The Little Things Amid the Larger Issues:

Public Schools Edition

Societies do not attain racial equality simply and immediately. Rather, in the little things,
individuals can take their place in this, the ongoing fight.
By Salamasina Fitisemanu

Many would argue that the fight toward racial equality has come to an end in a grand triumph

that we, collectively, as an American society, have already achieved. Though one must concede to the

validity that such a statement can hold, one cannot simply accept it merely as is. The reality is that in

comparison to most countries, the United States is notably progressive. As a nation, the US has

accomplished so much in efforts to level the socioeconomic playing field for its citizens and

residents. However, there is still much to be done. The fight toward racial equality is a fight not won,

for even now, we live in an imperfect society and we ought not complacently accept what is presently

instituted, both formally and informally, without continuous criticism and refinement.

In a formal sense, one can examine the irrefutable data conveying the oppression of minority

cultures and races throughout the centuries. Though, in many aspects, the gaps between privileged

and oppressed have narrowed, they are still, today, undoubtedly thriving in trends that reflect

anything but

equality. For

example, in a report

titled These Eight

Charts Show Why

 Racial Equality Is a Myth in

America by John Light, for Moyers

& Company, data presents these

exact trends. In both the charts,

presenting incarceration rates as

well as distribution of mortgage

rates, the gaps between whites and

minorities are evident. Targeting

faults in both the applied criminal

justice system as well socioeconomic institutions, these two graphs manifest the dichotomy of the

reality that exists between whites and minorities in their collective respective groups. It is certain that

such drastic contrasting realities demands change on our part.

Acknowledging the gaps and the need for change are fairly easy to do and understand, but

very difficult to try to approach and combat in our everyday lives. The reality is that most people are

not in charge of writing or judging according to legislation, nor do they have so much financial

influence or power in dictating the distribution of mortgage rates. Though we do have individual

civic duty, tackling big, pressing societal issues is not, in any reality, the sole duty and responsibility

of most individuals. The data is self-evident of the formal differences between the collective groups,

but what about the informal implications of this dichotomy that are not easily quantified on charts or

data reports? The application of needed change, as it applies to the personal lives of most individuals,

is perhaps the more difficult to come to understand, but certainly much easier than winning the

collective fight against racial inequality.

In public schools, specifically, racism no longer thrives in the more aggressive and blatant

forms of formally segregated institutions, resources and facilities claiming separate but equal.

Fortunately, the US has developed progressively since then. In regards to racism in a more
contemporary society, Rob Kuznia from Pacific Standard wrote an article last year titled, Racism in

Schools: Unintentional But No Less Damaging. In this article, Kuznia quotes Jarrod Schwartz, the

executive director of Just Communities Central Coast, a nonprofit dedicated to eliminating

institutional racism in schools. Schwartz stated, Most of the racism in schools today is not born out

of intense hate and does not come from this place of wanting the worst for students of color; Its

subtle.

The unintentional racism, that factors into individual choices accounts for and perpetuates

these significant gaps. In addition, ones ignorance to the perception of the world outside of their own

is another significant influence for subtle racism. Schwartz continues and gives the following

examples: A white teacher may call on students of color only for the easy questions. A teacher may

Most of the racism in embarrass a student of Korean descent by assuming

schools today is not born out
of intense hate and does not
come from this place of
wanting the worst for
students of color; Its subtle.
the student knows how to pronounce a word in
Vietnamese. Though these teachers may have meant
well, they are, in a sense, separating colored students
from the majority in subtle racism. In another

example, Schwartz tells a story of a young woman in high school whose guidance counselor steered

her away from a particular program of high achievement in fear that she might not feel comfortable

with other more affluent, predominantly white students. This situation raises questioning as to whom

the decision actually belonged to. Perhaps the counselor overstepped his role in a coercive attempt to

deny the young woman a grand educational opportunity.

In another more quantifiable, but particularly thought-provoking study conducted by the

Huffington Post in March of 2014, the racial gaps regarding suspensions as given by the U.S.

Department of Education were analyzed. Black students are suspended or expelled at triple the rate

of their white peers. Five percent of white students were suspended annually, compared with 16

percent of black students, according to the report. Black girls were suspended at a rate of 12 percent
 far greater than girls of other ethnicities and most categories of boys. In a similar manner, it is

doubtful that these suspensions were given at the hands of blatant, intense racism. Rather, it is more

likely that this is a result of school officials not fulfilling a particular need. Race is a very defining

identity both within and without. Thus, the outward manifestations and tendencies of individuals,

such as affiliations, interactions, lifestyle, It is both the role and moral

communication and culture have been largely influenced obligation of representatives
of the state to promote
due to the color of their skin. Many officials who do not
equality in all aspects of
quite understand that they live with a starkly different public institutions.
perception or version of reality, in an attempt to fit individuals in an objectively applied,

conventional system, cannot adequately see to the needs of these students and come to understand

them at their most fundamental level. This leaves vast room for miscommunication of ideas, misuse

of resources and authority, and ineffective facilitation of an education system.

In conclusion, it is both the role and moral obligation of teachers, counselors and

administrators, as representatives of the state, to promote equality in all aspects of public institutions.

As opposed to the perpetuation of the accepted split societal roles and opportunities, in public

schools, the contemporary fight to bridge racial gaps is hastening on. By recognizing these seemingly

small and insignificant choices that are encountered on a day to day basis and thus, improving

personal conduct, those working in the most fundamental branches of public education can facilitate

and perpetuate a greater sense of refinement and improvement in the world around them.
 Works Cited

Kuznia, Rob. "Racism in Schools: Unintentional But No Less Damaging." Pacific Standard.
Pacific Standard, 31 May 2016. Web. 20 Feb. 2017.
Light, John. "These Eight Charts Show Why Racial Equality Is a Myth in America."
BillMoyers.com. Moyers and Company, 16 Jan. 2015. Web. 20 Feb. 2017.
Resmovits, Joy. "American Schools Are STILL Racist, Government Report Finds." The
Huffington Post. TheHuffingtonPost.com, 21 Mar. 2014. Web. 20 Feb. 2017.