Showing posts tagged education



"Racial profiling is a routine part of life for Southeast Asian and Pacific Islander boys. In 2006 in Oakland, Calif., those of Samoan descent had the highest arrest rate of any racial or ethnic group, coming out to 140 arrests for every 1,000 Samoans in Oakland.  ”

READ MORE: Seven Surprising Facts About Asian-American and Middle Eastern Boys 

-Racial profiling is a routine part of life for Southeast Asian and Pacific Islander boys. In 2006 in Oakland, Calif., those of Samoan descent had the highest arrest rate of any racial or ethnic group, coming out to 140 arrests for every 1,000 Samoans in Oakland.  

-Asian-American, Pacific Islander and AMEMSA youth are the most frequent targets of school bullying. More than half of Asian-American teens are bullied in school. At 54 percent, the rate far exceeds the rates reported by white teens (31 percent), Latino teens (34 percent) and black teens (38 pecent). And yet, youth rarely report the incidents of harassment, fearing retaliation or because they lack the linguistic capability to voice their needs.

-The rates of bullying are higher for turbaned boys. For South Asian boys who wear turbans, nearly three-quarters, or 74 percent, report facing some religious or racial bullying. It’s common for turbaned youth to be called terrorists.

-Asian-American LGBTQ youth in particular deal with homophobia, transphobia and racism in school. Nearly one-third of Asian-American LGBTQ youth reported dealing with harassment based on their race. And in a California report of LGBTQ youth, Asian-American youth reported the highest incidence of bullying of any group of students of color.

-More than 40 percent of Hmong youth live in poverty. Rates for other Southeast Asian youth are similarly high. Thirty-one percent of Cambodian youth live in poverty, compared to 27 percent of black youth and 26 percent of Latino youth. Almost half of Bangladeshis too (44 percent) are considered low-income, along with 31 percent of Pakistanis.

-Many Asian-Americans are undereducated. Among the broader U.S. population, 19 percent of people in the U.S. lack a high school degree or GED, but more than 40 percent of Cambodians, Laotians and Hmongs, do not have a high school degree. 

-One in four Koreans in the U.S. is undocumented. And one in six Filipinos is undocumented. And between 2000 and 2009 the undocumented Asian Indian population grew 40 percent. The nation’s immigrant community is broad and multifaceted; these statistics attest to that.

For more, including what we can do about all of this, check out the report and recommendations here.

(Reblogged from lilacblossoms)
(Reblogged from wocinsolidarity)
In 1979, when the minimum wage was $2.90, a hard-working student with a minimum-wage job could earn enough in one day (8.44 hours) to pay for one academic credit hour. If a standard course load for one semester consisted of maybe 12 credit hours, the semester’s tuition could be covered by just over two weeks of full-time minimum wage work—or a month of part-time work. A summer spent scooping ice cream or flipping burgers could pay for an MSU education. The cost of an MSU credit hour has multiplied since 1979. So has the federal minimum wage. But today, it takes 60 hours of minimum-wage work to pay off a single credit hour, which was priced at $428.75 for the fall semester.
(Reblogged from glossylalia)

The worst of all possible things that could happen would be to lose that language [that black people love so much]. There are certain things I cannot say without recourse to my language. It’s terrible to think that a child with five different present tenses comes to school to be faced with those books that are less than his own language. And then to be told things about his language, which is him, that are sometimes permanently damaging… This is a really cruel fallout of racism. I know the Standard English. I want to use it to help restore the other language, the lingua franca.

1. He ø runnin. Standard American English (SAE )= He is running.

2. He be runnin. SAE = He is usually running or He will/would be running.

3. He be steady runnin. SAE = He is usually running in an intensive, sustained manner, or He will/would be running in an intensive, sustained manner.

4. He(’s) been/bin runnin. SAE He has been running–at some earlier point, but probably not now.
Other examples: I been knowing her. SAE = I have known her.
About eleven o’clock he been eating. SAE = … he was eating.

5. He BEEN/BIN runnin’. SAE = He has been running for a long time, and still is.
-This is a use of the African American English (AAE) stressed been/remote BIN.

My mother Toni Morrison on AAVE (via howtobeterrell)

this is for whoever was telling me that AAVE isn’t a real thing… UGH

(via glassaquarium)

Note how precise each AAVE phrase is. 

(via thecrayonboxes)

Cries from perfection

(via youngbadmanbrown)

For anyone who thinks aave is just slang.

(via pocproblems)

(Reblogged from labrownrecluse)
(Reblogged from lilacblossoms)


These are my favorite brown entries from the brilliant I, too, am Oxford project, inspired by the I, too, am Harvard project, depicting students of color speaking out against the prejudice and racism they suffered at a top learning institution.  

(Reblogged from wocinsolidarity)


For the first time in our history, African-American women have surpassed all groups in college entrance based upon race and gender. That’s right. African American women enroll in college (9.7%)  more than Asian men (8.4%), white women (7.1%) - you name the group, either race or gender, African American women are number one.

Video explaining this in further detail
Break the string of lies and end the misogynoir (racialized antiblack misogyny). Shine bright!
(h/t For Harriet)

Excellent news!



For the first time in our history, African-American women have surpassed all groups in college entrance based upon race and gender. That’s right. African American women enroll in college (9.7%)  more than Asian men (8.4%), white women (7.1%) - you name the group, either race or gender, African American women are number one.

Video explaining this in further detail

Break the string of lies and end the misogynoir (racialized antiblack misogyny). Shine bright!

(h/t For Harriet)

Excellent news!

(Source: owning-my-truth)

(Reblogged from lilacblossoms)



cumbersome-cucumber replied to your post: anonymous asked:Can you reconside…

Do schools actually try to choose East Asians over Southeast Asians and Pacific Islanders as well as underrepresented people? When i saw the application for colleges (4 years ago) it always grouped Asian and Pacific Islander?

I think there’s a lot of informal bias against all Asians especially at the most elite universities, and attempts to keep the Asian representation down. But when it comes to differences within Asian-American ethnicities, it’s more complicated than that. It’s that we don’t all start in the same place, by any means. Here’s a hypothetical example:

Chinese-American family where both parents are doctors. Children have been extensively prepared for college since sixth grade and expected to attend elite university. 

Chinese-American family where parents work in food service. Parents are poor but immigrated with enough social capital to maintain the cultural tradition of the paramount importance of education. Children are encouraged to go to college from young age, and expected to go to the best college that the family can afford. Well prepared.

Cambodian-American family. Parents have severe PTSD from refugee experiences, rarely leave the apartment and do not speak English. Children do not prep for the SAT or have access to tutoring and may also have PTSD due to exposure to gang violence. Not prepared at all. 

If you’re an admission officer, you’re going to favor the top two, whether you do or don’t understand the differences between Asian-American ethnicities—If you’re not allowed to consider ethnicity or any other background factors, the groups who are the most disadvantaged will CONTINUE to be the most disadvantaged. And they won’t get much extra help because people outside will point at them and claim “all you Asians are supposed to be so smart, it must be your own fault you didn’t get into that college.”

(Reblogged from irresistible-revolution)
(Reblogged from manytribalists)
The one meta-level thing is to take agency over your own learning. In the traditional academic model, you’re passive. You sit in a chair, and the teacher tries to project knowledge at you; some of it sticks, some of it doesn’t. That’s not an effective way to learn. Worse, it creates a mind-set of “you need to teach me,” so when you’re on your own, you think, “I can’t learn.” Anyone in any industry will tell you there’s new stuff to learn every week these days. So you have to say, “What information and people do I have at my disposal? What questions do I need to ask? How do I gauge whether I’ve really understood it?” Khan Academy is designed to give students that agency. If you want to get more tangible, I would say learn how to program a computer, more about the law, and definitely statistics.

Salman Khan in response to: “What are the key concepts students should understand in order to be successful in today’s workplace?”

In my opinion this is important because Education is the reason we’re where we are. And we’ve pretty much got it all wrong. I’ll be posting more on this (and others) in the next couple of weeks, hopefully. 

(via kobby)

(Reblogged from myfirstfeaturefilm)

If I am ten minutes late to class with Starbucks it would be a funny but benignly sexist joke if I was a white girl, but because I’m a Black girl then it means that I don’t take my education seriously and maybe do not deserve my academic scholarship.

If my grammar in a paper is not impeccable then it’s because I can’t speak “proper” English and maybe I should be in a remedial class and not an English major. If I am struggling in a class then instead of being directed towards a tutor, I will be encouraged to drop the course.

If I do not have a flawless transcript and academic record then I am unlikely to be encouraged to apply for prestigious fellowships and scholarships, even while non-Black classmates who have the same transcript will be funneled into these programs.

To a non-Black person all of this might sound highly improbable or exaggerated. And yet, this is my life. And it’s the life of many other Black students at PWI’s.

And so it’s no wonder that many Black students at PWI’s learn to over-compensate by attempting to excel beyond their classmates. It is no coincidence that many Black students cannot relate to the hegemonic narrative of college in which students party and occasionally attend class all while largely being protected from the “real world.”

College is a microcosm of the real world for Black students who deal with the omnipresent threat of being viewed as not good enough. And even when we excel beyond our classmates, at the end of the day we will be followed by police and harassed and questioned about whether we’re even students.

The scrutiny encourages unhealthy coping mechanisms. Tokenism after all is cumulative of what occurs when white supremacy, perfectionism, and capitalist notions of individualism and the need to be productive all collide and pressure Black folks to forget they’re human like everybody else.

(Reblogged from lilacblossoms)






How A Middle-School Principal Persuaded Students To Come To School

not going to see this man in no news nowhere

Right and that’s sad. But he’s doing amazing work. These are the kinds of people we need in our schools and they sadly get no recognition.

the school i work at follows a similiar style, giving out scholar dollars for good behavior, grades etc.

whatever we gotta do to keep these kids in school

(Reblogged from fuckyeahethnicmen)




This video made me want to cry tears of linguistic joy.

This public school in Los Angeles is teaching kids to essentially become bilingual—learning the “mainstream” form of American English without devaluing the AAVE they speak at home.  Absolutely incredible.

Here’s another video from the same series (the documentary “Do you speak American?”), talking to some of the now-adult children and parents who were part of the landmark 1979 court case (MLK Jr. Elementary school kids vs. Ann Arbor MI school board), finding that the black children in the school were being discriminated against based on their language.

It’s long been shown that it’s more effective to teach children to codeswitch between multiple dialects or languages than to force them to abandon what they speak at home and use only the dominant one, both in terms of children’s skills with the dominant language (how do you learn to sound out words when the sounds you’re using don’t correspond to your teacher’s?) and in terms of children’s emotional development (unsurprisingly, people don’t like school much when they’re constantly told that their community is wrong). Barriers for teaching children to codeswitch are for political and social reasons, not linguistic ones

This is so great.

(Reblogged from enchanter-of-brazening)
Teachers are often unaware of the gender distribution of talk in their classrooms. They usually consider that they give equal amounts of attention to girls and boys, and it is only when they make a tape recording that they realize that boys are dominating the interactions.

Dale Spender, an Australian feminist who has been a strong advocate of female rights in this area, noted that teachers who tried to restore the balance by deliberately ‘favouring’ the girls were astounded to find that despite their efforts they continued to devote more time to the boys in their classrooms. Another study reported that a male science teacher who managed to create an atmosphere in which girls and boys contributed more equally to discussion felt that he was devoting 90 per cent of his attention to the girls. And so did his male pupils. They complained vociferously that the girls were getting too much talking time.

In other public contexts, too, such as seminars and debates, when women and men are deliberately given an equal amount of the highly valued talking time, there is often a perception that they are getting more than their fair share. Dale Spender explains this as follows:

The talkativeness of women has been gauged in comparison not with men but with silence. Women have not been judged on the grounds of whether they talk more than men, but of whether they talk more than silent women.

In other words, if women talk at all, this may be perceived as ‘too much’ by men who expect them to provide a silent, decorative background in many social contexts. This may sound outrageous, but think about how you react when precocious children dominate the talk at an adult party. As women begin to make inroads into formerly ‘male’ domains such as business and professional contexts, we should not be surprised to find that their contributions are not always perceived positively or even accurately.

[x] (via neighborly)

As a teacher, I give girls what I hope is a lot of attention.  I don’t know if I give girls their fair share, but I aspire to, especially after noticing that boys are willing to use their greater share of teachers’ attention to get girls who they feel aren’t being quiet and docile enough punished.  I have therefore acquired a reputation for “caring more about the girls.”  This has had two marked results: Some straight boys have gotten more hostile toward me, and most girls have gotten more confident around me.  This makes me think I’m doing something right.

Longer thoughts on how this phenomenon relates to sexual harassment in classrooms, if you’re interested: The girls figured out I won’t report them if they hit boys who are sexually harassing them, I’ll only report the boys.  This led to an increase in how often girls got the last word and boys got smacked in my classes, and, also, to a DECREASE IN HOW OFTEN GIRLS GOT SEXUALLY HARASSED.  The sexual harassers seem to have been depending on the sort of “equal blame” and “retaliation is never warranted” and “don’t hurt others’ feelings” perspectives so many schools try to instill in kids; the sexual harassers were usually the ones bringing me into the situation by saying, “Miss, she hit me!  You should write her up!”  Once they figured out I was only ever going to respond, “If you don’t treat girls like that, they won’t hit you,” the girls got more confident and the sexual harassers largely shut the fuck up.

In schools, fighting against sexual harassment is often punished exactly the same as, or more severely than, sexual harassment — a lot of discipline codes make no distinction between violence and violence in self-defence, and violence is ALWAYS the highest level of disciplinary infraction, whereas verbal sexual harassment rarely is.  Sexual harassers, at least in the schools I’ve been in, rely heavily on GETTING GIRLS IN TROUBLE WITH HIGHER AUTHORITIES as a strategy of harassment — creating an external punishment that penalises girls for and therefore discourages girls from fighting back.  Sexual harassers are willing to use their greater share of floorspace to ask to get girls who won’t date them punished.  By and large, teachers do punish those girls when they swear or hit.  Schools condition girls to ignore sexual harassment by punishing them when they speak up or fight back instead.

Once the sexual harassers in my classes understood that girls wouldn’t be punished for rejecting them, they backed off around me.  And there started to be a flip in what conversations I get called into — girls are telling me when boys are being nasty (too loud and dominant), instead of boys telling me when girls are being uncooperative (louder and more dominant than boys think they should be).

(via torrentofbabies)

reblogging again for the wonderful commentary.

(via partysoft)

(Source: colinfirthhasmoved)

(Reblogged from misandryad)

larockphotography asked: My brother is a middle school teacher and I put him on to your blog. He smiled and said he's seen a ghost. Said in education, thinkers like you are almost extinct







This is probably one of the most strangely flattering messages I’ve gotten.

Because that’s probably exactly how I would feel if I came across this blog rather than running it.

In the last 15 years or so, American culture has seen a massive shift toward the conservative that i think shocks a lot of people from my generation. Thinkers like me in education are almost extinct, because we have been driven out by financial, social, and political pressures trickling down from the top of the food chain, so to speak.

It’s no secret that the quality of American education has, in general, been plummeting, along with drastic increases in censorship, pearl-clutching, and the tendency to reframe resistance movements as persecution of the people in power by those who have none.

In response to this, you’re seeing more and more marginalized people taking advantage of social media to critique, educate, and converse with these shifts in culture….and ushering in a new age of actual accountability that hasn’t really been seen before; at least, not in my lifetime.

My tone and methods are actually very similar to those of my own high school teachers. Books that I remember doing entire-class projects on, I find out have since been banned. There are many who find me aggressive, unprofessional, and a lot of other adjectives that invoke a sense of “respectability” versus “unprofessionalism” that makes me feel pretty shaken by the insight to the state of what’s going on in many classrooms across America.

My hope is that with the next ten years or so, we can try and swing the pendulum back towards an ACTUAL center, instead of this false center that’s been artificially created in favor of conservatism, censorship, and erasure.

Give your brother a hug for me, he’s doing one of the most important and most difficult jobs I can think of.

I highly recommend following medievalpoc!

Bear in mind that medievalpoc writes about /medieval European/ history from a completely /modern american/ standpoint using modern american definitions of who poc are … she ends up erasing a lot of ppl … like entire races and stuff …. from her accounts like basically only showing ppl she considers poc from her modern american perspective rather than taking into account historical and geographical context and showing all the people who were in that kinda category at the time . Thats her angle

Which, you know. Would be a lot more of a thing if it was my fault that American education teaches European history at all, much less the WAY it does. But, you don’t care about that. you care about me, and my reaction to the situation, which you apparently feel needs a “warning”. About my “angle”.

Because the literal exact point of this blog is that Europeans who are VISUALLY considered people of color

by modern educators

according to modern definitions of race

are excluded from European history by modern educators

because they look like people of color according TO and BECAUSE OF “modern American perspective”.

The bottom line is, you think I’m DOING the thing I’m actually fighting against.

I’m fighting the erasure of the people who are BEING erased from history. I’m responding to a situation that is already happening, I’m not creating that situation by talking about it.

I’ve said a million times, this isn’t history in its OWN context, this is history as WE experience it in OUR context.

This is about history BECOMES history, and WHY.

Like, absolutely if you want like literally everything about various European racial and ethnic groups and how they were constructed in their historical geographic area, that’s NOT what you’re getting here. Like, we might touch on it, but it’s not the purpose.

I didn’t invent the erasure of people who are being EXCLUDED right now in classrooms because of HOW THEY LOOK TO AMERICANS.

THAT is the situation that I am addressing.

By all means, feel free to do other things elsewhere.

I just don’t see why you’re so interested in warning people about what I’m doing here, or seem to think there’s something wrong with that.

The persistent, almost willful, misunderstanding of what medievalpoc is doing is nowhere near as infuriating as the actual circumstances related to race, education, and history that make her project necessary in the first place, but that doesn’t mean it isn’t infuriating at all.

I’ve recently started following the blog, and I’m trying to articulate why it’s so important for me as a medievalist (literature and history of ideas, not art history), when I work as a researcher and instructor. I’ll be talking mostly about how I see her work as a prof of medieval lit. in the context of the American university system, and as an instructor specifically.

My students are regularly surprised to learn that St. Augustine of Hippo was from North Africa, that St. Nicholas was from Asia Minor, that pretty much every ascetic, saint, and major theologian was born not into an insular, isolated culture, but into cultures informed by generations of conquest, assimilation, trade, and travel by foot, horse, or ship. Phoenicians, Jews, Berbers, Egyptians, Greeks, Goths, Scythians, Huns, Romans, Arabs, Indians from the subcontinent, so many more people than I can cover here made their ways through Asia Minor and Europe, the Levant and Northern Africa. As such, they double-take at icons, decorated manuscripts, and early images that depict these icons of intellect and virtue not as unequivocally white to modern American eyes, but as people whom most Americans living today would understand as people of color—as stereotypically Black or Middle Eastern.

For me, one of the most important problems that medievalpoc confronts is not only the visual erasure of people whom the modern American educational system, and those who prop it up (conservatives and liberals who should know better but either don’t or don’t care, lobbyists, pearl-clutching parents) deem not sufficiently or obviously white. It’s the consequent strengthening of the relationship between American notions of “whiteness” and intellectual and moral superiority: the visibly white becomes the self-evidently superior throughout history. It places the cultural history in which the US sees itself (and its own intellectual and religious projects) squarely in a Europe that is insular and wholly white, dominated by men as pristinely pale as their morals, ethics, and spirituality, untouched by outside influences. Their greatness, like that of the American myth of the self-made man, is entirely their own and owes nothing to other races. Moreover, it attaches to those races everything that whiteness isn’t: morally lax, physically lazy, intellectually inferior.

(Of course, we know this is tragically wrong; it would be so hilarious if its wrongness didn’t have horrific repercussions. We know Europeans didn’t categorize themselves as albi or candidi; they thought of themselves as French (or Alsatian or Burgundian), German (or Saxon or Bavarian), English, as groups defined by religion or by language, not by color. We know Spain and France had extensive and meaningful interactions with Arabs in the Iberian Peninsula, that Islamic scholars returned to European Christians much of the classical knowledge lost to them—and gave them much more besides—, that European Christian theologians owed heavy debts to Jewish commentators, as well as Ethiopian ascetics and many others.)

The investment of American education in a European past that is isolated and racially pure, a past in which “Middle Eastern” exists only as that which must be crusaded against, in which “black” exists only as that which is enslaved, in which “Native American” exists only as that which is exterminated, isn’t just some abstract problem, or a problem of historiography. It has painful personal consequences for US POC students who are told their history only matters insofar as it relates to white European-American interests. It provides a historical narrative that is not only wrong in some abstract “academics fight about this, who cares” sort of way, but in ways that have practical and dangerous consequences. It provides the basis for seriously wrong-headed justifications for racially prejudicial attitudes, for the suppression of representation of POC in popular media, for the persistence of the belief that “the races” have always been separate, that for them to cohabit in the US is a violation of some ancient law. This in turn has consequences for attitudes toward immigration, multiculturalism, the US’s interactions with the rest of the world, and of course its citizens’ interactions among themselves. And the first, most important step, in guaranteeing this separation is to reduce the visibility of people who are not white according to white American understandings of what white people look like. Out of sight, out of mind.

TL;DR: American whites in the academy and government took racial theories developed both in the US and in Europe, elaborated them, and perpetuated them for their own ends. This has led to the erasure of historical people and their accomplishments from the American educational record for the phenomenally stupid reason that their appearance wasn’t considered white—i.e. American—enough. This is a problem that exists, and is (as medievalpoc has pointed out) getting worse, and the consequences go beyond American students “just not knowing their history” or leaving vacuous comments about how in Thor Heimdall can’t be  played by Idris Elba because a black man playing a Norse god is somehow less believable than interdimensional travel. I’ve talked about what those consequences are above.

TL;DR 2: I admire the hell out of this blog’s work. It’s such a necessary starting point, and I hope other academics not only follow the writer’s methodology (by making accessible that which is inaccessible) but start opening up for students new ways of thinking about history, even if it’s just understanding that people Back Then don’t think of concepts like race the way Americans think of them now. Because not everyone is American.

I mean, even early medieval authors knew to whom they owed their intellectual debts. The authors of the texts I work with knew they owed writing, astronomy, translation theory, mathematics, literature, and art to the Babylonians, Jews, Egyptians, Greeks, and Romans. They knew they were part of a long heritage that was not European but that spanned thousands of years and miles both. They had a sense of their intellectual roots, and they knew those roots grew in lands where people didn’t look like them, talk like them, or even believe like them… and that wasn’t the end of the world.

i tried to hold it in but

i love you ok

(Reblogged from medievalpoc)