-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!

FYI- I have been writing a couple of things on Baltimore but hadn’t decided where to share them. I’m hoping to share them with y’all very soon.

As news that 11 educators from Atlanta Public Schools were convicted of racketeering charges made national headlines last week, cheers of “justice served” quickly rang out.

That is far from the truth of the matter.

Let me be clear, 11 employees of APS were found guilty of the terrible act of cheating, but they are not the ones who should be behind bars. Who should be there? The people who have stolen our children’s education since the early 2000s with a brand of high-stakes testing that breeds competition rather than collaboration and offers achievement gap mania rather than offering assistance to schools and students with the greatest needs. These thieves of public education are the bigger problem than 11 educators in Atlanta.

Read more at EBONY http://www.ebony.com/news-views/atlanta-cheating-scandal-punishes-the-wrong-culprits-504#ixzz3YF3hf0IQ

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

If you missed it, here’s a quick summary: with the words  “Hood Disease” emblazoned next to her head, Wendy Tokuda of the San Francisco Bay area’s CBS affiliate KPIX delivered the following, “Even the Centers for Disease control says that these kids often live in virtual war zones and doctors at Harvard say they actually suffer from a more complex form of PTSD, some call it ‘hood disease.’” The story then began to discuss the set of complex issues that many youth of color in high poverty areas experience daily and some of their consequences on academic engagement.Tokuda’s reporting made it appear as if Harvard scholars coined and were studying “hood disease” which set off a firestorm and multiple questions about research, Harvard, and the sources of the story. A trip to Tokuda’s personal Facebook page reveals that she derived the term “hood disease” from Mark Beasley. Who is Mark Beasley you ask? Beasley is one of Tokuda’s Facebook friends.

The jokes should write themselves here, but this is the sort of propaganda that reinforces dangerous stereotypes about people of color, especially those with economic challenges. Even if you dismiss the ill-fated term,  the report is still framed in a way that makes it seem that the issues that youth in urban high poverty neighborhoods face are actually a disorder that they co-create.

Within the social sciences there is a long history of suggesting that problems among Black and impoverished communities are a function of their own practices and beliefs and divorced from larger social problems. In 1965, the Moynihan Report famously popularized the concept of “tangle of pathology” that argued Black female headed households perpetuated poverty, not lack of access to jobs and economic resources. Later arguments about the “culture of poverty” came to dominate academic and social policy circles resulting in divestments from communities of color and the belief that Black culture was the issue and the role of social structure was minimal, if meaningful at all.

Essentially, Blackness is the disease—or so the narrative goes.

Read more at EBONY

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.

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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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.

Photo by Karl Ferguson

As I was saying, in a Sunday morning Ebony.com pulled together a diverse group of brothas at B. Braxton’s in Harlem (real nice spot, check it out if you want upscale professional barber experience … this is not a paid endorsement). On that morning we talked for about two hours on subject ranging from when we believed we became a man to the significance of the “black head nod.” It was an amazing experience that I pray we will replicate and I know many of you would have loved to be there … now you have a chance. Part 1: Manhood and Fatherhood is here and Part 2: Women and Relationships is here.

A sacred space

I am part of the problem. I spend more time and money purchasing books online than going into brick and mortar bookstores. But there was a time when the bookstore was one of my favorite destinations because it held a wealth of information and people who showed me another side to my community, culture, and intellectual life. Black bookstores have never been mega-stores like Barnes & Noble but often have been small individually-run libraries of community enrichment.

Read More at Ebony

Additionally, I was featured in video for the Manhattan Times that discussed the closing of the Hue-Man. Special thanks to Sherry Mazzocchi. Also, don’t forget to support Hue-Man at their online portal and look for pop-up events in the coming months.

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.”

Continue reading

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

As I climbed the subway stairs

“I’ll beat the shit out of you, b*tch. You think I won’t. Keep talking slick to me!” My heart sunk and the heat of the day intensified. The young woman stood leaning against the wall as her companion berated her. He then demanded her phone and said he’d call whomever she had been speaking to “speak to them.” She refused. The more he yelled, the less she engaged him. Enraged by her silence he continued on, “Oh, so you think you’re smart? You think you’re a woman now? You ain’t no real woman! You’re immature. You’re a little girl. You spend your money on dumb things like clothes and red bottoms [the popular and expensive Christian Louboutin heels]  You ain’t not woman, I’m a man. I take care of myself. I get money. I put a roof over my head. I’m in school.”

As he barked, I then noticed something: I was the only one watching. We were on 145th and Saint Nicholas in Harlem at one of the busiest train stations in New York City and the corner was well populated. But no one, besides me, was paying attention. Read More.

The recent arrest and charging of George Zimmerman​ with the murder of Trayvon Martin is cause for celebration. However, this is only the beginning of a long struggle for justice, not just for Trayvon but for all. As concerned citizens we can take a second to congratulate ourselves, but we cannot wait too long before channeling the energy of a moment into a movement for justice.

In the past twelve months, the names Trayvon Martin, Troy Davis and Oscar Grant have been forced into the national consciousness via news, protest marches, as well as social media, but as quickly as they’ve come into our minds…they then disappear. I’m not sure if short attention spans drive short news cycles or if short news cycles drive short attention spans, but the two correspond. Recognizing this means we must make sure justice is pursued in each case and that we must also make sure our activism doesn’t end when we feel a case has been settled. Read more

The media, the Black world, and the nation have lost one of our most powerful and fearless voices. Gil Noble passed away on April 5th at the age of 80. While his name may not be known by all, Noble’s programming was nothing short of genre redefining and revolutionary. His path through journalism and the mark that he left on media are indelible. With his passing we have lost more than a man, we have lost a cultural institution. Read more

I have also received more information on Elder Noble’s funeral arrangements and ways to contribute from the FB page of Dr. Leonard Jeffries:

Wake: Thursday, April 12th from 7-10pm
Funeral: Friday, April 13th at 10 am
Both will be held at the Abyssinian Baptist Church, West 138th St. between Malcolm X Blvd and Adam Clayton Powell Jr. Blvd in Harlem, NY
In lieu of flowers the family is asking that donations be made to the Gil Noble Archives

Gil Noble Archives Fund

PO Box 43138, Upper Montclair, NJ 07043

It is a not for profit set up to digitize his work for posterity. We urge everyone that realizes the importance of his rich legacy to contribute to the fund.

The Window Sex Project addresses and tackles the every day practice in which women are “window shopped,” that is forced to bear unsolicited verbal harassment from men while walking on the street. Through community workshops and choreographed performance, The Window Sex Project will give voice to these concerns and restore agency to women by equipping them to manage street harassment, celebrating their bodies and creating a public artwork, specifically a dance performance which takes place in an art gallery.

This performance will be followed by a panel that I will be moderating.
The performance and panel will be held at Barnard on Monday April 2nd at 6:30pm in the Diana Event Oval.

Hear Sydnie Mosley speak about the WSP and International Anti-Street Harassment Week.

Follow this link to see some excerpts of the performance
(sorry wordpress is not letting me the videos)
The Window Sex Project: World Premiere Promo from Sydnie Mosley on Vimeo.

I will be moderating a panel discussion on the performance, responding to street harassment and how to create safe communities.

To get tickets and learn more about the Window Sex Project click here.

All are welcome some tell your brother, sister, mother, cousin and others to be in the place for dynamic performance and conversation.

Like many young brothers growing up in the 1990s, I had a serious love affair with Jordans. I can recall getting my first pair (the IV’s for my sneaker heads) and wearing them sparingly, jumping over every puddle, and feeling like MJ himself when I stepped on the court with them (too bad my skills were more like Sam Bowie’s). My adolescent fascination with sneakers was at first looked upon strangely by my family and then frowned upon as news reports of young people being robbed or worse for the big-ticket shoes began to circulate. Since the 1980s there has been concern about violence, the high price of Jordans, and Black youth (and now adult) obsession with the shoes. While the sneaker madness may seem like an area for special concern, in reality, it’s hardly a unique expression of the all-too-familiar American consumerism. Read More

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.

“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

June 17-20th Detroit hosts the 12th Allied Media Conference. June 22-26 Detroit hosts the second US Social Forum. June 26-28 Detroit hosts the 9th annual Hip Hop Congress National Conference.

From the Atlanta Post

Detroit: The city that represents the prospects and failures of American industry.The city that is the punch line of a million jokes. The city that is Blacker than nearly any other in this country. Detroit is under intense scrutiny as of late and the the flashing lights of attention may have served to take the life of seven year old Aiyana Jones as a TV crew filmed a home-raid by the Detroit SWAT.

read more

Yesterday the NYTimes ran an interesting Op-Ed piece on Charter Schools by Charles Murray entitled, “Why Charter Schools Fail the Test.” I read through it quickly and thought it to be arguing two main things: standardized tests were weak measures and that school choice was a democratic right. Both of these things meshed well with my ideology and then I arrived to the bi-line and read Charles Murray. I froze, kept reading and sure enough it was the Charles Murray. Murray’s name not ringing a bell? Well Murray was one of two authors of the uber-controversial book The Bell Curve. The Bell Curve, of course, ultimately argued that there were racial differences in intelligence, no matter how you “sliced the pie.” So this may lead one to wonder, “Why or how on earth would Murray be writing about Charter schools and supporting them?” Well to answer that you have to understand his back story.

The Bell Curve’s most controversial chapters (13 and 14) really drove home their message that intelligence (g-factor) was more prevalent among certain racial groups and lower among others. Rightfully so, many top scientists rose up to strike down the Bell Curve’s thinly veiled statements of racial superiority and inferiority. The Bell Curve was not Murray’s first set of handiwork, he is often regarded as the man who dismantled the welfare system. In Losing Ground, he essentially argued that the welfare system enabled bad behaviors and used national dollars to invest in the entrenchment of poverty. This argument, I often hear parroted by people, the catch is a great deal of research carefully demonstrates the contrary (please see any of William Julius Wilson’s or Sheldon Danziger’s bevy of books on the subject). The common sensical nature of Murray’s argument have allowed him to stay around and advance arguments that dance along and get close to idea of eugenics (the science of “bettering humans” usually by “trimming the gene pool” -this was one of Hitler’s goals during the Jewish Holocaust).

Murray in the editorial takes a step back to the question of education which he addressed in Real Education a couple of years ago. I admittedly could not stomach the whole book as he argued “four simple truths”: 1) ability varies, 2) half of america’s children are below average, 3) too many people are going to college and 4) America’s future relies on how we educate the academically gifted. They seem benign enough, right? Well put them together with his past work and you get a neat line of logic suggest (my interpretation):

Ability levels vary, so not all kids are going to do well, in fact half of kids are poor students, the other half are doing okay. So of the half that is okay, there’s really about 10 percent that should be going to college and let’s invest in those 10 percent rather than investing in the other 90 percent.

Still not seeing why it connects to the Bell Curve. If you asked Murray, what do the races of the top 10 percent look like? He’d honest respond earnestly and with his “scientific evidence” to say they’re majority White. Ah, do you see it now? The folks at the top are White and should be invested in, the folks at the bottom are non-White and shouldn’t be getting all those “hand-outs” and “special programming.”

Murray has been consistently attacked for this type of reasoning, so charter schools mark a quaint respite for his ideas. He points to the Milwaukee evidence that demonstrated that charter school and traditional public schools performed roughly equal. He suggests that home environment means a great deal for intelligence ( he doesn’t think standardized tests measure intelligence (g-factor) so they’re a weak measure) and school thus can do little to shift what students walk in. He, like many mis-readers of the Coleman Report, suggest schools CAN DO little, when Coleman actually argued schools DID DO little to affect student achievement. For Murray, choice is good because you no longer have to suggest that poor people get few options. In fact, charters are cheaper on state’s to operate and offer the basic democratic right of choice. He’d likely concede that we shouldn’t expect these schools to do anything for the children who are part of the deeply impoverished and severely unintelligent (this is his reasoning not mine).

In the end, you get a well crafted Op-Ed that says, “despite lack of success Charter schools are good.” But what operates behind the veil matters the most! His piece is animated by a lack of belief in the students within these schools and he doesn’t think schools can to move these youth towards prosperity intellectually, socially or materially. While I’m neither a fan nor hater of charter schools, I realized that who is in your camp matters. Murray’s commentary reminds me of the adage, “Everyone on the sidelines is not cheering for you.” The question is, are we savvy enough to know who is for us and against us?

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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Introduction with remarks from Dr. Obie Clayton (Sociology), President of Morehouse College Robert Franklin, and Dr. David Wall Rice (Psychology)

Dr. Horace L. Griffin‘s ( Pacific School of Religion) talks on The Black Church and Black Macho. Griffin goes in depth and breaks down his passage through Morehouse as a religious fundamentalist and arrival to a deeper and more rich spirituality. Griffin breaks down his misogynist and homophobic views and his development into a more equity driven gay Episcopal minister. He is author of Their Own Receive Them Not: African American Lesbians and Gays in Black Church.

Dr. Michael J. Strambler (Yale School of Medicine) breaks down questions of educational motivation among African-American males. He reviews and challenges the current set of explanations which assume low motivation and anti-academic attitudes of Black youth. He then identifies some promising practices for reforming schools to positively affect Black male student experience and performance.

Dr. Shani Harris Peterson (Spelman College) presents on sex, media, and its implications for health. She challenges the audience to interrogate videos, including Snoop Dogg’s “Beautiful.” She also masterfully negotiates a set of questions that essentialize Black women as golddiggers and Black men as African royalty.

This is my talk and I’ll be offering more comments tomorrow in a post on Black Male Privilege (BMP) which includes the link. Also, check out Sister Toldja’s salute to my talk (blushing) and more importantly the subject matter of BMP.

Lastly, the panel closes with a question and answer session where a number of issues are clarified and challenging thoughts offered.

“Pants on the ground, pants on the ground, looking like a fool with your pants on the ground!” This refrain was made famous by General Larry Platt on the opening of another season of American Idol. While I’ve long stopped watching the show and “stunts” to get on the opening shows are known, this performance was important because it captured the political complexities of contemporary Black struggle and the significance of generational divides to the Black community. WHAT!?! Okay, before you think I’ve jumped off the deep end, hear me out. If you look and listen closely to Platt, you would notice he used his exposure to draw attention to Troy Davis on death row, the National Action Network, and lastly told young men to pull their pants up. While many took the performance as all about laughs, we should have taken it as all about politics.

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The title of the post is a variation on a sage comment by bell hooks who stated,”… black self-determination is not the same as black capitalism.”

This excerpt of her quote summarized many of the issues that I see floating around now when we discuss the evolution of Black Power and its evolution into cultural practice and social organization. In this new constellation, the new Black Power is seated in Washington DC on Pennsylvania Avenue, self-determination has become “grinding” for you own good, and cooperative economics has been transformed into buying Black. While I am all for the evolution of ideas, when the spirit of the thing is lost, the question of “how does the individual part relate to the whole?” becomes all the more critical. Last year, I wrote about the issues of reducing Ujamaa to buying Black, which I still stand by, but we must also realize that true cooperative economics demands the sharing of investments and rewards for our community which can include but is not limited to monetary contributions. It is true collaboration in the (financial, social, and cultural) economy of our community’s which will keep our collective and individual mouths fed and determining the direction of our community.

What if the investments we made today were in community? To most, this means “buy black today” but couldn’t we also suggest “donate Black today” or “volunteer black today”? The idea that consumption is the only way to participate in economics is misguided, there are multiple way to participate in economics that are not just based in consuming but are based in building. Beneath the image I offer some suggestions for economic contribution for spenders, philanthropists, and activists:

For spenders:

I recently tweeted about The Power of One card which I was introduced to at my favorite uptown bookstore Hue-man. The card is a Harlem based Susu that is designed to provide a reinvestment into the community via programming and provide members with discounts at participating vendors. This type of program is particularly important in a community like Harlem where we, people of African descent, compose the majority, but are the minority of business owners and often have our interests and needs overshadowed by those concerned with capital first and people second.

For philanthropists:

Our communities are in dire need of more resources to deal with the host of issues that we face. When I talk about “giving” folks often hit me with, “I ain’t got it.” While times are hard, a donation of 20 dollars can really help boost an organization’s ability to work in the community. A gift of twenty dollars is often what many of us spend on a meal. Could you carry a lunch twice a month or dine in one more night? We show what we care about by what and how we invest in it. If you don’t have the time but you have a dime, please spend it with organizations that deal with the issues you care about. Recently I’ve been really concerned with issues of sexual violence, grassroots community programming, youth advocacy with social media and homelessness, so these organizations have gotten my attention. No you can’t donate everywhere, so like all investments, make them wisely and with care so that they’ll have the greatest (community) return.

For activists:

I listen to Jay-Z and find him to be a wise man (I know some of you are trying to take away my “conscience black card” right now, but hear me out). Jay has been know to be a huge philanthropist and on Minority Report he reflected on philanthropy and Hurricane Katrina, “Sure I ponied up a mill(ion)/But I didn’t give my time/ so in reality I didn’t give a dime or damn/ just put my monies in the hands of the same people that left my people stranded/ Nothin but a bandit/ just left them folks abandoned/ damn that money that we gave was just a band-aid.” Often times we think of investment in our community as ones that come from “giving back” and “donating” but there are many things that your dollars cannot do, but you as a person can. Whether it’s mentoring, spending time collating papers, or donating your voice to share perspective, there is a need for you to give more than from your pockets. The intangibles often mean just as much if not even more than marks in a ledger book.

They deserve better, but do we know how to make better for all?

Now some will read this and view me as a pessimist around education, in fact, I am the furthest thing from it. My vision and goal is to have an urban education system where chances of success exceed chances of failure, where families have options, were school staff are supported, and youth become critical thinkers. Is that too much to ask? If you look at the condition of our cities public schools you would begin to believe the answer is yes, that is too much to ask. On the Left, there’s often the cry that resource inequalities are the reason for poor performance. On the Right, the call suggests that instead of working hard, schools, teachers, and students are hardly working and inefficent. Unfortunately the people trapped in the middle of these ideological battles are poor, Black, and Brown families lodged in failing schools in: Detroit, Baltimore, New Haven and the list goes on. The biggest confusion that I see emerging around urban education is the highlight of a few successful schools in a city and mistaking that as the probable, that is what will likely happen, in the city as the whole. These schools are the possible, they are what can happen against dire conditions but they are not probable.  These exceptional schools, like breakfast sausage, are quickly consumed by people but most are afraid to look at what it goes in to making the end product. These schools, which have gone by many labels such as No Excuses, High Flying Schools, Tough Love or Miracle Schools all reflect a desire to point out exceptional success, but with little scrutiny of how this success emerges, if this success is sustainable, and if this success can be replicated. Most, if not all of the schools talked about in these articles and segments, have had huge investments of resources both material and non-material (e.g. dollars, partnerships, unmitigated administrative power, strict standards of enrollment, parental mandated behaviors) which are not reported on in news stories. They carry with them conditions and rules that if you clamped most urban schools with and demanded conformity to in wide-scale would surely mean the casting out of many students, abuses of labor law, and spikes in test but not the sustained development of critical thinkers. What often looks like a miracles upon first glance for a small group would be a nightmare for the mass upon deep investigation.

The reality is that the schools you see championed on the news for exceptional performance are in part being elevated to support mental and material divestment in traditional public educational systems. You sit and say, “If they can do it, why can’t the others?” These schools appear to be anomalies at first glance, but with further reading you see why they look as they do and why often their success is not sustainable or transferable. Replicating success in urban schools has been policy alchemy since the days, and even before, Ron Edmonds and continues to demonstrate that urban education will not be solved until we can see a system wide change in results for children. Despite the caution of social analysts like Richard Rothstein, the trumpets of success of a few urban schools continue to defeaningly blare out the cries of whole cities in educational disrepair.

Some will suggest are being used to suggest the thing missing from our schools is hard work, but that too is an incomplete picture. While all schools could be improved marginally with more hard work, the solution is often not simply pulling harder on bootstraps or throwing dollars. In fact, we have seen time and time again, that neither in isolation works. If educational research has taught us anything, it is that we do not know the formula for success in contemporary urban schooling. There is little to no evidence that more charter schools are better for kids in urban areas. There is little to no evidence that more charter schools improve the “market” of urban schools. There is little to no evidence that success in one year on a standardized test will be repeated in the next. There is little to no evidence that cities schools perform at an equal level to suburban schools consistently. Yes, this portrait is bleak, but it is the state of affairs. This is a hard truth to swallow, this is why in part people continue to point to “the miracles.”

To me, the situation of urban education is much like the common cold, as technology advances, we find more and more options that tend to abate sickness, cover the symptoms, but still there is no cure. Like the snake oil salesmen of the past, what works for one, seldom works for many, or may not work at all. I am hesitant to listen to anyone who tells me, “We know what works” because suggesting so would be based on the possible, while ignoring the probable.