Today’s Face, Tomorrow’s Future
1 / 42

Today’s Face, Tomorrow’s Future - PowerPoint PPT Presentation

  • Updated On :
  • Presentation posted in: General

Today’s Face, Tomorrow’s Future. Friends of Talladega College Meeting New York, NY October 11, 2005. NYC ACS 06/24/08, 07/17/08, 09/17/08. Overview of the Day. Toolkit Assumptions, Definitions, POV Glimpse of Toolkit Components We Will Use: Child Welfare Fact Sheet

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Today’s Face, Tomorrow’s Future

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Today’s Face, Tomorrow’s Future

Friends of Talladega College Meeting

New York, NY

October 11, 2005


06/24/08, 07/17/08, 09/17/08

Overview of the Day

Toolkit Assumptions, Definitions, POV

Glimpse of Toolkit Components We Will Use:

  • Child Welfare Fact Sheet

  • What’s Race Got to Do With It?

  • Racial Equity Impact Analysis

  • How to Talk About Race

    Q and A and Next Steps

Our Starting Assumptions . . .

  • Class Matters. Poverty is a significant obstacle to success. Yet, within-class racial disparities remain.

  • Race Matters, too. Almost every indicator of well-being shows troubling disparities/ disproportionality by race within class groupings.

  • Place Matters. Access to resources is connected to spaces (rural, urban, suburban), and these spaces may be “racialized.”

  • Personal Responsibility & Self Determination Matter. Everyone should have a voice in matters that affect them.

Our Starting Assumptions (continued)

  • Disparities are often created and maintained through policies and practices that contain barriers to opportunity.

  • The only way to close gaps is with an intentional focus on race.

  • Given the right message, analysis, and tools, people will work toward racial equity.


  • Race -- a social/political construct used to confer advantage and disadvantage

  • Socialidentity (what others assign) and self identity(how we name ourselves)

  • Ethnicityandculture -- shared history, values, language, traditions that are sources of strength; these also can be “racialized”

Doing Work Around Race: Various Valuable Approaches

Our Approach:

Anti-racism (focus on policies and practices)

Other Valuable Approaches:

  • Prejudice reduction

  • Healing and reconciliation

  • Diversity/multiculturalism

  • Democracy building

What is Racial Equity?:

Racial equity is achieved when advantage and disadvantage cannot be predicted by race

This can be measured!

What are Embedded Racial Inequities?

The effects of public and private sector policies and practices that produce:

  • the accumulated advantages for whites as a group

  • the accumulated disadvantages for people of color as a group

What are Embedded Racial Inequities? (continued)

These effects are reinforced by:

  • Differential perceptions and images of people of color and whites (stereotypes)

  • Dominant U.S. norms and values

Back Stories to Racial Disparities/Disproportionality often involve inequitable policies and practices


to demonstrate how policy advantages & disadvantages accumulate:


What Single Policy from Decades Ago Contributed to These Present-Day Outcomes?

  • Homeownership disparities

  • Neighborhood disparities

  • Surveillance & assessment disparities

  • Health disparities

  • Wealth disparities

What Single Policy from Decades Ago Contributed to These Present-Day Outcomes (continued)

In short, what policy strongly contributed to opportunity-rich or opportunity-poor settings/circumstances for raising kids & the judgments accompanying each?

The GI Bill: A Story of Embedded Racial Inequity

Philip’s Story

Child Born Father’sGI Bill: FHAConsequences Consequences Right After Status & VA loansfor Child’sfor Child’s

WWIIEducationWell-being in


Low-income,WhiteAble to useFamily borrowedPhilip gets

Whiteveteran, highlow-interestfrom home equityprofessional

schoolmortgageto support child’sjob, buys own

diploma, fromprovisions tocollege educationhouse, Philadelphia move family(first in family toinheritsfrom publicgo to college)appreciated

housing tohouse



home ownershipdies

Thomas’s Story

Child Born Father’sGI Bill: FHAConsequences Consequences Right After Status & VA loansfor Child’sfor Child’s

WWIIEducationWell-being in


Low-income,BlackCould not accessFamily could notThomas works

Blackveteran, highhome loan b/c ofafford to sendin minimum

schoolracially-restrictivechild to college;wage jobs,

diploma, fromunderwritinghigh schoolcontinues to

Philadelphiacriteria; familydiploma is fromlive in familyremained in rentalunder-resourcedhome,

housing in the citysegregated schoolconsidersjoining the Army, has to

borrow $

when father

dies to give

him decent


Juan’s Story

Child Born Father’sGI Bill: FHA Consequences Consequences Right After Status & VA loansfor Child’sfor Child’s

WWIIEducationWell-being in


Low-income,LatinoCould not accessFamily could notJuan works

Latinoveteran, highhome loan b/c ofafford to sendin minimum

schoolracially-restrictivechild to college;wage jobs,

diploma, fromunderwritinghigh schoolcontinues to

Texascriteria; familydiploma is fromlive in familyremained in ruralunder-resourcedhome,

rental housinglanguage marriessegregated and newcomer raciallyLatina, sends segregatedpart of

schoolfamily’s limited

income to her

extended family

in Mexico

Fast Forward to Today . . .

Philip’s Children:Thomas’ and Juan’s Children:

Philip gives children his father’sThey have no houses to

appreciated houseinherit

They live in thriving communitiesThey live in disinvested communities

Their college education’s paidAt work, they complete college on work study and by home equity student loans, with subsequent starting debts to pay back

Philip establishes trust fundThomas and Juan have few personal assets to leave

for grandchildrengrandchildren

Fast Forward to Today . . .

Neighborhood-Based Opportunities include good schools, accessible jobs, affordable quality services,

fair financial & retail outlets,

safe recreational space, etc.

How Do “Opportunity-Rich” and “Opportunity-Poor” Neighborhoods Affect the Kids/Families You Serve Today?


Desegregation Produces Class Separation w/in Communities of Color

Out-migration of Jobs from Inner City, Resource Disinvestment from Schools, Infrastructure

GI Bill

Racial Segregation, City & Suburbs

Opportunity-Poor Neighborhoods for Lower-Income Families of Color

Heightened Surveillance & Stigma from Authorities: Hospitals, Child Welfare, Juvenile Justice, Police, School Administrators, Etc.

Disproportionate Expulsion from Mainstream Institutions

(Schools, Homes) & Intake into Deep End Systems


& Drug Law Disparities

Disparities in Family Supports & Individual Treatment, Which Lengthen Stay in Deep End Systems

Era of Equal Opportunity Policies (50s, 60s, and 70s)

Opportunity Victories . . .But Inequitable Outcomes

Mendez vs. WestministerSchools today

Brown vs. Board of Educationremain racially segregated and still unequal in terms of access to resources.

Fair Housing Act of 1968Discrimination persists

in zoning, real estate practices, and lending.

Affirmative ActionLargest beneficiaries have

been White women.

Voting Rights Act of 1965More elected officials of colorbut w/o adequate resources in urban areas to govern effectively; redistricting to erode political power;

ballot box inequities.

Era of Retrenchment (80s, 90s, 00s)

Challenge to Opportunity VictoriesInequitable Outcomes

English Only Laws as state referendaDeprives civil

rights (e.g. vote, legal proceed-ings, and education) for those with limited English proficiency

“Racial Privacy” Act as state referendaIf it had passed, no data for accountability to promote equity in education, public contracting, or employment

Anti-affirmative action legal challengesErode the small employment and education gains that have been made and increase the likelihood of return to previous practices

How do Child Welfare Policies Map in Terms of Victories & Retrenchment for Racial Equity?

Adoption & Safe Families Act 1997– quicker permanency but quicker termination of parental rights (impact on incarcerated mothers, who are disproportionately women of color)

Family Preservation & Support 1994/Promoting Safe & Stable Families 1997 – Do disparities exist in terms of who gets services?

Multi-Ethnic Placement Act 1994/Interethnic Adoption Provisions 1996 (MEPA-IEPA) – “Diligent recruitment largely ignored” (Race Matters Consortium: MEPA-IEPA)


Bottom Line

Being classified as Black, Asian, Native American or Latino has never carried, and still doesn’t carry, the same advantages as being classified as White.

Reasons for Hope


    GAO report on disproportionality in CW

    DMC work within JJ


    Subsidized guardianship (disproportionately supports caregivers of color)

    Disproportionality and Disparity child welfare efforts


    Your work!

What’s different about work that uses an embedded racial inequities lens?

What’s different about work that uses an embedded racial inequities lens?

  • Makes the case differently

  • Does the actual work differently

  • Shapes the message differently


Slides for DVD

Making the Case

Making the Case: Telling a different story of race TOOL: Fact Sheets

Different from what?

Typical focus on the individual

How is it different?

Focus on structural explanations for racial disparities

(i.e., policies and practices)

(e.g., News magazine report on pedestrian fatality and racially-drawn public transportation routes)

Making the Case: Looking at data and analyzing the problem differentlyTOOL: What’s Race Got To Do With It?

Different from what?

Across the board aggregated data or quick assumptions on the basis of simple disaggregation

How is it different?

Data are always disaggregated by race and deeply analyzed

(e.g., school suspensions and expulsions)

What’s Race Got to Do with It?:Value of the Tool

Prompts the need for disaggregated data & guides what to do with it

Organizes discussion to uncover the “back stories” for disparities

Identifies possible intervention points for change


The Tool: What’s Race Got to Do With It?

For data that show disproportionality and disparities across racial/ethnic groups, what are the possible explanations?

Do these explanations themselves contain disparities? If so, what causes those?

How can we unbundle diversity and equity issues? How can we focus on structural rather than individual issues?

What does this discussion suggest for possible policy or practice interventions to reduce racial disparities/disproportionality?



Slides for DVD

Doing the Work

Doing the Work: Defining success differentlyTOOL: Racial Equity Impact Analysis

Different from what?

  • Generic, across-the-board outcomes

    How is it different?

  • Equitable outcomes (e.g., juvenile detention)

Juvenile Detention Alternative Initiatives

Detention rate for Latino youth decline by 43% from 1997–1998 to 1999–2000. During that time, the average daily population of the detention center dropped from 49 to 37.

The Racial Equity Impact Analysis: Value of the Tool

Encourages broad participation in discussion

Turns generally good ideas into ones that can close racial gaps (Move from necessary to sufficient policies and practices)


Are all racial/ethnic groups who are affected by the policy/practice/decision at the table?

How will the proposed policy/practice/decision affect each group?

How will the proposed policy/practice /decision be perceived by each group?

Does the proposal ignore or worsen existing disparities?

Based on the above responses, what revisions are needed in the policy/practice/decision under discussion?

The Tool: Racial Equity Impact Analysis


Slides for DVD

Shaping the Message

  • Different from what?

  • Divisive, rhetorical, and individually focused messages

  • How is it different?

  • Leading with values that unite instead of divide; bundling

  • solutions with problem descriptions; leading with structural

  • and embedded issues

  • (e.g., community good over interest group; predatory lending before financial literacy)

Shaping the Message:Talking about issues differentlyTOOL: How to Talk About Race

How to Talk About Race:The Value of the Tool

  • Helps frame discussions on racial equity in a way that engages diverse audiences

  • Organizes a story that focuses on the structural explanations behind disparities

  • Bundles possible solutions to address disparities with the problem

The Tool: How to Talk About Race

Start the message with a value or “big idea” that virtually everyone shares related to the issue

Identify the barriers standing in the way of that big idea

Provide the data that document the consequences of the barriers

Identify strategies to address the barriers


How the Race Matters Tools are Used

Use Toolkit Fact sheet as a template to develop your own fact sheets

Improve publications – lift up racial inequities and communicate about them effectively

Improve policies & practices – ensure that these are more likely to have racially equitable results

“Hard-wire questions” about racial equity into staff guidelines for shaping policy priorities and presenting data

Train partners to use racial equity lens

Request Racial Equity Impact Analysis on all legislation affecting kids

  • How might the Race Matters Toolkit help you?

  • The entire toolkit is available at:


Q & A

  • Login