During the era of slave trade, African slaves were prohibited from having books or receiving an education due to concerns of potential rebellion. However, a century later, African Americans fought for equal rights in the Civil Rights Movement. A pivotal moment in this struggle occurred in 1954 with the Supreme Court case Brown vs. The Board of Education. This significant ruling brought about a profound transformation by permitting minorities to attend integrated schools and receive an education on par with that of White individuals.
Is education truly the factor that promotes equality, regardless of race or class? In numerous instances, education alone cannot undo years of stereotypes and preconceived notions about people of other races. Authors Peggy McIntosh and Beverly Tatum provide insights from different races in their articles, highlighting the shortcomings of the American education system. Education unquestionably highlights the divisions prevalent in society today.
The standards and expectations for academic achievement vary greatly depending on class and race. In lower class school districts, the expectations are considerably lower. The majority of parents encourage their children, but do not strongly encourage them to strive for a comprehensive education. Instead of being encouraged by teachers to push themselves, many students are simply passed along in the system and given passing grades in order to graduate. However, for those in the middle class and above, academic achievement is automatically expected.
Throughout the generations, White individuals have had the opportunity to succeed in various levels of education, ranging from elementary school to obtaining an advanced degree like a Master’s or Doctorate. As a result, it is anticipated for their offspring to also reach or surpass this level of education. Conversely, minorities have only had access to this privilege for a relatively short period of less than sixty years. Therefore, when minorities do manage to attain similar academic accomplishments as their Caucasian counterparts, the expectations for their children to obtain a comprehensive education are equally elevated.
Even in mixed, upper-class districts, the leveling systems in many schools demonstrate the disparity in expectations between minorities and Caucasians. The achievement gap between races is further widened by these leveling systems, even in the most diverse school districts. According to Tatum (363), Black children are disproportionately placed in lower tracks rather than honors tracks. This discrepancy discourages minorities from aspiring to higher-level courses despite parental encouragement.
When minority students are fortunate to be accepted into honors classes, the achievement gap becomes evident. In an interview, Tatum notes the significant gap when a student expresses, “…here I am in a school that’s 35 percent black…and I’m the sole black student in my classes” (Tatum, 363). Regrettably, honors classes primarily consist of white students, with less than ten students from diverse backgrounds. The expectations and support received in school lay the foundation for improved self-esteem, ultimately resulting in enhanced academic performance for all students.
Due to the variation in these factors among individuals, the educational system perpetuates a growing academic disparity based on both race and socioeconomic status. The discrepancy in academic performance is not only evident when comparing different racial and social classes, but also within communities of the same background. Expectations regarding educational attainment differ for families of color compared to white families. It is unquestioned that a white child will pursue higher education and obtain at least a Bachelor’s degree, whereas in many minority and lower-income communities, attending college is not deemed necessary and achieving this milestone is seen as a remarkable accomplishment.
The parents and elders of minorities who have faced difficulties due to their limited education emphasize the importance of academic achievement. However, within communities of color, being intelligent is often viewed unfavorably. As Tatum notes, “being White is frequently linked with academic success” (Tatum, 367). In contrast to White students, students of color are frequently marginalized within their own racial communities when they strive for academic excellence.
According to McIntosh, it is pointed out that she has the freedom to swear or wear secondhand clothes without people assuming that her choices are due to poverty or illiteracy because of her race (McIntosh, 353). This suggests that when students in racial communities choose to not only excel academically, but also speak properly and dress in a particular manner, they are criticized by other children for “acting White.” This perspective applies even to white students from lower socioeconomic backgrounds, who are viewed similarly to minority students striving for success in disadvantaged neighborhoods.
Both white students and Black students in these schools are minorities who want to blend in with their peers and avoid being perceived as “snotty” or “stuck up”. In middle and high school, students from diverse racial backgrounds and social classes all aim to bond with their peers while exploring their own sense of self. As per Tatum (367), students are aware of the repercussions that come with being labeled as a “brainiac” and subsequently facing rejection from their peers.
When students try to conform to their groups, they often experience a decline in intelligence or talents. This can lead to self-doubt and lower self-esteem, which can discourage them from pursuing goals in school and beyond. The American education system reinforces racial divisions through the use of stereotypical imagery. It is commonly observed that those who hold positions of power in this country are mostly White. McIntosh recognizes this by saying, “I can confidently assume that if I ask to speak with the ‘person in charge,’ I will be encountering someone of my own race,” (McIntosh, 354).
The underrepresentation of diverse individuals in positions of power within academic institutions is worrisome, particularly considering education’s role as a means of equalizing opportunities. Tatum notes that the majority of successful figures in education, including teachers, administrators, and influential curriculum developers, tend to be White. This reinforces the dominance and preference for White individuals within the field of education. Moreover, this problem extends beyond education, as there is a widespread assumption that highly esteemed professions are primarily occupied by white males. It is often presumed that CEOs of companies, politicians, and respected medical professionals default to being white males.
Textbooks consistently teach about powerful minority figures like Martin Luther King, Malcolm X, and Frederick Douglas from kindergarten to high school graduation (Tatum, 369). While these men in the black community fought for equality for all races, they are often only studied during special events such as Black History Month. Additionally, textbooks provide even less representation of Hispanics, Asians, and other minority groups.
In White culture, there is no equivalent of a “history month,” as stated by McIntosh. McIntosh further argues that Caucasians can be certain that their children will receive educational materials that acknowledge the existence of their race (McIntosh, 353). Irrespective of race or social class, young individuals seek role models who share similarities with them, whether it be in terms of race, appearance, or life experiences. Unfortunately, minorities have limited exemplary figures to admire or aspire to. Since textbooks and the education system barely include successful minority figures, children instead turn to the media and entertainment industry in search of idols.
Despite some exceptions, like President Obama, the majority of contemporary black role models are primarily entertainers. A significant portion of these individuals originated from impoverished communities and lacked access to quality education. Nevertheless, the black community admires these rappers, singers, and other figures in the entertainment industry, despite the rarity of achieving success in this field. These circumstances prompt us to ask: can offering minorities more successful examples in esteemed professions inspire children to pursue higher education? Nonetheless, there remains optimism as higher education frequently opens doors for success.
In college, students can expand their knowledge of diversity and come across diverse perspectives on race. With the exception of remedial classes, there are no mechanisms in place to segregate students based on their academic capabilities. Consequently, college courses comprise a heterogeneous blend of ethnic backgrounds. The process for admission into college is demanding and guarantees elevated academic standards for all students. Moreover, notwithstanding certain faculty members harboring stereotypes, the extensive range of subjects available exposes students to individuals from different racial backgrounds, including significant personalities and role models.
With the implementation of programs like EOP, minorities now have greater access to higher education. As a result, there are increased opportunities for me to obtain influential positions in the workforce. However, the issue lies within primary education, which often discourages minorities and those from lower socioeconomic backgrounds from pursuing further education. Consequently, many individuals miss out on the chance to experience the diverse and inclusive environments in college that challenge racial and social divisions in America.
Works Cited
McIntosh, Peggy. “White Privilege: The Invisible Knapsack.” From Inquiry to Academic Writing: a Text and Reader. By Stuart Greene and April Lidinsky. 2nd ed. Boston: Bedford/St. Martin’s, 2008. 350-57. Print.
Tatum, Beverly. “Why Are All The Black Kids Sitting Together In The Cafeteria?” From Inquiry to Academic Writing: a Text and Reader. By Stuart Greene and April Lidinsky. 2nd ed. Boston: Bedford/St. Martin’s, 2008. 358-71. Print.
