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Parents who rely on America’s local public school systems to educate their children are forced to blindly give an important human asset, which can disappear forever if it is lost: Trust.
Unfortunately, for many black parents who live in under-served communities across the U.S, trust is impetuously habituated into the hands of school teachers and administrators who are not like them.
Most of the time, these teachers and administrators are predominantly white and come from suburban communities that are well-insulated from urban problems.
These problems include high crime rates, disenfranchised human casualties of mass incarceration, little to no business infrastructure, government co-dependency, and sub-standard levels of home ownership.
Facts also prove that these urban public school systems in major U.S. cities almost always have a K-12 student population that is predominantly black.
“Non-white school districts get $23 billion dollars less than white districts despite serving the same number of students,” wrote the EdBuild study authors.
Though the government’s staggering levels of disproportionate education funding along racial lines shows some overwhelming financial data, none of what is in EdBuild’s elaborate report comes as a surprise for prominent black advocates of educational reform for black children.
Nonetheless, one of the major barriers black children have to getting a culturally nourishing and psychologically sophisticated education is this: The high levels of unearned trust black parents are giving white educators when it comes to the needs of their black children.
Karolyn Tyson is a professor for the Department of Sociology at the University of North Carolina (UNC). Tyson is the primary author of a public education study, which she will publish in the near future.
The multi-faceted approach of Tyson’s study was centered on the continued segregation of black children, the high amounts of them being over-diagnosed with behavioral disorders, and how their parents are complicit in these systemic trade-offs of dysfunction.
“One of the things that I’m noticing in the literature, in particular–in sociology, is that we talk more about understanding why people trust, and I’m more interested in understanding why they don’t trust. So I’m sort of interested in thinking about distrust and the protective nature of distrust,” Tyson said, according to UNC’s official school newspaper.
Tyson’s study utilized information she extracted from 100 different interviews, including testimonials given by black parents, as well as other statements provided by school officials in public districts across America’s Atlantic Northeast.
“Public school officials often recommend that parents of Black students enroll their kids in special education classes. Some parents who questioned these recommendations have found that their child did not actually need those types of classes,” wrote Elizabeth Moore, a writer/reporter for UNC’s Daily Tarheel.
“In effect, these practices end up segregating Black students, so they are overrepresented in special education classes,” Moore also wrote.
Over the course of conducting her research, Tyson found some major disparities in one of America’s most populous states.
“For example, a New York school district with a population that is 7 percent Black that began placing students in special education classes after desegregation now has a special education program with 41 percent Black students,” she also said.
Proponents of the education establishment will question the “numbers never lie” notion in their efforts to make black parents believe that the system’s over-medication of black children for behavioral disorders is the right thing to do.
Some black parents are also dealing with home-related issues involving their children, which compound the disciplinary problems they face at school. This creates a desperate search for a behavioral “magic bullet” to construct a “quick fix.”
Furthermore, many of these black parents are not educated or empowered enough to question why their children are being segregated in an inferior manner by virtue of these overly diagnosed behavioral disorders and the labels that come with them.
The parents are often detached from what their children are feeling because they spend more time dealing with the rat race than they spend diligently monitoring the progress of their children in school.
On the contrary, concerned parents who are willing, prepared, and dedicated can bring this vicious cycle to a screeching halt.
Source 1: https://edbuild.org/content/23-billion