“Walk the Walk but Don’t Talk the Talk”: Color-Blind Ideology in Interracial Movement Organization

Color-blind ideology, which developed as part of the backlash to the 1960s Civil Rights Movement promoted the idea that skin color should not matter. In contemporary society, this often translates into the belief that racism no longer matters and that those who continually point racism out are trouble-makers “playing the race card.” In this context, even those organizations that repudiate racism are pressured to use racism-evasive strategies. Ironically, M. Hughey finds that white nationalist organizations are also using this post-racial rhetoric to their advantage by arguing that everyone, regardless of color, should have equal rights, including “whites.” For the white nationalist, organizing in a color-blind society means coming up with new ways to be taken seriously, since it is no longer appropriate to argue that people are inherently unequal. For progressive organizations, it means fighting an ambiguous form of racism that many refuse to see or discuss.

My study draws on three years of field work and interviews with twenty-five members of an interracial organization and coalition, analyzing the ways in which they address racism in private and public settings. I find that European American, Latino/a, and African American activists equally downplay the role of racism internally, and while they recognize the significance of racism externally, they do not make it a central part of their campaign. One African American woman summed it up this way,

There’s a way that you can bring that [racism] out without actually saying…Everything will speak for itself. It will eventually come to the forefront. (Personal Interview).

She felt that using the word racism against their opponents or addressing it explicitly in public settings would appear “unprofessional.” People of color who noticed racism within the organization also felt it better not to address it. A Latino organizer stated,

Anglos have a way of doing things, being so conniving…They are not in the fight, in the trenches. But if the publicity is there and the newspapers are there…they’ll show up…We do deal with that. We don’t talk about it, because if you talk about it and you say racism and all that, then you can jeopardize the whole movement (Personal Interview).

Activists justify these racism-evasive strategies by emphasizing action over talk. In their view, because they “walk the walk” they do not need to “talk the talk” on racism. Activists see themselves as “walking the walk” literally through marches and rallies and working within communities of color. As a European American organizer stated:

You know I think that the [the organization] does address that [racism]…we live in a city here that’s 60% African American and Latino…disproportionately members of those communities are poor…I think [the organization] makes the point without…using the labels (Personal Interview).

These findings have both theoretical and practical implications for studies of racial ideology and progressive movements. The term color-blind racism is problematic, because it combines a number of different components—racism, colorblind ideology, and racism evasiveness—which should be analyzed as separate but interrelated concepts. I suggest that colorblindness, as an ideology, promotes a certain racial worldview and political climate that leads to racism evasiveness. This racism evasiveness is what scholars are finding when their respondents argue that “the past is the past” or explain protests as “black unruliness.” These responses have typically been referred to as color-blind racism, color evasion, or power evasion. However, what is really being evaded is a specific form of racial power and racism.

While activists view racism evasiveness as necessary to solidarity, these strategies also limit their ability to challenge racism both within and outside of their organization. In fact, an African American man who left the organization stated:

They do too much over strategizing, over thinking [in the organization]. You know, it’s almost like, ‘We want to ruffle the feathers, but we only want to ruffle them to a certain point.’ No! Let’s ruffle the feathers until that chicken is bald, naked (Personal Interview).

For the most part, activists believe that there is a dichotomy between organizations, which talk about racism and those that act on it. Their pragmatic avoidance of talk is understandable, given the failure of many organizations to translate talk into action and the problems that may arise from calling out racist situations. However, the solution to the problems with talk is to throw it out entirely and instead focus on showing up to meetings, rallies, and marches. Avoiding discussions on racism internally may prevent the organization from dealing with complaints of racism when they arise. Also, if members are only communicating problems through a class analysis, how are they to justify their demands for greater representation of people of color on the job, in access to health care, and education, all racialized issues? Some antiracist training programs stress common language and analysis of structural racism for successful community organizing. Having that common language in the organization is important, because members noted different understandings of racism. Given these varied understandings, the organization could benefit from discussing how racism figures into their work. Progressive organizations must achieve a balance between talk and action, without relying on racism evasiveness.

~ Angie Beeman is Assistant Professor of Sociology, Department of Anthropology & Sociology, Baruch College-CUNY. 

Anti-Latino Racism: The Case of Housing

Anyone who has ever purchased or sold property knows it can be a time-consuming and stressful event. There are credit checks, endless forms to fill out, and fees and points to pay. However, imagine being subject to what looks like extortion (See Cal. Pen. Sec. 518-519). by using a threat to report immigration status just for trying to conduct the normal business of life that families engage in, like the sale of a home. This is exactly what happened to my parents – lifelong residents and citizens – when they recently sold their condominium in California. A buyer tried to use what he believed to be their vulnerability because of immigration status (or perhaps some other assumption about their status as criminals because they are Latino) to take advantage of them.

Just before the inspection took place, the white buyer sent my relative (who was assisting them in the transaction) an email demanding my parent’s social security numbers in an affidavit. The following is the buyer’s email:

Your parents needed to state their Social Security numbers and affidavit for the final disclosure. You must get that information TODAY, or it could be inferred that your father may be classified as an illegal immigrant or implicated in some other issue, and that will complicate everything. If…I do not receive this information today, I will cancel both inspections set for tomorrow 1PM. Time is of the essence now on the calendar. You know that I will back out of the purchase if proper papers are not in order on time.

This request by represents just one example of the many racist experiences Latinos face when engaging in perfectly normal events in this country such as buying or selling property. It is part of the consequence of what Joe Feagin calls the white racial frame, where many white Americans act on stereotypes, racist narratives, images, and emotions that lead to discriminatory action towards people of color, which are rationalized in a world view that justifies white racial superiority.

It is also an example of what law professor Bill Hong Hing terms a process of de-Americanization, which includes racially profiling groups out of the notion or conception of an American. It has resulted in defining Latinos as “not real Americans, not part of us.” Professor Hing argues that this process has the insidious ability to perpetuate itself in multiple generations. Indeed, my research on Latino lawyers and Feagin and Cobas’s research on middle class Latino professionals underscore Hing’s argument. What my parents experienced in their real estate transaction is sadly the kind of racism they have experienced their entire lives in America.

The current racialization of Latinos, including Latino immigrants, includes being defined out of the “American” community, and therefore, undeserving of aspects of the American Dream. This type of prejudice and de-Americanization is something Feagin argues we are all taught over the decades of our lives. Latinos are racialized to be laborers, not professionals; to be “illegal,” “criminal,” not deserving of the privilege of participating in the real estate market. Examples of this sort of reinforcement of the white racial frame, are a constant in American society, one encouraged and enhanced by the dehumanizing and “othering” of Latinos including citizens and long-time residents such as my parents. The white racial frame is also reinforced as a part of the larger political debate around immigration where all Latinos are seen as undocumented, undeserving, un-American. Until national political entities—particularly the GOP—realize that for policy purposes their anti-Latino rhetoric results in the racialization of all Latinos as “illegal” then they will never gain significant traction among the growing Latino constituency.

However, this type of discrimination and prejudice must be challenged at multiple levels—legally, socially, politically, culturally, so that acts such as what appear to be intimidation and prejudice on the part of the white buyer above no longer remain part of acceptable societal behavior in a nation that considers itself to be democratic and equitable. Some may believe that the comment: “or it could be inferred that your father may be classified as an illegal immigrant or implicated in some other issue” is a lack of civility. However, I believe it is another perfect example of the white racial frame at work.

Currently 17 percent of Americans identify as Latino and this figure will go up to 30 percent in the next two decades. If middle-class lifetime citizens and residents are treated this way without a significant moral outrage against this kind of racism what does it portend for the future of our ethno-racial society?

In the meantime, until this type of discrimination and prejudice is challenged widely we will not create the change we need in how whites see themselves, and how they see people of color. Making an ethno-racial democracy work will take many voices raised and even more minds changed to understand the demands of social equity in American society.

White Women, People of Color: Lower Salaries in Academia

A study just issued by the University of California at Berkeley identifies the fact that the compensation of female faculty lags behind their male counterparts by -4.3 percent within their respective fields or the equivalent of one to four years of career experience (excluding controls for rank). However, if demography alone is considered without respect to years of experience or field, women have a negative salary difference of -15.8 percent. When experience is considered, this difference diminishes to -11.3 percent. When rank and field are factored into the equation, under the assumption that full professors are more likely to be white and male based on hiring practices that prevailed over the last two or three decades, then the gap narrows from -1.8 percent. Similarly, the salaries of minority faculty lag behind white faculty by 1-2 years of career experience or between -1.0 and -1.8 percent.

How does Berkeley account for these differences? Possible causes include external factors including market and retention as well as social factors such as time off the tenure clock for a newly born or adopted child. In Academic Motherhood, Kelly Ward and Lisa Wolf-Wendel share research indicating that it would take thirty-five years for the sex composition of faculty to equalize at senior ranks to attain equal status. This equity could only happen if there were no gender discrimination and faculty abilities were presumed to be roughly similar. Ward and Wolf-Wendel note that women tend to be older than men when they attain their doctorates and enter the faculty workforce later, partly due to dual career constraints.

As a result, the authors emphasize that colleges and universities could do more to make their climates hospitable, equitable and accepting for faculty members with families. In particular, they note the importance of ensuring that family friendly policies such as stopping the tenure clock for maternity leave are not only established, but implemented so that faculty members feel free to use them.

Another variable the UC Berkeley report considers is the fact that decisions about promotion are based upon evidence presented and judgment made about that evidence. Since no mechanical process exists to translate the evidence into outcomes, judgments of merit are vulnerable to positive and negative implicit associations that can be triggered by factors such as race, ethnicity, or gender. Recall the 2013 UCLA report that identified incidents of process-based discrimination in hiring, advancement and retention based on interviews with faculty as well as written statements. Several incidents involving perceived bias when faculty members believed that they were denied advancement usually through an unfavorable letter from the department chair or dean and/or a negative departmental vote.

The discrepancies in compensation for women and minority faculty reflect underlying structural constraints that Houston A. Baker and K. Merinda Simmons refer to in their new co-edited book, The Trouble with Post-blackness, as “the intensely complicated system of economic access” that defies simplistic notions of personal agency and meritocracy”(p. 15). In one of the book’s essays, John L. Jackson Jr. writes about the stories other minority scholars shared with him in the academy:

No amount of publishing productivity exempts you from the vulnerabilities and burdens that come with underrepresentation in the academy.” Jackson adds, “Being ‘twice as good’ as most of their white colleagues (by objective and agreed-upon criteria) still wasn’t enough to spare them from the stigma of race-based stigma” (p. 204).

And mentoring is also important for women and minority faculty in navigating the internal organization, obtaining help with research and publications, understanding promotion and tenure criteria, and advancing in rank. As Rachel Shteir writes in “Taking the Men Out of Mentoring” women can be exhausted from the struggle of trying to get ahead, with little energy for mentoring others. As she explains,

I see women stuck at the associate level, living paycheck to paycheck, renting without savings…. Gender equity in salaries and rank have not been achieved.

A considerable body of research identifies the role of mentoring in opening channels for women and minorities by enhancing social capital, preventing career derailment, nurturing self-confidence, reducing isolation, and improving job satisfaction.

All in all, the Berkeley study underscores the continuing need for viable strategies that will help retain and develop diverse and talented faculty members by creating a more expansive and inclusive value proposition that promotes career progress and enhances retention.

Roots of “Redskins”: Savages, Saints, Saviors in the American Psyche

The root of “Redskins” is the ideological stereotype of the initial savage of Hispaniola, the fearsome enemy icon of the colonial conquests, the Hostile other of the Plains wars, and finally the caricature of the once feared but now mocked dangerous Other, compliant in being released in the gladiator’s arena and told what an “honor” it is that the dominant spectators have chosen this image over the animals and undead violent gangs from the past.

While we are indeed concerned with the team name and its mascotry function, what remains central to any analysis of its importance to the broader society, is that the root of genocide and conquest, is the real reason behind the masked popularity and indeed, a desperately deep need to revel in the inferior status of the indigenous, the Native, the Indian. In other words, it is an expression of the supremacist discourse of racism.

By mocking the image, the dominants feel released from any guilt or thought of how their society came to be, or what may have happened to those peoples who preceded them in the lands they now call their own. This is why it is only in America, the “land that never was yet” according to Langston Hughes, where the image of the defamed and destroyed original people becomes so central to their popular professional sports teams.

The other reason is simple – the “Noble Savage” as the antithesis of the Hostile or Uncivilized Savage, is still a savage, is still the unreconstructed Other that needs to be obliterated in the national psyche as having any legitimacy, buried in its final phase as the painted Redface, theatrical dancing and prancing to the cheers of an audience in its self-absorbed orgy of monocular and militaristic patriotism. The terrorist enemy of today is rooted in the savage of yesterday.

Full denial of the genocide of the indigenous, requires an all-encompassing narrative, which the Redskins terminology provides in naming, and icons such as the Wahoo illustrate in a comfortable and cartoonish dehumanization of the first peoples of the land. Thus in their twisted version of how the New World came to be, these sports fans are “honoring” the savage warrior of the past, celebrating their conquest, and defining terrorism only in the violent actions of the Other, never in the “homeland” itself. Indigenous activists, scholars and leaders therefore will not, must not be satisfied if there is a name change of the Washington team, encouraging as that might be. Because the background narrative, the root “savage” of the 17th and 18th centuries linked to the redskin of the 19th century, is all about who is civilized and who is primitive, and operates to deny genocide and distort the defense of Native Nations into a civilizational discourse.

California is a case in point. The mission-forming priest Junipero Serra was the spearhead of Spanish conquest in the region, forcefully “converting” Native peoples into subordinated people at missions, where their labor built the system and provided profits for expansion. Catholic hierarchies also took advantage of the Natives coerced into the missions, as a rationale for taking lands and creating new governance that did not recognize indigenous societies or social structures. Soldiers would garrison forts and out posts for “security” and to enforce the laws, religious and secular. In many cases there was also sexual predation, often of young children. Because of these severe conditions, with high death rates and low life expectancies, nearly all missions experienced uprisings against the injustices. After they were put down, there were executions. Within a few decades, accompanied by disease and changing habitats, the numbers of native people dropped more than half, then again by half, with a demographic collapse termed genocidal or cultural genocide.

Fast forward to 2014, when relatively small numbers of surviving California Indians are bolstered by much larger Native populations from elsewhere in the United States, and by sovereignty battles often leading to economic development because of Indian Gaming, with support for telling their own stories. Historians had dubbed Father Serra as the “founder of California” and represent him as bringing people to Catholicism and Christianity, underscoring ideas of uncivilized primitive people needing religious and social guidance. These were found in museum installations, such as the one at the Huntington in 2013, where he was praised as a “savior” to the Native people.

Thus it is Western man, the priest, the scholar from great universities, the unimpeachable source who tells us how to perceive Redskins names or terms. This is higher order supremacist thought, but it’s still supremacy racism, just veiled in academic language, that obscures its deep condescending tautology of savage versus civilized savior. This ideological dualism is displayed every day in the mainstream media, with college classes seeing who is a Savior, and in saying who is a Hero in wars and rumors of wars.

Note the new movie “American Sniper” where a disgruntled Texan cowboy who grew up hunting animals in “the wild” joins the military after seeing bombings of U.S. Embassies and an Al Queda attack on the Twin Towers, becoming a SEAL sniper deployed to Iraq where he looks to kill “bad guys” and “savages” in order to save lives of his fellow soldiers, and ultimately “Americans” back home. There is wild cheering at many movie theaters at the killing of the made-up mythical “Mustapha” sniper and end of the movie, where the sniper is seen as a great hero, misunderstood at home and unable to reconcile his killing overseas. There are two huge issues to be aware of in the book, the movie, and the public American psyche that has made this the most popular January box-office movie of all time, and up for many academy awards.

First, obviously, is its use of “savage” for an enemy of the United States, or for all Americans back home, which is applied to all people from the enemy icon nations and cultural groups. Savage has its origins in the Papal Bull used to justify Columbus’s second journey and invasion, leading to the greatest genocide of its time, the Holocaust of Hispaniola, and used to justify ongoing genocides of the Spanish and English colonial conquests, finally moving into the U.S.A. fighting “merciless Indian savages” in its Declaration of Independence, and similarly in every war and killings in the 19th century, morphing into use of Redskins to underscore racial construction. Both terms are used in the build-up to Wounded Knee in 1890.

Fast forward again through its use in every non-western conflict of the next two centuries, (See The Metaphysics of Indian-Hating and Empire Building by Drinnon), to the initial briefing by General Schwarzkopf to the first Iraqi invasion, that U.S. forces were going into “Indian Country” to take out and destroy “Hostiles” (Hostiles was put into official language in the 1876 prelude to U.S. re-invasion of Lakota lands under the rubric of “Indian Country” emerging from treaty technical terms of 1830’s genocidal Indian Removals). Thus the pejorative charged term Terrorist related to Hostiles that emerged from “savage” enemy icons, used to destroy people in their own lands fighting for their own nationalities, has a consistent place in the American arsenal of seeking out and killing the Other opposed to western civilization. If not for the geography and new fears of being charged with racism, they might as well have used Redskins.

Thus the dark-skinned Mustapha character, completely fictionalized, realizes the rough “honoring” and hating of the uncivilized, “savage” enemy in the name of civilization and the good guys. His name could just as easily be Crazy Horse, Geronimo, Tecumseh, Metacom (King Phillip), Po’pay or even Anacoana, leaders of indigenous resistance movements. Without discounting the heroic endeavors of Chris Kyle, we observe how his simplistic acceptance of the enemy icon as “savage” underscores centuries of very similar military conquests, and resonates with a supremacist American creed that “honors” its enemies in Crazy Horse Saloons, or in paratroopers yelling Geronimo as they jump, (replicated in Operation Geronimo to kill OBL terrorists they earlier feared were hiding among the “tribals”) and so on it goes.

The second use is found in the dark side of the American Sniper who has returned “home” to find his massive killings haunts him, and so he makes up incredible stories of brave stands against a homeland “enemy” of black carjackers whom he kills, or of sniper killing up to thirty civilians from the New Orleans superdome when they were supposedly looting or causing mayhem. If he lived in real “Indian Country” we could easily assume both the stories and the realities would be of killing the first savages, the Indian. The book and film, and all media stories resonate with Cowboys and Indians, Good Guys and Bad Guys, Savages and Soldiers – that simply underscore the ideologies of supremacy firmly rooted in Redskins.
Our Homeland Security, itself a misnomer for all natives, becomes the guiding principle of reducing and eliminating the savage, the uncivilized, the potential Hostile from the Friendly Indian, the assimilated and fully colonized repeater of hegemonic histories that never include the Holocaust of Native Nations, terrorism toward indigenous communities, which never bring up the horrific death rates of the Mission system followed by outright genocide in the state of California, that discount the massive killings of so many communities from Mystic Lake to Wounded Knee, that refuse to see the reconstituted Savage as Hostile Other in the wars of the twentieth century.

Rather, in benign neglect and intentional cultural destruction, the American psyche (especially white American psyche) becomes comfortable in brave discoverers, saintly priests, and with heroic soldier-saviors who protect a racialized US from the dangerous hostile Other, a terror to civilized society that will torture and kill and raze villages to the ground to protect its settlers from the savage, embodied in a dancing Red-faced racist Wahoo and a capital team named Redskins. It’s time to change from the caricature of the conquered Wahoo and Redskin racist naming to imagery of respect and words of honor, a true recognition of First Nations and Indigenous Peoples.

James V. Fenelon is of Lakota/Dakota Indigeneity, is Professor of Sociology and Director of the Center for Indigenous Peoples Studies, United States Navy veteran, and co-author of Indigenous Peoples and Globalization (Paradigm, 2009).

Redefining the Vocabulary of Microaggressions

A new report by Harvard University’s Voices of Diversity Project (VoD) draws on interviews with at least 50 African-American, Latina/o, Asian-American and Native American students at each of four universities regarding their on-campus undergraduate experiences related to their racial/ethnic background, sex, or both. The co-authors, Paula Caplan and Jordan Ford, report on the students’ experiences of racist and sexist mistreatment that took shape in “microaggressions” or subtle, cumulative, and repetitive acts of marginalization and stereotyping.

The concept of “micro-inequities” has received considerable research attention and refers to small incidents of everyday discrimination that have replaced the more overt acts of discrimination characteristic of the pre-Civil Rights era. Micro-inequities can be unspoken, repeated messages that may be invisible to others but send devaluing messages to the targets that hinder these individuals’ performance and impact self-esteem. The vocabulary of micro-inequities dates back to the 1970’s when Mary Rowe, Ombudsperson at MIT, noted the ephemeral, difficult-to-prove events that she saw as the “principal scaffolding for discrimination in the United States.” A more extensive taxonomy of these day-to-day behavioral indignities was developed by Gerald Wing Sue and others that includes microassaults, microinsults, and microinvalidations.

Yet at what point do “micro-aggressions” become “macro-aggressions”? Take the experiences of mistreatment cited by a Latina senior quoted in the VoD study: “I go nuts. I do….it hurts so much, so much, it’s indescribable the way it makes you feel” (p. 40). The Latina senior goes on to say, “My whole body becomes hot, and your eyes automatically become glassy, because you just feel so inferior….” Or the commentary of an African-American male student, “What can I do? I feel useless. I’m being hurt by this person. It’s messing with me emotionally.” The profound psychological damage caused by racism is not adequately captured in the term “micro-inequity” or “micro-aggression.” As Joe Feagin points out in Systemic Racism (2006), the pain of racism is part of lived experience and to begin to even calculate its costs “one would need to add…the other personal, family, and community costs over the centuries—the intense pain and suffering, the physical and psychological damage, the rage over injustice, and the huge loss of energy” that could have been used for other purposes (p. 20). Perhaps we need a new vocabulary to identify these high costs.

Similarly, consider the example that Alvin Evans and I cite in our new book, The Department Chair as Transformative Diversity Leader (2015) of an African American faculty member who became the first African American department chair at his religiously-affiliated university. When he was first hired as one of the few African American faculty at that institution, a religious studies professor whose office was next to his refused to speak with him for 10 years:

He didn’t talk to me for 10 years, not a word. . . . He didn’t believe I was qualified, he didn’t believe that I was a real intellectual, I was only hired so that the university could say that we had Black professors.

In fact, the religious studies professor would talk about the African American faculty member with his door wide open so he could hear. Later, when the African American faculty member became chair, the religious studies professor had to speak with him. The chair would regularly ask him a question about diversity. The religious studies professor would inevitably answer, “I think we’re already diverse.” Needless to say, the chair was not invited to the religious studies professor’s retirement dinner.

Or in another interview study in 2012, we similarly found examples of the pain caused by exclusionary practices and behaviors in the workplace. For example, Claudia, an African-American administrator, was singled out in a staff meeting by her white male supervisor who was speaking of African-Americans in general: “Oh, I don’t mean you. You’re different, you’re an Oreo.’ Claudia responded, “You know, I’m sorry I think that most people would recognize that as being a racial slur.” The supervisor replied, “Oh I don’t mean that. You are one of them that has common sense.” The repeated actions of the supervisor caused Claudia extreme physical and psychological anguish:

When I had that very discriminatory supervisor, I had extremely high blood pressure. I was on three medications. They were at the maximum dosage and my blood pressure was still uncontrollable. My doctor kept telling me I needed to quit my job because he was said I was going to die. He said I was going to just have a stroke or heart attack because my blood pressure was so high.

These examples across the spectrum of students, faculty, and administrators illustrate the long-term psychological and physical damage resulting from what are more than microaggressions (actually, macroaggressions).

To counteract such practices, the Harvard VoD Project identifies the proactive work undertaken by Missouri State University, one of the institutional participants, to address the “silent suffering” of targets of racism and sexism and ensure that the experiences of minoritized students, faculty of color, and women are heard.

As Mark Warren indicates in Fire in the Heart (2010), building community is a process that must move us from passivity to positive action by “breaking down that separateness and achieving something that is more than the sum of the parts” (p. 229). To do so, we must first face the difficult realities that the VoD identifies and then move toward a deepened collective understanding and common vocabulary that help us activate and operationalize practices that enhance inclusion on our campuses.

If Michael Brown were Harvard Bound, And White, And Wealthy

During the Fall of 2014, I taught an Introduction to Sociology course at the University of Nebraska-Lincoln (UNL). We covered numerous concepts & theories, including Broken Windows Theory. This theory was developed by social scientists James Q. Wilson and George L. Kelling to illustrate how one broken window left unrepaired in a building is an invitation for more windows to be broken. If not repaired there can be a downward-spiral of vandalism that culminates into lawlessness. Basically, Broken Windows Theory explains how we rely upon social contexts and cues to assess and/or engage in behaviors considered deviant.

Harvard University is a campus largely absent of broken windows and other forms of esthetic disrepair. When teaching at UNL, I have used Harvard as an elite reference point and will now do so in this article. While working on my PhD at Harvard, I lived in an undergraduate Residence House (that’s Harvard speak for “dormitory”) and worked as a Resident Tutor (that’s Harvard speak for “resident assistant”). I had conversations with Harvard undergrads on numerous occasions including breakfast/lunch/dinner. I was always amazed by the privileged backgrounds of typical Harvard students. Though from a low-income background, I gained knowledge about the mannerisms, dress, and linguistic maneuvers of elitism while an undergrad at Georgetown University. I was, however, quick to correct persons at Harvard who assumed I shared their elite origins. Still, interactions with Harvard students from elite backgrounds moved me to empathize with the vulnerabilities of elite youths.

Among vulnerable students were wealthy sons emotionally neglected by their wealthy parents; sons desperate for emotional support. There were wealthy daughters deeply worried that they would fail parental expectations by wanting to play in a rock band instead of becoming doctors/lawyers/scientists/professors, and so on.

Two students that I came to know quite well shared stories of tribulation and triumph. One student, TJ, had hypothesized a fantastic science project despite inadequate support for his idea. After access to a Harvard science lab and a thoughtfully written report, TJ earned an “A”. Another student, GW, endured a confrontational encounter with a rude police officer; GW stood his ground and called for mutual respect. A third student, DJ, had shoplifted some goods before coming to Harvard. His parents used their clout to prevent DJ from serving jail/prison time. (Though vastly true, I have modified minor details of these stories to protect the students’ anonymity.)

At Harvard broken windows are constantly repaired. Transgressions are washed away or significantly minimized by a “Hahvarhd” affiliation. DJ and many elite students with histories of juvenile delinquency like him are now successful Harvard alums.

As I share stories about students I met while at Harvard, what images come to mind: Images of wealthy, White, students full of complex humanity; students who deserve to achieve their dreams; young women/men who are not easily reduced to individual mistakes or parental shortcomings? Actually, two examples above are NOT about Harvard students. What happens to the image of these students as I reveal that “TJ” was an African American teen and “GW” was an Afro-Latino-American teen; both were from low-income neighborhoods in Cambridge, Massachusetts. Are TJ and GW suddenly less deserving of the benefit of the doubt; do racial/ethnic and class details strip away their complex humanity? To learn more about TJ (aka “Malik”) and GW (aka “Robbie”), read my book Tough Fronts (2002). I came to know them while at Harvard not because they were Harvard students, but because they were middle and high school students from low-income neighborhoods in Cambridge who shared stories of mistreatment and oppression eclipsed by Harvard’s affluence. I interviewed them for my dissertation and for Tough Fronts. I arranged Malik’s access to the Harvard science lab. Doing so briefly bestowed Malik with enough Harvard clout to cause his middle-school teacher to suddenly see his potential to be an A-student in 8th-grade science. Of course, Malik’s Harvard clout was fleeting. As for Robbie, his respect for Cambridge police was not reciprocated. Malik and Robbie were (and still are) no less complexly human than the Harvard students with whom I lived; yet they were constantly treated as such by powerful social institutions like schools, police departments, and social service agencies.

What happens to your image of Harvard when I tell you that in addition to DJ there are Harvard students—and I’m talking about wealthy, White students—who shoplift and commit other crimes. This was the case well before I went to Harvard. It was the case while I attended Harvard during the 1990s. And continues well after I graduated with my PhD. For example, Harvard students who shoplift include the daughter of Rudy Giuliani.

Let’s return to DJ, who actually was one of the Harvard students from my Residence House and who was White and Male and Wealthy. Let’s update his story and try to strip DJ of his complex humanity by providing his shoplifting story with a different ending.

In August of 2014, before his freshman year at Harvard, DJ shoplifts some limited edition Gurkha Maharaja Cigars costing $2,000 per cigar, from M&M Cigar and Gift in Norwalk, Connecticut. DJ returns to his neighborhood of wealthy White professionals in Darien, Connecticut. As DJ exits his 2014 Porsche 911 Carrera, a police car pulls onto his street. DJ, known for being spoiled and obnoxious, has hubris enough to be confrontational with the police officer. At what point does this White police office fire a gun at this 18-year-old, Harvard bound, White male suspected of shoplifting? At what point does this police officer continue shooting at DJ who has now walked away from the confrontation? At what point does the officer continue to fire as DJ turns around with his hands up? At what point does the officer use deadly force and kill DJ? At what point is DJ’s body left on the street in his White professional, Darien, Connecticut neighborhood for four hours? At what point do the police prevent DJ’s parents from going to their son’s dead body? At what point is the police officer not held accountable once it is clear that he shot and killed an unarmed, college-bound, 18-year-old? At what point does the Assistant District Attorney tell the Grand Jury that the police officer had the right to shoot DJ because he had turned to flee? Few if any of these things would happen to a Wealthy, White teen like DJ, yet most if not all happened to Michael Brown, who was also a college-bound 18-year old male.

Experiences with Harvard students, especially wealthy, White male students, lead me to conclude that at no point would DJ share Michael’s fate. If DJ had been caught stealing the cigars, he would probably have been detained at the store while his parents were contacted. Or as was the case with Rudy Giuliani’s daughter, Caroline Giuliani, store managers may call the police yet decline to press charges! In elite places where broken windows are constantly repaired, people honor the complex humanity of young people, who commit or are suspected of committing criminal acts. Unlike unprivileged youths, privileged youths are not easily stripped of their complex humanity.

I can personally assure you that the absence of broken windows at Harvard does not mean an absence of deviant behavior. Despite well-manicured lawns and unbroken windows there are Harvard students who deal drugs as well as those who commit rape and other heinous acts. Studies on the youths of privilege reveal that they have higher rates of depression, anxiety, substance abuse, and other destructive behaviors than non-privileged youths. Furthermore, the presence of broken windows in urban communities of color does not mean an absence of complex humanity.

I have been to the place where Michael Brown was shot dead as if he were an aggressive monster instead of an unarmed teenager, like DJ; it is not a neighborhood full of broken windows. But even if it were, Michael and Black youths like him, whether males or females, deserve the same benefit of the doubt as privileged youths like DJ and Caroline Giuliani. And for places where windows are rarely repaired, the police should honor the humanity of youths as they would honor the humanity of spoiled and obnoxious rich kids. And at the very least, instead of destroying more windows with bullets from guns aimed to kill unarmed teens, police and other government officials should assist residents to restore shattered lives and broken windows. This is all the more necessary in Ferguson, Missouri where the police and government officials share a legacy of shattering the lives of African Americans.

L. Janelle Dance, Associate Professor of Sociology and Ethnic Studies, University of Nebraska-Lincoln and Senior Researcher at Lund University in Sweden, with sociological input from Selma Hedlund, Sociology Master’s Student, Columbia University.

Mickey the Dog and Kevin the Child

In Phoenix on February, 2014 a pit bull named Mickey attacked a 5-year-old named Kevin Vicente. According to the Arizona Republic, Kevin arrived at Maricopa Medical Center “with skin and tissue ripped off his face, a broken eye socket, detached tear ducts and a fractured jaw.” Kevin “eats and breathes through tubes while awaiting a series of reconstructive surgeries. “ He is expected to have permanent and painful scarring.

It seems that Mickey has a history of violence. A few months before his attack on Kevin, Mickey killed a neighbor’s dog. According to a County Report, Kevin was playing with other children in the presence of a baby sitter. Kevin ran past Mickey, within the range of Mickey’s chain, who “caught the boy from behind, took him to the ground and attacked his face . . . Adults were present and pulled the dog off.” Accounts of the incident are mixed. A neighbor who witnessed the event said that what provoked the attack was that Kevin took one of the dog’s bones.

Dogs may bite someone who takes their bones, but what Mickey did went far beyond that. John Schill, Mickey ‘s attorney , did not seem to agree. He blames the child: “Everybody supports Mickey. . . . Everybody is taught, from the moment they walk, you do not take a bone from a dog.”

Let me get this straight, Mr. Schill: a 5 year old in the middle of play has the nerve to take a vicious dog’s bone and the dog almost kills him. Man, “that’ll teach the little brat.”

Support for Mickey has been so extraordinary that it boggles the mind. An ABC news report outlines steps taken by Mickey’s friends to save his life.

Action was brought against Mickey, asking for him to be euthanized. A Phoenix attorney stepped in on behalf of Mickey and after several months of legal battles and an outcry from tens of thousands of people on social media asking Mickey’s life be spared, a judge ruled that Mickey is indeed vicious but his life could be saved if an appropriate sanctuary could be found.

Sheriff Joe Arpaio got in the act. The details of his intervention may be found at Mickey’s cam website:

He [Arpaio] went to court on behalf of the dog and offered the judge a way to save Mickey ….the Sheriff’s Office would give Mickey a ‘life sentence’ inside Arpaio’s MASH jail (Maricopa County Sheriff’s Animal Safe House). The pit bull would be offered no parole, and no probation in exchange for taking the death sentence off the table.

Incidentally, “Cam” refers to the fact that Mickey‘s website includes live footage of the pit bull in his living area.

Although the boy’s needs are serious, the concern for him doesn’t come close to that of Mickey’s:

[A] fundraising website for Kevin and his mother [has] raised $1,179 as of Tuesday [March 11]. . .Flora Medrano [a neighbor]said Kevin’s mother, a single parent, had to quit her job to take care of her son full time. With no other family in the U.S., Medrano said, the mother needs family and emotional support — yet neither is pouring in.

The 5-year-old Latino is in pain and suffers from nightmares. “He asks me [his mother] when his scars will go away. I say I don’t know.”

Has this (white) country lost its mind? A vicious dog that mauls a 5-year-old child has a big following, a lawyer, and its own website? A sheriff gets involved in the fate of the dog, but does nothing to help a gravely injured and poor child. The little boy is blamed for being nearly killed by a vicious dog and damaged for life. But it is the dog that captures the white public’s imagination. This seems the epitome of human degeneracy.

The obvious issue of race was addressed in only one of the articles I found. Its author puts it succinctly:

I may be wrong, but I seriously doubt that the pit bull would be alive if Kevin was a little white child, whose mother spoke English fluently.

SlutWalk, #Hashtag Activism and the Trouble with White Feminism

When Police Constable Michael Sanguinetti gave a talk on health and safety to a group of students in Toronto, he told them that “women should avoid dressing like sluts”  so as not to get raped.

Perhaps not surprisingly, Sanguinetti’s remarks outraged many of the people. Instead of just getting angry, some of these young women organized the first “SlutWalk” protest in early 2011 demanding an end to what they called “slut shaming.” Thanks in large measure to the affordances of social media, the tactic of slut walks quickly crossed national boundaries to become what scholar Joetta Carr calls an “transnational feminist movement,” with historical antecedents in “Take Back the Night” marches and parallels with contemporaneous grassroots protest movements that are organized through and fueled by social media. In July 2014, Toronto feminists held the third SlutWalk with, of course, an updated hashtag #SWTO2014.

Protesters in SlutWalk Toronto

(Image source)

The history of hashtag activism is still in first draft to be sure, but there is already an emergent scholarship on SlutWalks that can be illuminating for understanding this mediated form of feminist activism, race, and the trouble with white feminism – and there has been quite a lot of trouble with white feminism in SlutWalks.

SlutWalks were (and are) primarily organized by white women who “are tired of being oppressed by slut-shaming; of being judged by our sexuality and feeling unsafe as a result.” SlutWalk aims to “reclaim” the word “slut,” through street protests organized online. Black women and other women of color have participated in the marches. The marches have spread to other countries, such as Buenos Aires,

SlutWalk_WOC

(Image source)

Through most of 2011, feminist blogs and some more mainstream media covered SlutWalks. While most of the mainstream media coverage focused on the role of social media in ‘toppling a dictator’ in Egypt at around the same time, SlutWalks got covered in a rather trivializing way that focused on the ‘scantily clad’ women and mostly ignored race in any meaningful way. This coverage in mainstream feminist blogs – Jezebel, Feministing – largely ignored the fact that for the most part, the SlutWalk marches as a cultural phenomenon are by, for and about white women of the Global North.

But women of color writers, such as Aura Bogado, noticed and called out the marches, as in Bogado’s SlutWalk: A Stroll Through White Supremacy piece from May, 2011. That’s not to say there were many outlets – either news outlets or feminist blogs – eager to publish this work. In a preface to this piece on her blog, Bogado explains her difficulty getting the piece published, and by so doing, speaks to the trouble she faces with the white feminism that shapes SlutWalks, she writes:

With so much dialogue surrounding SlutWalk lately, I wanted to insert the voice of a woman of color to add critical pressure from the margins; however, I found it difficult to find an outlet that would publish me. I first queried The Guardian, which had already printed a couple of pieces authored by white women about the event, and never heard anything back (they have, subsequently, posted more pieces about SlutWalk, all authored by white women). I then attempted to add this post on HuffPo, where I have contributed in the past – although they were nice enough to at least respond to me, they rejected my post. Rather than waste another week trying to find an outlet, I’ve taken the advice of people I love and trust and have revived my once-retired blog to post a piece that (oddly enough) explains some of the ways in which white women have constructed a conversation that women of color can’t seem to participate in.

 

SlutWalk_WhiteSupremacy

 (Screenshot from ToTheCurb by Aura Bogado)

 

Bogado calls into question the very genesis of the SlutWalk movement as rooted in a white feminist view of the world, as when she says:

I understand the need to denounce this type of speech (Sanguinetti’s remarks), particularly when uttered by a law enforcement officer. But what struck me was the fact that a group of students gathered with law enforcement to begin with. As people of color, our communities are plagued with police brutality, and inviting them into our spaces in order to somehow feel safer rarely crosses our minds. I’ve attended several workshops and panels on sexual violence and would never imagine seeing law enforcement in attendance. Groups like INCITE! have done a tremendous amount of work to address the way that systemic violence is directed against women in communities of color through “police violence, war and colonialism,” as well as to address the type of interpersonal violence between individuals within a community, such as sexual assault and domestic violence. SlutWalk “want[s] Toronto Police Services to take serious steps to regain [their] trust;” our communities, meanwhile, never trusted the police to begin with.

Bogado was among the first to call out the privileged position inherent in a political movement whose goal is focused on “regaining” a trustworthy relationship with police while immigrant women, Black and brown women, poor women, and transgender women whether born in the U.S. or not, are presumed to be sex workers, targeted as “sex offenders,” and are routinely abused by police with impunity, and their deaths ignored.  Bogado notes that,

“Despite decades of work from women of color on the margins to assert an equitable space, SlutWalk has grown into an international movement that has effectively silenced the voices of women of color and re-centered the conversation to consist of a topic by, of, and for white women only.”

In many ways, SlutWalks – like so much of white feminist activism of the digital era – is simply repeating the historical mistakes of previous generations of feminism. This repetition of previous feminist history is the focus of scholars Dow and Wood note in their article, “Repeating History and Learning From It: What Can SlutWalks Teach Us About Feminism?” (Women’s Studies in Communication 37, no. 1 (2014): 22-43).

However, Dow and Wood ultimately take a stance that effectively recuperates the SlutWalks by arguing that the “dissent” by women of color is not “an indicator of feminism’s weakness,” but rather “a symptom of its continuing vitality.” Such a turn undermines the powerful critiques of Bogado, which are rooted in the work of queer, feminist scholars of color such as  Gloria Anzaldúa.

Bogado’s assessment of SlutWalks as a “stroll through white supremacy” in May 2011 proved to be prescient given the way the rest of the movement has unfolded.

In September, 2011 the organization Black Women’s Blueprint issued An Open Letter from Black Women to the SlutWalk. The Open Letter included this passage, juxtaposing the contemporary SlutWalk movement against the history of Black women’s movements in the U.S.:

Black women have worked tirelessly since the 19th century colored women’s clubs to rid society of the sexist/racist vernacular of slut, jezebel, hottentot, mammy, mule, sapphire; to build our sense of selves and redefine what women who look like us represent. Although we vehemently support a woman’s right to wear whatever she wants anytime, anywhere, within the context of a “SlutWalk” we don’t have the privilege to walk through the streets of New York City, Detroit, D.C., Atlanta, Chicago, Miami, L.A. etc., either half-naked or fully clothed self-identifying as “sluts” and think that this will make women safer in our communities an hour later, a month later, or a year later.  Moreover, we are careful not to set a precedent for our young girls by giving them the message that we can self-identify as “sluts” when we’re still working to annihilate the word “ho”, which deriving from the word “hooker” or “whore”, as in “Jezebel whore” was meant to dehumanize.  Lastly, we do not want to encourage our young men, our Black fathers, sons and brothers to reinforce Black women’s identities as “sluts” by normalizing the term on t-shirts, buttons, flyers and pamphlets.

The Open Letter also explicitly challenged the political goal of “reclaiming” offensive terms, saying, “We are perplexed by the use of the term “slut” and by any implication that this word, much like the word “Ho” or the “N” word should be re-appropriated.” 

There were dissenting views, to be sure. For example, both Salamishah Tillet, writing at The Nation and Janell Hobson, writing at the Ms. Magazine blog, wrote responses to the Open Letter from Black Women , expressing concern about what they saw as the “politics of respectability” in the letter.

This Open Letter, and these responses, were widely circulated through social media networks and, presumably, among SlutWalk organizers, but there is little evidence that the message from the Black Women’s Blueprint got any traction with white feminists given what happened next.

Not quite a month after the Open Letter was published, there was a SlutWalkNYC march in Union Square and a young white woman held up a hand-lettered sign with a quote from  Yoko Ono. The intentionally provocative line from 1969 is meant to evoke women’s subjugation through the use of a racial slur. It was controversial when Ono first said it, and as Aishah Shahidah Simmons reminds us about that time, “Several Black feminists, including Pearl Cleage, challenged Yoko Ono’s racist (to Black women) statement. “If Woman is the “N” of the World, what does that make Black Women, the “N, N” of the World?”.

SlutwalkNYCsign

Organizers of SlutWalkNYC apologized, but other white feminists continued to defend the use of the term, saying things like “but rappers…”

Aishah Shahidah Simmons, activist and filmmaker and self-described “supporter of the goals of SlutWalk”, raised the following questions about the appearance of the sign:

How can so many White feminists be absolutely clear about the responsibility of ALL MEN TO END heterosexual violence perpetrated against women; and yet turn a blind eye to THEIR RESPONSIBILITY TO END racism? Is Sisterhood Global? This picture says NO! very loudly and very clearly.

Simmons ends her piece with a postscript of links to other women of color writing responses to the sign, including the Crunk Feminist Collective, Akiba Solomon, and LaToya Peterson.

Yet, despite all this excellent and openly available critique by feminists of color writing about SlutWalks, the emerging scholarship on the movement largely ignores this, thus effectively replaying the erasure of women of color in this act of knowledge production about the movement.

One scholar, Joetta Carr, heralds SlutWalk as a successful transnational feminist movement in The Journal of Feminist Scholarship (Issue 4, Spring 2013). While Carr quotes at length the women of color who defend SlutWalk (or, more to the point, who are critical of the Open Letter), she doesn’t mention the appearance of the sign at SlutWalkNYC. Carr ends her piece by saying that the full extent and meaning of the contributions of the SlutWalk movement to the overall struggle against gender oppression and the patriarchy may only be understood in the decades to come.” 

In fact, I think the SlutWalk movement is already over, hoisted on its own pitard of white feminism.

Writing at the blog Sustainable Mothering in mid-October 2011, J. (Jake) Kathleen Marcus calls the movement’s failure the “implosion of SlutWalk” and apologizes for her own complicity in the racism of the movement. Marcus basically taps out of the movement by the end of that piece, saying to fellow activists “I hope our paths cross again” in movement building but clearly indicating it won’t be at a SlutWalk march.

Telling the story of SlutWalk’s in the feminist scholarly literature is rarely, if ever, laid at the feet of white feminism, but rather at the “continuation of racial divides in North American feminism,” as Jo Reger puts it in “The Story of a Slut Walk Sexuality, Race, and Generational Divisions in Contemporary Feminist Activism.” (Journal of Contemporary Ethnography (2014): 0891241614526434).

The discursive use of “racial divides” is an interesting one here because within the North American context, white women are not “racialized” – are not seen to “have” race – in the way that women of color have been and continue to be. Thus, such unspecific language – “racial divides” instead of “white women” or “white feminism” – is a rhetorical move that once again places blame on women of color for the “divides” happening in feminism. This is precisely the move that Michelle Goldberg takes in her Toxic Twitter Wars piece, and it’s a move that we see again and again from white feminists, which basically says, “we were all good setting the agenda for what feminism is and should be until those unruly women of color came along and spoiled it for everyone.”

Cyberfeminists of the 1990s imagined a new technoculture in which feminist would be “hacking through the constraints of old programming and envisioning a postpatriarchal future.” Instead, we find ourselves in a 21st-century reality that is augmented by digital technologies yet continues to serve the interests of white feminists.

 

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Spanish in the U.S.: A “Respectable” Language (Part I)

References to Spanish in the US tend to evoke memories of Latinos’ racist oppression. However, there was a time in the early days of this country when Spanish was regarded by important whites as a “respectable” language.

Founding Fathers Benjamin Franklin and Thomas Jefferson wrote about the importance of Spanish to the US. In a document he penned outlining his ideas about the education of youth in Pennsylvania, Franklin recommended that young men interested in business should consider the study of Spanish!.

Jefferson’s admiration for Spanish is evident in this passage: “With respect to modern languages . . . Spanish is most important to an American . . .” One scholars notes, “His interest in Spanish was instrumental in its incorporation into the curriculum of William and Mary in 1780″ (Madeline Wallis Nichols)

Franklin’s and Jefferson’s positive view was shared by other members of the elite then. For example, a Puritan divine, Cotton Mather, found in Spanish an important tool to spread the “Christian” message to Spanish-American Catholics. In 1699 Mather wrote a pamphlet in Spanish, La fe del Christiano, hoping to convert them “from Darkness to Light,” that is, from the Catholic faith to Protestantism.

There was an early demand for private instruction in Spanish. In 1747 the New York Gazette announced the establishment of an Academy where Augustus Vaughn taught several languages, including Spanish, “correctly and expeditiously.” In 1773 another New Yorker, Anthony Fiva, advertised instruction in Romance languages, including Spanish, “in their greatest purity.” (Seybolt).

Instruction in Spanish began at the college level in the 18th Century. It was offered at major colleges and universities such as Pennsylvania (1750), Dickinson (1814) , Yale (1826), Princeton (1830) and Amherst (1827). However, the great prestige of Spanish instruction at the university level did not reach its peak until 1816 with the establishment of the Smith Professorship of the French and Spanish Languages and Literature at Harvard (Spell).

As US expansionism grew, however, the esteemed status of Spanish turned into contempt as white settlers moved to Texas and the US seized Mexican territory after the conclusion of the US-Mexican war. Conquering whites made the squelching of Spanish a central component of their takeover. Their strategy was familiar in history: to break a people, you dispossess them of such an important part of their lives as language. Their justification was simple: the language of an inferior race was necessarily an inferior language. Thus began the racialization of Spanish in the US.

Equality for None: Public School Education Finance

I challenge you all today to venture toward new discoveries as you ride, walk, cycle, or brazenly skateboard to a few public schools within your community. Beyond the overwhelmingly barren architecture most buildings display to the public, most would assume there is nothing visually odd about the settings. But the figurative blood that runs through the bodies differs. Some are on the verge of going into shock, while others possess platelet-rich plasma and function quite well.

Few of you would imagine that their lies a level of social and economic inequality that has garnished little outcry from the media, governmental entities, and public. Indeed, this pursuit of true social and economic justice has gained few attendants. The inequality that I speak of is disguised within complicated fiscal formulas and legislation few could comprehend without finding themselves in need of an anti-depressive. Through these means, existing public school education finance apportionment systems have allowed for the existence of legal systems of oppression that target racially marginalized populations. This is explicitly clear when observing the effects of public school apportionment systems on Black students.

During the landmark decision of Brown v. Board of Education Tokepa (1954), Chief Justice Earl Warren once argued that:

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education in our democratic society. It is required for the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today, it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.

What his statement forgets to mention, notwithstanding the final decision of the courts, principles for educational rights are in fact limited. Many are actually unaware that the decision of Brown has never been interpreted as embracing protections regarding educational funding inequalities. This overlooked detail has historically had an adverse effect upon Black students since the 20th century. Currently, the effects have become direr.

But what else would one expect within a country that is founded on racial injustice and isolation. I am not alone, for the works of prominent legal and race scholars, such as Derrick Bell, Joe Feagin, and Albert Memmi mirror my argument. All mentioned would maintain that the overall stance of the Brown, “equality for all,” is impossible to achieve. Why? One must realize that all U.S. institutions are profoundly designed to only benefit the White majority. Consequently, they majority simultaneously deny opportunities and economic power to racially marginalized populations occupying “so-called” inferior positions upon the White fashioned racial hierarchy. “What did you say? What about all of the legislation that history has shown that was created by Whites for the benefit of Blacks?” People such as Derrick Bell would argue that a majority of White initiatives that seek to address racial justice are only brought forward if said action serves the economic and social interests of Whites. In regard to the argument, it is important to remember that in order to protect White interests, the barring of groups such as Blacks through the means of systemic oppression is compulsory. Within this country, oppression is preserved through U.S. constitutional protections and laws. This is indeed mirrored within the public school financial apportionment structures.

In order to understand this injustice, it is important to know that all U.S. states’ legislatures authorize and control public education. Under state funding formulas (which vary), states deliver predetermined funds to schools. Through state formulas and schemes, they determine the level of financial need regarding the maintenance of individual elementary and secondary schools. In addition to the menial contribution from the federal government, schools rely heavily on state and local revenues. All states have provided 17% and 50% to public schools since the 1930s. Therefore, the majority of funds are derived from local contributions. These local contributions are determined by local property taxes formulas. Further, the establishment of utilizing local property taxation by the state voters is as old as the common school movement.

This reliance upon property taxes has historically handicapped Black communities. But with the occurrence of white flight in the 1960s (due to school busing initiatives and the push for integration), Black students began to feel upon their proverbial little chins the snapping of a one-two punch combination. Racial isolation and the economic hardship of the poor within urban settings consequently lowered property value. As urban settings became less populated with Whites and middle class Blacks, community urban education settings began to house predominately Black and Brown students. These schools began to show a heavy reliance upon federal and state allocations in order to fill the missing property tax gap. Today, the country has shown a decline in spending dedicated to public education. This has also trickled down and affected special education students as well. Some states (Iowa and Kansas) have even gone as far to seek federal and state permission (waivers) to cut special education funding from their state budgets. These cuts drastically affect Black students disproportionately. Specifically, in comparisons to White students, Blacks are the overwhelming population in segregated special education classrooms.

Today within the 21st century, Whites strive to rid themselves of sharing school monies with people of color. This is illustrated by the actions of wealthy Whites in East Baton Rouge Parish, Louisiana. They currently seek to succeed from attending schools with their poor Black neighbors (four out of five live in poverty). They have stated that they seek to create a separate school district that will be funded by their own, unshared wealthy property taxes. This is also seen within states such as Texas, Alabama, and Georgia. Once again, this is nothing new for America. After the enactment of the Civil Rights Act of 1964 and the Elementary and Secondary Education Act of 1965, White upper class southerners abandoned their public schools and established private white schools. In the north, racially like-minded parents followed suit and did the same. This is an illustration of an old game upon a new playing field.

Specific examples of inequality can be collected though the National Center for Education Statistics. Through these means, one can find countless examples of blatant financial and racial inequality. For example, in Illinois, wealthier school districts on average receive as much as three times the revenue for per-pupil expenses than poor school districts. In 2013, school districts such as Rondout Elementary District 72 and East Aurora Unit District 131 have a property tax collection level of $30,381 and $2,816 per student respectively. Mostly White school districts such as Glencoe, Skokie, Glencoe and La Grange gain more local funds that that which is observed within the almost all Black districts of W. Harvey-Dixmoor, Park Forest, and CCSD 168. This trend is observed with Georgia, South Carolina, Mississippi, and South Carolina. Further, the Texas Civil Rights Project in 2012 reported that inequitable funding was actually endorsed by the Austin Independent School District (AISD). The report stated, “AISD allows and supports the private subsidization of higher-income (or “higher-equity”) schools, sometimes by as much as $1,000/student more than the amount of funds that support students in lower-income (or “lower-equity”) schools.”

If one believes in Derrick Bell’s argument, in order for change to occur, a proposed change to the manner schools are financed must be arranged in a way that illustrates a threat of some sort to White interests due to the increasing international complex and competing world economy. Maybe. Maybe we all should just stand up and challenge the machine and seek justice for all our children.