The Institutionalization Of Racism

Introduction

Black men across the United States face alarming retention rates at higher education institutions. According to, National Center for Education Statistics (NCES) Black men have the lowest associate and bachelor’s degree attainment in comparison to their White, Hispanic, Asian, and Native counterparts (Statistics, 2017). This cynical focus on degree attainment tidy-ups the bigoted campus culture that impacts their success. Though many institutions claim to prioritize diversity, black men experience isolation, underperform in courses, and fear cultural assimilation. Using the literature of numerous revisionist education scholars this master narrative further expounds how the Eurocentric models of education exclude black men.

More specifically the focal point of this literature indicates similarities between predominately white institutions (PWIs) and colonial colleges. The institutionalization of racism is consequently uncovered. In order to dismantle these structural systems of oppression Universities must: expand access, improve teaching techniques, and transform exclusionary practices that clothe the campus climate. The social inequalities that currently exist in post-secondary education trace as far back as the colonial era. Quality of education has conventionally been determined based on a race, class, and gender. Prior to the founding of colonial college, wealthy white families sent their children to Britain for schooling. Cambridge and Oxford existed as the gold standard academies. Though, these institutions thrived on slavery, wealthy White males were the only beneficiaries. (Thelin, 2004).

In 1636 Harvard was founded. This marked the beginning of the colonial colleges. Colonial colleges attempted to emulate Oxford and Cambridge. They are now are commonly referred to as, ivy leagues. Similar to the New England colleges, ivy league are considered the most prestigious of all colleges in the United States(Berkman, 2018). Generally, when these schools are discussed individuals emphasize this social prestige but neglect to mention the tradition of exclusion and anti-blackness. The capitalistic motives of the colonial settlers shape the twenty-first century’s institutions. In the book, Ebony & Ivy: Race, Slavery, and Troubled History of America’s Universities, Craig Steven Wilder exposes that the human bondage of black bodies subsidized the colonial colleges (Wilder, 2013). Wilder later adds that the slaves outweighed faculty, administrator, and active trustees (Wilder, 2013) Slaves coexisted at the convenience of the campus administrators. Colleges were built on the exclusion of Blacks and this practice continues for nearly four hundred years.

Balancing Academia and Racism

Education is frequently viewed as a doorway to greater opportunities. These opportunities include but are not limited to: employment opportunities, higher earnings, better health outcomes, and improved education and health of children. Some theorist pinpoint lack of preparation as the cause of Black men being slighted of post-secondary opportunities. Blacks experience educational disparities on all levels. The disparities are evident in the earlier years of schooling. Blacks are disproportionately represented in special education and underrepresented in gifted programs. In fact, public education’s funding model is determined on property tax. This too is an example of exclusionary practices that keep blacks disenfranchised(Dancy, Edwards, & Earl Davis, 2018).

This unjust treatment subsidizes a pipeline of the (under)achievement of Black boys in educational settings. For Universities that claim inclusive excellence as a priority does the faculty and staff illustrate this commitment? Seeing Black men employed as faculty and staff at PWIs is essential. This put emphasis on the positive portrayal of Black men, when in the hiring process for Eliminating this rhetoric of “fit” during the hiring process. This challenges the hiring process to provide a genuine reason behind rejecting an applicant. PWIs need a hiring staff that focuses on application’s qualification, eliminate potential bias, and commit to a fair and standard hiring process. The climate of the classroom can have significant impacts on the learning. Engaging in an academic setting that condones their existence is fundamental for the success African American male scholars. Brazilian educator, Paulo Freire details the correlation between education and oppression.

Freire understands education in two models the “banking model” versus “problem-posing model”. In other words, there is education that helps oppressed people and one that further empowers the oppressors. The banking model sees the teachers as the most educated making deposits into empty vessels (Freire, 1968). This transactional pedagogy causes Black men to become disengaged and possess no real agency in their education. This old-fashioned style of education must be broken. In order to mature Black men into leaders in their communities they must be active participants of their education not just “empty vessels.” In the book, For White Folks Teach in the Hood, Christopher Emdin, provides an alternative nontraditional pedagogy for adjusting teaching to aid students of color. The reality pedagogy urges educators to meet students where they are culturally and emotionally (Emdin, 2016 ).

In order to become a tenured professor are there requirements that faculty must be involved with disrupting and dismantling structural systems of oppression? Instead of wholly addressing then exclusion they face when pursuing post-secondary education they are praised “I believe our education system as a whole has not integrated the histories of all people into our education system, just the Eurocentric view of itself, and the White-centered view of African Americans, and even this is slim to nonexistent(Takaki, 1993).” Ronald Takaki quote above hints at the alienation Black men face which is responsible for the history of higher education and e ongoing search for a sense of belonging Additional attention shifts towards the killing of unarmed black men, the trump era is your institution actively carrying out the mission and vision of its organization? In the recent years there have been several protests for the removal of racist monuments and building names. Some historians imagine that removing statues erases the errors of American history. However, keeping these statutes celebrates and perpetuates White supremacy.

Reconciliation, Reparations, and Resolutions. This article concludes with a R.A.R.E (Reassurance, Access, Resources, Edification) action plan for bolstering the cultural awareness of the community. Reassurance is an audacious statement from University stakeholders letting Black men and entire campus know that their existence matters. This requires institutions to eliminate prohibitive policies and practices hindering the access and success of Black men. The implementation of a pipeline program for urban serving public schools is a key strategy in heightened access. Access also embraces heavy recruitment of Black male professors and staff.

Providing additional grants and scholarships for pell eligible men from economically disadvantage homes allows them to consider additional schools to attend. The edification phase is one of the most important components of the action plan. This is the reshaping of the culture through additional diversity teaching and trainings to increase the moral consideration of all campus community members. One component of this phase includes two mandatory diversity credit requirements, totaling to 6 hours. All campus staff and faculty will have to take a series of trainings. These trainings include implicit bias, diversity, and the history American education system. Additionally, Black males must force University stakeholders to address the history of trauma black bodies endure at PWIs. (Wilder, 2013)