Tag Archives: Race

A Day in the Life: Bellwether’s Justin Trinidad

Justin Trinidad joined the Bellwether Policy and Thought Leadership team earlier this year, where he has supported research and data collection on a range of projects, including ones that cover teacher preparation programs and human capital efforts.

We’ve been so excited to get to know Justin and his impressive past experiences, so we’re sharing a little more about him with all of you!

Just in time for Filipino American History month, Justin talks with us about Asian Americans and Pacific Islanders (AAPI) and their access to education and public service.

How did you get inspired to work in education after working in broader civil rights issues?

I strongly believe that education and civil rights go hand in hand. In my previous work at OCA – Asian Pacific American Advocates, I focused on advocating for various educational issues affecting the Asian American and Pacific Islander (AAPI) community, ranging from AAPI data disaggregation in ESSA to providing access to federal financial aid for DACA recipients. I wanted to build on my understanding and expertise in education. Moving into the education policy world seemed like a fitting transition, and it’s important to me that Bellwether especially seeks to help the most underserved students.

You’ve held many roles — both professionally and as a volunteer — in the Asian American/Pacific Islander (AAPI) community. What from that work continues to inform and shape you today?

One of the main reasons I love working with the AAPI community, in particular AAPI youth, is to help develop the pipeline of youth who enter public service and increase representation in the leadership of government and nonprofits. Growing up, I was unaware of career paths to public service and only learned about such careers later in my college experience.

One of the highlights of my AAPI community experience is developing and planning the Conference on Asian Pacific American Leadership (CAPAL)’s Scholarship and Internship Program this past summer. I recruited and placed interns in several federal agencies and nonprofits, developed the curriculum, and facilitated workshops for 30 undergraduate and graduate students to educate participants on pathways to public service and the necessary skills to access those pathways.

That’s awesome! Do you have other success stories from your work?

One of the most rewarding projects from my time at the White House Initiative on AAPIs was planning the White House Filipino American History Month, which took place exactly a year ago. The celebration brought together Filipino American federal agency representatives, elected officials, advocates, entrepreneurs, and community members to discuss the most important issues of the Filipino-American community. As a Filipino American, it was incredibly empowering and inspirational to bring my community together in a room, especially one in the White House.

Speaking of which, happy Filipino American History Month! Can you tell us a little about your immigration story as it relates to education?

My family and I immigrated to the U.S. from the Philippines in the 1990s when I was four years old. One of the main reasons my parents were willing to leave their family behind and start a new life was to provide us with access to opportunities in education that they never had. In the Philippines, the only way to access a high-quality education was to attend the top and most expensive private schools. However, in the U.S., my parents were optimistic that we would be able to study in great public schools and, later, attend the world’s best colleges and universities to increase our chances at tapping into the economic opportunities they never had.

I’d also like to add a little more about Filipino American History Month (FAHM). Filipino Americans were the first Asian Americans to arrive in the U.S. in Morro Bay, California in 1587. FAHM acknowledges and celebrates the many ways that Filipino Americans have contributed significantly to American History ― from serving alongside the U.S. in World War II to strengthening our labor movement in the Delano Grape Strike in the 1960s.

What are some things you wish multiracial education organizations knew about AAPI students?

AAPI students tend to be overlooked in discussions of education equity. Because of the way data is collected, the category “Asian” lumps over 100 ethnic groups into a single demographic and masks the disparities faced by various ethnic groups. Different groups have had vastly different immigration histories, ranging from refugees seeking asylum to those who arrive under the H-1B visa. For example, a number of Southeast Asian American students face higher rates of poverty and lower levels of educational attainment than other Asian American communities. However, when discussions of educational equity are held, the focus is often solely on Hispanic and African American students. It’s vital to collect nuanced data and disaggregate it to fully understand the extent of educational inequities in our country.

Now that you’ve brought your expertise to the Bellwether team, is there anything that stands out for you about the work environment here?

In addition to everyone’s passion and dedication to working on education issues, I am constantly impressed by everyone’s hobbies. I don’t think I’ve ever worked with people with such a diverse group of interests. From beer experts to marathon runners, to avid campers and world travelers, I’ve been inspired to try new things to see what fun I can have out in the world.

A Day in the Life: Q&A with Kat Black, Bellwether Talent Services Intern

Kat Black

Kat Black, Bellwether Intern

Bellwether was thrilled to have Kat Black join our Chicago office as a summer intern on the Talent Services team from June to August 2016. She came to us in between graduating from Northwestern University’s Kellogg School of Management and beginning a full-time role in human capital consulting at Deloitte Consulting in New York City.

We spoke to her about her career goals, highlights from her time with us, and what makes Bellwether unique.

This interview has been lightly edited for length and clarity.

How did you get inspired to work with underserved kids?

My love for helping students started in undergrad at Amherst College, where I worked as an intern in the admissions office helping with diversity initiatives. Following graduation, I accepted a fellowship role as an admissions officer at Amherst. One visit to a particular school, the High School of Leadership and Public Service in New York City, had a great impact on me. I’ve never forgotten the kids there. It was a predominantly black and Hispanic school, and for those students to see someone who looked like them coming from a school like Amherst meant a lot. It also reinforced my awareness of the lack of resources so many students face. Since then I’ve done a substantial amount of college preparatory tutoring for students at different under-resourced high schools in NYC and Chicago, but want to do more in the future.

My dream is to open up my own organization that works directly with kids doing college prep work. Starting an organization requires resources and knowledge in terms of how to actually run things. I have the passion from my experience at Amherst, and now I’m working to put the skills behind it.

How did you hear about Bellwether?

I came to Bellwether through Education Pioneers. I was studying abroad in South America and said look, I’ll have four months off between graduation and my next full-time role, how can I keep growing? I wasn’t sure what I wanted to do, but from the moment I spoke to the Talent Services team, I have never looked back.

I don’t think I’ll ever work in another organization where one of the cofounders invites me out to brunch before my start. Coming into an organization and already feeling like I was part of it was a big deal. My first day didn’t feel like a first day because I’d already been welcomed so much in advance.

I went from wavering about how I wanted to spend my summer to meeting the people at Bellwether and saying this is literally a dream job. Continue reading

There’s a Reason the Movement for Black Lives’ Education Platform Rejects Charter Schools

You can also read my colleague Hailly Korman’s coverage of the Movement for Black Lives’ education platform in this post from yesterday.

BLM image for post

Student march in Minneapolis, MN via flickr user Fibonacci Blue

The Movement for Black Lives’ K-12 education platform has only been public for a few days, but it’s already a success in one sense: It got people talking about the education of black students. Perhaps no part of the education platform was more provocative than the call for a moratorium on charter schools. It forced this uncomfortable question: Why – if so many black families are choosing charters – would the Movement reject them?

Looking at the data, it’s a hard position to explain. It’s no secret that traditional public schools are failing black students. Nationally, the eighth grade black-white achievement gap in public schools is 29 points in reading and 32 points in math. Only 72.5 percent of black students graduate high school on time, almost 15 points behind their white peers. On the other hand, many charters appear to be doing better. A recent study found that nationally urban charters provide higher levels of growth in reading and math. Furthermore, the majority of black parents report supporting charter schools.

So, why would the Movement for Black Lives want to stop the expansion of charters when the evidence seems to suggest that they should want just the opposite? Continue reading

The Error of Our Ways: Education and Mass Incarceration

Originally published on Bellwether and The 74’s live blog of the DNC.

In 1996, Hillary Clinton, in support of her husband’s sweeping crime bill, gave an interview in which she invoked the “superpredator,” a criminal so corrupted that they were irredeemable. That narrative stoked the fear that has driven two decades of prison and jail expansion, militarized local police, and zero tolerance school discipline policies. But times have changed.

prison-370112_960_720In just the last few years, we’ve watched the tide turn in our national discourse on incarceration, and it’s clear that the speakers at last week’s convention have joined the call by Education Secretary John King and others to shift resources away from the criminal justice system and into our schools. It’s not just our federal leaders in a crisis of conscience, states, school districts, and charter schools are rethinking their approaches to student behavior. They’re spurred by a realization that they have been complicit in a broken system.

Dr. Maya Angelou once reflected, “I did then what I knew how to do. Now that I know better, I do better.” During the primary campaign, there were loud voices insisting that Hillary’s 1996 comments were fair game for criticism. And they were. But if we as a society take the principles of growth and redemption seriously, then we need to take a close look at what’s different about this campaign and how Clinton has changed in the last 20 years. If you believe in second chances, then that stuff matters.  

Hillary has spoken explicitly about racial justice, mass incarceration, and the need to invest in supportive services in communities. Kate Burdick, a long-time education advocate, Eric Holder, and the students of Eagle Academy, joined the lineup of speakers at the DNC last week to talk about Hillary’s focus on education and justice reform. And in his speech last Monday, Bernie Sanders credited Hillary Clinton with understanding that we need to make sure that young people “are in good schools and in good jobs, not rotting in jail cells.”

While Hillary shouldn’t be accountable for her husband’s policies, she is responsible for her own words — words that she now publicly regrets. If she follows that up with real action on education like her platform suggests, it could be a demonstration of the self-aware leader who does better once they know better and an example for us all.

What Should An “Empowering Girls of Color” Initiative Look Like?

Improving education for low-performing groups of students shouldn’t be a zero-sum game. DC Public Schools (DCPS) have drawn attention (some of it negative) for their Empowering Males of Color initiative, which includes a new all-boys high school. But girls of color need specialized supports, too, in DCPS and nationwide. The graduation rate for black girls in DCPS is 20 percentage points lower than that of white students.

7370370522_8f8c811a12_b

Photo by Noah Scialom

What should a high-quality support system for girls of color look like? DCPS shouldn’t open an all-girls high school across the street from the boys’ school and call it a day. Here are some focus areas for DCPS and other school systems to consider:

  • Support girls of color in STEM and CTE. Black girls are less likely to take AP courses in science, technology, engineering and math (STEM) subjects, and less likely than white men or white women to graduate college with a degree in a STEM field. In recent NAEP Technology and Engineering Literacy results, girls beating boys by three points made headlines, but black and Hispanic girls still lagged behind white boys and girls by 20-30 points. Schools should encourage girls to take advanced courses in STEM subjects and enroll in career and technical education (CTE) programs linked to high-earning careers in traditionally male-dominated fields.
  • Confront racial and gender bias in school discipline. Racial gaps in school discipline impact all students of color, but boys and girls experience it differently. In DC schools (including charter schools) in 2011-12, 13% of black girls received out-of-school suspensions vs. 1% of white girls and 2% of white boys. While good data on discipline causes are scarce, researchers suggest that girls of color are more likely to be punished harshly for minor behavioral issues, such as dress code violations. More data on discipline by race and gender are needed, as are better school policies and resources to show educators how to respond to behavioral challenges fairly.
  • Enhance pregnancy prevention and support for teen parents. Teen pregnancy and parenting are cited as key factors among 38% of black girls and 36% of Hispanic girls who leave school. In DC, efforts to reduce teen pregnancy have been very successful, and the number of teen births fell by 20% from 2009 to 2012. DC is already doing more than many jurisdictions to prevent pregnancy and keep teen parents in schools: comprehensive sex education is the norm, condoms are available in all high schools from the school nurse and student volunteers, educational programs aimed at supporting teen parents are available in DCPS high schools, and the DC Department of Human Services sponsors pregnancy prevention education in afterschool programs.
  • Acknowledge other family responsibilities. Girls are more likely than boys to be responsible for caring for younger siblings or other family members. This kind of care is not as well-documented as teen pregnancy, but it can be just as stressful. DC has the most expensive childcare in the country, and struggling working parents have to rely more on informal care, like teen sisters. Policymakers should expand the availability of high-quality affordable child care, and school leaders should allow for more flexible attendance/scheduling policies, transportation assistance, and other educational supports for girls who need to get their siblings to school or help siblings with homework.
  • Target bullying and sexual harassment that disproportionately affects girls. Girls cannot learn successfully if they feel unsafe. A national survey by AAUW found that 56% of girls in grades 7-12 experienced some kind of sexual harassment in the 2010-11 school year. And girls from low-income families were more likely to stay home from school in response to harassment. Girls also experience bullying in ways that may be less visible: girls are more likely to be the victims of cyber-bullying and relational bullying (where someone is ostracized or gossiped about, rather than being directly confronted). School policies on bullying and sexual harassment should address these different experiences, and educators should be trained to recognize signs of distress and trauma in girls.
  • Break out the data. One of the most basic things all states can do is publish easily accessible “cross-tabs” of key achievement metrics, so communities can see how boys and girls are performing across racial/ethnic and socioeconomic lines. Separate data on gender, socioeconomic status, and race/ethnicity tend to be more accessible, but going deeper, to look at black students by gender or gender groups broken out by socioeconomic status, is not common or consistent even though state data systems would support it.

Schools should intervene to help students who are struggling most, and in most school systems, that means supporting boys of color; initiatives like Empowering Males of Color could be a good start. But girls of color need unique supports, too. If schools go the route of gender-differentiated strategies to close racial achievement gaps, they should articulate plans for both boys and girls. This is not a meaningless gesture to give the appearance of fairness, it’s about recognizing that intersections of race and gender and lots of other factors can affect students in different ways and demanding strategies that are responsive to students’ experiences. This can have real positive effects on student learning — just don’t leave girls out of the picture.