A Costly Interruption: The Sermon On the Mount, pt. 2 - Blessed
AAPF Grantmakers in Education Presentation
1. Mapping Structural Racism and
Race Equity: A Primer
October 27, 2010
Presented by the
African American Policy Forum
www.AAPF.org
2. Fulfilling the Dream?
“It is obvious today that
America has defaulted on
this promissory note insofar
as her citizens of color are
concerned. Instead of
honoring this sacred
obligation, America has
given the Negro people a
bad check, a check that has
come back marked
"insufficient funds."
“Under our Constitution there
can be no such thing as either
a creditor or a debtor race.
That concept is alien to the
Constitution's focus upon the
individual.”
Antonin Scalia, Adarand v.
Pena, decided June 12, 1995
Martin Luther King, “I Have a Dream,”
Lincoln Memorial 1963
3. Quotes from Post-Race Rhetoric in
Media
“Barack Hussein Obama
was elected the 44th
president of the United
States on Tuesday,
sweeping away the last
racial barrier in American
politics with ease as the
country chose him as its
first black chief
executive…..” ~New York
Times, November 4, 2008
5. The Dream Realized?
• There are no more African
Americans in the Senate in 2008
than in 1908
• More than 70% of Black
students and 40% of Latino
students now attend
predominantly minority schools.
• Blacks and Latinos earn 62
cents and 68 cents, respectively,
for every $1 a White person
earns.
• People of color are more than 3X
more likely to have subprime
loans than Whites.
6. National Graduation Rates
By Race and Gender
By Race/Ethnicity Female Male
American Indian/AK 51.4 47.0
Asian/Pacific Islander 80.0 72.6
Hispanic 58.5 48.0
Black 56.2 42.8
White 77.0 70.8
All Students 72.0 64.1
Orfield, Losen and Wald, 2003
7. The Need for a Racial Equity
Lens on Social Inclusion
If facts
don’t fit
the frame,
people
reject the
facts.
9. Racial Inequity in a Structural Race Frame
9
School-to-
prison
pipeline
Stereotype
Threat
Wealth
Disparity
Employment
Discrimination
Racial Profiling
White
advantage
10. Focus on the Frame
• Structural Racism is a FRAME that brings into
view the SYSTEMIC ways that Racial Inequality
is reproduced.
• FRAMES are important because they shape
how problems are interpreted in terms of
CAUSES, RESPONSIBILITIES and
INTERVENTIONS.
11. The Structural Racism Lens
Structural Racism is a prism that
captures the ways that law, public
policies, institutional practices and
cultural representations interact both
historically and in contemporary
America to create and maintain racial
inequalities.
12. Different Levels of Racism
Internalized Interpersonal
Institutional Structural
MICRO LEVEL
MACRO LEVEL
Source: Applied Research Center
13. Overlapping Structural
Obstacles
Punitive means of
social control
Unlimited resources
for incarceration
Economy
Education
Criminal
Justice
Reductionin
Resources
forschools
Politics
Health Care
Culture
Values
National Myths
14. Now fitted with your “specs”…
You determine how best to use them
You determine what to create or how
to navigate
You decide when it is time to adjust
them.
16. The Difference that Frames
Make
• We often don’t see
Frames until we
realize that we are
being “mis-framed”
or the issues we
care about are
distorted by
particular ways of
looking at the world
17. Framing Structural Racism:
Luke’s Story About “Nightline”
• Elements of the
Structural Story
Hyper-Segregated
Community
Tracking in Schools
School to Nowhere
Pipeline
• Bridge to Opportunity
o Caring Adults
o Life Sustenance
o Targeted Opportunity
Programs
18. Luke Harris on Nightline
http://www.youtube.com/watch?v=CJLeldHpK0o
19. Questions:
How are the problems framed?
– What kind of problems are these?
– Who is Responsible?
– What are the likely Solutions?
How was Luke Harris’ story framed?
– How did Harris “get out”
– How was Harris framed?
20. Broadening the Frame
Race and State
Race and Public
Policy
Race and
Education
Archeology
We stand on
historical
structures
Failure to
Acknowledge
those
Structures
Distorts
Analysis
23. The Science of Racial Inequality
There are natural races
Attributes can be lost by “race
mixing”
Legal policy must facilitate the
natural development of races
24. Scientific Racist Theories
Spill-over effect:
Sciences, arts and
letters, law…
Biological arguments for racism may have
been common before 1850 but they
increased by orders of magnitude
following the acceptance of evolutionary
theory and white superiority."
Stephen J. Gould Ontogeny and
Phylogeny 1977. p 127, 128. Harvard
Press.
26. Brief History of Eugenics
• What was Eugenics?
o First coined by Sir Francis Galton in 1883
o “Eugenics is the study of agencies under social control
that seek to improve or impair the racial qualities of
future generations either physically or mentally”
• What Galton saw as a new branch of scientific inquiry, became a dogmatic
prescription in the ranking and ordering of human worth
o Eugenic ideas fed off the fears of white upper and
middle class Americans
• Eugenicists used a flawed and crude interpretation of
Gregor Mendel’s laws on heredity to argue that criminality,
intelligence and pauperism were passed down in families
as simple dominant or recessive hereditary traits
• Eugenicists marked entire groups to being
predisposed to “defective genes”
• Some Targeted Races: Jews, Africans and Latinos Sir Francis Galton, 1865
27. California Home Teacher Program
White teachers came to teach the
Mexican women how to be good
Americans – how to properly cook and
clean.
Corn tortillas were the cause of stealing
and thievery
If Mexicans ate ham and cheese
sandwiches, they wouldn’t steal
anymore.
When Mexican families resisted,
California deemed them beyond help.
28. “To rake a few geniuses from the rubbish” – Thomas
Jefferson
“We want one class of persons to have a liberal education and we
want another class of persons, a very much larger class of
necessity in every society, to forego the privilege of a liberal
education and fit themselves to perform specific difficult manual
tasks” – Woodrow Wilson
EDUCATION – The Great Equalizer
29. The Color of Wealth:
the Story of Levittown
ethnic inclusion
through racial exclusion
subsidized white flight
penalty for
integrated living
whiteness created
through government
policy
how housing money
was spent
31. Is there a parallel between
housing and education?
32. Ignaz Semmelweis
• 1847: physician Ignaz
Semmelweis
• The medical students who
assisted in childbirth often
did so after performing
autopsies on patients.
•After instituting a strict
policy of hand-washing with
a chlorinated antiseptic
solution, mortality rates
dropped by 10- to 20-fold
within 3 months
33. Why Hand Washing was
Resisted
Difficult: The lack of indoor plumbing made
it difficult to get water.
Uncomfortable: In order to make the
water comfortably warm, it would have to
be heated over a fire.
Negative Associations: Contact with
water was associated with diseases such as
malaria and typhoid fever.
Misinformation: Prior to the discovery of
microbial pathogens, many people believed
that diseases resulted from evil spirits.
34. Historical Analogue:
Hand Washing
Up into the 20th
century, doctors not
only did not
advocate strict hand
washing but
believed it was
unnecessary.
In fact, in 1910,
doctors protested
because “it was
ruining medical
practice… by keeping
babies alive.”
35. … but people still didn’t believe!
In spite of real proof, Semmelweis’
recommendation were not accepted
and he was shunned.
Eventually he was fired from his job.
• He died in
1865 after
suffering a
wound to the
hand in an
insane asylum.
36. Refuse to
acknowledge
bacteria is there
Refuse to
acknowledge
proof that hand
washing works
No appropriate
interventions to
clean hands and
prevent disease
Refuse to
acknowledge
race is there
Refuse to
acknowledge
proof that race
consciousness is
necessary
No appropriate
interventions to
remediate and
prevent
discrimination
38. The Dream Realized?
• There are no more African
Americans in the Senate in 2008
than in 1908
• More than 70% of Black
students and 40% of Latino
students now attend
predominantly minority schools.
• Blacks and Latinos earn 62
cents and 68 cents, respectively,
for every $1 a White person
earns.
• People of color are more than 3X
more likely to have subprime
loans than Whites.
39. National Graduation Rates
By Race and Gender
By Race/Ethnicity Female Male
American Indian/AK 51.4 47.0
Asian/Pacific Islander 80.0 72.6
Hispanic 58.5 48.0
Black 56.2 42.8
White 77.0 70.8
All Students 72.0 64.1
Orfield, Losen and Wald, 2003
40. Achievement gap vs. Education gap
Aspects of the Educational Debt:
-Historical Debt
-Economic Debt
-Sociopolitical Debt
-Moral Debt
Gloria Ladson Billings, “From the
Achievement Gap to the Education Debt”
41. Stigma and Stereotype Threat
Inadequacy of Standardized Tests
Skewed Methods to Measure Merit
42. | K. Crenshaw
Intervening Against Exclusion and Bias
Two Metaphors to
Frame
Inclusion/Exclusion
The Egg
The Onion
43. | K. Crenshaw
“Cracking” Racial Bias and Exclusion
Egg-Based Interventions
– One shot “Crack” at
Inclusion
– Failure Shifts Blame from
Excluder to Excluded
– Responsibility is Mitigated
over Time
– Ongoing Nature of Bias
and Exclusion Remain
Unexamined
– Level of Inclusion Will
Likely Stagnate
44. | K. Crenshaw
Onion Based Interventions
– Multi-Layered Approach
– Not one size fits all
– Shared responsibility for
Success
– Anticipates New
Challenges to Quest for
Inclusion
– Valuable Knowledge
Development Rather
than Stagnation and
obsolescence
45. | K. Crenshaw
Example: Barriers to Integration
Brown v. Bd
New
Kent
County
Checks
against in-
school
segregation
Protect
against
hiring/promoti
on bias
Multi-racial
materials
Correct for
subtle biases
Adjust tools to
fairly measure allRe-think
values
originating
in exclusion
Consider
relation
between
equity
and core
mission
Firm Commitment to
Inclusion at all levels
National Graduation Rates By Race and Gender By Race/Ethnicity Female MaleAmerican Indian/AK 51.4 47.0Asian/Pacific Islander 80.0 72.6Hispanic 58.5 48Black 56.2 42.8White 77 70.8All Students 72 64.1(Orfield, Losen and Wald, 2003)
Johnson–Reed Act, including the National Origins Act, Asian Exclusion Act (43 Statutes-at-Large 153), was a United States federal law that limited the number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890
California Home Teacher Program: had white women come and teach Mexican women how to be good Americans – how to properly cook and clean. Thought that Mexicans were thieves because they ate tortillas, and if they ate ham and cheese sandwiches they wouldn’t steal anymore. When Mexican families resisted, California found that they were almost beyond help.
HandwashingChristine L. Case, Ed.D.,Microbiology Professor at Skyline College http://www.accessexcellence.org/AE/AEC/CC/hand_background.phpLast part about evil spirits from:http://infectiousdiseases.about.com/od/prevention/a/history_hygiene.htm
http://www.library.musc.edu/resources/biomed/InfectCtrl/sld012.htmlSlideshow by H. Biemann Othersen, Jr., M.D.
National Graduation Rates By Race and Gender By Race/Ethnicity Female MaleAmerican Indian/AK 51.4 47.0Asian/Pacific Islander 80.0 72.6Hispanic 58.5 48Black 56.2 42.8White 77 70.8All Students 72 64.1(Orfield, Losen and Wald, 2003)