Tag Archives: Race

California Has a Chance to Fix Its Teacher Diversity Problem

Could tackling California’s teacher shortage also increase the state’s teacher diversity? It’s no secret there are vast race differences between California’s students and teachers. More than half of K-12 students in the state are Latino or Hispanic, but less than one in five teachers share their racial/ethnic background. This is troublesome because teacher diversity matters: Diverse teachers may provide more culturally relevant instruction and could have a greater impact on improving academic outcomes for students of color.

CA teacher diversity SY14-15

Source: DataQuest, California Department of Education, http://dq.cde.ca.gov/dataquest/. Continue reading

Progress Not Perfection: Overcoming Your Hesitation to Talk about Race and Equity at Work

The Shaman by Pedro Paricio via Halcyon Gallery

Is it a prerequisite that you feel fluent in the language of race, inclusion, and equity before tackling such issues in your organization?

This is a question I’ve been working through myself. Acting to resolve a sensitive issue we may be met with silence, confusion, denial, or resistance. If not communicated tactfully, we might unintentionally offend colleagues. In the worst case scenario, we might encounter marginalization, reprimand, or even termination. Scary stuff. So, initially, my intuition said that we should get good at talking about sensitive topics before launching into action to avoid complicating an already complex situation. Reaching a level of conversational proficiency where we feel confident to handle any situation before intervening in an equity issue seemed like a logical pursuit.

More recently, I’ve come to think that this is a recipe for delay, paralysis, and, ultimately, the perpetuation of the status quo. Waiting for everyone to reach proficiency won’t work because everyone’s starting from a different place. More importantly, as a sector and as leaders, we’re late to the game on this and it’s time to report for duty.

As an education leader, you have two roles: lead and provide space and support for others to grow. The same is true when making equity part of your daily dialogue. It’s important to acknowledge that people all have different levels of comfort and sophistication with discussions about race and equity. For instance, when we talk about race, there are often stark differences between people of color and whites. Continue reading

Charleston, Black Weariness, and White Allyship

I am tired. I am weary. Welcome 2 my world.

via www.writerightwords.com

Another tragic racially motivated hate crime has taken place, this time at Emanuel AME church in Charleston, South Carolina. In the wake of too many brutal shootings of unarmed black men captured on video and thus exposed to the world, the event in Charleston elicited a range of reactions: outrage, grief, solidarity, disgust, resolve. But a common sentiment of weariness has emerged in many of the articles and commentaries that I’ve read.

Singer Solange Knowles poignantly expressed her fatigue this way:

To some degree, the recent spate of highly publicized race-based tragedies has elicited weariness in anyone invested in social equity. Waking up to these headlines is emotionally draining. But there’s a stark difference between the exhaustion experienced by people of color and whites that deserves attention if we are to find motivation to move forward together in these moments.

Tawnya Denise Anderson, a Presbyterian minister and author of this fantastic post, puts it this way:

I wish I could help non-Black folks understand what it’s like to be inundated with stories and experiences like this. It scars the psyche. You go from anger and indignation to depression and dejection and back and forth and back again until you’re inevitably numb. When news of Kalief Browder’s suicide broke, many of my White friends expressed their anger about it and the system that facilitated it. I told them they could be angry all they wanted. As for me, I’m exhausted.

This expression of collective weariness reminded me of a candid conversation with a colleague about our reactions to the Michael Brown shooting. She expressed her experience confronting and then battling racism this way, “I’m sick and tired. And then I get sick and tired of being sick and tired.” Continue reading

Do You Have Opposability and Cross-class Expertise?

In yesterday’s New York Times op-ed, “Skills in Flux,” David Brooks shares some examples of seven new skills that are valued in today’s highly-networked, multicultural, and data-rich world. He writes: “As the economy changes, the skills required to thrive in it change, too, and it takes a while before these new skills are defined and acknowledged.”

More to come on what this means for the education sector, but for now I want to dig into two skills that Brooks mentions that are particularly valuable for education leaders.

The first is opposability – the ability to hold two opposing ideas in one’s mind while still retaining the ability to function (a la F. Scott Fitzgerald).

The education sector is wrought with polemic arguments that present policy solutions as mutually exclusive, but behind those arguments is intimidating complexity and startling nuance that exposes the vast gray area where most issues reside. For instance, high-quality, competency-based instruction is not incompatible with annual tests and accountability measures, yet I don’t often see education leaders and policymakers employing the mental opposability that could reconcile these ideas into powerful policy and practice.

The second is cross-class expertise – the ability to operate in an insular social niche while seeing it from the vantage point of an outsider.

Brooks’ idea of cross-class expertise as a professional skill is particularly germane to urban education where teachers, principals, and system leaders are disproportionately white, well-educated, and affluent compared to the constituencies that they serve. I interpret this skill as a kind of actionable self-awareness specific to race and class which is related to one of my recent posts on the necessity of education leaders being able to discuss issues of race, class, and inequity,

In a conversation with my colleague Saamra Mekuria-Grillo, at the Pahara Institute, we broke down  cross-class expertise into two kinds: native and learned. Native cross-class expertise is a skill acquired by mixed-race, bi-cultural, or mixed-class people or those who operate in highly diverse environments for extended lengths of time – much like how being  immersed in a digital culture results in digital natives. Learned cross-class expertise pertains to people who operate in a racially or culturally homogeneous environment but proactively gain exposure to new cultures, perspectives, and experiences to inform their work and personal development.

Should the education sector learn to value opposability we’d move closer to public debate that’s more civil, productive, and nuanced. And more cross-class experts could help reconcile the urgency to close achievement gaps with reforms that include the communities where they exist.

Let’s Talk About Race: An Uncomfortable Necessity for Education Leaders

Dialogue by Pedro Paricio

Dialogue by Pedro Paricio via Halcyon Gallery

When I’m in a professional setting and I see a conversation about race materializing, my heart beats faster and I become acutely tuned into the room’s social dynamics. My whiteness is top of mind. I interrogate my observations and comments before sharing them. I load my statements and questions with qualifiers the way you might pack a fragile vase to be shipped cross-country by freight.

And I shipped truckloads of freight on Tuesday night.

Education Pioneers (EP) hosted an alumni event called Black Lives Matter to the Education Community, where I joined about 20 education leaders representing EP’s diverse network to reflect independently and engage in small- and large-group “courageous conversations about race” prompted by the tragic deaths of Michael Brown and Eric Garner.

It’s my understanding that the event was first-come-first-served, so the demographics were largely a function of chance. Even so, the room was fairly racially diverse, although there were fewer black attendees than I would have expected considering the topic.

The Education Pioneers’ program team is full of expert facilitators so it wasn’t surprising to see a thoughtful agenda that began with introductions and brief check-ins on everyone’s feelings and expectations for the evening. “Eager,” “vulnerable,” “nervous,” and “open” were common sentiments.

But even with the best facilitation and when everyone’s part of a trusted and familiar professional network, there’s always a fair bit of hesitation to dive into a discussion about race with semi-strangers. Raising issues about race in a professional setting can be fraught with risks including personal discomfort, poorly received messages, and marginalization. As a result, public dialogue tends to be academic in nature and disassociated from lived experiences and feelings. In general, this was the tenor of the conversation on Tuesday too, but there were moments when people left their comfort zone to share their perspectives. In those moments, the room seemed quieter and participants were more reverent, sensing that something uncommon was happening.

“How incredible would it be,” I thought, “if these moments were the rule instead of the exception.”

I’ve recently vowed to be more proactive and vocal around issues of race and class in my work and am always looking for patterns, barriers, and opportunities to improve myself, my colleagues, Bellwether, and our clients. So here are my three big takeaways from the night:

Continue reading