I used to, & still do, love TheRealNews network. I used to post their stories & my thoughts on their stories on my personal Facebook page, but since last year, when I started this blog, I haven't been able to go through any of the stories of TheRealNews network. But now, I am finally going through them.
Anyway, this news story / analysis didn't surprise me that much. The developed / Western world is becoming that much racist, & in general, discrimination of all kinds are increasing. Now, this story only explores how the American schools are re-segregating students based on skin colour. But, this re-segregation, & the story alludes to it a little bit, is symptomatic of larger & deep-seated socioeconomic problem.
That problem is centuries old. That problem is ingrained in the minds of leaders, & the general public, of the Western world. The general public is not generally racist or discriminatory but it discriminates unconsciously. The white leaders & a large proportion of the general public, who is white, think they are superior to other races.
Let me show this with an example. Let's take the example of a segregated school &, as the story explains below, how adversely it impacts a child of a minority or discriminated public.
When a poor African child studies in a segregated school, he/she is pretty much slated to be poor all his/her life. Reason being is that poor people of all walks of life, with all different skin colours, enroll their kids in these urban schools. These schools lack sufficient funding from government. Even if they are getting funding from governments, which are usually insufficient, they have parents with such socioeconomic backgrouds that these schools cannot even fundraise on their own. The parents of these poor students then grow up & make friends which are going through similar situations; homelessness, poverty, drugs, gangs, crime, broken families, etc.
Even if a child goes through all these social problems, which are going around him / her, unscathed, he / she graduates from a university or college but lacks those vital connections, which can land him / her in a job from where he / she can meaningfully improve his / her future.
All the while, white or wealthy children of other races, which are usually not that many, attend schools which have more than enough resources to give them a "complete" education & prepare them for a good, & perhaps even private, universities, where they themselves & their parents make those vital connections, from where they can land those financially-rewarding jobs & careers.
That's how the wealth & achievement gap starts to appear & keeps widening. And the cycle, or history, repeats itself & it goes around again with their children.
That's the same case with immigrants & their children in the Western world. African populations in Western world came to these countries by force, but immigrants were shown a world where, if they themselves won't be able to achieve a good life, then at least, their children will. That dream is generally coming apart for most children of the immigrants. Why people immigrate & how the West is complicit in that regard, too, is a topic for another blog post & has been blogged earlier.
Good / financially rewarding jobs are going to the wealthy children because of their own & their parents' connections. Of course, the well-connected rich parents can easily pass down their rolodex or connection lists to their children. Some prime examples are current Prime Minister of Canada, Justin Trudeau, using his father's vital connections to eventually become a leader of a country, or the Bushes, Clintons, Obamas, & multiple other children of the politicians becoming politicians themselves, with the help of their parents' connections or children of famous celebrities becoming celebrities themselves. Whenever I come across a personality who is successful, I first go through his / her past & try to find that one piece of connection that must have created that first big opportunity for them. I usually find one easily. Nowadays, there are very few people in this world who get to the top without anyone's help, whatsoever.
So that dream or expectation of achieving greatness with education when never materializes hurts the children a lot. Hence, those children, then lash out at the society through violence, because that's the only method they know how to vent their frustration at the injustice & false dreams / promises of the society. That violence can be in the form of being involved with trafficking of all kinds, big or small crimes, or even moving to another country to join terrorist groups like ISIS or Boko Haram.
So, as we can see, that the impact of discrimination is huge. I always say that slavery / serfdom hasn't actually died, yet. It has merely taken a different shape. White people, all over the world, are still at the top, for example, if you go visit Dubai, you will find all the rich & glamourous downtown Dubai residences are taken up by wealthy white people from Europe, UK, Canada, US, & Australia. Of course, they are living in those expensive residences with the help of big fat tax-free paycheques they are getting because of their high & influential positions in companies over there. Immigration, or even refugee asylum, in the West is due to the fact that these Western countries need workers for the jobs for which their own white populations is voluntarily unavailable, for example, for agricultural work.
So, this discrimination starts from segregated school & go all the way up to employment, & immigration in the public arena. Consequences of this discrimination are one of the worst but governments don't want to do anything substantive because this discrimination on all levels is all planned & not an effect of unplanned & haphazard policy making.
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JAISAL NOOR, TRNN PRODUCER: There's a brand new story out detailing how one of desegregation's success stories in the South has become one of the nation's most racially & economically segregated schools. Today, a third of black students attend schools in Tuscaloosa, Alabama, that look like the 60-year-old Brown v. Board of Education Supreme Court decision that said separate schools for black & white students is unequal never happened.
Writing for ProPublica, Nikole Hannah-Jones writes, quote:
"Tuscaloosa's school resegregation--among the most extensive in the country--is a story of city financial interests, secret meetings, & angry public votes. It is a story shaped by racial politics & a consuming fear of white flight. It was facilitated, to some extent, by the city's black elites. And it was blessed by a US Department of Justice no longer committed to fighting for the civil-rights aims it had once championed."
...
NOOR: So, Nikole, you really get into this story by talking about Central High in Tuscaloosa. It was an all-white school before Brown v. Board of Education. It was desegregated over ... a fairly decent, long period of time, & it became, when it was desegregated, one of the top schools in the whole state. Tell us the story of how it went from being desegregated to re-segregated now & what the impact has been on the students.
NIKOLE HANNAH-JONES, REPORTER, PROPUBLICA: Well, Central High School was actually created by a federal court order. Before Central existed--came to existence in 1979, there were two high schools in Tuscaloosa. One had been the historic black high school, & one had been the historic white high school. And even in 1979, 25 years after Brown v. Board, they were still segregated. So a federal judge ordered the merger of the two high schools into one, & they created Central High School.
So Central High School became a city-wide high school, meaning any public high school in the city, no matter their race, no matter where they lived, all went to the same school. And it became a true powerhouse in the state. It was the second-largest high school in the state. It was a school that swept up academic competitions, math competitions, just as easily as athletic competitions. And it really became the pride of the town & kind of a story of how integration in the South could be successful.
But what happened is there were white parents who had been turned off by desegregation. And as we've seen across the country, there was white flight from the school district. And city officials decided that the court order that had created this school was the problem & that they needed to break this school apart in order to bring white parents back to the district. So in 2000, when a federal judge dismissed Tuscaloosa from its federal desegregation order, immediately the school board voted to break apart Central High School. It created three new high schools, & it turned Central High School into a 100% black, almost entirely poor high school.
NOOR: And so talk about what that impact is for the students that go there.
HANNAH-JONES: Well, I think, one, we should make it clear that black kids don't have to sit with white kids in order to learn. But what we also know is never in the history of this country has separate been made equal. So, in Tuscaloosa, once these kids were separated off from the rest of the kids in the district, they were then kind of ignored. These kids spend their entire education, starting in kindergarten through graduation, in entirely segregated schools. These schools were once called the dumping ground for bad teachers. A teacher could be let go from a school that was an integrated school & could be hired on to work at Central or the other all-black schools in Tuscaloosa. Or, until last year, Central High School didn't even offer physics to the students. There were many years where it didn't offer advanced placement courses. So the most integrated high school in the city offered 12. So these kids were not given the same education opportunity as other kids, & they suffered for it.
NOOR: And this story of resegregation is not just happening at Central High or Tuscaloosa; it's really happening all over the South. Talk about its broader impacts.
HANNAH-JONES: Okay. I mean, first I think we should note that the reason that I focus on the South was in 1954 the South was completely segregated, & it was the most segregated part of the country, but because of these court orders, by the early '70s the South had become the most integrated part of the country, far more integrated than the Northeast or the Midwest, & it actually remains the most integrated part of the country. So I wrote about the South because the South has the most to lose. It educates more black students than anywhere else in the country. And because it had actually desegregated, where, as we know, many northern cities never have, this is the one place we got traction.
And what we're seeing is, as hundreds of school districts have been released from their court orders to integrate in the last 10 to 20 years. And as they release, within a few years these districts almost always start to take actions that resegregate black students. And so we're seeing a rise in the number of black students that are attending intensely segregated schools, which are schools that are less than 10% white. And a large number of students, black students, are now attending what some scholars call apartheid schools. And those are schools that are 1% or less white. And as a result, we're seeing the achievement gap that had started closing during the height of desegregation has widened, & it has remained wide.
NOOR: And as you mention in your story, this is not limited to the South. In fact, the Northeast has a really high number of schools. And according to a new report out by the UCLA's Civil Rights Project, it's actually New York State & New York City itself that has the highest number of these apartheid schools that you just mentioned. And I worked at a Museum in New York & I taught at public schools across New York City, & it'd be an ordinary experience for me for one day, for example, to teach in the upper West side, often children of investment bankers, people that worked on Wall Street, very wealthy, & the next day I'd teach at a school in West Harlem, just a few miles away, where all the families there were African-American & lived in the projects. And you could see the resources were different. In New York City each school gets the same amount of funding, but for example, the schools in the Upper West Side, the parents of those students would raise $1 million every year for extra resources & extra funding, & even extra teachers. So I would teach kids as young as kindergarten, but then all the way up to high school & college, & you could see what the long-term impact of the lack of resources & the isolation & segregation are.
HANNAH-JONES: Absolutely. And I think even outside of additional funding that these schools are able to raise, you have to look at--districts make very clear which students they prize, & those students tend to be middle-class students, & they also tend to be white students, I think largely because people believe that their parents are more influential in the community.
So what happens is black schools & Latino schools, not just in terms of additional resources, but they don't get the same quality of teachers. They tend to get the least experienced teachers. For instance, I live in Bedford-Stuyvesant & Brooklyn, which is an almost entirely black neighborhood, & there's not a single talented & gifted program in the schools in my neighborhood. So these kids aren't even getting access to the same types of courses, the same types of rigor. And those are resources that school officials are providing, & it has nothing to do with the wealth of parents.
NOOR: Right. And ever since No Child Left Behind, & now Race to the Top, teachers in schools are evaluated by their student performance. And we know that the biggest predictor of student performance is your socioeconomic background, so there's no incentive for teachers to really teach in the most challenging schools, because they know that they'll be held accountable for their students' performance.
HANNAH-JONES: That's right. Teachers will be penalized for the way that school districts have allowed high poverty to be concentrated in certain schools. So there is a disincentive. That's why you tend to see young teachers right out of college teaching in these schools. And once they get experience, they move on to more integrated schools.
NOOR: But what's being done in places like Alabama, & even in New York City, to challenge these policies, if anything? And do you see any hope of re-segregating these schools? You know, we're talking about 60 years after Brown v. Board of Education.
HANNAH-JONES: I mean, to be honest, very little, very little is being done. I think we've seen very little national will to deal with this issue. Even President Obama, while the administration says that they support integration, if you look into how they fund school, they offer no financial incentive & really no larger incentive for districts to voluntarily integrate. And, in fact, some of the biggest incentives are for charter schools, which, of course, research shows in many places are more segregated than traditional public schools.
So I think we don't have a lot of will about this. I think we're still trying to make separate equal. That's what No Child Left Behind does, that's what Race to the Top does, is it tries to say, okay, we have these high-poverty black & Latino schools, let's bring them up to par, instead of doing what everyone knows can have a great impact on achievement, which is: why don't you break up the racial & economic isolation of these schools? But we're not really willing to talk about that.
NOOR: Worth mentioning: all these policies are supported by Democrats & Republicans.
HANNAH-JONES: That's right.
Anyway, this news story / analysis didn't surprise me that much. The developed / Western world is becoming that much racist, & in general, discrimination of all kinds are increasing. Now, this story only explores how the American schools are re-segregating students based on skin colour. But, this re-segregation, & the story alludes to it a little bit, is symptomatic of larger & deep-seated socioeconomic problem.
That problem is centuries old. That problem is ingrained in the minds of leaders, & the general public, of the Western world. The general public is not generally racist or discriminatory but it discriminates unconsciously. The white leaders & a large proportion of the general public, who is white, think they are superior to other races.
Let me show this with an example. Let's take the example of a segregated school &, as the story explains below, how adversely it impacts a child of a minority or discriminated public.
When a poor African child studies in a segregated school, he/she is pretty much slated to be poor all his/her life. Reason being is that poor people of all walks of life, with all different skin colours, enroll their kids in these urban schools. These schools lack sufficient funding from government. Even if they are getting funding from governments, which are usually insufficient, they have parents with such socioeconomic backgrouds that these schools cannot even fundraise on their own. The parents of these poor students then grow up & make friends which are going through similar situations; homelessness, poverty, drugs, gangs, crime, broken families, etc.
Even if a child goes through all these social problems, which are going around him / her, unscathed, he / she graduates from a university or college but lacks those vital connections, which can land him / her in a job from where he / she can meaningfully improve his / her future.
All the while, white or wealthy children of other races, which are usually not that many, attend schools which have more than enough resources to give them a "complete" education & prepare them for a good, & perhaps even private, universities, where they themselves & their parents make those vital connections, from where they can land those financially-rewarding jobs & careers.
That's how the wealth & achievement gap starts to appear & keeps widening. And the cycle, or history, repeats itself & it goes around again with their children.
That's the same case with immigrants & their children in the Western world. African populations in Western world came to these countries by force, but immigrants were shown a world where, if they themselves won't be able to achieve a good life, then at least, their children will. That dream is generally coming apart for most children of the immigrants. Why people immigrate & how the West is complicit in that regard, too, is a topic for another blog post & has been blogged earlier.
Good / financially rewarding jobs are going to the wealthy children because of their own & their parents' connections. Of course, the well-connected rich parents can easily pass down their rolodex or connection lists to their children. Some prime examples are current Prime Minister of Canada, Justin Trudeau, using his father's vital connections to eventually become a leader of a country, or the Bushes, Clintons, Obamas, & multiple other children of the politicians becoming politicians themselves, with the help of their parents' connections or children of famous celebrities becoming celebrities themselves. Whenever I come across a personality who is successful, I first go through his / her past & try to find that one piece of connection that must have created that first big opportunity for them. I usually find one easily. Nowadays, there are very few people in this world who get to the top without anyone's help, whatsoever.
So that dream or expectation of achieving greatness with education when never materializes hurts the children a lot. Hence, those children, then lash out at the society through violence, because that's the only method they know how to vent their frustration at the injustice & false dreams / promises of the society. That violence can be in the form of being involved with trafficking of all kinds, big or small crimes, or even moving to another country to join terrorist groups like ISIS or Boko Haram.
So, as we can see, that the impact of discrimination is huge. I always say that slavery / serfdom hasn't actually died, yet. It has merely taken a different shape. White people, all over the world, are still at the top, for example, if you go visit Dubai, you will find all the rich & glamourous downtown Dubai residences are taken up by wealthy white people from Europe, UK, Canada, US, & Australia. Of course, they are living in those expensive residences with the help of big fat tax-free paycheques they are getting because of their high & influential positions in companies over there. Immigration, or even refugee asylum, in the West is due to the fact that these Western countries need workers for the jobs for which their own white populations is voluntarily unavailable, for example, for agricultural work.
So, this discrimination starts from segregated school & go all the way up to employment, & immigration in the public arena. Consequences of this discrimination are one of the worst but governments don't want to do anything substantive because this discrimination on all levels is all planned & not an effect of unplanned & haphazard policy making.
---------------------------------------------------------------------------------
JAISAL NOOR, TRNN PRODUCER: There's a brand new story out detailing how one of desegregation's success stories in the South has become one of the nation's most racially & economically segregated schools. Today, a third of black students attend schools in Tuscaloosa, Alabama, that look like the 60-year-old Brown v. Board of Education Supreme Court decision that said separate schools for black & white students is unequal never happened.
Writing for ProPublica, Nikole Hannah-Jones writes, quote:
"Tuscaloosa's school resegregation--among the most extensive in the country--is a story of city financial interests, secret meetings, & angry public votes. It is a story shaped by racial politics & a consuming fear of white flight. It was facilitated, to some extent, by the city's black elites. And it was blessed by a US Department of Justice no longer committed to fighting for the civil-rights aims it had once championed."
...
NOOR: So, Nikole, you really get into this story by talking about Central High in Tuscaloosa. It was an all-white school before Brown v. Board of Education. It was desegregated over ... a fairly decent, long period of time, & it became, when it was desegregated, one of the top schools in the whole state. Tell us the story of how it went from being desegregated to re-segregated now & what the impact has been on the students.
NIKOLE HANNAH-JONES, REPORTER, PROPUBLICA: Well, Central High School was actually created by a federal court order. Before Central existed--came to existence in 1979, there were two high schools in Tuscaloosa. One had been the historic black high school, & one had been the historic white high school. And even in 1979, 25 years after Brown v. Board, they were still segregated. So a federal judge ordered the merger of the two high schools into one, & they created Central High School.
So Central High School became a city-wide high school, meaning any public high school in the city, no matter their race, no matter where they lived, all went to the same school. And it became a true powerhouse in the state. It was the second-largest high school in the state. It was a school that swept up academic competitions, math competitions, just as easily as athletic competitions. And it really became the pride of the town & kind of a story of how integration in the South could be successful.
But what happened is there were white parents who had been turned off by desegregation. And as we've seen across the country, there was white flight from the school district. And city officials decided that the court order that had created this school was the problem & that they needed to break this school apart in order to bring white parents back to the district. So in 2000, when a federal judge dismissed Tuscaloosa from its federal desegregation order, immediately the school board voted to break apart Central High School. It created three new high schools, & it turned Central High School into a 100% black, almost entirely poor high school.
NOOR: And so talk about what that impact is for the students that go there.
HANNAH-JONES: Well, I think, one, we should make it clear that black kids don't have to sit with white kids in order to learn. But what we also know is never in the history of this country has separate been made equal. So, in Tuscaloosa, once these kids were separated off from the rest of the kids in the district, they were then kind of ignored. These kids spend their entire education, starting in kindergarten through graduation, in entirely segregated schools. These schools were once called the dumping ground for bad teachers. A teacher could be let go from a school that was an integrated school & could be hired on to work at Central or the other all-black schools in Tuscaloosa. Or, until last year, Central High School didn't even offer physics to the students. There were many years where it didn't offer advanced placement courses. So the most integrated high school in the city offered 12. So these kids were not given the same education opportunity as other kids, & they suffered for it.
NOOR: And this story of resegregation is not just happening at Central High or Tuscaloosa; it's really happening all over the South. Talk about its broader impacts.
HANNAH-JONES: Okay. I mean, first I think we should note that the reason that I focus on the South was in 1954 the South was completely segregated, & it was the most segregated part of the country, but because of these court orders, by the early '70s the South had become the most integrated part of the country, far more integrated than the Northeast or the Midwest, & it actually remains the most integrated part of the country. So I wrote about the South because the South has the most to lose. It educates more black students than anywhere else in the country. And because it had actually desegregated, where, as we know, many northern cities never have, this is the one place we got traction.
And what we're seeing is, as hundreds of school districts have been released from their court orders to integrate in the last 10 to 20 years. And as they release, within a few years these districts almost always start to take actions that resegregate black students. And so we're seeing a rise in the number of black students that are attending intensely segregated schools, which are schools that are less than 10% white. And a large number of students, black students, are now attending what some scholars call apartheid schools. And those are schools that are 1% or less white. And as a result, we're seeing the achievement gap that had started closing during the height of desegregation has widened, & it has remained wide.
NOOR: And as you mention in your story, this is not limited to the South. In fact, the Northeast has a really high number of schools. And according to a new report out by the UCLA's Civil Rights Project, it's actually New York State & New York City itself that has the highest number of these apartheid schools that you just mentioned. And I worked at a Museum in New York & I taught at public schools across New York City, & it'd be an ordinary experience for me for one day, for example, to teach in the upper West side, often children of investment bankers, people that worked on Wall Street, very wealthy, & the next day I'd teach at a school in West Harlem, just a few miles away, where all the families there were African-American & lived in the projects. And you could see the resources were different. In New York City each school gets the same amount of funding, but for example, the schools in the Upper West Side, the parents of those students would raise $1 million every year for extra resources & extra funding, & even extra teachers. So I would teach kids as young as kindergarten, but then all the way up to high school & college, & you could see what the long-term impact of the lack of resources & the isolation & segregation are.
HANNAH-JONES: Absolutely. And I think even outside of additional funding that these schools are able to raise, you have to look at--districts make very clear which students they prize, & those students tend to be middle-class students, & they also tend to be white students, I think largely because people believe that their parents are more influential in the community.
So what happens is black schools & Latino schools, not just in terms of additional resources, but they don't get the same quality of teachers. They tend to get the least experienced teachers. For instance, I live in Bedford-Stuyvesant & Brooklyn, which is an almost entirely black neighborhood, & there's not a single talented & gifted program in the schools in my neighborhood. So these kids aren't even getting access to the same types of courses, the same types of rigor. And those are resources that school officials are providing, & it has nothing to do with the wealth of parents.
NOOR: Right. And ever since No Child Left Behind, & now Race to the Top, teachers in schools are evaluated by their student performance. And we know that the biggest predictor of student performance is your socioeconomic background, so there's no incentive for teachers to really teach in the most challenging schools, because they know that they'll be held accountable for their students' performance.
HANNAH-JONES: That's right. Teachers will be penalized for the way that school districts have allowed high poverty to be concentrated in certain schools. So there is a disincentive. That's why you tend to see young teachers right out of college teaching in these schools. And once they get experience, they move on to more integrated schools.
NOOR: But what's being done in places like Alabama, & even in New York City, to challenge these policies, if anything? And do you see any hope of re-segregating these schools? You know, we're talking about 60 years after Brown v. Board of Education.
HANNAH-JONES: I mean, to be honest, very little, very little is being done. I think we've seen very little national will to deal with this issue. Even President Obama, while the administration says that they support integration, if you look into how they fund school, they offer no financial incentive & really no larger incentive for districts to voluntarily integrate. And, in fact, some of the biggest incentives are for charter schools, which, of course, research shows in many places are more segregated than traditional public schools.
So I think we don't have a lot of will about this. I think we're still trying to make separate equal. That's what No Child Left Behind does, that's what Race to the Top does, is it tries to say, okay, we have these high-poverty black & Latino schools, let's bring them up to par, instead of doing what everyone knows can have a great impact on achievement, which is: why don't you break up the racial & economic isolation of these schools? But we're not really willing to talk about that.
NOOR: Worth mentioning: all these policies are supported by Democrats & Republicans.
HANNAH-JONES: That's right.
