El-Mekki: Pandemic Learning Loss Is Rooted in the Racial Chasm Between Educators and Students of Color. Only Teacher Diversity and a Strong Black Teacher Pipeline Can Fix It
If you have arrived here to offer me assistance, then you are wasting your time. However, if you have come because your freedom is intertwined with mine, then let us collaborate and work together. These words, spoken by leaders advocating for Aboriginal rights, emphasize the importance of collective action and solidarity.
According to a recent study conducted by McKinsey & Co., the COVID-19 pandemic has had a significant negative impact on the education of all students, particularly those from minority communities. The study paints a bleak picture, stating that school closures not only deprive these students of their education but also hinder their chances of building a brighter future.
In response to these findings, the study proposes a range of comprehensive measures, including ambitious initiatives and evidence-based strategies such as extended learning time, intensive tutoring, and prioritizing progress over remediation.
As an educator and activist of Black descent, I urge those in positions of power to consider the following points before implementing these measures.
The widening achievement gap we witness today reflects the disparity between the capabilities of teachers and school leaders and the potential of students from minority communities. The true underlying cause is not solely the pandemic itself but rather the deep-rooted racism that exists even before the crisis. The pandemic has merely exposed the failure of our educational system to provide equitable and trustworthy learning experiences for students of color and their families.
Given the projected increase in learning losses, it should come as no surprise that "Black and Hispanic students continue to prefer remote learning" and "Black and Hispanic parents are less inclined to send their children to in-person classes."
This preference cannot be solely attributed to the lack of computers, internet access, digital skills, or study spaces in their homes. Nor can it be attributed to financial constraints, time limitations, or the disparities in healthcare accessibility that disproportionately affect marginalized communities during a pandemic.
The issue lies more in what our schools lack rather than what our students and their families lack. These deficits accumulate due to schools’ inability to transition from a racist past to an anti-racist present.
Younger students and their families choose to disconnect from education, while older students drop out because they fail to see the value in an "education" that does not recognize and appreciate their racial identities, experiences, and aspirations.
They disengage or leave schools for good because their predominantly white teachers tend to over-discipline students of color while underestimating their potential for success. These teachers fail to recognize their brilliance and unique strengths.
If our schools in marginalized communities were to not only act as hubs for meeting basic needs such as meals, healthcare, and childcare during the pandemic but also provide educational experiences that nurture the curiosity, mastery, and purpose of the children they serve, then Black and brown students and their families would willingly engage and participate.
Their disengagement during the pandemic, at higher rates than their white classmates, also reflects a lack of trust in the relationships between students and teachers. Therefore, in addition to investing in extended learning time, intensive tutoring, and prioritizing progress over remediation, schools must invest in and commit to the challenging work of building, strengthening, and healing these relationships.
Until this happens, we will be unable to expedite our efforts to address the learning setbacks caused by the recent pandemic.
However, it is important to clarify that Black children do not require white saviors. Instead, they need teachers who can relate to their history and embrace their limitless potential. Research has consistently shown the positive impact of having teachers who share the same racial background. Black students who have a Black teacher by the third grade are 13 percent more likely to enroll in college after graduation, with a 39 percent reduction in high school dropout rates. If they have two Black teachers, their likelihood of attending college increases by 32 percent compared to their peers without similar exposure.
For schools that lack Black teachers or have an insufficient number of them, it is crucial to put in the effort to recruit and retain them. We must explore innovative approaches and evidence-based solutions that enhance teacher diversity and strengthen the pipeline for Black educators. The Center for Black Educator Development has been established precisely for the discovery and promotion of such strategies.
Here are some actionable steps that schools can take to demonstrate their commitment to anti-racism, which is essential for reducing the impact of pandemic-related learning loss:
1. Prioritize the recruitment and support of Black teachers.
2. Implement policies and initiatives that foster teacher diversity.
3. Invest in the Center for Black Educator Development for resources and solutions.
4. Create inclusive and culturally responsive educational experiences that value and empower students of color.
5. Foster trusting relationships between teachers and students through continuous efforts to build, strengthen, and heal these connections.
By embracing these actions, schools can proactively work towards reducing the detrimental effects of the pandemic on students’ education and ensuring a more equitable and inclusive learning environment for all.
White individuals, will our lives hold value when the stock market rebounds? When you resume work and your children return to school? When you can once again support your favorite stores and visit the beach? When the NHL, NBA, and NFL resume their activities? When your beloved fly fishing spots reopen? These questions arise in the context of the ongoing protests and the Black Lives Matter movement.
The challenges we face are not easily solved, as they are deeply rooted and require long-term solutions. After the landmark Brown v. Board of Education U.S. Supreme Court decision, black educators were systematically removed from schools on a massive scale. This had the effect of undermining the pipeline of black teachers. To address this, we need to systematically empower and place black educators within the educational system. To achieve this, the Center for Black Educator Development takes proactive steps, starting early in secondary school, to recruit the next generation of black educator-activists. We create alternative pathways, such as teacher residencies and new certification programs, to ensure a diverse and talented pool of educators. Additionally, we focus on innovative strategies to retain black teachers within the education system.
Furthermore, it is vital that we empower black educators to take on leadership roles. Their experiences and insights in similar communities inform their strategies for addressing achievement gaps and responding to educational inequalities. At a time when school districts across the country attempt to limit the teaching of critical racial theory and label anti-racism as racist, we need black educators to lead the way. Who better than these educators to support their white allies, whose teacher-preparation programs did not adequately equip them to teach black and brown children? White educators should learn from their black colleagues, observing their approaches to building trust, genuinely connecting with students, and demonstrating their belief in the promising futures of black children. They understand the immeasurable value of trust.
To achieve meaningful progress, it is crucial to address the mindset and heartset of majority white educators. The achievement gap among students is, in part, a reflection of the mindset gap within white educators. Many hold low expectations of black and brown students, failing to recognize their true potential. Addressing this requires a shift in perspective. The Fellowship: Black Male Educators for Social Justice, which brought together over 1,000 black educators, highlighted the importance of love as a driving force behind achievement. It is essential to understand that authenticity cannot be feigned with children. They can discern if educators label them with learning loss or view them through a deficit lens. Instead, educators need to reflect on themselves and acknowledge any areas where they may fall short.
Recognizing and leveraging the ways children learn outside of school is another key aspect of creating equitable learning environments. Educators must discover the educational assets present in students’ homes and communities. They should collaborate with the mentors and individuals who play significant roles in their learning journeys. Acknowledging that families and communities have valuable knowledge and support to offer is crucial. Dismissing these resources is not only detrimental to the students but also perpetuates immoral and racist beliefs.
Measuring progress in creating anti-racist schools where black and brown children can thrive requires established metrics. In addition to test scores, attendance rates for both students and teachers should be considered. The diversity of the teaching staff is also an important factor to evaluate. Striving for racial student-teacher parity is essential. Educators should actively seek feedback from families and work to gain their respect and trust. It is important to be aware of the aspirations, goals, and accomplishments of the children in their care.
In conclusion, it is vital for white individuals to reflect on the impact of their lives on marginalized communities. The reopening of various institutions and the return to normalcy should not overshadow the ongoing fight for racial justice. White educators must learn from their black colleagues, actively support the black teacher pipeline, and work towards creating anti-racist schools where all children can thrive.
5 Expand your knowledge. Familiarize yourself with our shared history.
Systemic racism, racial tensions, state-sanctioned killings of Black individuals, and unequal access to healthcare that disproportionately affects Black lives during a pandemic. This period was referred to as the Red Summer of 1919. The term "Red" symbolizes the immense suffering endured by Black families and communities.
Fast forward to 2020, 101 years later, and we find ourselves in distressingly familiar times. Try to imagine being a Black child attempting to learn and thrive in this context, both in the past and present. Consider the challenges faced by Black parents as they strive to raise and protect their children in these unjust and inhumane conditions.
The only way to prevent racism from persisting for another 101 years is by teaching our children not just about Black history, but about the complete, honest history. The ones best equipped to fulfill this role are Black educator-activists and our allies.
We need teachers who educate Black children with a curriculum that reflects their experiences and acknowledges why their history has been marginalized. We need teachers who instill empathy in white children and emphasize the importance of unity in our fight for an education that liberates. Our teachings must address the deep-seated racism that exists throughout the nation, beyond the temporary losses brought about by the pandemic.
Throughout history, Black men and women have taken on the role of educator-activists, even risking their lives to learn and teach in unconventional ways. When denied access to classrooms, they established schools in churches, tunnels, and boats. These acts went against racist state laws that prohibited the education of Black children, but were ultimately overridden by federal laws.
Today, Black educator-activists continue to draw on Black pedagogy, culture, and worldview in their teachings, honoring the work of those who came before them. Dr. Jarvis Givens, a professor at Harvard and author of "Fugitive Pedagogy," aptly describes them as "political actors" in the fight for education and Black liberation. The work done in their classrooms directly impacted the Black freedom struggle, a movement fueled by their students.
Black educator-activists prioritize a symbiotic relationship, where educators equip the next generation with the necessary tools, knowledge, language, and strategies to advance racial and educational justice.
We understand that education can lead to power, and this is precisely what racists and their systems aim to deny people of color. As Stokely Carmichael eloquently stated, "If a white man wants to lynch me, that’s his problem. If he has the power to lynch me, that’s my problem. Racism is not merely a question of attitude; it is fundamentally a question of power."
Therefore, we view teaching as a way to prepare our successors.
Our program, the Freedom Schools Literacy Academy, is designed to leverage the intergenerational impact of Black education majors and Black high school teacher apprentices teaching Black elementary students. We embrace Black pedagogy, celebrate Black culture, and share diverse worldviews.
The results are evident. Students make significant advancements in literacy, and the college students and high school teaching assistants become more dedicated to educating Black children. This approach affirms and celebrates everyone’s Black identity.
At a time when certain states attempt to ban discussions of race in history lessons, and when educators who claim to be allies only focus on limited progress (usually citing examples like President Barack Obama and his children attending elite schools), it becomes vital to have Black educator-activists championing education liberation. We need their innovative ideas, insights, reflections, and leadership. These educators create socio-emotional environments that nurture their students’ potential and aspirations. They understand the importance of connecting with others and never disregarding the masses who are still oppressed.
We require education activists who fearlessly implement pedagogical practices within schools that instill political values and ideals in their students, which they can then put into action beyond the classroom. Because we are not simply teaching students; we are shaping future citizens.
We recognize the paramount significance of education. Without educational justice, there can be no social justice. This is because educational and racial justice are inseparable.
Mary Church Terrell, an esteemed figure in the Black Educator Hall of Fame, reminds us that as we strive for success, we must also lift others up. This sentiment is embodied by Black educators who inspire Black children by reflecting their boundless potential through their teaching and their mindset.
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