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Race, Ethnicity, Class and Opportunity: A critical analysis of the “gap” by youth researchers

Race, Ethnicity, Class and Opportunity: A critical analysis of the “gap” by youth researchers . March 27, 2003 Bank Street College contact: mfine@gc.cuny.edu. Adult Researchers :

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Race, Ethnicity, Class and Opportunity: A critical analysis of the “gap” by youth researchers

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  1. Race, Ethnicity, Class and Opportunity: A critical analysis of the “gap” by youth researchers March 27, 2003 Bank Street College contact: mfine@gc.cuny.edu

  2. Adult Researchers: Michelle Fine, Jennifer Ayala, Janice Bloom, April Burns, Lori Chajet, Monique Guishard, Yasser Payne, Tiffany Perkins-Munn, Rosemarie A. Roberts, Kersha Smith, Maria Elena Torre Youth Presenters and Researchers: Esther Akutekha, Amir Billops, Emily Genao, Melanie Harris, Seekqumarie Kellman Organizational Affiliations: The Graduate Center, CUNY, Saint Peter’s College, Columbia High School, and East Side Community High School Funders: Edwin Gould Foundation, Leslie Glass Foundation, Rockefeller Foundation, and Spencer Foundation

  3. Design: Methods Survey: N = 3799 9th and 12th graders from 15 urban and suburban schools (plus five alternative schools in the suburbs), representing 13 school districts. Schools: Bedford, Cherry Hill, East Side Community School (Lower East Side, NYC), El Puente Academy for Peace and Justice (Brooklyn), Mamaroneck, Maplewood/South Orange, Montclair, New Rochelle, Paterson, Ramapo, South Brunswick, Spring Valley, Summit, Vanguard High School (Manhattan, NYC), White Plains Focus Groups: N = 19 groups with academic “high”, middle and low achievers

  4. Design: Methods • Individual Interviews: N = 15 high achievers, seniors, post graduates • Graduate Follow-up: N= 50fall and spring of first year out of high school • Youth Research Camps: March: 36 participants August: 24 participants Spring 2003 estimated 25 participants • Transcript Analysis:N = approx. 1,000 (4 urban and 3 suburban schools by race/ethnicity) • St. Peter’s College Credit

  5. Aspirations: Almost everyone plans to go to college

  6. Plans to pursue a professional degree: African American and Latina young women particularly committed to advanced degrees

  7. Civic commitments by gender, race, and ethnicity

  8. Differential access to academic rigor: % in AP/Honors courses

  9. Even with college educated parents: AP/Honors by race/ethnicity and parents’ education

  10. Differential participation in PSAT/SAT prep: Seniors

  11. Let me run down some facts and stats so You can let them react in the back of Your minds About $9,000 is spent on us so we can get a “Sound, basic education” For every 9 grand here, some kid in the suburbs Gets 15 or 16 In our schools, there’s an average of 4.9 computers In the suburbs, the number hovers around 21.7 How are we supposed to get that education if We don’t even get the same resources This forces us to make tough choices on where Let me run down some facts and stats so You can let them react in the back of Your minds About $9,000 is spent on us so we can get a “Sound, basic education” For every 9 grand here, some kid in the suburbs Gets 15 or 16 In our schools, there’s an average of 4.9 computers In the suburbs, the number hovers around 21.7 How are we supposed to get that education if We don’t even get the same resources This forces us to make tough choices on where

  12. What do they see when they see you or me You know who I’m talkin’ about Those cats in the designer slacks Sittin’ on fat stacks of cash That they stash in bottomless pockets The State of NY us holdin’ out on the Schools in the city of the same name It’s a shame that our claims to fame are Inadequate resources and being pawns in this Political game - of chess While those kids in their houses and green grass Get in their expensive cars so they could name drop On what celebrity went to their school when and why We are jumpin’ on buses, trains, or just plain walkin’ to school, Our money goes And then they blame us because we can’t pass the Regents That’s why we gotta stick together ‘Cause the only people that’s are gonna look after us Is us Hatin’ on ourselves and each other sends the message That we aren’t worth it Spending money on us doesn’t matter But we have to prove to those fat cats Sittin’ on them stacks of cash that Every teen, no matter in Westchester or Avenue D Deserves a shot at the all-American dream  — Emily Genao , East Side Community High School

  13. Everyone believes in school wide integration…but African American and Latino students are more concerned about the opportunity gap within schools

  14. High track students of colorreport the least integration% who agree with statement:“My School is Well Integrated”

  15. School Suspension Differentials: % of Students by Race, Ethnicity and Gender Who Have Been Suspended

  16. Educational Justice: Relative importance by gender and race/ethnicity (% strongly agree and agree)

  17. Views of educational justice:Differences by race, ethnicity, and track(% who strongly agree and agree)

  18. Describe what you imagine “the best possible school experience” to be for yourself: [19] No one beats you up. Everyone is nice to you. Friends care about you. [22] The best would be to have the teachers who really care about these students, who really work hard at helping everyone learn and who motivate you to work hard. [2482] There are people that want to learn and no blacks. [1837] Where the color of your skin does not interfere with you getting in an honors or AP class. The teachers treat minorities in honors classes as capable student who work hard rather than they just being placed to integrate the classes. [1325] Not hearing faggot used in everyday speech. [806] No kids disrespecting my race, the boys are more respectful, teachers don’t make seem like they want you to fail, therefore they put more effort into teaching. [2433] A school where you can be yourself, express your opinions and be comfortable walking around. [2602] A challenge everyday and a lesson that constantly expands my knowledge.

  19. Post-Brown: When aspirations meet policies, politics, and practices, we see … * finance inequities K - 12* uneven distribution of qualified educators * differential access to rigor within high school curricula* high stakes testing* increases in college tuition and cuts in financial aid offerings

  20. Reframing The Gap Accountability for Educational Justice: Rigor and Responsibility for All Students A System of Educational Accountability needs to analyze across and within school level data by race, ethnicity and social class in regard to: 1. The gap in school finance (across districts, and salaries of faculties/class size across school levels). 2. The gap in access to credentialed educators. 3. The gap in access to rich curricular materials. The gap in access to library, computers, and advanced science equipment. 5. The gap in students' access to teachers and principals who participate in regularly scheduled, on-going professional development that ensures they have access to current and effective practice in the areas in which they teach; students' access to teachers who know them well.

  21. Reframing The Gap (cont’d.) 6. The gap in the proportion of students who enjoy access to rigorous curriculum that is culturally relevant 7. The gap in student and educator perceptions of engagement, being known, and willingness to ask for help 8. The gap in the amount of writing in key courses – for depth, based on student inquiry, over time, with revisions Privatized Supports that might be made publicly available: • Differential access to private tutoring, SAT prep, OT/PT, no timing on tests, ability to pursue unpaid internships or summer enrichment activities 10. Exposure and support for anticipating and planning for college – visits, assistance with applications, counseling, help with essays, financial aid forms, etc. 11. Family connections/pressure for access to high level courses, internships, clubs, college, summer opportunities

  22. Reframing The Gap (cont’d.) Outcomes: 12. Persistence/dropout/cohort survival graduation rates 13. School based respect for culture, belonging, speaking one’s positions, alienation 14. Community civic engagement (service, voting, belief in affecting change) 15. Participation in extra-curricular opportunities (school trips, drama, art, clubs, band, sports, student government) 16. Award distribution within the school 17. Portfolios of student work for public review 18. Race/ethnically stratified senior interviews (focus groups) 19. Race/ethnically stratified graduate follow up (in Fall and Spring of following year) for college, work, military, prison, other 20. Stratified random samples for standardized testing (stakes for schools, not students)

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