. This is not to suggest that this is simply political pandering by Obama, rather I’m suggesting that the president knows keeping the African American electorate on his side is essential.

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Summer is finally

For more than two decades, educational researchers have noticed a pattern: during the summer, Black and poor children tend to have their academic growth stunted and in many cases have their educational achievement rolled back. While all kids fall back some in learning during the summer months, poor and Black kids are particularly susceptible to greater fall offs in achievement. This is known as “summer setback” or summer learning loss. Summer learning loss is most often tied to a family’s socioeconomic status (particularly things like income and wealth) and what activities their children do during the summer months.

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I recently found

Unfair? Yes. A safer NYC? Definitely not. I reminded my chat mate that only 2 percent of stops result in contraband being found and that 88 percent didn’t end in any summons or arrest. I told them by any metric it wasn’t effective policing but it could be seen as effective harassment of Black and Latino youth in New York City.

The men’s eyes began to widen as I rattled off statistics and expressed my concern for my younger brothers and sisters who were too often viewed as the embodiment of delinquency by the New York Police Department. One man responded, “That sucks!” I responded, “Until people who are not likely to be stopped and frisked begin to conscientiously object to it, this practice is going to continue.”

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America has entered

From President Obama’s landmark announcement that he supports same sex marriage to Beenie Man posting a video asking for forgiveness of his past homophobic songs, tolerance is in! However, tolerance is not justice. In fact, tolerance basically boils down to finding something unobjectionable. Tolerance is the lowest form of acceptance because it allows one to support in words but not follow up with actions. If we are not careful, our tolerance will only serve to maintain the status quo. If we want to move from tolerance towards justice, it will take more than not objecting to same-sex marriage, it’s going to take a commitment to fight injustice and create safer communities for all. Read More

Despite the rhetoric of change and racial transcendence the schools that our children attend are deeply segregated. In fact, according to scholars like Gary Orfield, schools are more racially segregated now than they were in the Jim Crow South. However, today’s segregation is so pernicious because it is overlooked and we, as a country, continue to fail to address school segregation’s root in housing segregation. If we are to address the issue of quality schooling and segregation we must move beyond two common errors. The first error is believing that segregation is the problem. The second error is believing that segregation is not a problem. Read More

Also, check out the Schott Foundation’s recent report on NYC Schools – “A Rotting Apple: Education Redlining in New York City.”

Sixty four schools will likely close in Philadelphia.

Philadelphia’s recent announcement to close these schools has not been a media lightening rod. Instead, the case of Philadelphia is just the latest in a string of national stories of struggling urban districts shuttering school building doors to keep budgets afloat in turbulent financial times. But is that really all there is to it?

If we look more carefully, the patterns of national school closing are tied to poor academic performance among schools, but also the formerly controversial trend to close traditional public schools and opening charter schools. I say “formerly” controversial, because under the Bush administration there was a national debate about the expansion of charter schools, school choice, and educational privatization. Yet under President Obama, all three of these issues have gained traction with little national resistance or Democratic party challenge. Read More

“Black male success”. These three words are elusive in the press and too rarely associated with the brothers in our everyday lives. A recent report, however, may prove to be the game changer we so desperately deserve.

Dr. Shaun R. Harper, Professor of Education at the University of Pennsylvania, recently released results from a comprehensive study of Black males who have excelled at college and beyond. The report, “Black Male Student Success in Higher Education” is the first research report released by the Center for the Study of Race and Equity in Education (CSREE). In the study’s pages we get an all too rare glimpse into what enables success for Black males. Read More

As a child, I can remember my favorite toy at my local New Haven Head Start was a firefighter helmet. I was convinced that when I grew up that I would be put on a bright yellow coat, red helmet, and save the lives of people, cats, and burning properties that were on the brink of disaster.

For me, those dreams of being a firefighter waned over time, but for many other African-Americans the dreams of rising as a firefighter have been forced to give way due to discriminatory promotion and hiring practices. While these issues are not new, they are now getting more national attention due to rising numbers of court cases and challenges to outdated hiring and promotion practices. Read More

Image courtesy of reena rose photography

In days past, a canary in a coal mine was critical for safety. Miners would keep a caged canary in a mine and as long as they heard the canary singing they knew they were safe from the noxious gases that they were exposed to. If the canary stopped singing and/or dropped dead, miners also knew the mine was no longer safe to work in. Our neighborhoods are our mines and street harassment is a noxious gas that threatens our community safety and stability but goes unacknowledged. The time has come to notice the canary is no longer singing, our communities are getting less and less safe and if we don’t take notice, no one will.

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If you cannot see the video, click here.

Silver screens across the nation will soon be buzzing with “Waiting for Superman” directed by Davis Guggenheim and the team that brought us “An Inconvenient Truth.” Backed by media powerhouses like Oprah, the film has the potential to change the nation’s perspective of education and what needs to be done. While this is promising, conspicuously absent from these bubbling discussions on changing education is the issue of race. The absence of race is not just a pitfall of the film; race as a taboo topic permeates most of the education reforms being considered.

Read more here.

The achievement gap. These three words have launched a million initiatives, all with the goal of closing the average differences in test scores between black and white students. While more and more people are getting in on education reform and more attention is being placed on it due to films like Waiting for Superman, we cannot make the mistake of thinking that black students who are not in the inner-city are safe from inequality. In fact, the gap in test scores between black and white youth in the suburbs is only slightly smaller than the urban and national gaps that we observe. As we turn out attention towards reforming education, we must think about inequality in the promised lands of suburbs.

Read more here.

Education reform is a hot topic these days, thanks to the recent release of the much-hyped documentary, Waiting for Superman.  Directed by the same team that produced the award-winning An Inconvenient Truth, the documentary takes a hard look at the dilemma of American educational failure. Viewers get a heart-tugging tour de force of issues plaguing low performing American public schools. What viewers do not get, however, is an education on the realities that hamper real reform. The problems that our schools face are complex, but director Davis Guggenheim and crew tell viewers the solutions are simple and “we know what works.” While that’s a powerful statement, there is little research — or reality — to back up that claim.

The truth is, when it comes to implementing education reform, we don’t know for sure what works.

Read more here

Waiting for Superman is a powerful film about educational reform and the potential of our schools from the same team that brought us the Academy Award winning documentary An Inconvenient Truth. Unfortunately the filmmakers leave the audience hoping for a change that is as likely as a caped crusader appearing in real life.

While the film taps into the concerns that many of us have towards a failing educational system, it fails to provide a full portrait of what is really happening in the nation’s schools. If you’re interested in heart wrenching stories, see this film. But if you are interested in changing education make sure you bring your x-ray vision so you can see beyond the veil of what the filmmakers are advocating.

For more click here

If you can’t see the video, click here.

p.s. I’ll be awaiting some angry comments … I said awaiting, not necessarily replying to them ;)

“Justice for Oscar Grant!” As I sit in front of these keys I know that I could have written this essay 100 a times before and will likely need to write it 100 more times before I die, simply because I knew there would be no justice for Oscar Grant. Justice for most would have been a conviction of Officer Mesherle on a second degree murder charge, but that still would not equal justice — that would simply be a small step on the path towards justice. Justice is larger than the Oscar Grant case, the Sean Bell case, or any of the host of assassinations of unarmed Black men by the police. Justice is about their totality and the space that lies between popular unshakable belief in state innocence and Black male criminality. Justice is knowing and doing something about, as Mos Def said, “the length of Black life [being] treated with short worth.” When Oscar grant was killed nearly 2 years ago at the age of 22, he would exit this planet knowing that this society had done him no justice and his family was reminded of that when the jury deliberated for 8 hours, about the misery they will have to cope with the rest of their lives. So many will wonder, is the judicial system even the place to look for justice?

Read more on the Social Text Blog

*this conversation was taped in January 2010 so keep that in mind/ context.

The term racial profiling has been part of my vocabulary and reality for nearly 15 years now, but it shouldn’t be. While the terminology for the practice of profiling people based on their perceived race, ethnicity and nationality is regarded as taboo, many in this nation have a nasty habit of trying to re-introduce it over and over again. As African-Americans, we are well aware that, whether driving or walking, our skin color can be a legal liability. The problem is that we, as united communities, have not learned to speak out against the various forms of racial profiling that continue to be floated as legislation and policy. The controversy of SB 1090 in Arizona is a perfect time for us to join our voices against injustice, but too many of us are without comment and are missing the larger picture.

Recently, the Arizona legislature signed a bill which allows agencies to demand verification of immigration status if there is “reasonable suspicion” that the person being questioned is an “illegal alien.” The minute I heard “reasonable suspicion,” I myself became suspicious of this bill given my own experiences with racial profiling. The sad reality is that there has been a continued emphasis on immigration control, not immigration reform, in a national culture that increasingly centers on fear. This culture of fear continues to allow racial profiling to curb the civil and human rights of Black and Brown people.

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45 years. 45 years ago, Malcolm X, also known as El Hajj Malik El Shabazz, was taken from the earth. While I never knew Malcolm, I came of age believing that Malcolm X was the prototype for Black leadership. I wonder, will our children believe Barack Obama is what Black leadership means? In 2008, we organized, ran to the polls and chose the ballot over the bullet and elected Barack Obama. A year later, many of us are looking at Barack Obama wondering what has happened, but maybe we should be asking, “Where are the Malcolm X’s of today?” During the presidential campaign, many in our community embraced Obama as the continuation of a grassroots legacy.Well, if Obama is the continuation of that legacy, what remains is buried in politics. It’s now, more so than ever before, that we need a strong grassroots to push forward a truly progressive agenda for Black Americans.

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1) The counting of prisoners – Currently prisoners are counted as residents of the counties in which they are imprisoned rather than their home communities. This serves to increase political representation in areas that tend to be rural and White, while decreasing the political representation of the home communities that folks come from.

2) Who is White? The extended racial definitions provided by OMB 15 say that, ” A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.”  Notice something about that? I was certainly surprised that folks from North Africa and the Middle East remain classified as White, despite the socially distinct lives that many lead.

3) Undercounts. The issue of Negro was raised in response to the potential of people being offended and “opting out” of the Census. If seeing Negro makes you not fill out the Census form, I’m going to wager you weren’t going to fill it out in the first place. Many communities remain undercounted: the poor, the young, immigrant to name a few, this all matters for political resources. If you’re worried about undercounts, think also about the homeless. Their undercounting means fewer resources for those feeling the hardest brunts of the “land of opportunity.”

I am all for rallying around a cause. I’m just not sure I can meet ya’ll down at the Census offices for a protest over Negro. Focus groups, lettering writing campaigns, and write ins suggest some of our older brothers and sisters still support the term. Let’s focus energy in creating greater political clout, not appropriate nomenclature.

While there is no one path, ritual creates a space for purpose to emerge and understanding to evolve. I think the rituals that we do can serve to build greater understanding of self and with each successive engagement expands the meaning of the ritual and principle. This year’s participation in rituals of writing daily on Kwanzaa served to enrich my understanding of each principle’s purpose and my own purpose.

From B I R D flickr photostream

I have been having conversations all Kwanzaa with adult brothers and sisters about celebrating it and there are a number of who respond, “I did when I was kid and it was cool then but ….” As someone who did not come up celebrating Kwanzaa, I’m from one of those Black families where members-only jackets were more common than dashikis, I have appreciated the adult understandings that have developed for me from the Nguzo Saba or Kawaida. While many enter the festival of Kwanzaa as a ritual where the Kinara needs to be there, corn and squash is around, and we should yell Harambee, this can be a part of Kwanzaa but the reflection on the principles as an individual and within a group are paramount. Through participation in the rituals associated with Kwanzaa (both reflection and actions) we have the opportunity to deepen our understanding of their purpose, our purpose, and often discover things that were beyond the original conception.

I recently was discussing Ujamaa with a sister online who was talking about explaining it to four year olds and how difficult it is. She had settled on an example of a lemonade stand. I added, “Maybe you can explain it as sharing. Tell them it’s about businesses that share with the community. Maybe point out businesses that share usually know your name or other folks in your community’s name.” While this was a rough and dirty way to explain it, I think it begins to get at some of the core dimensions of Cooperative Economics. Now I don’t think “businesses that share” is the limit of Ujamaa, instead as adults I think the purpose of the principle is to get us to think more deeply about the economic systems that we are involved in. Julius Nyerere enacted a system of Ujamaa which was a form of socialism in Tanzania. Imagine if in the same room we had young folks talking about sharing, adolescents discussing the validity of buying Black, and young adults and adults talking about the promise and pitfalls of differing economic systems and policies? Those types of discussions would invariably benefit our community. It seems with each step in one’s development, the purpose in the principle should be seen differently. Each year, we must bring the year’s gains, losses, and insights to the festival of harvest. While the ritual remains the same, the purpose does not change, it just grows as we do.

The segment opens trying to draw viewers in by introducing the silent danger in suburbs … gangs!

“We have an interesting story for you. Many of us believe that gang violence is old news, you know about it, it’s in the inner cities, it’s about drugs. That’s not true, that’s not accurate, there’s a whole world of violence out there that puts kids in suburbs at risk. We want to tell you of this one mother in Maryland who did everything she could to protect her child from bullies, turned out they were gang members. And just a block from their home her son met a fate that even his mother had never imagined …”

Voice overs to the story give you information like townhouses in the area cost “350,000 dollars” and that Chris was an  “all American boy” who loved things like baseball, hockey, and wanted to be a police officer. The way the story is framed and unpacks it is meant to scream whiteness, suburban safety, and crisis. Chris’ death is discussed and eventually the “suspects” are splashed across the screen, they are Black youth. While the story doesn’t discuss it, the boys alleged in the attack attended the same school and presumably lived in the same community as Chris. The reality is that suburban Crofton, Maryland is like many areas, it is not all White and likely has not dealt well with the incorporation of non-Whites (in this case Black) into its community. While suburbia is painted as perfect, the reality is that suburbs are engineered spaces that have been used to “escape” some urban hazards and buffer their residents from the social world around them. Regardless of Crofton’s public image and its besmirchment, I am most disturbed that the reporting of Chris Jones’ murder serves exacerbate racial tensions; rather than open for spaces of dialogue.

A couple months back, the Atlantic published an article entitled “American Murder Mystery” about Memphis, Tennessee that discussed the issue of crime. The piece, which features the research of Richard Janikowski and Phyllis Betts who “crack” the mystery of American murder by uncomfortably suggesting residents who relocated from public housing to scattered site and mixed-income housing travelled to new areas and carried their “old ways” of violence and gangs. Recently, I sat in a GIS mapping workshop where approximately 1/3 of the participants were law enforcement agents from suburban areas who were interested in using mapping to find “crime hot spots” so they could more “effectively” patrol neighborhoods and groups. It reminded me of the sad reality that a little bit of social science knowledge can be a dangerous thing, particularly for those who are unjustly and unnecessarily targeted.

The overtone in GMA piece and the Atlantic piece suggest that neighborhoods that are “well off” will soon be over-run by dark violent, inner-city forces. Rather than open a dialogue about communities and responsibly dealing with difference, they feed into racial paranoia. Rather than explore the ways that policy can mitigate some of the tensions between communities, we receive more fodder for race conflict carried out using non-racial language but overt racial signals. Rather than look seriously at the lives of all people in suburban communities, both Black and White, right and poor, we get conviction on young Black boys in the public eye. Don’t believe me, read the comments on the piece.

I am no journalist, but I think I that the implications of pieces like these are huge. America is arguably more on “racial alert” now than it has been in the past. The arrival of an African American president has not been without impact in both positive and negative ways. We need to be informed about what is happening in the nation, but we also must be critical consumers. Having lived through the Central Park Five case and recognizing the railroading that young Black men have historically received in the American Judicial system, I cannot help but wonder, what was the goal of the piece: information or inflammation?

Imagine the terror of a mother frantically trying to cut down her child seconds after finding him hanging from an extension cord in his bedroom. Picture the trauma of a 10-year-old girl desperately trying to hold up her older brother after finding him hanging from a noose in an upstairs closet.

These tragic scenes unfolded in the past several weeks as two beautiful 11-year-old black boys, Carl Joseph Walker-Hoover of Springfield, Massachusetts and Jaheem Herrera of DeKalb, Georgia, chose to end their lives rather than endure another day of being bullied in their schools.

According to reports, the parents of both children had repeatedly warned school officials about the daily torment and torture that their children were subjected to during school. However, neither parents nor educators were able to intervene in time.

While most acts of bullying do not lead to traumatic acts of suicide, bullying happens to young people all the time. Studies indicate that 65% of teens have been verbally or physically harassed or assaulted during the past year. 39% of teens report that students in their school are frequently harassed because of their physical appearance and another 33% report that students in their school are frequently harassed because of their perceived or actual sexual orientation.

But why are our kids killing themselves? Is there something different about bullying today that makes facing the daily onslaught more painful than life itself for some of our youth? Questions like these beckon to adults reeling from the shock of these events, in part because many think that that bullying is just a part of life–something that everyone has to deal with when they are growing up. Many adults are also puzzled by the impact of bullying on children who are targeted as “gay” because they assume that being gay, lesbian, and or bi-sexual is more acceptable today than in the past.

Click here to read full article

After you’re done listening to a supremely academic discussion of race and science. You can head over to “Live from Death Row” featuring Pam Africa (remember Move in Philadelphia?), Yusef Salaam (remember the false conviction of the brothas with the central part jogger?), and others discuss the death penalty and its disproportionate use on poor, Black and Brown folks. This event is sponsored by the Campaign to End the Death Penalty.

These two events will likely be “contradictory” to many folks, but as an academic and activist, I think they really provide two great spaces to think about questions and realities of race. Check them out if you can!

Tomorrow, Wednesday evening, the City College of New York will host an important panel discussion on the No Child Left Behind Act. The panel is entitled, “Has No Child Left Behind Failed High Poverty Urban Schools?” was organized by Tiffany O’Neal a CCNY student and New York Life Fellow. I will be moderating the panel which features Christopher Edmin of Teacher’s College, Winthrop Holder teacher and author of Classroom Calypso, and Marcus Winters of the Manhattan Institute. More information on panelist is available here.
The panel will occur from 5 to 7pm in Shepard Hall Room 250.

The conversation promises to be lively and insightful.

The reality is that the bulk of educational reforms have done little to affect the achievement gaps between students along lines of race, language, poverty, etc. Some argue this is because schools do little to affect the unequal lives that children walk into schools with. While I understand this and has been substantiated by some key research (namely the Coleman Report), I come from a different perspective. While the unequal social worlds that children live in affect their school performance, schools remain some of the most important institutions in our society. Not because they provide “rags to riches” opportunity, which they usually do not, but because they are the one location that we have the ability to tinker with to produce social change. Legally, all children under 16 must go to school and US public schools must education everyone who walks through their doors, which makes it probably the most difficult institution to ensure high performance in. Tinkering and reforming to produce sustainable results in education, in my estimation, is probably one of THE MOST difficult of social engineering tasks.

So what’s the big deal? To some, Nisbett has pointed out that there are programs that “eliminate the gap” or “reduce the gap” quickly. That’s the catch, the quick elimination of a gap does not necessarily mean the effective elimination of a gap. The programs that he cites do deal with improving or manipulating psychological variables to increase performance. This is basic educational psychology where the better or more efficacious one feels about one’s self, the more likely they are to perform well. But this does not mean that gaps in education can be reduced by this manner for three main reasons:

1) Single tests of achievement may be unrelated or weakly related to overall school performance

2) There are multiple forms of achievement gaps

3) There is not just an achievement gap but also a skills gap

On point one, it is totally possible for someone to perform well on a laboratory administered test, not pass math, and perform below grade level on a state-standards test. Psychometricians and education evaluators have a long tradition of finding differing performance between metrics for the same people. Even finding differences in performance in laboratory setting and in non-laboratory settings. To assume high performance on one evaluation in one setting will be closely correlated to the next is actually fallacious.

On the second point, while the No Child Left Behind Act has placed the idea of “the achievement gap” front in center, in reality there are many different forms of achievement gaps. There are those that happen, between schools, within schools and they can fall along race, ethnicity, gender, poverty, language or a host of other lines. While psychological interventions can improve the performance of small groups at a time, there is little to no evidence that “large scaled” psychological interventions will provide similar results. Additionally, Tom Cook’s work from long ago (Sesame Street Revisited) suggested that when all students receive an equal treatment/intervention, gaps in performance can still widen because “all boats rise with the tide” and there is really no such thing as an  “equal treatment.”

On the third point, to suggest that performance can be “gamed” by mental exercises is a dangerous idea. Having spent copious time in schools by way of researching and speaking, I can assure you that not all observed gaps are simply artifacts of tests. There are variable skill levels that students posses. While some students may have the skills that they do not fully engage, I have not seen full evidence that gaps are simply “effort” or “culturally” based. While I do this with much caution and caveat, I take a page from Abigail and Stephen Thernstrom who argue that observed gaps have a basis in differing levels of skills that students bring to the table such as reading ability, computational ability, etc. While I disagree at the magnitude of the skills gap they suggest, it is unequivocal to the me that, on average, students’ from disadvantaged backgrounds carry fewer skills into and out of school. The assumption that simple psychological intervention or, to be trite, “mind games” will substantially impact the gap is both dangerous and rather unfounded.

But alas, this is an editorial right, it’s not necessariliy connected to real world policy. Not true at all! I find a conspicious link between Nisbett’s argument about psychological interventions netting positive and real gains to the work of Roland Fryer, economist and Cheif Equity Officer of the New York Public Schools. The Incentive program that is being run in NYC presumes that students already have the skills necessary or that an incentive will make them “work harder” to gain the skills necessary to succeed. These types of programs worry me because they assume a baseline of non-effort for youngsters. While my teacher colleagues and I disagree on this often, I find that children do work hard and it appears programs like the incentive one are drawn from a deficit model where we presuppose children lack effort and will to succeed.

As the nation’s political landscape changes we must also be vigilant at documenting what does not change among the most vulnerable. I applaud Nisbett for re-surfacing this issue despite my disagreements.  In the end, it takes more than simply “incentives”, “mind games” or “tinkering” to transform the schooling of children, particularly Black children. What do you think it will take?

The heresy with which Michigan residents were disgusted by the prospect of Abraham being eligible for programs designed for abandoned youth, is the same disgust they should have felt when he was tried as an adult. It is the same disgust that we should hold when young men and women of color are released back into a society with few social supports. To me, it’s not a mystery that when a person, is isolated from social opportunities from childhood, and then you force them to “participate” fully there will be issues. As the old adage goes, “you gotta crawl before you ball.” Spending nearly half your life in prison cannot prepare you to succeed outside of prison. As the cameras snapped images of a man in outlandish attire, I could only see a manchild.

Recently when I was spending time with my little brother who is 11 and we began talking about independence and what his mother let’s him do. A typical conversation among pre-teens. As we talked, eventually we ended up telling him the story of Nathaniel Abraham, he looked on in shock and disbelief. My little brother is smart, top of his class, has his “head on straight” and I quickly realized the idea of leaving society and returning in 9 years was unimaginable. He, probably like most 11 year olds, found the prospect hard to swallow. As we talked more he repeatedly asked me questions like, “What happened to Nathaniel?” “Why’d he do (the murder) what he did?” These were difficult questions to answer. I still cannot fully answer them, but even my inability to answer speaks volumes.

I wonder about Nathaniel, not simply because he’s a human, but because I wonder what kind of world produces a manchild like him. I remember reading Fox Butterfield’s account of Willie Bosket and thinking that he told part of the story. Though I may not be able to retrace Nathaniel’s life, I’m sure there are more than enough elements that would trouble us. While the national cameras usually fixate on Detroit as a city in decline or post decline, seldom do people think of Pontiac. Pontiac, which sits not far from Detroit, is just as ripe with social ills and dangers: high amounts of crime, drugs, unemployment, and single headed households. While we all love the stories of “beating the odds” and want to highlight the exceptions to the rules of poverty, these stories are in many ways disingenuous. I think Nathaniel represents the rule, the rule that we need to grapple with, simply put: Your chances for success (however you define it) are severely limited (if not eliminated) if you grow up poor, Black, and male in America.

As the media spins images of Nathaniel “pimping the system” and people grow concerned that a “monster” lives on state support, we still have to ask, what/who created this “monster”? In reality, we all did. When we neglect and ignore the conditions of the youth, particularly poor and Black youth, we are assured that Nathaniel will not be the last Nathaniel. When there is bipartisan support for cutting social programs, we assure the development of the manchild. When we assume that things “aren’t that bad” because we can see downtown Detroit open a few shops, we ink poor children’s fates. Unfortunately, there will be more Nathaniels, people locked away with little ability to transition back into “society.” So the next time you hear of them getting “social support” before you ask “How could this happen?” you should ask “How did this happen?” In my estimation, his apartment and some tuition are a pittance compared to the life that we allowed Nathaniel to live before. Lastly, ask yourself, if you were Nathaniel, could you live up to the request of Judge Eugene Moore, “Show us all that you have become a caring, productive member of society”, without assistance.