race and education

In my other writing for Feminism and Religion, I’ve discussed how a key focus of my spiritual path involves dancing within the tension of opposites, finding ways to move mindfully and freely inside the orbit of sacred circularities in which every curve leads into and out of its inverse, with infinite shades in between. Two areas of my life in which this tension has informed my lived experience are socioeconomic class and education. I’m only two generations away from factory workers and electricians, and three generations removed from a long line of poor farmers. Both of my grandparents on my mom’s side – with whom I lived as a child and whose influence on my life is felt every day – dropped out of school to work on their families’ farms.

And yet I was the little nerd in the gifted program, in two grades at once, through most of my childhood, even as my parents worked multiple jobs to make ends meet. By the time I left for college, I’d worked hard to rid myself of my Southern accent, not wanting to be flagged as uneducated or backwoods.

Whatever the markers for “poor” or working class in any given region – accent or dress or dialect – they frequently are coded as less intelligent. The impacts of these assumptions are felt early, as children from low-income or minority families are often overlooked for and underrepresented in gifted education programs, and the impacts are later reflected in graduation rates and college attendance statistics by demographic. Even as colleges work to provide opportunities for lower-income kids to attend, the dialogue typically focuses on how access to a specific, Western model of education can raise up underprivileged kids, and not on how getting smart kids from a diversity of backgrounds into the university system can expand the very boundaries of how a field understands itself and the framework within which it conducts its research. Continue reading “Intellectual Circles, Authenticity, Legibility, and Working Class Roots by Chris Ash”

The following is a guest post written by Helen Slessarev-Jamir, Ph.D., Mildred M. Hutchinson Professor of Urban Studies at Claremont School of Theology. Her research focuses on the character of religiously inspired justice work in response to globalization and American empire. Helene is a member of the Board of Directors and writes for Sojourners; she has authored multiple articles and books including most recently published Prophetic Activism: Progressive Religious Justice Movements in Contemporary America.

Today my son Stephan celebrates his 31^st birthday. In the year Stephan was born he was one of very few bi-racial children in the U.S. I personally knew of no one else who had a bi-racial child. His father and I agreed that given the racial realities of the U.S. in 1980, he needed to be raised as an African-American because that was how he would be perceived. We consciously constructed Stephan’s identity as black.

We lived on the Southside of Chicago in an all-black neighborhood. Yet, when he was ready to enter elementary school, I was advised to register him as “white” so that he would have a better chance of being admitted into the local public magnet school. Having resisted any significant plans to desegregate its public schools, the Chicago Board of Education used racial diversity as one of the main criteria for admission into their magnet schools. As a result, Stephan became one of the “white” children in his 1^st grade classroom even though all the faces in his school photo were varying shades of brown. Continue reading “Reflecting on the Construction of Race as our National Identity Shifts By Helene Slessarev-Jamir”