August 12, 2024 • 37 mins
This episode briefly touches on the inequalities in education. Educational inequality perpetuates cycles of poverty and social injustice. The true measure of a society's greatness lies in how well it educates and uplifts its most vulnerable members.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 2 (00:01):
Against Is Jr.
Speaker 1 (00:01):
Borromont, my keys, and I'm back in building. Well, actually
y'all are back in the building because y'all came to
visit me on down to the QB zone, right. So
this episode is a important one. I think it's important.
I think it's essential, especially given the climate that we
live in, but also the fact that we know we're
months away from our presidential election and local election. A
(00:24):
lot of places I have talked about mental health. I
have talked about a wide variety of relationship topics and
things like that. I've had fun and talked about some
uncensored things and talked about some more serious things. This
is gonna be one of the more serious, well, not
too serious. I wanna keep you guys long, but I
do wanna talk about something on behalf.
Speaker 2 (00:47):
Of the First of all, I love education. I love education.
Speaker 1 (00:50):
I love educators and between family, fraternity, brothers, friends, and
just some dope people I've met alone the way, I've
experienced and interacted with a lot of people that are
in education on a wide variety of education, from whether
(01:10):
it's teaching in the classroom, whether it's administration, whether it's
principles or college presidents, A wide variety, you know, school
board and superintendent type of things. So specifically today, the
topic that I want to share and talk about is
racial inequality and education. Racial inequality and education, and more specifically,
(01:35):
I want to lightly touch on steps to enhance quality
for minorities. Racial inequality and education remains a pressing issue
in Mardern society, shaping the academic performance and future prospects
(01:55):
of millions of students. This persistent problem has a profound
influence on educational attainment, particularly for minority groups, who often
face systemic barriers and limited access to quality resources. The
achievement gap between different racial groups continue to widen, highlighting
(02:21):
the urgent need to address these disparities and create a
more equable learning environment for all. To tackle this complex issue,
it's crucial to examine various factors contributing to racial inequality
and education. These include unequal resource allocation, differences in teacher quality,
(02:47):
and the impact of standardized testing on diverse student populations. Additionally,
social economic status tracking systems and class sizes in urban
schools play significant roles in perpetuating educational inequality. By understanding
these challenges and implementing targeted solutions, we can work towards
(03:12):
narrowing the achievement gap and fostering a more inclusive educational
system that benefits all students, regardless of.
Speaker 2 (03:22):
Their racial background.
Speaker 1 (03:24):
Now we know there's a persistent achievement gap, and I
just want to likely touch on some historical contexts. The
achievement gap between white and minority students have been a
long standing issue in the United States education system since
the landmark Brown Versus Border Education ruling in nineteen fifty four,
(03:47):
progress has been made in improving racial educational disparities, but
it has been slow and uneven. Over the past forty years,
white black, white Hispanic achievement gaps have been declining, albeit unsteadily,
as evidenced by the National Assessment of Educational Progress. Now
(04:12):
we definitely have some current disparities. Despite some progress, significant
disparities still persist. Black and Hispanic students still lag behind
their white counterparts and steadidized testings. For example, just last year,
the average reading score for white students on the NAP,
(04:35):
which is the National Assessment of Educational Progress for fourth
and eighth grade exams, was twenty six points higher than
black students, with similar gaps in math. These gaps varied
considerably among the states, with some Midwestern states showing white
(04:56):
black achievement gaps are larger than a standardized deviation. Now,
so we know we have these gaps, what are some
of the factors that are contributing to it.
Speaker 2 (05:09):
There are several factors. I want to just mention a few.
Speaker 1 (05:14):
One is you have social economic disparities. Family income and
parental education levels strongly influenced educational outcomes.
Speaker 2 (05:25):
Then you have school segregation.
Speaker 1 (05:27):
Now, racial segregation in school districts is strongly associated.
Speaker 2 (05:31):
With the magnitude of achievement gaps access to resources.
Speaker 1 (05:39):
Students of color are often concentrated in schools with fewer resources,
spending seven hundred and thirty three dollars less per student
annually than predominantly white schools. Then you have the teacher expectations.
Non black teachers have been found to have lower expectations
(06:02):
of black students compared to black teachers. Let me just
repeat that, non black teachers have been found to have
lower expectations of black students compared to black teachers. If
there can be some addressing of these factors, it's going
(06:24):
to be very crucial in narring the achievement gap and
creating a more equitable education system.
Speaker 2 (06:31):
Now I mentioned the access to educational resources. It's unequal.
Speaker 1 (06:37):
That's just that's not all secret, that's not taboo, that's
common knowledge.
Speaker 2 (06:43):
On many levels, it is unequal.
Speaker 1 (06:49):
I personally come from the social work world. I've worked
in social work over ten years, and I can say
because of course, you know, we have to do we
deal with teatures and IEP and principles, we do with education,
and because I'm such a stickler for education, kudos to
how I was raised. I always kind of implement or
(07:15):
instill in my clients my youth.
Speaker 2 (07:21):
A lot of the.
Speaker 1 (07:21):
Same expectations and skills that benefited me that I think
would benefit them. And then so and just also heck
not make some mistakes I made. But I can just
stay on a social work level. There's a difference in resources,
(07:43):
there's a difference in how you treat it by.
Speaker 2 (07:46):
The court system when it comes to the quality of.
Speaker 1 (07:55):
Like foster homes, group homes opportunities. It's an education as well,
but it's also in a lot of different areas. For example,
being in a social work world when youth are unfortunately
removed from their parents for whatever the you know, the
factors were that led to that group homes that house
(08:19):
a predominantly minority population, and I'm talking black, any kind
of Caribbean nationality, any kind of Spanish nationality or ethnic background,
as well as Asian. Compared it to a group home
(08:41):
or a foster home or a residential facility where it's predominantly.
Speaker 2 (08:50):
White.
Speaker 1 (08:53):
It's a significant difference resources when it comes to taking
care of kids, whether it's you being a foster parent
or you being the actual relative that's raising your grandkids
and these are a nephew, you know, stuff like that.
(09:16):
The resources that you that you will have access to,
it varies, it ridly us vary.
Speaker 2 (09:24):
Depending on the ethnic groups. And that's just simply because.
Speaker 1 (09:33):
We minorities tend not to be the first to get
certain information.
Speaker 2 (09:37):
We tend to be the last.
Speaker 1 (09:39):
They tend to have connections and they know somebody that
knows somebody, so a lot of great opportunities, a lot
of resources they.
Speaker 2 (09:50):
Gonna know about way before we do.
Speaker 1 (09:55):
And if you think just because we all listen, let's
say I was a youth that was removed, don't think
that because all of us have been removed, and we
could have offer removed from my parents for the same reason,
I don't think we're gonna geteep treated the different. I mean,
don't think we're not gonna get treated any different, because
(10:16):
you are, unfortunately just how it is, you know. So
when we talk about ego resources, specifically going by to education,
the funding inequalities, the funding inequalities. The US education system
faces significant funding disparities, with the wealthiest ten percent of
school districts spending nearly ten times more than the poorest
(10:38):
ten percent. These inequalities are evident both between and within states,
with some districts outspending others by over ten thousand dollars
per student. Schools serving higher concentrations of minority students received
approximately eighteen hundred less per student than those with fewer
(11:02):
students of color. Then there's the teacher quality differences. Students
in high minority schools have only a fifty percent chance
of being taught by a certified math or science teacher.
Speaker 2 (11:18):
Poor and minority students are.
Speaker 1 (11:20):
Less likely to have access to experience or ral credentialed teachers.
Speaker 2 (11:30):
This disparity is exacerbated.
Speaker 1 (11:34):
By hiring practices and transfer rules that often result in
new or underprepared teachers being assigned to.
Speaker 2 (11:43):
The most disadvantaged schools.
Speaker 1 (11:49):
You will have some people that they love education, they're
in it for the right reasons, but because unfortunately, and
not everybody, but a lot of times we know, you're
looked at differently.
Speaker 2 (12:10):
They compare educations.
Speaker 1 (12:12):
Did he go to an HBCU HRCHUS, a predominant white institution.
Speaker 2 (12:17):
Did he go to a community college W.
Speaker 1 (12:20):
Whether CONDI, whether the con credentials come from.
Speaker 2 (12:24):
It's always believed that we have to work people that.
Speaker 1 (12:27):
Are minority, that our minorities have to work extra hard,
extra harder than the non minorities, just to get an opportunity,
to forget getting ahead, just to get an opportunity. And
so a lot of times you will have these teachers
that are fresh coming out of school and they get
thrown into these schools that just are in disadvantaged neighborhoods,
(12:54):
and it and it's under control. It's all the schools control,
it's all the district's control. Because every school is not
getting the same for the same amount of money, because
first of all, you have different grades. You have a school,
B schools, C schools, you know, and then there are
just other metrics that they go by.
Speaker 2 (13:11):
So don't think we all.
Speaker 1 (13:16):
Run a high school and all of us FINNA get
the same amount of money from the absolutely not. Another
thing that we have is we talked about the funding inequalities.
We talked about the teacher quality differences, but then there's
the curriculum and the courses that are offered. High minority
schools are less likely to offer advance or college preparatory
(13:38):
courses and mathematics and science compared to schools serving affluent,
predominantly white population. This unequal access to challenging curriculum significantly
contributes to achievement gas between minority and white students. When
students have similar course taking records, racial achievement test score
(14:03):
differences narrow substantially. It is substantially different when it comes
to the achievement test scores, very much so because going
back to the quality and you know of the teachers,
but also the resources, y'all to understand that in these
(14:23):
different states. I know, in Florida there was the FCAT
and when I was coming up in school, they had
the f CAT and the H and CT, and so
you know, every state has whatever form of standized tests
for their school.
Speaker 2 (14:35):
But here's the situation. Everyone takes the same tests.
Speaker 1 (14:40):
So if you have Jennifer who is a Caucasian, or
Jennifer could be a minority, but she went to a
predominantly Caucasian school, the level of courses that's gonna be
offered to her and that she's gonna take is going
(15:00):
to be different than the other school that would be
predominantly black. But we're still taking the same test. So
you're not giving us the same resources to be able
to prepare on the same level playing field. But yet
you want to give us the same tests. You're staining
(15:24):
kids up for failure from the job. And that's the
big issue.
Speaker 2 (15:28):
That's a big issue. You send them up a failure.
Speaker 1 (15:31):
Now, when it comes to the systemic issues and some
of the systemic barriers with these schools, one of the
first things is tracking and ability grouping, and let me
explain what that is. Tracking and ability grouping, despite being
widely practiced, have been shown to be detrimental to educational equity.
(15:53):
Research indicates that eighty five percent of studies find tracking
is not beneficial, yet eighty five percent of schools continue
to use it. This practice disproportionately affects minority students, with
black students more likely to be placed.
Speaker 2 (16:11):
In lower ability groups as early as first grade.
Speaker 1 (16:17):
The disparity in resources between high and low tracks further
exasperates educational inequalities, with students in low tracks often receiving
less engaging instruction and fewer opportunities for advanced learning. Then
you have the disciplinary options, the disciplinary practices. Right, So,
(16:41):
disciplinary practices in schools often reflect racial biases contributing to
the school with the prison pipeline. Black and Latino students
face disproportionately higher rates of suspension and expulsion compared to
their white peers. A study found that teachers perceive black
(17:07):
and Latino boys as more blame worthy for identical misbehavior,
especially in schools with a majority of students of color.
The bias extends to subjective and subjectify in fractions like defiance,
where racial differences and office referrals are more pronounced. For example,
(17:35):
you can have a minority in class constantly having something
to say. Every time there's this topic discussed in class,
he always wants to have a rebuttal or have a discussion,
go back and forth with the teacher, not in a
(17:56):
disrespectful way, but just you know, we're having a kind
of like a debate basically, right, he's the minority. You're
gonna have someone who's gonna consider him a know it all.
You're gonna have some that considered him disruptive. Every time
you turn around, he wants to argue or debate something,
he's disruptive. Now, I'm not saying this is what happens
(18:16):
with everyone but the majority. Absolutely, what I've just presented
to you this is this is an example of that
he's the minority. Let's go ahead and say specifically, he's
a black or Spanish boy, He's gonna be preceived for
them by most teachers as disruptive. But a Caucasian student
(18:38):
can do the exact same thing, is gonna be supported,
and he's gonna be considered passionate. Okay, the last thing
I wanna bring up is just cultural biases. Cultural biases,
and I live specifically, not just in Florida. I live
(18:59):
in South Florida, South Floridas, similar to parts of Cali,
similar to probably half of Texas, specially the parts that's
connected to the Mexican border. Listen, it's a melting pot
of cultures, a melting pot of cultures. So cultural bias
(19:24):
is something that in almost every aspect of work. If
you want to be successful. To get a hit, you
better have some culture diversity. Cultural diversity will serve you
as being one of your strengths. Okay, So specifically with
cultural biases, they permeate various aspects of education, from teacher
expectations to course recommendations. Research shows that non black teachers
(19:49):
often have lower expectations for black students. These biases influence
course placements, with minority students less likely to to be
enrolled in advanced courses. Additionally, implicit biases effect recommendation letters,
potentially limiting opportunities for underrepresented minorities in fields like STEM.
(20:19):
Addressing these systemic barriers requires comprehensive approaches, including teacher training,
diverse hiring practices, and culturally responsive teaching methods. It should
be common sense, and it should be not just.
Speaker 2 (20:43):
Not just a suggestion.
Speaker 1 (20:44):
It really should be a mandate. It should be an obligation.
If you are going to serve a diverse population, what
you are utilizing to serve them should represent the diversity
of who you're serving. Understand the different cultures that you
(21:09):
are working with. That's an education, that's in social work,
that's in any walk of life. If you're dealing with
diverse clientele or diverse groups of people. What you are
utilizing to interact, to handle them, to deal with them,
to educate them, to sell to them, it needs to
(21:30):
represent diversity as well. Not only just that the people
who have been hired to do the work should also
represent the diverse population that you're choosing. You not going
to have a school that's predominantly white or in a
(21:51):
predominantly white part of town, but all your teachers are
let's say for them, stick on the education topic, all
your teachers are black or some minority. You're not gonna
have a school where, or at least, it's not.
Speaker 2 (22:09):
Smart.
Speaker 1 (22:10):
It's not a good thing. It's definitely gonna hurt you.
If you have a school, a foundation, a program, for example,
that serves diverse groups of people, but your staff only
comes from one race.
Speaker 2 (22:32):
I really feel like.
Speaker 1 (22:36):
Your tools that you're utilizing and the people who are
utilizing should should mirror the diversity of your clientele. I
can say, for me, for example, just staying on an
education topic, I'm close and let y'all go. I remember
(22:59):
growing up up.
Speaker 2 (23:00):
In Bivarre County, and I would say that.
Speaker 1 (23:05):
Personal this just this is just my journey my story,
I wasn't fully aware of racial I really didn't get
a I really didn't get a full experience, or let
me just say a direct experience, because I'm sure there
(23:28):
was and when I think about some things, there were
some indirect experiences. But you know, because that's highsight of
twenty twenty. But in growing through life and going through
my childhood, in my youth, I did not remember having
any direct experience with racism or any kind of you know,
(23:51):
racial disparaging issues until I got to college, until I
came to FIU. Like I said, it's a melting pop
of racist like a melting pot of races and diversity.
Speaker 2 (24:03):
I mean, it's some of everything. And it was.
Speaker 1 (24:07):
It wasn't a negative experience, but it was very much
a wide uh a wide opening. And listen, it really
opened my eyes and my mind to a lot of
things in.
Speaker 2 (24:15):
A positive way. Right.
Speaker 1 (24:17):
But I will say one situation, you know, and I'm
i'm'na shut this, and I know I say it alread
i'm'a i'm'a m'a let y'all go. But I remember when
I went to Stone Junior High it's called Stone Middle
School now, but I went to Stone Junior High back
in Bavarda County.
Speaker 2 (24:35):
And I l I. First of all, I loved the school.
Speaker 1 (24:37):
I had an amazing time at the school, the teachers,
the staff, my friends, A ya ya. Well, my grandmother
who was excellent, and the thing that she taught me
and instilled in me and my biological mom herself.
Speaker 2 (24:52):
She was absolutely.
Speaker 1 (24:55):
Amazing when it came to education as well, and and
and being a stick clan for education. And so I've
always been ahead of my classes because during the summertime,
I wasn't like most kids that were playing, you know,
having fun, being the lady to do whatever. I had
moments where I was able to do that, but that
(25:17):
was not gonna be the main thing that my summer
break or any break consisted of, because I had school
work and I had Granny work. My grandmother who she
had she was. She ain't nobody teacher in a sense
that she's never worked at a school as a teacher,
but she would go to the education supply store and
(25:41):
she would get work books on all different types of
things because she was determined that not only was I
going to be smart and be ahead, but she wanted
me to. She wanted me to really broaden my horizons.
(26:02):
She wanted me to really shock people in the sense
that you wanna expect a black boy to know all
that she wanted me to know, you know, And I
remember one of the things was Roman numerals. She was
so adamant that I had to learn Roman numerals and
I had to practice every day, and you know, she
(26:24):
would give tests, she would give a sign and she
was she was something else, and I don't regret it, right,
but specifically to this one story.
Speaker 2 (26:30):
I say all that to say this. I was always.
Speaker 1 (26:32):
Ahead of my classes, and I was in the help
me Jesus. The eighth grade, I was in the eighth grade,
and from kindergarten, not kindergarten. From first grade to sixth grade,
I was in a private school. I'm in the private school.
(26:52):
And so I finally, Ugh, after much begging and convincing,
found a guy who had led me to lead this
Christian school and go to public school.
Speaker 2 (27:02):
So I go there for seventh grade. And from from.
Speaker 1 (27:06):
Jump, I always had honors classes. Anything that was honors
I always I just always had honors. I was a
honor student and she made sure of that. So going
to my eighth.
Speaker 2 (27:16):
Grade year, I knew that I wanted.
Speaker 1 (27:21):
Algebra two honors. I cannot remember what the math class
was that they gave me, but it was like regular math.
It it wasn't even like it was like the regular
algebra I I wanted. I I specifically wanted algebra to honors. Now,
(27:46):
at Stone Junior High at that time, the majority of
people who took Algebra to honors were ninth graders. Because
I know it's different in some areas. Some people don't
even know what a junior high is. But at that time,
in junior high, it was the s it was seventh, eighth,
and ninth grade. So the majority of people who had
Algebra two honors was in the It was mostly ninth.
Speaker 2 (28:06):
Graders, but you had a few eighth graders.
Speaker 1 (28:09):
If they felt like, you know, you were smart enough
or you know, you could do it, but you would
have to forget approval from a teacher, like a teacher
had to sign off that yeah, you're ready. So, for example,
your teacher from the previous year would sign off on
your classes for the next year. And I don't know why,
I must call her a name, but I don't know why.
Speaker 2 (28:31):
This woman.
Speaker 1 (28:34):
Did not approve me to have algebra two honors because
it weren't like I didn't have air in her class.
But that's a whole different that probably answers that with
some of the stuff that we just talked about, right,
So I didn't like it. I was bored in the class,
the regular math class they gave me.
Speaker 2 (28:52):
I was bored.
Speaker 1 (28:52):
I didn't like it whatever whatever. And I remember going
to my grandmother and telling her about it, and she
was shopped. She played by a lot of the thing,
but shan't talking about Champion playing the radio when it
comes to education, and so she was shot. So she said, no,
you need to go to school tomorrow, and you need
to go to school tomorrow. Go to the guidance teacher
(29:13):
and tell her. Your granny said that they need to
put you in your right class.
Speaker 2 (29:19):
Now stones you're high.
Speaker 1 (29:21):
At that time was in a predominantly black part of town.
I I I will say all black, but predominantly black
part of town. The teachers were mixed, you know, cause
you know, you did have some white students, black students
and Asian student It was definitely diversity as far as
the teachers. When you go into the guidance office, the
lady who the s the receptionist. We look call her
(29:44):
exceptionist or the front desk lady. The receptionist she was black,
and all the people who you know answered the phones
and you know, checked you into the desk, they were black,
but this guidance counselor chick was a white woman. I'm
not in singing, wating nothing. I'm just telling y'all the
details of my of my story. And so I go
(30:07):
in there expressed what I h my grandmother told me
to express. And she said, well, you gotta take a
test for that. And so I said, okay, well when
can I take it? She said, well, we can schedule
day cause I'm pretty sure you gonna want you can
schedule a later date because I'm pretty sure you're gonna
(30:29):
wanna take some time and study. I said, ma'am, you
can give him the test right now. There was a
sister who stand by. There was there was the s
the lady, like I said, the lady behind her to
the front.
Speaker 2 (30:42):
There.
Speaker 1 (30:42):
She was black, and the look she had on her
face was funny.
Speaker 2 (30:48):
I was fanna ask some more details. When I just
leave it there? It was funny.
Speaker 1 (30:55):
I guess she felt like she wanna teach me a
last story. She felt like I was probably feel the
write a check that my behind can't cash, for lack
of better words, so she went ahead and allowed me
to take that test. Now, mind you, of course, that
you can expect you had to get a certain grade
or a certain Yeah, you gotta get a certain grade
on the test for them to feel like you will
be ready to jump up to Algebra two honors or
(31:18):
just algebra two period. But I'm not taking no regular
classes to the test, and I got I got more
than what the minimum requirement was. I can't remember what
the minim acquirement was, and I can't even remember what
my score was, but I know it wasn't close. I
know I more than met the minimum requirement. Do y'all
(31:40):
know this woman still would not sign for me to
go into Algebra two honors. She still would not let me.
Y'all Okay, I went back to the little Ragley math
class that had me in continue on with my dad
and my grandned and my un One of my uncles
(32:01):
wants to pick me up because I remember as soon
as I walked in the house, my grandmother recognized my
face and knew something was wrong. She knew something's wrong
with her baby. What didn't happen? So I told her
exactly why. I just told her y'all. She said, Okay,
don't worry about it. I'm going to a school tomorrow.
Now I'm tryna, I'm trying not to make this story
too long, because everybody who know me and my family
(32:24):
don't play with Amanda. Don't play with Amanda. Don't play
with Amanda when a baby, don't play with Amanda. So
I went about my evening, woke up next morning, regular routine,
getting ready for school, and I go start my dad,
go to my first period, second period. So for so forth,
(32:45):
I'm in the regular math class and I get a
call from the front desk, the front office. They called
the you know, they called the teacher and said, can
you please have her mom bring his stuff and come
to the guidance office. So I I'm like, what the
(33:07):
heck class just started? You know, Like what why am
I going to the God's office? I don't want to
be knowing that this lady h and I already pissed
me or I won't give me my you know what
I'm saying, that's kind of that's what my head was like.
Speaker 2 (33:16):
I don't wanna be around this lady.
Speaker 1 (33:19):
I go to the front office with my stuff and
when I walk in, the two black ladies behind the front.
Speaker 2 (33:26):
Desk was laughing.
Speaker 1 (33:28):
So they saw me walk in, they started laughing. I'm
a little kid. I don't know what the heck going on.
Speaker 2 (33:34):
Why is y'all laughing?
Speaker 1 (33:35):
I'm like, it's something on my shirt, It's something on
my face, Like these help these chicks are cracking the
hell up. And so they called the guidance cause for
the lady to come in and say, you know, mister
floor On is here, and she was like, here, I
just wanna give you, said, hi, I met your grandmother
this morning, and I just wanna give you your updated schedule.
(33:57):
We will be putting you in your Entrepitude Honors class.
And I remember my teacher. Her name was Miss Grabowski,
a Caucasian lady, one of the sweetest, nicest teachers I
ever had Algebra two honors. That was in nineteen ninety seven,
(34:21):
nineteen ninety eight. My grandmother died in twenty nineteen. And
do y'all know, from nineteen ninety seven, nineteen ninety eight
to twenty and nineteen, this woman still would never told me,
(34:42):
would never told me lord, geez, look at me talking crazy.
Speaker 2 (34:45):
She would never.
Speaker 1 (34:46):
Tell me what she did or said when she came
to the guy's office.
Speaker 2 (34:51):
She would not tell me.
Speaker 1 (34:53):
Now the people had the front desk to sisters, the
two black ladies, they already said, oh yeah, does your
grandma want playing with your grandma?
Speaker 2 (35:00):
Wa'm playing?
Speaker 1 (35:00):
When she walked up in here, already knew something was wrong.
And first of all, Varcount, it ain't but so big,
so everybody knows. Somebody knows somebody it, especially when it
comes to the people of color or whatever. Right I said,
And I remember, I tell my grandma, let me, I
told you came to that showed your tale. What you
said at the leg you probably put the fear of
God in let what you s She would not tell
me what she said. But that's just an example of
(35:23):
just the racial disparages, disparages and and and just the
issues that come with that. I didn't have issue like
that in college, but there was definitely a few a
few times once I got into like the real world
and I'm having a real career job that I definitely
noticed a lot of them, you know, just the gaps,
(35:45):
blatant gaps and blatant, just not caring, you know.
Speaker 2 (35:53):
You know.
Speaker 1 (35:53):
Addressing racial quality and education requires a multi facet approach
that tackles semic barriers and promotes equitable access to resources.
The persistent achievement gap, finding inequalities, funding, inequalities, sorry, and
unequal access to quality teachers and advanced courses have a
(36:15):
profound impact on the educational outcomes of minority students.
Speaker 2 (36:21):
To narrow this gap is crucial to implement.
Speaker 1 (36:24):
Policies that ensure fair resource distribution, distribution, improve teacher diversity
and training, and dismantal discriminatory practices in schools. Creating a
more inclusive and equitable education system is not just about
improving individual schools, but about reshaping the entire educational landscape.
(36:51):
This means challenging any grand biases, reforming disciplinary practices, and
fostering culturally.
Speaker 2 (36:59):
We responsive teaching methods.
Speaker 1 (37:02):
By taking these steps, we can work towards a future
where a student, every student, not just one, but every student,
regardless of their racial background, has the opportunity to thrive academically.
Speaker 2 (37:19):
And reach their full potential.
Speaker 1 (37:24):
And that's what I'm just gonna leave you this one quote,
just as one one one quote, and it's actually by
Bruce Lee, and it says do not allow negative thoughts
to enter your mind, for they are just weeds that
strangle your confidence.
Against Is Jr.
Speaker 1 (00:01):
Borromont, my keys, and I'm back in building. Well, actually
y'all are back in the building because y'all came to
visit me on down to the QB zone, right. So
this episode is a important one. I think it's important.
I think it's essential, especially given the climate that we
live in, but also the fact that we know we're
months away from our presidential election and local election. A
(00:24):
lot of places I have talked about mental health. I
have talked about a wide variety of relationship topics and
things like that. I've had fun and talked about some
uncensored things and talked about some more serious things. This
is gonna be one of the more serious, well, not
too serious. I wanna keep you guys long, but I
do wanna talk about something on behalf.
Speaker 2 (00:47):
Of the First of all, I love education. I love education.
Speaker 1 (00:50):
I love educators and between family, fraternity, brothers, friends, and
just some dope people I've met alone the way, I've
experienced and interacted with a lot of people that are
in education on a wide variety of education, from whether
(01:10):
it's teaching in the classroom, whether it's administration, whether it's
principles or college presidents, A wide variety, you know, school
board and superintendent type of things. So specifically today, the
topic that I want to share and talk about is
racial inequality and education. Racial inequality and education, and more specifically,
(01:35):
I want to lightly touch on steps to enhance quality
for minorities. Racial inequality and education remains a pressing issue
in Mardern society, shaping the academic performance and future prospects
(01:55):
of millions of students. This persistent problem has a profound
influence on educational attainment, particularly for minority groups, who often
face systemic barriers and limited access to quality resources. The
achievement gap between different racial groups continue to widen, highlighting
(02:21):
the urgent need to address these disparities and create a
more equable learning environment for all. To tackle this complex issue,
it's crucial to examine various factors contributing to racial inequality
and education. These include unequal resource allocation, differences in teacher quality,
(02:47):
and the impact of standardized testing on diverse student populations. Additionally,
social economic status tracking systems and class sizes in urban
schools play significant roles in perpetuating educational inequality. By understanding
these challenges and implementing targeted solutions, we can work towards
(03:12):
narrowing the achievement gap and fostering a more inclusive educational
system that benefits all students, regardless of.
Speaker 2 (03:22):
Their racial background.
Speaker 1 (03:24):
Now we know there's a persistent achievement gap, and I
just want to likely touch on some historical contexts. The
achievement gap between white and minority students have been a
long standing issue in the United States education system since
the landmark Brown Versus Border Education ruling in nineteen fifty four,
(03:47):
progress has been made in improving racial educational disparities, but
it has been slow and uneven. Over the past forty years,
white black, white Hispanic achievement gaps have been declining, albeit unsteadily,
as evidenced by the National Assessment of Educational Progress. Now
(04:12):
we definitely have some current disparities. Despite some progress, significant
disparities still persist. Black and Hispanic students still lag behind
their white counterparts and steadidized testings. For example, just last year,
the average reading score for white students on the NAP,
(04:35):
which is the National Assessment of Educational Progress for fourth
and eighth grade exams, was twenty six points higher than
black students, with similar gaps in math. These gaps varied
considerably among the states, with some Midwestern states showing white
(04:56):
black achievement gaps are larger than a standardized deviation. Now,
so we know we have these gaps, what are some
of the factors that are contributing to it.
Speaker 2 (05:09):
There are several factors. I want to just mention a few.
Speaker 1 (05:14):
One is you have social economic disparities. Family income and
parental education levels strongly influenced educational outcomes.
Speaker 2 (05:25):
Then you have school segregation.
Speaker 1 (05:27):
Now, racial segregation in school districts is strongly associated.
Speaker 2 (05:31):
With the magnitude of achievement gaps access to resources.
Speaker 1 (05:39):
Students of color are often concentrated in schools with fewer resources,
spending seven hundred and thirty three dollars less per student
annually than predominantly white schools. Then you have the teacher expectations.
Non black teachers have been found to have lower expectations
(06:02):
of black students compared to black teachers. Let me just
repeat that, non black teachers have been found to have
lower expectations of black students compared to black teachers. If
there can be some addressing of these factors, it's going
(06:24):
to be very crucial in narring the achievement gap and
creating a more equitable education system.
Speaker 2 (06:31):
Now I mentioned the access to educational resources. It's unequal.
Speaker 1 (06:37):
That's just that's not all secret, that's not taboo, that's
common knowledge.
Speaker 2 (06:43):
On many levels, it is unequal.
Speaker 1 (06:49):
I personally come from the social work world. I've worked
in social work over ten years, and I can say
because of course, you know, we have to do we
deal with teatures and IEP and principles, we do with education,
and because I'm such a stickler for education, kudos to
how I was raised. I always kind of implement or
(07:15):
instill in my clients my youth.
Speaker 2 (07:21):
A lot of the.
Speaker 1 (07:21):
Same expectations and skills that benefited me that I think
would benefit them. And then so and just also heck
not make some mistakes I made. But I can just
stay on a social work level. There's a difference in resources,
(07:43):
there's a difference in how you treat it by.
Speaker 2 (07:46):
The court system when it comes to the quality of.
Speaker 1 (07:55):
Like foster homes, group homes opportunities. It's an education as well,
but it's also in a lot of different areas. For example,
being in a social work world when youth are unfortunately
removed from their parents for whatever the you know, the
factors were that led to that group homes that house
(08:19):
a predominantly minority population, and I'm talking black, any kind
of Caribbean nationality, any kind of Spanish nationality or ethnic background,
as well as Asian. Compared it to a group home
(08:41):
or a foster home or a residential facility where it's predominantly.
Speaker 2 (08:50):
White.
Speaker 1 (08:53):
It's a significant difference resources when it comes to taking
care of kids, whether it's you being a foster parent
or you being the actual relative that's raising your grandkids
and these are a nephew, you know, stuff like that.
(09:16):
The resources that you that you will have access to,
it varies, it ridly us vary.
Speaker 2 (09:24):
Depending on the ethnic groups. And that's just simply because.
Speaker 1 (09:33):
We minorities tend not to be the first to get
certain information.
Speaker 2 (09:37):
We tend to be the last.
Speaker 1 (09:39):
They tend to have connections and they know somebody that
knows somebody, so a lot of great opportunities, a lot
of resources they.
Speaker 2 (09:50):
Gonna know about way before we do.
Speaker 1 (09:55):
And if you think just because we all listen, let's
say I was a youth that was removed, don't think
that because all of us have been removed, and we
could have offer removed from my parents for the same reason,
I don't think we're gonna geteep treated the different. I mean,
don't think we're not gonna get treated any different, because
(10:16):
you are, unfortunately just how it is, you know. So
when we talk about ego resources, specifically going by to education,
the funding inequalities, the funding inequalities. The US education system
faces significant funding disparities, with the wealthiest ten percent of
school districts spending nearly ten times more than the poorest
(10:38):
ten percent. These inequalities are evident both between and within states,
with some districts outspending others by over ten thousand dollars
per student. Schools serving higher concentrations of minority students received
approximately eighteen hundred less per student than those with fewer
(11:02):
students of color. Then there's the teacher quality differences. Students
in high minority schools have only a fifty percent chance
of being taught by a certified math or science teacher.
Speaker 2 (11:18):
Poor and minority students are.
Speaker 1 (11:20):
Less likely to have access to experience or ral credentialed teachers.
Speaker 2 (11:30):
This disparity is exacerbated.
Speaker 1 (11:34):
By hiring practices and transfer rules that often result in
new or underprepared teachers being assigned to.
Speaker 2 (11:43):
The most disadvantaged schools.
Speaker 1 (11:49):
You will have some people that they love education, they're
in it for the right reasons, but because unfortunately, and
not everybody, but a lot of times we know, you're
looked at differently.
Speaker 2 (12:10):
They compare educations.
Speaker 1 (12:12):
Did he go to an HBCU HRCHUS, a predominant white institution.
Speaker 2 (12:17):
Did he go to a community college W.
Speaker 1 (12:20):
Whether CONDI, whether the con credentials come from.
Speaker 2 (12:24):
It's always believed that we have to work people that.
Speaker 1 (12:27):
Are minority, that our minorities have to work extra hard,
extra harder than the non minorities, just to get an opportunity,
to forget getting ahead, just to get an opportunity. And
so a lot of times you will have these teachers
that are fresh coming out of school and they get
thrown into these schools that just are in disadvantaged neighborhoods,
(12:54):
and it and it's under control. It's all the schools control,
it's all the district's control. Because every school is not
getting the same for the same amount of money, because
first of all, you have different grades. You have a school,
B schools, C schools, you know, and then there are
just other metrics that they go by.
Speaker 2 (13:11):
So don't think we all.
Speaker 1 (13:16):
Run a high school and all of us FINNA get
the same amount of money from the absolutely not. Another
thing that we have is we talked about the funding inequalities.
We talked about the teacher quality differences, but then there's
the curriculum and the courses that are offered. High minority
schools are less likely to offer advance or college preparatory
(13:38):
courses and mathematics and science compared to schools serving affluent,
predominantly white population. This unequal access to challenging curriculum significantly
contributes to achievement gas between minority and white students. When
students have similar course taking records, racial achievement test score
(14:03):
differences narrow substantially. It is substantially different when it comes
to the achievement test scores, very much so because going
back to the quality and you know of the teachers,
but also the resources, y'all to understand that in these
(14:23):
different states. I know, in Florida there was the FCAT
and when I was coming up in school, they had
the f CAT and the H and CT, and so
you know, every state has whatever form of standized tests
for their school.
Speaker 2 (14:35):
But here's the situation. Everyone takes the same tests.
Speaker 1 (14:40):
So if you have Jennifer who is a Caucasian, or
Jennifer could be a minority, but she went to a
predominantly Caucasian school, the level of courses that's gonna be
offered to her and that she's gonna take is going
(15:00):
to be different than the other school that would be
predominantly black. But we're still taking the same test. So
you're not giving us the same resources to be able
to prepare on the same level playing field. But yet
you want to give us the same tests. You're staining
(15:24):
kids up for failure from the job. And that's the
big issue.
Speaker 2 (15:28):
That's a big issue. You send them up a failure.
Speaker 1 (15:31):
Now, when it comes to the systemic issues and some
of the systemic barriers with these schools, one of the
first things is tracking and ability grouping, and let me
explain what that is. Tracking and ability grouping, despite being
widely practiced, have been shown to be detrimental to educational equity.
(15:53):
Research indicates that eighty five percent of studies find tracking
is not beneficial, yet eighty five percent of schools continue
to use it. This practice disproportionately affects minority students, with
black students more likely to be placed.
Speaker 2 (16:11):
In lower ability groups as early as first grade.
Speaker 1 (16:17):
The disparity in resources between high and low tracks further
exasperates educational inequalities, with students in low tracks often receiving
less engaging instruction and fewer opportunities for advanced learning. Then
you have the disciplinary options, the disciplinary practices. Right, So,
(16:41):
disciplinary practices in schools often reflect racial biases contributing to
the school with the prison pipeline. Black and Latino students
face disproportionately higher rates of suspension and expulsion compared to
their white peers. A study found that teachers perceive black
(17:07):
and Latino boys as more blame worthy for identical misbehavior,
especially in schools with a majority of students of color.
The bias extends to subjective and subjectify in fractions like defiance,
where racial differences and office referrals are more pronounced. For example,
(17:35):
you can have a minority in class constantly having something
to say. Every time there's this topic discussed in class,
he always wants to have a rebuttal or have a discussion,
go back and forth with the teacher, not in a
(17:56):
disrespectful way, but just you know, we're having a kind
of like a debate basically, right, he's the minority. You're
gonna have someone who's gonna consider him a know it all.
You're gonna have some that considered him disruptive. Every time
you turn around, he wants to argue or debate something,
he's disruptive. Now, I'm not saying this is what happens
(18:16):
with everyone but the majority. Absolutely, what I've just presented
to you this is this is an example of that
he's the minority. Let's go ahead and say specifically, he's
a black or Spanish boy, He's gonna be preceived for
them by most teachers as disruptive. But a Caucasian student
(18:38):
can do the exact same thing, is gonna be supported,
and he's gonna be considered passionate. Okay, the last thing
I wanna bring up is just cultural biases. Cultural biases,
and I live specifically, not just in Florida. I live
(18:59):
in South Florida, South Floridas, similar to parts of Cali,
similar to probably half of Texas, specially the parts that's
connected to the Mexican border. Listen, it's a melting pot
of cultures, a melting pot of cultures. So cultural bias
(19:24):
is something that in almost every aspect of work. If
you want to be successful. To get a hit, you
better have some culture diversity. Cultural diversity will serve you
as being one of your strengths. Okay, So specifically with
cultural biases, they permeate various aspects of education, from teacher
expectations to course recommendations. Research shows that non black teachers
(19:49):
often have lower expectations for black students. These biases influence
course placements, with minority students less likely to to be
enrolled in advanced courses. Additionally, implicit biases effect recommendation letters,
potentially limiting opportunities for underrepresented minorities in fields like STEM.
(20:19):
Addressing these systemic barriers requires comprehensive approaches, including teacher training,
diverse hiring practices, and culturally responsive teaching methods. It should
be common sense, and it should be not just.
Speaker 2 (20:43):
Not just a suggestion.
Speaker 1 (20:44):
It really should be a mandate. It should be an obligation.
If you are going to serve a diverse population, what
you are utilizing to serve them should represent the diversity
of who you're serving. Understand the different cultures that you
(21:09):
are working with. That's an education, that's in social work,
that's in any walk of life. If you're dealing with
diverse clientele or diverse groups of people. What you are
utilizing to interact, to handle them, to deal with them,
to educate them, to sell to them, it needs to
(21:30):
represent diversity as well. Not only just that the people
who have been hired to do the work should also
represent the diverse population that you're choosing. You not going
to have a school that's predominantly white or in a
(21:51):
predominantly white part of town, but all your teachers are
let's say for them, stick on the education topic, all
your teachers are black or some minority. You're not gonna
have a school where, or at least, it's not.
Speaker 2 (22:09):
Smart.
Speaker 1 (22:10):
It's not a good thing. It's definitely gonna hurt you.
If you have a school, a foundation, a program, for example,
that serves diverse groups of people, but your staff only
comes from one race.
Speaker 2 (22:32):
I really feel like.
Speaker 1 (22:36):
Your tools that you're utilizing and the people who are
utilizing should should mirror the diversity of your clientele. I
can say, for me, for example, just staying on an
education topic, I'm close and let y'all go. I remember
(22:59):
growing up up.
Speaker 2 (23:00):
In Bivarre County, and I would say that.
Speaker 1 (23:05):
Personal this just this is just my journey my story,
I wasn't fully aware of racial I really didn't get
a I really didn't get a full experience, or let
me just say a direct experience, because I'm sure there
(23:28):
was and when I think about some things, there were
some indirect experiences. But you know, because that's highsight of
twenty twenty. But in growing through life and going through
my childhood, in my youth, I did not remember having
any direct experience with racism or any kind of you know,
(23:51):
racial disparaging issues until I got to college, until I
came to FIU. Like I said, it's a melting pop
of racist like a melting pot of races and diversity.
Speaker 2 (24:03):
I mean, it's some of everything. And it was.
Speaker 1 (24:07):
It wasn't a negative experience, but it was very much
a wide uh a wide opening. And listen, it really
opened my eyes and my mind to a lot of
things in.
Speaker 2 (24:15):
A positive way. Right.
Speaker 1 (24:17):
But I will say one situation, you know, and I'm
i'm'na shut this, and I know I say it alread
i'm'a i'm'a m'a let y'all go. But I remember when
I went to Stone Junior High it's called Stone Middle
School now, but I went to Stone Junior High back
in Bavarda County.
Speaker 2 (24:35):
And I l I. First of all, I loved the school.
Speaker 1 (24:37):
I had an amazing time at the school, the teachers,
the staff, my friends, A ya ya. Well, my grandmother
who was excellent, and the thing that she taught me
and instilled in me and my biological mom herself.
Speaker 2 (24:52):
She was absolutely.
Speaker 1 (24:55):
Amazing when it came to education as well, and and
and being a stick clan for education. And so I've
always been ahead of my classes because during the summertime,
I wasn't like most kids that were playing, you know,
having fun, being the lady to do whatever. I had
moments where I was able to do that, but that
(25:17):
was not gonna be the main thing that my summer
break or any break consisted of, because I had school
work and I had Granny work. My grandmother who she
had she was. She ain't nobody teacher in a sense
that she's never worked at a school as a teacher,
but she would go to the education supply store and
(25:41):
she would get work books on all different types of
things because she was determined that not only was I
going to be smart and be ahead, but she wanted
me to. She wanted me to really broaden my horizons.
(26:02):
She wanted me to really shock people in the sense
that you wanna expect a black boy to know all
that she wanted me to know, you know, And I
remember one of the things was Roman numerals. She was
so adamant that I had to learn Roman numerals and
I had to practice every day, and you know, she
(26:24):
would give tests, she would give a sign and she
was she was something else, and I don't regret it, right,
but specifically to this one story.
Speaker 2 (26:30):
I say all that to say this. I was always.
Speaker 1 (26:32):
Ahead of my classes, and I was in the help
me Jesus. The eighth grade, I was in the eighth grade,
and from kindergarten, not kindergarten. From first grade to sixth grade,
I was in a private school. I'm in the private school.
(26:52):
And so I finally, Ugh, after much begging and convincing,
found a guy who had led me to lead this
Christian school and go to public school.
Speaker 2 (27:02):
So I go there for seventh grade. And from from.
Speaker 1 (27:06):
Jump, I always had honors classes. Anything that was honors
I always I just always had honors. I was a
honor student and she made sure of that. So going
to my eighth.
Speaker 2 (27:16):
Grade year, I knew that I wanted.
Speaker 1 (27:21):
Algebra two honors. I cannot remember what the math class
was that they gave me, but it was like regular math.
It it wasn't even like it was like the regular
algebra I I wanted. I I specifically wanted algebra to honors. Now,
(27:46):
at Stone Junior High at that time, the majority of
people who took Algebra to honors were ninth graders. Because
I know it's different in some areas. Some people don't
even know what a junior high is. But at that time,
in junior high, it was the s it was seventh, eighth,
and ninth grade. So the majority of people who had
Algebra two honors was in the It was mostly ninth.
Speaker 2 (28:06):
Graders, but you had a few eighth graders.
Speaker 1 (28:09):
If they felt like, you know, you were smart enough
or you know, you could do it, but you would
have to forget approval from a teacher, like a teacher
had to sign off that yeah, you're ready. So, for example,
your teacher from the previous year would sign off on
your classes for the next year. And I don't know why,
I must call her a name, but I don't know why.
Speaker 2 (28:31):
This woman.
Speaker 1 (28:34):
Did not approve me to have algebra two honors because
it weren't like I didn't have air in her class.
But that's a whole different that probably answers that with
some of the stuff that we just talked about, right,
So I didn't like it. I was bored in the class,
the regular math class they gave me.
Speaker 2 (28:52):
I was bored.
Speaker 1 (28:52):
I didn't like it whatever whatever. And I remember going
to my grandmother and telling her about it, and she
was shopped. She played by a lot of the thing,
but shan't talking about Champion playing the radio when it
comes to education, and so she was shot. So she said, no,
you need to go to school tomorrow, and you need
to go to school tomorrow. Go to the guidance teacher
(29:13):
and tell her. Your granny said that they need to
put you in your right class.
Speaker 2 (29:19):
Now stones you're high.
Speaker 1 (29:21):
At that time was in a predominantly black part of town.
I I I will say all black, but predominantly black
part of town. The teachers were mixed, you know, cause
you know, you did have some white students, black students
and Asian student It was definitely diversity as far as
the teachers. When you go into the guidance office, the
lady who the s the receptionist. We look call her
(29:44):
exceptionist or the front desk lady. The receptionist she was black,
and all the people who you know answered the phones
and you know, checked you into the desk, they were black,
but this guidance counselor chick was a white woman. I'm
not in singing, wating nothing. I'm just telling y'all the
details of my of my story. And so I go
(30:07):
in there expressed what I h my grandmother told me
to express. And she said, well, you gotta take a
test for that. And so I said, okay, well when
can I take it? She said, well, we can schedule
day cause I'm pretty sure you gonna want you can
schedule a later date because I'm pretty sure you're gonna
(30:29):
wanna take some time and study. I said, ma'am, you
can give him the test right now. There was a
sister who stand by. There was there was the s
the lady, like I said, the lady behind her to
the front.
Speaker 2 (30:42):
There.
Speaker 1 (30:42):
She was black, and the look she had on her
face was funny.
Speaker 2 (30:48):
I was fanna ask some more details. When I just
leave it there? It was funny.
Speaker 1 (30:55):
I guess she felt like she wanna teach me a
last story. She felt like I was probably feel the
write a check that my behind can't cash, for lack
of better words, so she went ahead and allowed me
to take that test. Now, mind you, of course, that
you can expect you had to get a certain grade
or a certain Yeah, you gotta get a certain grade
on the test for them to feel like you will
be ready to jump up to Algebra two honors or
(31:18):
just algebra two period. But I'm not taking no regular
classes to the test, and I got I got more
than what the minimum requirement was. I can't remember what
the minim acquirement was, and I can't even remember what
my score was, but I know it wasn't close. I
know I more than met the minimum requirement. Do y'all
(31:40):
know this woman still would not sign for me to
go into Algebra two honors. She still would not let me.
Y'all Okay, I went back to the little Ragley math
class that had me in continue on with my dad
and my grandned and my un One of my uncles
(32:01):
wants to pick me up because I remember as soon
as I walked in the house, my grandmother recognized my
face and knew something was wrong. She knew something's wrong
with her baby. What didn't happen? So I told her
exactly why. I just told her y'all. She said, Okay,
don't worry about it. I'm going to a school tomorrow.
Now I'm tryna, I'm trying not to make this story
too long, because everybody who know me and my family
(32:24):
don't play with Amanda. Don't play with Amanda. Don't play
with Amanda when a baby, don't play with Amanda. So
I went about my evening, woke up next morning, regular routine,
getting ready for school, and I go start my dad,
go to my first period, second period. So for so forth,
(32:45):
I'm in the regular math class and I get a
call from the front desk, the front office. They called
the you know, they called the teacher and said, can
you please have her mom bring his stuff and come
to the guidance office. So I I'm like, what the
(33:07):
heck class just started? You know, Like what why am
I going to the God's office? I don't want to
be knowing that this lady h and I already pissed
me or I won't give me my you know what
I'm saying, that's kind of that's what my head was like.
Speaker 2 (33:16):
I don't wanna be around this lady.
Speaker 1 (33:19):
I go to the front office with my stuff and
when I walk in, the two black ladies behind the front.
Speaker 2 (33:26):
Desk was laughing.
Speaker 1 (33:28):
So they saw me walk in, they started laughing. I'm
a little kid. I don't know what the heck going on.
Speaker 2 (33:34):
Why is y'all laughing?
Speaker 1 (33:35):
I'm like, it's something on my shirt, It's something on
my face, Like these help these chicks are cracking the
hell up. And so they called the guidance cause for
the lady to come in and say, you know, mister
floor On is here, and she was like, here, I
just wanna give you, said, hi, I met your grandmother
this morning, and I just wanna give you your updated schedule.
(33:57):
We will be putting you in your Entrepitude Honors class.
And I remember my teacher. Her name was Miss Grabowski,
a Caucasian lady, one of the sweetest, nicest teachers I
ever had Algebra two honors. That was in nineteen ninety seven,
(34:21):
nineteen ninety eight. My grandmother died in twenty nineteen. And
do y'all know, from nineteen ninety seven, nineteen ninety eight
to twenty and nineteen, this woman still would never told me,
(34:42):
would never told me lord, geez, look at me talking crazy.
Speaker 2 (34:45):
She would never.
Speaker 1 (34:46):
Tell me what she did or said when she came
to the guy's office.
Speaker 2 (34:51):
She would not tell me.
Speaker 1 (34:53):
Now the people had the front desk to sisters, the
two black ladies, they already said, oh yeah, does your
grandma want playing with your grandma?
Speaker 2 (35:00):
Wa'm playing?
Speaker 1 (35:00):
When she walked up in here, already knew something was wrong.
And first of all, Varcount, it ain't but so big,
so everybody knows. Somebody knows somebody it, especially when it
comes to the people of color or whatever. Right I said,
And I remember, I tell my grandma, let me, I
told you came to that showed your tale. What you
said at the leg you probably put the fear of
God in let what you s She would not tell
me what she said. But that's just an example of
(35:23):
just the racial disparages, disparages and and and just the
issues that come with that. I didn't have issue like
that in college, but there was definitely a few a
few times once I got into like the real world
and I'm having a real career job that I definitely
noticed a lot of them, you know, just the gaps,
(35:45):
blatant gaps and blatant, just not caring, you know.
Speaker 2 (35:53):
You know.
Speaker 1 (35:53):
Addressing racial quality and education requires a multi facet approach
that tackles semic barriers and promotes equitable access to resources.
The persistent achievement gap, finding inequalities, funding, inequalities, sorry, and
unequal access to quality teachers and advanced courses have a
(36:15):
profound impact on the educational outcomes of minority students.
Speaker 2 (36:21):
To narrow this gap is crucial to implement.
Speaker 1 (36:24):
Policies that ensure fair resource distribution, distribution, improve teacher diversity
and training, and dismantal discriminatory practices in schools. Creating a
more inclusive and equitable education system is not just about
improving individual schools, but about reshaping the entire educational landscape.
(36:51):
This means challenging any grand biases, reforming disciplinary practices, and
fostering culturally.
Speaker 2 (36:59):
We responsive teaching methods.
Speaker 1 (37:02):
By taking these steps, we can work towards a future
where a student, every student, not just one, but every student,
regardless of their racial background, has the opportunity to thrive academically.
Speaker 2 (37:19):
And reach their full potential.
Speaker 1 (37:24):
And that's what I'm just gonna leave you this one quote,
just as one one one quote, and it's actually by
Bruce Lee, and it says do not allow negative thoughts
to enter your mind, for they are just weeds that
strangle your confidence.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Cardiac Cowboys
The heart was always off-limits to surgeons. Cutting into it spelled instant death for the patient. That is, until a ragtag group of doctors scattered across the Midwest and Texas decided to throw out the rule book. Working in makeshift laboratories and home garages, using medical devices made from scavenged machine parts and beer tubes, these men and women invented the field of open heart surgery. Odds are, someone you know is alive because of them. So why has history left them behind? Presented by Chris Pine, CARDIAC COWBOYS tells the gripping true story behind the birth of heart surgery, and the young, Greatest Generation doctors who made it happen. For years, they competed and feuded, racing to be the first, the best, and the most prolific. Some appeared on the cover of Time Magazine, operated on kings and advised presidents. Others ended up disgraced, penniless, and convicted of felonies. Together, they ignited a revolution in medicine, and changed the world.
The Joe Rogan Experience
The official podcast of comedian Joe Rogan.