Showing posts with label research. Show all posts
Showing posts with label research. Show all posts

Monday, May 13, 2019

Review: Toxic Inequality (2017)

Toxic Inequality: How America’s Wealth Gap Destroys Mobility, Deepens the Racial Divide, and Threatens Our Future (2017), by Thomas Shapiro, is a professor at the Heller School for Social Policy and the Director of the Institute on Assets and Social Policy Brandeis University. He is the leading figure on racial inequality and public policy.

From the book cover:
Since the Great Recession, most Americans' standard of living has stagnated or declined. Economic inequality is at historic highs. But inequality's impact differs by race; African Americans' net wealth is just a tenth that of white Americans, and over recent decades, white families have accumulated wealth at three times the rate of black families. In our increasingly diverse nation, sociologist Thomas M. Shapiro argues, wealth disparities must be understood in tandem with racial inequities--a dangerous combination he terms "toxic inequality."

In Toxic Inequality, Shapiro reveals how these forces combine to trap families in place. Following nearly two hundred families of different races and income levels over a period of twelve years, Shapiro's research vividly documents the recession's toll on parents and children, the ways families use assets to manage crises and create opportunities, and the real reasons some families build wealth while others struggle in poverty. The structure of our neighborhoods, workplaces, and tax code-much more than individual choices-push some forward and hold others back. A lack of assets, far more common in families of color, can often ruin parents' careful plans for themselves and their children.


i an a fan of Shapiro's work, which has generated much discussion on the widening racial wealth gap and economic inequality in the U.S. He uses a sociological lens to examine how years of homeownership, household income, and unemployment created racial disparities in wealth between white families and black families. Although the Fair Housing Act of 1968 prohibited housing discrimination on the basis of race, it has not stopped the practice of redlining. Black neighborhoods tend to have lower home equities than white neighborhoods which has huge implications on intergenerational wealth. Black families also tend to live in neighborhoods with higher proportion of blacks (or adjacent to working-class neighborhoods) than white families. For the past fifty years, black families have been playing catch-up to white families but neoliberal policies and the Great Recession eliminated much of black wealth. Overall, I highly recommend the book because it is easy to understand for the general audience to see that black families are NOT on an equal playing field with white families when it comes to wealth accumulation.

I would even further argue that this data supports why affirmative action is still necessary in elite college admissions. With fewer assets, black families are less likely to afford test preparation programs that can boost their child's scores on the SAT (which is poor predictor of college success) and must rely on student loans to finance their children's college educations. As the recent college admissions cheating scandal revealed, these racial inequities create an unfair advantage to already privileged students who do not have to financially struggle to gain admission into elite colleges and universities.

If you have not read Thomas Shapiro's previous books, I highly recommend his other phenomenal books, Black Wealth/White Wealth (2006) and The Hidden Cost of Being African Americans (2005).

Monday, April 22, 2019

CSWE Releases Report on the Careers of Social Work Graduates

In April 2019, the Council on Social Work Education (CSWE) recently released a report on the careers of social work graduates. The report, From Social Work Education to Social Work Practice: Results of the Survey of 2018 Social Work Graduates, The George Washington University's Health Workforce Institute surveyed graduates of more than 100 MSW and BSW programs across the country to better understand the job market for social workers and the demographic background of new social workers, their educational and career pathways, employment outcomes, and job satisfaction. Below are the key findings from the report:
  • Social workers are employed in a wide variety of settings serving clients with diverse needs. More than a third of MSW graduates focused on children and families, and a quarter focused on mental health issues.
  • Most social workers are employed at private not-for-profit organizations, health-care organizations, and government agencies.
  • Most new MSW graduates are providing direct services to individuals, families, and groups. Relatively few (7.8%) are providing indirect social work services, such as public policy, administration, management; planning; program evaluation; and research.
  • More than three-quarters of MSW graduates are entering social work jobs, although not all such jobs require an MSW. More than 17% of MSW graduates are going into positions that do not have social work titles but in which they are using their social work education and skills.
  • The profession is largely female; there are some differences in practice patterns by race and gender.
  • Salaries of new MSWs are relatively low for individuals with a master’s degree.
  • Online education offers access to educational opportunities in rural and semi-rural areas and to African Americans.
  • The job market for new MSWs is mixed: There are opportunities, but many are not what the new graduates are looking for and the pay is lower than desired.
  • More than one of three jobs taken by new graduates were with organizations with which the graduates had field placements during their social work education.
  • The majority (80 percent) of new MSWs plan to become licensed clinical social workers.
Not surprisingly, macro social work practice ("indirect social work") is severely underrepresented in the social work profession. This reflects social work curriculum primarily focusing on clinical practice (I have nothing against clinical work, but we also need more social workers doing advocacy work in addition to providing direct assistance to high-need populations). This reflects two factors: (1) schools' unwillingness to invest in macro social work curriculum, and the (2) state licensing boards refusing to offer licensure in macro social work. Some states, such as Michigan, do offer a macro practice licensure, but the vast majority of states do not offer this option. For example, the ASWB (which is the equivalent of a state bar exam for lawyers) offers the Clinical and Advanced Generalist exams. Clearly, the latter option could incentivize states to offer macro practice licensure. 

Another surprise is the increasing use of online education ("distance learning") in social work education, especially among African Americans. Rural students who live more than 30 miles from a social work school would benefit under online education. But why are more African Americans shifting to online education? Researchers need to look into why students are seeking online education over brick-and-mortar schools. Is it cost? Is it convenience? The urban areas, in particular, tend to offer many social work schools. Does online education provide a means for some students to keep their day jobs and attend school at the same time? A problem with most social work schools is that they generally offer daytime instruction and prioritize full-time enrollment. While this scheduling works for young college graduates with few family responsibilities, it is not feasible for working parents who need full-time employment to cover child care expenses and transportation.

Overall, this report was timely and necessary to gain a better sense of the social work profession. More work needs to be done to promote macro social work practice and provide more scheduling options for working parents. My recommendation for macro practice social workers is to pursue another degree (e.g., public policy, law, business, education) in your field that will give you a leg up both in terms of salaries and career advancement. Macro social workers have to be entrepreneurial to employers on how the skills they learned in social work can transfer into a non-social work-title position. It is my hope that policymakers use this report to improve social work education.

Sunday, April 14, 2019

New Short Film: Segregated by Design by Richard Rothstein

This short film was just released on August 8, 2019!!

"Segregated By Design" examines the forgotten history of how our federal, state and local governments unconstitutionally segregated every major metropolitan area in America through law and policy. This legacy of segregation in cities across the country (through a practice known as redlining) had deep social and economic repercussions on African Americans, in terms of where they could live, where they could attend school, and how they could generate wealth. The short film (about 18 minutes) is based on the best-selling book, The Color of Law: A Forgotten History of How our Government Segregated America by Richard Rothstein, by Richard Rothstein. The book is available for purchase on Amazon, Barnes and Noble, and your local bookseller.

From Economic Policy Institute (EPI):

“Segregated by Design,” a short film based on The Color of Law by EPI distinguished fellow Richard Rothstein, examines the forgotten history of how federal, state, and local governments used law and policy to segregate every major metropolitan area in the U.S. The film illustrates how racially explicit, unconstitutional policies created patterns of residential segregation that persist today, driving Rothstein’s conclusion that we are obligated to remedy it. “Segregated by Design” premiered at the American Documentary Film Festival on March 29 in Palm Springs, California.


The key takeaway is that segregation was not by choice. Discriminatory public policies at the local, state and federal level forced African Americans to live in segregated neighborhoods not of their own choosing. This legacy has led to structural inequalities that persist to this day. Click here to watch the film.

NPR also created an excellent short video on the history of race and redlining in the United States:



Tuesday, January 1, 2019

2018: A Year of Commemorating Civil Rights

Happy New Year! 2018 was an incredibly busy year for me. It marked a major comeback for me in education. I am looking forward to spending more time building up this blog. I have exciting things planned for 2019. Expect more updates and posts on this blog. Before we start the new year, I want to reflect on an incredible year. 2018 was also a year to commemorate important events in civil rights history in America. More importantly, they were related to my research interests. Check them out below!

  1. 50th Anniversary of the Kerner Commission Report: Formally known as the National Advisory Commission on Civil Disorders, the Kerner Commission, named after its chair, Governor Otto Kerner, Jr. of Illinois, was an 11-member Presidential Commission established by President Lyndon B. Johnson in Executive Order 11365 to investigate the causes of the 1967 race riots in the United States and to provide recommendations for the future. This report was significant because Detroit was one of the cities that influenced the establishment of this government study.



  2. 50th Anniversary of the Fair Housing Act: Known as the Civil Rights Act of 1968, the Fair Housing Act prohibits discrimination by direct providers of housing whose discriminatory practices make housing unavailable to persons because of race, color, religion, sex, national origin, familial status, or disability.

  3. 50th anniversary of the Poor People's Campaign: The Poor People's March on Washington was a 1968 effort to gain economic justice for poor people in the United States. It was organized by Martin Luther King, Jr. and the Southern Christian Leadership Conference (SCLC), and carried out under the leadership of Ralph Abernathy in the wake of King's assassination.



In 2018, my alma mater, Northwestern University, celebrated the fiftieth anniversary of the Bursar's Office Takeover. I visited the campus last summer to learn more about the legacy and impact of the student sit-in on the university. In 1968, more than 100 Northwestern students peacefully occupied the Bursar’s Office to protest the black student experience. It led to increasing black student enrollment and financial aid, to revised housing policies, to the expansion of “studies of black history and black culture,” among others. I would argue that this event inspired me to learn more about civil rights and social justice in college and beyond.

To learn more about the history of the black student experience at Northwestern University, please check out this recent book release, Voices and Visions: The Evolution of the Black Experience at Northwestern University (2018).

This volume shares the experiences of African American students, faculty, staff, administrators and alumni who studied, worked, struggled and triumphed at Northwestern University from the late 19th century to the present. Through over fifty first person accounts, the stories of individuals and groups critical to the progression of the Black experience at Northwestern are used to reveal that evolution."

Sunday, September 30, 2018

Michigan, Harvard partner to solve poverty in Detroit

This is fantastic news for my hometown, Detroit. and Harvard University have formed new partnerships to bring actionable change through research and community engagement. With Harvard's new president, Lawrence Bacow, a native Michigander, supporting the effort, this project will bring immense opportunities for researchers to study and propose effective interventions that help the residents of Detroit.

From the alumni magazine, Michigan Today:

The University of Michigan and Harvard University are forming two new partnerships designed to spur economic mobility and reduce poverty in Detroit, as well as combine resources and expertise in response to the national opioid crisis.

The Equality of Opportunity Project — led by Harvard faculty members Raj Chetty and Nathaniel Hendren and Brown University’s John Friedman — will work with U-M’s Poverty Solutions initiative, led by Luke Shaefer, U-M faculty member and Poverty Solutions director.

The universities will collaborate with the city of Detroit and local partners on an action plan to identify promising, results-based interventions for improving the livelihoods of low-income Detroit residents.

Sunday, April 1, 2018

AP study: Blacks largely left out among high-paying jobs

The black unemployment rate is still problematic fifty years after both the release of the Kerner Commission Report and Martin Luther King's assassination. In one of his final speeches, King described the “Other America,” where unemployment and underemployment created a “fatigue of despair” for African-Americans. Today, this "Other America" has extended into the highest paid occupations, notably in the STEM fields, in cities ranging from a history of racial discord (Boston) to high cost-of-living (Silicon Valley).
An Associated Press analysis of government data has found that black workers are chronically underrepresented compared with whites in high-salary jobs in technology, business, life sciences, and architecture and engineering, among other areas. Instead, many black workers find jobs in low-wage, less-prestigious fields where they’re overrepresented, such as food service or preparation, building maintenance and office work, the AP analysis found.

Monday, July 24, 2017

2017 ‘Ain’t I A Woman’ Black Women March and Black Women's Equal Pay Day

On July 19, 2017, organizers gathered for the "Ain't I a Woman?" Black Women's March in Sacramento, CA. The name comes from a famous speech by African-American abolitionist and women's rights activist, Sojourner Truth (1797-1883). She will debut on the new $10 bill with other leading women suffragists--Susan B. Anthony, Lucretia Mott, Alice Paul, Elizabeth Cady Stanton. Other prominent African American women heroes who will appear on U.S. currency include Marian Anderson ($5 bill) and Harriet Tubman ($20).

More than 1,500 people gathered on Saturday to participate in a black women’s rights march in Sacramento. he march was organized by Black Women United (BWU), a non-profit organization “dedicated to the education, protection, and advancement of Black women.” BWU, founded in February, came up with the “Ain’t I A Woman” march as a way to include black women more in today’s women’s rights movement. Although the Black Women's Roundtable were among the guest speakers at the January Women's March, many black women felt the event minimized black women's issues. The event was intended to uplift and empower black women while highlighting the multitude of issues affecting them. Organizers created the event to fill a void they felt was left by the Women’s March in January.

Unfortunately, this perception is not uncommon. The mainstream women's movement tends to focus on issues affecting white women--essentially ignoring black women's unique needs and lived experiences. Gender issues often overlook racial disparities that affect black women. The National Domestic Workers Alliance recently released a report, The Status of Black Women in the United States, which stated from its website:
Black women are integral to the well-being of their families, their communities and the nation as a whole. Through their work, entrepreneurship, caregiving, political participation, and more, Black women are creating opportunities for themselves, their loved ones, and improving the our economy and society. They have all the makings of what should be success, yet their contributions are undervalued and under compensated. Black domestic workers are particularly vulnerable because of the ways in which racial disparities, gender discrimination, and immigration status serve to further marginalize and disempower the very people who power our economy and push our democracy to be the best that it can be. Whether one examines Black women’s access to healthcare, earnings, or access to much needed social supports like childcare and eldercare, Black women are getting the short end of the stick, despite having contributed so much to the building of this nation.
In 1619, the first African Americans arrived in the United States on the shores of Jamestown, Virginia. Nearly 400 years later, African Americans have made substantial contributions that have shaped this nation culturally, economically, and politically. Most importantly, black women have been a very resilient and spiritual group in times of crises and setbacks. However, federal and state policymakers have undervalued and ignored the unique experiences of black women who are impacted by the double oppression of racism and sexism. Our efforts have been undervalued and underappreciated for too long. It is time for black women to bring to the forefront the barriers they face in child care and eldercare, education, employment, entrepreneurship, health care, housing, and retirement.

July 31st is Black Women's Equal Pay Day. Many Americans do not realize that the pay gap is even worse for black women. This pivotal event the day when black women catch to men in earnings - a staggering 20 months! According to the American Association of University Women (AAUW), when black women earn 63 cents to every dollar a white non-Hispanic man earns. In 2017, the Economic Policy Institute recently updated the statistic to 67 cents on the dollar. Learn more information about the gender pay gap in the United States and how you can join the upcoming Twitter campaign at AAUW.

Friday, June 30, 2017

Georgetown Law Report: Black Girls Perceived as Less Innocent

Georgetown Law's Center on Poverty and Inequality released a disturbing report, Girlhood Interrupted: The Erasure of Black Girls’ Childhood, which revealed that adults perceive black girls as less innocent and more adult-like than white girls of the same age (especially age 5 to 14). It expanded upon a 2014 study on adult perceptions of black boys. But the new study differs in how it examines adults' views of black girls and innocence.
Researchers surveyed 325 adults from various racial, educational and ethnic backgrounds from across the U.S. They used a scale of childhood innocence that included items associated with stereotypes of black women and girls. One survey asked about adults' perceptions of black girls, while another survey asked adults about their perceptions of white girls.

The new report concluded that adults surveyed thought:

  • Black girls seem older than white girls of the same age.
  • Black girls need to be supported less than white girls.
  • Black girls know more about adult topics than white girls.
  • Black girls need less protection than white girls.
  • Black girls know more about sex than white girls.
The report has several implications on the status of black women in the United States. If adults perceive black girls as needing less help, then adults will overlook the barriers that black girls often encounter in society. Black girls also face emotional and social challenges. Much of the adultification of black girls have to do with lingering negative stereotypes that depicted black women and girls as aggressive, defiant, loud, and oversexualized. Like black boys, black girls are not exempted from high suspension and expulsion rates. This fuels the school-to-prison pipeline problem which has blacks face a higher likelihood of incarceration than their white peers. According to the American Association of University Women (AAUW), black women are also more likely to have higher student loan debt than other races. The national conversation often depicts race from a black male perspective and gender from a white women's perspective. It is time for society to recognize how racism and sexism shapes the lived experiences of black women and girls. Black feminist scholars, such as Kimberle Crenshaw and Patricia Hills Collins, were pioneers in creating a body of literature that explained not only the importance of intersectionality but also the need for effective policy interventions that help black women financially provide for their families and save for retirement. Black girls deserve to have a normal childhood.

Wednesday, March 29, 2017

Baltimore Sun: De Facto Segregation Persists in Integrated Schools

As schools become more diverse, a lingering problem persists that inadvertently creates de facto segregation in the classroom. In a Baltimore Sun article, "Within integrated schools, de facto segregation persists", educators in a Howard County, Maryland school district have discovered that black students are less likely to be enrolled in honors and Advanced Placement (AP) courses than their white peers. This sort of racialized tracking ensures that white students have greater access to educational resources and guidance counseling, increasing their chances of attending an elite college or university. school tracking is a controversial issue because it involves separating students by academic ability into groups for certain classes and curriculum within a school. Black students are disproportionately selected into regular (a.k.a. non-college-preparatory) and special education courses, which sends the message that they are not college material. Furthermore, black students miss out on gifted and talented programs, which provide many opportunities for cultural and social capital (particularly around their more affluent peers). De facto segregation in the classroom is not equal educational opportunity. Educators and policymakers must understand that enrolling more white and black students in the same school does not always lead to integrated classrooms.

School tracking can have disastrous effects on student learning and can lead to a poverty of learning particularly among black students. Click here (Education Week) and here (ASCD) for more information about tracking.

Howard County is the most integrated school district in the region, according to the Maryland Equity Project of the University of Maryland. Children of different races — especially those who are black and white — are more likely to sit next to each other in Howard than almost anywhere else in the state.

But within that diversity, school leaders have uncovered a de facto system of segregation.

Enrollment data obtained by The Baltimore Sun through a public records request shows that the district's advanced classes — honors, gifted and talented, and AP — are disproportionately white, while the regular and remedial classes are disproportionately black.

I also highly recommend these scholarly articles if school tracking in K-12 education is of strong interest to readers:

Thursday, December 1, 2016

New Ed Department Report Focuses on Diversity in Higher Education

The U.S. Department of Education recently released a report, “Advancing Diversity and Inclusion in Higher Education.” It builds on the Obama administration's efforts to expand college opportunity. The presents key data that show the continuing educational inequities and opportunity gaps for students of color and low-income students and highlights promising practices that many colleges are taking to advance success for students of all backgrounds. From the official press release:
More than ever before, today’s students need to be prepared to succeed in a diverse, global workforce. Diversity benefits communities, schools, and students from all backgrounds, and research has shown that more diverse organizations make better decisions with better results. CEOs, university presidents, the military, and other leaders have accordingly expressed a strong interest in increasing diversity to ensure our nation enjoys a culturally competent workforce that capitalizes on the diverse backgrounds, talents, and perspectives that have helped America succeed.

“I applaud the commitments to creating diverse campus communities that so many colleges and universities have long sought to implement by attracting, admitting, and educating diverse students. But we must acknowledge that we have more work left to ensure that our campuses are safe, inclusive, and supportive environments that encourage student success and college completion for students from all backgrounds,” Secretary of Education John B. King Jr. said.

Sunday, October 9, 2016

WaPost: Why black workers who do everything right still get left behind

50 years later, blacks have equal rights and greater access to opportunities in education and employment. More blacks today have baccalaureate degrees and advanced degrees than when Martin Luther King, Jr. was alive. However, black workers are still financially struggling compared to their white peers. The problem is the highest-paying occupations today are only attainable if you have access to elite social connections. As a result, more black workers with college degrees are encountering discrimination in ways that were not foreseen in the past. Rising income inequality also disproportionately affects black workers. From The Washington Post:

These facts help explain why a recent Pew Research Center survey shows that African Americans with more education perceive more economic inequality. Among blacks with four-year college degrees, 81 percent say that blacks today are financially worse off than whites. But among blacks with no college experience, only 46 percent agree with that statement.

Pew also finds that college-educated blacks are more likely to report personal experiences with discrimination, and more likely to say that being black makes it harder to get ahead in life.

The data suggest an irony: By climbing the economic ladder, African Americans get perspective on the full system of inequality in America.

The EPI report adds to a sense that the economy is biased against black progress. We know that the Great Recession was especially damaging to African American wealth. We know that black people are more sensitive to downturns in the job market; they have a harder time finding a job, and are among the first to be fired when the economy seizes up. We know that for the past 50 years, the black unemployment rate has always been double that of the white unemployment rate.

Friday, July 8, 2016

Department of Education Report: Spending on Prisons Rises 3 Times Faster than on Schools

The U.S. Department of Education recently released a policy brief where state and local spending on corrections is rising faster than spending on public education since 1990. More than 15 states invest more on incarceration than higher education. Texas leas the nation (up 668%!) in prison spending over schools. The school-to-prison pipeline is real: students of color are more likely than white children to be funneled into the criminal justice system for minor offenses that sets them up later for incarceration. The disparities has become so dire that it costs more money to house a prisoner than enroll a child in a private four-year institution!

As higher education appropriations declines, more public institutions increase their tuition to make up for the lack of revenue from the state. This alarming news is bad because states are prioritizing imprisonment rather than rehabilitation services to reduce recidivism rates. Furthermore, funding for social service programs (e.g., job training programs, affordable health care, affordable housing, foster care youth programs, and programs to combat homelessness) do not receive receive adequate funding. This current trend in prison spending is counterproductive and We need a more socially-just approach that does not penalize working families and communities of color. Click here for the Department of Education's policy brief, State and Local Expenditures on Corrections and Education.

State and local spending on prisons and jails is increasing at a faster rate than spending on public education over the past three decades, according to a U.S. Department of Education report. The report, released Thursday, highlights a dramatic increase in spending on prisons and jails nationally, and the relative disparity in increases to education-related spending.

According to the report, PK-12 expenditures increased from $258 billion in 1979-80 to $534 billion in 2012-13. Over the same period, state and local expenditures on correctional facilities increased from $17 billion to $71 billion.

The report also showed that 46 states, with the exception of West Virginia, Wyoming, North Dakota and Nebraska, reduced their expenditures for higher education over the past three decades, while increasing the amount spent on correctional facilities.

Sunday, June 26, 2016

Origin of Affirmative Action

In a 4-3 decision, the U.S. Supreme Court upheld affirmative action in college admissions. The court approved the University of Texas' use of a student's race as one of several factors in admissions for a portion of each entering class. This decision follows the 2003 Grutter v. Bollinger case.

For several decades, affirmative action has been mislabeled as "quotas", "preferences" or "handouts that give out unfair advantage" by opponents who advocate for more colorblind approaches, such as class rank or socioeconomic status. However, recent government reports from the Government Accountability Office and the U.S. Department of Education revealed that we are far from a colorblind society. In reality, women and racial/ethnic minorities--especially African Americans, Latinos and Native Americans--continue to face insidious discriminatory barriers in educational, employment and economic opportunities. Breaking down these racial and gender barriers remains an ongoing national priority.

What is affirmative action? Why is affirmative action important? Here are six interesting facts that everyone should know about its origin.

  1. The term, "affirmative action", is rooted in U.S. employment law. To take an "affirmative action" was to act affirmatively, i.e. not allowing events to run their course but rather having the government or employers take an active role in treating employees fairly.

  2. One of the earliest sightings of the term "affirmative action" is the National Labor Relations Act of 1935 (better known as the Wagner Act). Signed into law by President Franklin D. Roosevelt, this legislation established the National Labor Relations Board and collective bargaining, as well as decreeing that employers engaged in practicing discriminatory labor laws would be required “...to take such affirmative action including reinstatement of employees with or without backpay...”. Many private sector employers opposed this legislation. The U.S. Supreme Court upheld the Wagner Act in 1937.

  3. President John F. Kennedy would become the first president to connect the term “affirmative action” with its contemporary connotation of a policy seeking to ensure racial equality. On May, 6, 1961, in Executive Order 10925, Kennedy called on government contractors to "...take affirmative action to ensure that applicants are employed and that employees are treated during employment without regard to their race, creed, color, or national origin."

    President Lyndon B. Johnson's Commencement Speech at Howard University in Washington, DC, June 4, 1965

  4. The phrase “affirmative action” entered the public discussion after President Lyndon B. Johnson issued Executive Order 11246 on September 28, 1965. This order demanded that federal contractors and subcontractors "take affirmative action to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, religion, sex or national origin." In 1966, Johnson then established the Office of Federal Contract Compliance Programs (OFCCP) in the U.S. Department of Labor to ensure that contractors followed Executive Order 11246.

  5. The Harvard Plan is considered one of the earliest and most effective affirmative action plans in the country. Walter J. Leonard, the architect of the Harvard Plan, worked out a formula in which race was considered, among other factors, in the admission process. It resulted in growing numbers of minority students and women at the law school and broadened the diversity of the university’s faculty and staff members. The Harvard Plan became a blueprint for colleges and universities trying to reflect the country’s growing diversity.

  6. While the U.S. Supreme declared quotas violated the Equal Protection Clause of the 14th Amendment, race-based affirmative action was declared constitutional in Regents of the University of California v. Bakke (1978). Race could be used as a factor in applications to promote diversity in education. The U.S. Supreme Court upheld the use of race as one of several factors in Grutter v. Bollinger (2003), Parents Involved in Community Schools v. Seattle School District No. 1 (2007), and Fisher v. University of Texas at Austin (2016).
Several research studies have shown that minority students are more likely to excel and graduate within six years at elite colleges and universities. Affirmative action does not harm minority students--racial isolation does. Justice Kennedy's pivotal vote in Fisher II assures colleges and universities will continue to have the right to shape their student bodies in a way that better reflects the diversity of American society.

Thursday, June 9, 2016

U.S. Deparment of Education: Racial disparities persist in U.S. schools, study finds

CNN published the findings from a recent U.S. Department of Education study, the Civil Rights Data Collection, which surveys 50 million students in 95,000 K-12 schools during the 2013-2014. 62 years after the Brown v. Board of Education decision, progress has waned on school diversity. Schools are re-segregating, particularly for low-income black and Latino students. The report found five disturbing trends:
  • 1 in 10 students are chronically absent
  • Black students are suspended more often
  • Schools with more minority kids offer fewer advanced classes
  • Minorities are more likely to attend schools with police officers but no counselors
  • Minorities are more likely to be taught by less qualified teachers
It is essential that policymakers and elected officials aggressively invest in under-resourced schools with large population of low-income and minority students to ensure that students are receiving the same educational opportunities as their privileged peers. Efforts should also focus on promoting socioeconomic and racial diversity in schools. Diversity benefits both white and minority children as they prepare to enter college, work, and civic society. Children should not grow up in silos, but rather engage in cross-cultural communication so that they are able to work with diverse populations.

Related news:

Saturday, May 21, 2016

GAO Report: School Segregation Is Worsening

62 years after the U.S. Supreme Court struck down racial segregation in public schools in Brown v. Board of Education, school segregation still persists in a negative way. U.S. Representatives Bobby Scott (ranking member of the House Education and the Workforce Committee) and John Conyers (ranking member of the House Judiciary Committee) asked the Government Accountability Office (GAO) to examine racial and socioeconomic integration in schools. Earlier this year, the White House announced a new grant program, Stronger Together, that seeks to improve socioeconomic integration in high-poverty, racially isolated schools. Nearly a half-century of research has shown the harmful effects of school segregation on academic achievement, student outcomes, high school completion rates, college attendance rates and occupational decisions later in life.

Earlier this week, the GAO released a report and found that America's public schools are still segregated by race and class. What’s more troubling is that segregation in public K-12 schools is rapidly worsening. The report shows that more than 20 million students of color now attend racially and socioeconomically isolated public schools. That is up from under 14 million students in 2001. The report also confirms that high-poverty, racially isolated schools are under-resourced and over-disciplined. Students attending these schools are less likely to have access to college preparatory curriculum such as AP/IB coursework and more likely to be suspended or expelled. It creates a school-to-prison pipeline rather than exposing children to resources and social networks that will enable them to succeed in life. Simply, the GAO found that our nation’s public schools are separate, and they are unequal.

“This GAO report confirms what has long been feared and proves that current barriers against educational equality are eerily similar to those fought during the civil rights movement,” said Rep. John Conyers. “There simply can be no excuse for allowing educational apartheid in the 21st century. Congress and the federal government, as well as state and local agencies, must ensure all children receive access to equal education at all publicly funded schools.” National Urban League President and CEO Marc H. Morial said, “The findings of GAO confirm what we know to be true: that the promise of Brown remains a promise that has gone largely unfulfilled.”

What can you do? Call your representative and support the bill, HR 5260, the Equity and Inclusion Enforcement Act (co-sponsored by Scott and Conyers) to empower parents and communities to address – through robust enforcement – racial inequities in public education. This bill would amend Title VI (education) of the Civil Rights Act of 1964, which bars any entity that receives federal dollars from discriminating on the basis of race, color, or national origin, by restoring the individual right of action (lawsuit) in cases involving disparate impact. The bill would also create an assistant secretary of education to proactively monitor and enforce compliance with Title VI, and support newly required school district Title VI monitors.

School integration is not only a moral imperative; it is also an economic necessity. Too many children in high-poverty, racially-isolated schools are steered into low-paying jobs that perpetuates intergnerational poverty. race and poverty continue to be driver for inequities in education and that housing segregation patterns contribute to school segregation. It doesn't have to be this way. School integration benefits everyone, including white children (reduces prejudice and bias, greater awareness of different cultures; and ability to work with diverse populations). Help fulfill the promise of Brown.

Monday, March 14, 2016

The Atlantic: The Concentration of Poverty in American Schools

The Atlantic has a special report on the growing socioeconomic segregation in the nation's largest school districts. The sad reality is most African American and Hispanic students attend public schools where a majority of their classmates qualify as poor or low-income:
This systemic economic and racial isolation looms as a huge obstacle for efforts to make a quality education available to all American students. Researchers have found that the single-most powerful predictor of racial gaps in educational achievement is the extent to which students attend schools surrounded by other low-income students.

Underscoring the breadth of the challenge, the economic segregation of minority students persists across virtually all types of cities, from fast-growing Sunbelt places like Austin, Denver, Dallas, and Charlotte to struggling Rust Belt communities like Detroit, Cleveland, and Milwaukee, to the nation’s largest metropolitan centers, including New York, Los Angeles, Chicago, and Houston. But cities, educators, and researchers are also exploring new ways to abate the negative impact of concentrated poverty on black and brown students.

Saturday, February 20, 2016

The Christian Science Monitor: The surprising relationship between intelligence and racism

The Christian Science Monitor revealed that people with high intelligence (or simply a postsecondary degree) may not support policies that help racial minorities, such as affirmative action and school desegregation:
Are smart people less racist than their less-intelligent peers?

That was the question asked in a new study that examined the relationship between verbal intelligence and attitudes on race and racial policies.

The findings may surprise some: While people who score higher on intelligence tests are less likely to hold racist stereotypes (such as imagining that people of another race are lazy or unintelligent), they're no more likely to support government policies that aim to reduce racial inequality. For example, while 95 percent of study participants who scored higher on the intelligence test said that black and white children should attend the same schools, only 22 percent support school-busing programs.

In a similar racial attitudes study of college students, Baylor University researchers found that white students on average think black and Latino students need to 'work harder' in school than their Asian peers. In my humble opinion, I am not surprised by these research findings. Both reports remind me of the color-blind concept of laissez-faire racism by Lawrence Bobo that explains how intelligent people who believe in the values of equality and inclusiveness can still hold negative attitudes towards racial and ethnic minority groups. Laissez-faire racism is an ideology that blames minorities for their poorer economic situations, viewing it as the result of cultural inferiority. In other words, an educated and intelligent person can say he or she is not racist but may still hold prejudiced views of other groups as culturally inferior. Under this system, racial inequality is manifested in subtle ways that shifts the blame from systemic racism (e.g., redlining and employment discrimination, both of which can have long-term consequences on earnings and wealth) to personal responsibility.

Wednesday, February 10, 2016

ProPublica: Debt and the Racial Wealth Gap

Income inequality is a top policy issue in America. The middle class are no longer the majority and falling behind financially. Meanwhile, the percentage of affluent families and poor families have increased. The racial wealth gap is an even more pronounced problem in America. According to ProPublica, even small debt has an enormous price on the well-being of black families:
IF you are black, you’re far more likely to see your electricity cut, more likely to be sued over a debt, and more likely to land in jail because of a parking ticket.

It is not unreasonable to attribute these perils to discrimination. But there’s no question that the main reason small financial problems can have such a disproportionate effect on black families is that, for largely historical reasons rooted in racism, they have far smaller financial reserves to fall back on than white families.

The most recent federal survey in 2013 put the difference in net worth between the typical white and black family at $131,000. That’s a big number, but here’s an even more troubling statistic: About one-quarter of African-American families had less than $5 in reserve. Low-income whites had about $375.

Thursday, December 10, 2015

Middle class shrinks to barely half of U.S. adults

The American middle class is shrinking. While Americans in the upper-income and lower-income brackets increased, the middle class represents less than half of Americans (from 61% in 1971 to under 50% in 2015). Househould income has substantially shifted from middle-income to upper-income households. Unfortunately, this study confirms that income inequality (the gap between the rich and poor) is widening. Robert Reich argues that the demise of the middle-class has more to do with the concentration of corporate and financial power shaping the economy to benefit the wealthy.
After more than four decades of serving as the nation’s economic majority, the American middle class is now matched in number by those in the economic tiers above and below it. In early 2015, 120.8 million adults were in middle-income households, compared with 121.3 million in lower- and upper-income households combined, a demographic shift that could signal a tipping point, according to a new Pew Research Center analysis of government data.


Click here to read the full Pew Research Center report, The American Middle Class Is Losing Ground.

Click here to read ProPublica report on debt and the racial wealth gap.

Friday, October 23, 2015

Books about Diversity and Social Justice in Higher Education

In graduate school, my specialization was access, equity, and diversity in higher education. I focused on access to higher education policy as well as civic engagement and service-learning. In honor of Careers in Student Affairs Month, I have listed my favorite seminal and updated books about this subjects below. 

This list will be continuously updated annually.