Education Week - June 17, 2020 - 18

OPINION

I Need More From Schools
Than Lip Service About Racism
"

By Funmi Haastrup
HAASTRUP and her
husband are parents to
three Black children in a
suburban Boston school
district. She is also a cofounder of Equity Journey
Partners, an organization
that works with schools
and their communities on
cultural proficiency and
equitable ecosystems.

M

1. Examine policies, procedures, practices with
an equity lens to root out biases that may be
contributing to achievement gaps. I admit this
recommendation is the toughest one, but districts
should not shy away from doing the hard things
when it comes to racial justice. The reality is that
inequitable systems do not require deliberate
discrimination. In most districts, inequities in
student opportunities and performance result
despite the best intentions of the school district
community.
As posited in Amanda Lewis and John Diamond's
2015 book, Despite the Best Intentions: How Racial
Inequality Thrives in Good Schools, the daily interaction
of systemic structural inequalities in social (who has
the connections), political (who has the authority),
and economic (who has the buying power) capital
can create disparities without any active malice.
The unconscious biases and cultural ideologies of
even well-meaning educators and staff can further
exacerbate these inequities. When this happens, the
goals of policies and practices-even those targeted to
support historically marginalized populations-differ
significantly from actual outcomes.
This creates persistent gaps in opportunity
and, ultimately, in achievement for historically
marginalized student populations. Districts should
conduct periodic equity audits to identify when
their efforts and outcomes don't line up. These
regular check-ins can prompt districts to examine
the root causes of such gaps and allow schools and
communities to design realistic and sustainable
strategies to closing them.

18 | EDUCATION WEEK | June 17, 2020 | www.edweek.org/go/opinion

Cemille Bingol/iStock

I need the
district to
change its
practices
and policies
to root out
the inequities
and racial
biases that
permeate
schools."

y daughter's school
district, like many
other institutions,
sent a letter this
month addressing
the protests following
the killing of George
Floyd, an African American man, at the knees of
Derek Chauvin, a White police officer. However,
nothing in the letter from our district superintendent
was reassuring, transformative, or prescriptive to
the traumatized psyche of Black parents who have to
explain to our children-yet again-why the people
who are sworn to protect and serve our communities
must be approached cautiously.
While I am somewhat consoled the district
addressed the issue at all, when many other
institutions have been silent, I can't help but chafe at
the words that come across as though they were part
of a form letter created by a PR agency: "Just insert
the name of the next murdered Black person when
this happens again."
I don't need to be told to "contact the district's
student-support services" to deal with the "social
and emotional needs that [my] child might be facing
due to these events." I need the district to change its
practices and policies to root out the inequities and
racial biases that permeate schools and spill over into
our communities.
I'm tired of the lip service toward racial injustice.
I need my school district, and districts all over the
country, to take the following actions if they are truly
serious about combating racism and being a safe and
supportive space for students of all races:

2. Hire diverse professionals for schools and the
central offices. My 4th grade daughter has never
had a teacher of color, and I fear she never will. Even
though our school district is in the top 20 of the most
diverse districts in my home state of Massachusetts
based on student demographics, White teachers make
up 95 percent of the teaching staff. And the centraloffice staff is also disproportionately composed of
White people.
Research shows that district staff, especially
those who spend a majority of their time in front of
students, need to reflect their communities as much
as possible to set historically marginalized students
up for success. The studies on the importance of
representation in the teacher workforce are well
known. When policies and practices are being
developed, there should also be a diverse coalition
in the central office to advocate the needs of those
typically underrepresented.

communities share the responsibility for student
achievement. Equitable school and district leaders
look beyond traditional definitions of parent
involvement as a one-way street to a broader concept
of parents as full decisionmaking partners in the
education of their children.
The COVID-19 pandemic and the ensuing school
closures have starkly exposed the need for strong
school, family, and community partnerships that
prioritize access and equity. In whatever form schools
reopen in the fall, schools cannot go back to the
surface-level engagement that characterized most
family interactions.

3. Provide continuous training and support
on becoming an anti-racist district. Conscious
and unconscious biases of staff (educators,
administrators, support staff, and operations) impact
the implementation of district and school institutional
practices (e.g., human resources, student programs,
behavior policies) to create inequitable student
opportunities. Continuous training and support for
all district staff will help mitigate some of these biases
and help create an environment where all staff feel
responsible and empowered to act against racist
behaviors and policies.

5. Move beyond heroes and holiday curriculum
to culturally relevant curriculum. Without looking
at the calendar, I always know when it's February,
May, and September by the reading assignments
my elementary school daughter has. That is when
the heroes of African American, Asian American,
and Latino histories are trotted out to the annual
showcase.
According to the "Stages of Multicultural
Curriculum Transformation" released by the equity
education teams Equity Literacy Institute and
EdChange, districts should instead work toward
"seamlessly" weaving in diverse perspectives and
explicitly addressing social issues as part of the
curriculum. Moving from heroes and holidays to
deeper curricular reform requires a thoughtful
approach that includes the voices of teachers, parents,
students, and other community members.

4. Create real partnerships with families and
communities to help students succeed. Research
going back to the 1970s demonstrates that when
parents are involved in education, regardless of their
race, ethnicity, language, or socioeconomic status,
children succeed in school. Schools, families, and

Black parents and students want their school
communities to be in true solidarity with them
against racial injustice. Words of platitude do not
comfort or suffice. True solidarity is demonstrated in
actions that root out systemic inequities and replace
them with new policies and practices. n


http://www.edweek.org/go/opinion

Education Week - June 17, 2020

Table of Contents for the Digital Edition of Education Week - June 17, 2020

Education Week - June 17, 2020
Are America’s Schools Ready For Tough Talk on Racism?
Briefly Stated
Q&A: What’s Next for School Policing in Minneapolis
Schools Left Hanging as States Dither on Budget Cuts
The Socially Distanced School Day
Marny Xiong, School Board Chair and Social Justice Champion, Dies at 31 of COVID-19
Catholic School Closures Rise Amid Pandemic, Recession
Summer School Learning Plans On Shaky Ground
COVID-19 Forces the Question: Should the Youngest Learners Have Devices?
I Need More From Schools Than Lip Service About Racism
School Closures Always Hurt. They Hurt Even More Now
EdWeek Top School Jobs
For Teachers Who Understand Racism Is Real
Education Week - June 17, 2020 - Are America’s Schools Ready For Tough Talk on Racism?
Education Week - June 17, 2020 - Briefly Stated
Education Week - June 17, 2020 - 3
Education Week - June 17, 2020 - Q&A: What’s Next for School Policing in Minneapolis
Education Week - June 17, 2020 - 5
Education Week - June 17, 2020 - 6
Education Week - June 17, 2020 - Schools Left Hanging as States Dither on Budget Cuts
Education Week - June 17, 2020 - 8
Education Week - June 17, 2020 - 9
Education Week - June 17, 2020 - The Socially Distanced School Day
Education Week - June 17, 2020 - Marny Xiong, School Board Chair and Social Justice Champion, Dies at 31 of COVID-19
Education Week - June 17, 2020 - Catholic School Closures Rise Amid Pandemic, Recession
Education Week - June 17, 2020 - 13
Education Week - June 17, 2020 - Summer School Learning Plans On Shaky Ground
Education Week - June 17, 2020 - 15
Education Week - June 17, 2020 - COVID-19 Forces the Question: Should the Youngest Learners Have Devices?
Education Week - June 17, 2020 - 17
Education Week - June 17, 2020 - I Need More From Schools Than Lip Service About Racism
Education Week - June 17, 2020 - School Closures Always Hurt. They Hurt Even More Now
Education Week - June 17, 2020 - 20
Education Week - June 17, 2020 - 21
Education Week - June 17, 2020 - 22
Education Week - June 17, 2020 - EdWeek Top School Jobs
Education Week - June 17, 2020 - For Teachers Who Understand Racism Is Real
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