http://blackoncampus.com/timeline/
Is there a future for teachers of color in the Education field? One needs to envision the long term perception and impact of any student African American, Latino, White, Asian, and other cultures, growing up not ever having a teacher of color, or any professional of African, Latino, Asian and other descent, during their formation years, i.e a nurse of color, a physician of color or any non-European professional. So if students are not exposed to a diverse group of professionals, society will continue to produce more brutal and violent police officers and more Dylann Roofs. As children they were subconsciously raised to perceive non white people as “not equal”, “less than”, “irrelevant” “ nothing”, therefore like black people, they can be killed.
Ms. Rosalind Jones-Johnson, Education Director, PFT Health & Welfare Fund shed some light on the decreasing numbers of educators of colors in the teaching profession.
"About 25% of the population goes to college period. That would mean that every African American would have to major in education in order for African American students, Hispanic Students and White students to have access to a black teacher, so it does not workout mathematical. So we have to find a way, regardless of the race, ethnicity or economic level of the teacher. They have to develop a sense of making sure our children are safe socially, emotionally and academically and that can be taught. Intervention needs to take place before educators step into the classroom."
"When we look at the teacher population in Philadelphia, African American or black teachers in the public schools differ significantly from black teachers in charter schools. The retention rate for black teachers in charter schools is horrific. They are losing about 35% of their African American teachers as oppose to the public schools who are losing about 10%. Why such a dramatic difference between retention of black teachers in charter schools versus black teachers in public schools. It is because charter schools don't have strong teacher induction programs for novice teachers. They are not preparing them to work with students in that classroom environment. Philadelphia public schools do just that we work with them intensively over the summer before they step foot in the classroom and offer support throughout the school year."
"There can be a lack of synchronization between the teacher and the student that has nothing to do with race. A middle income African American teacher may not be able to relate to an African American student who is living in sub poverty, unless you teach them to have the conversations with those students. To be empathic to understand so we have a responsibility regardless of the race, the ethnicity, the sex of the teacher. To make sure that they are dealing with all of the issues not just academics. We have to make sure they are well prepared before stepping into urban classrooms."
"All of the reasons why we don't have black teachers isn't negative. I have a black male sitting next to me that maybe eighty years ago his only option would have been to go into education or preaching. But now so many black college students have many options in terms of careers so it is not all negative. That's why we have to get back to the discussion when we look at the numbers, we have to make sure that all teachers have what we call culturally responsive teaching. That they are able to teach black students, hispanic students regardless. The figures that i looked at for the HBCUs that were producing most of the black teachers. Lincoln University 2010 only had 45 students in their education program, Cheyney had 15. And the numbers are consistently dropping. Cheyney use to produce most of teachers for the city of Philadelphia, they now only have one certification program and that's k-fourth grade so in middle school and high school the number of black teachers will significantly decrease if we don't do something about the HBCU issue. "
Under the Obama administration The Institute for Colored Youth now Cheyney University did not receive any of the Obama stimulus money. Historically Black Colleges and Universities have been neglected by our federal and state government for years.
Heading Cheyney's Call has informed and will continue to inform, louder and louder each day, every member of the state legislature, every education and law-related appointee of the governor, and the trial judge that Cheyney didn’t cause this problem; the Commonwealth of Pennsylvania did, and the federal government allowed it. How, you ask? Let me count the ways and the whens:
1901- As noted by Junious Stanton of HCC, “In 1901, when Cheyney was a stand-alone teacher training school operated by the Richard Humphreys Corporation, Pennsylvania paid the full tuition of $140 to white students being trained at white teacher training schools but paid only $25 to the Black students at Cheyney.”
1969- The U.S. Department of Education’s predecessor, namely the Department of Health, Education, and Welfare, determined in 1969 that Pennsylvania was one of only ten states (including, e.g., the notoriously racist culprits of Mississippi, Georgia, North Carolina, and Virginia) still operating an illegal racially segregated system of higher education.
1980- A successful racial discrimination lawsuit was filed in 1980 against Pennsylvania by Cheyney students, faculty, and staff.
1983- It wasn’t until 1983 that Pennsylvania- for the first time ever- finally submitted a formal anti-racial discrimination plan that was deemed acceptable by and to the U.S. Department of Education’s Office for Civil Rights (OCR).
1999- Because Pennsylvania’s 1983 plan was all talk and very little action, OCR compelled Pennsylvania to the negotiation table to enter into a formal contract that would guarantee an end to the state’s racial discrimination against Cheyney by providing adequate resources and would guarantee a beginning of its equitable treatment of the university. Although Pennsylvania signed that contract (which, by 2015, should have resulted in $100 million in long-overdue resources to Cheyney), it later breached it and, through Pennsylvania State System of Higher Education (PASSHE), continues to do so.
These and many other examples are how Pennsylvania caused the problem. People might respond by asking, “What about the past Cheyney presidents? What about Cheyney’s past administrators? What about Cheyney’s Council of Trustees (COT)? Aren’t they at fault?” And my answer would be “Not really, when you consider the big picture.” Presidents are selected and kept or removed not by COT but by PASSHE.
Also, people must keep in mind that Cheyney has always been under-funded through a crippling “funding formula” used by PASSHE. Unlike the 13 traditionally white state-owned universities, Cheyney has never been treated like an equal partner by PASSHE. Cheyney has always been treated like a stepchild ever since PASSHE was created in 1982. And every time that PASSHE has claimed to and appeared to help Cheyney, it has always been piecemeal. There has never been a comprehensive review of Cheyney across the board in terms of creating attractive academic programs, enhancing marketing, increasing enrollment, tutoring students, improving faulty, training staffers, constructing buildings, and otherwise expanding resources. If PASSHE had done that, Cheyney would have become the crown jewel of HBCUs throughout America.
http://www.phillytrib.com/commentary/feds-must-not-blame-cheyney-for-pa-s-racial-discrimination/article_b7e0a3ba-5d3a-5f50-aff0-aeaf96dc5863.html
As a parent volunteer i learned that some of our African American teachers cared about our students and wanted the best for them. We also had a Caucasian educator whom the entire school knew and loved because she is a long time resident in the neighborhood that she taught in and was considered part of the community. Yes we need educators of color in our schools, just importantly we need educators who don't judge our students, instead the educator understands the demographics of the community and establish relationships with the families in their classrooms.
As a white teacher in a district with a majority of black students but very few black teachers, there’s not really many people to turn to for guidance.
The dismantling of public education is an attack on our public resources because education is freedom and also seen as a recession proof industry versus the social development hub. Our schools are being controlled by outsiders versus the families and communities in which the school serves. There is more to this crisis and i plan to explore the patterns in American culture that attacks the most vulnerable members in our society and their way of life.
"The people need to know this, They need to know their story and how they fit into it"
King Hedley II
August Wilson
Thanks Mr. Larry Ribon for all you do to tell the stories of the African American experience!!
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