college | Race, Class, and Gender

Conversations about Race at Columbia University

It’s no secret that feelings of oppression and exclusion on the basis of race have been manifesting themselves in unprecedented ways across the country. The other day I came across a post in the Columbia University Class of 2018 Facebook group that did not receive national attention, but perhaps warranted the attention because the way in which it represented conversations about racial relations within the US. The issue began when a student of color asked her class’s Facebook group if anyone knew of any Contemporary Civilization sections that were taught by a professor of color. After receiving no help, the student specifically asked if any white students wanted to give up their seat in a section taught by professor of color:

The post sparked a heated discussion about the student of color’s right to be taught by professor of color and the role white students should play in responding to requests like this.

In the book Doing Race by Hazel Markus and Paula Moya, the two authors assert that conversations like these about race and ethnicity can be divided into eight themes:

Among the eight different way of talking about race, there are two racial schemas that are particularly prominent in this Facebook post and the subsequent discussion. The first of the two viewpoints, “that’s just identity politics,” is predicated on the idea that race and ethnicity are “irrelevant to, or a distraction from” more important universal concerns. Those who share this opinion often express frustration that those who “have” race or ethnicity receive special privileges that are unfairly denied to those who do not.

The first student to respond to the post expressed these sentiments when he argued that such a request was symptomatic of a sense of entitlement and added that it was an “unnecessary step to specifically call on white people.” Other students questioned the importance of sharing an identity with one’s professor: “Could someone please explain to me why it’s acceptable to refuse to be taught by a highly educated, highly trained professor because they’re white?” Yet another student expanded upon this argument by asserting that a professor’s pigment does not define their teaching methods, subjects of interest, or their beliefs. Therefore these students suggested that grouping professors of color into one category seems racist. This student was essentially making a cry of “reverse racism.” Doing so disregards the systems of racial disadvantages that permeate higher education and therefore such a request is inherently not racist. Instead, what the student of color was seeking was a professor likely to be more sensitive to how white scholars’ perspectives shape interpretations of Classic Civilizations.

A student responding to these two comments vehemently disagreed with assertion that being able to identify with a professor does little or next to nothing for a student. She asserted, “this is easy for you to say when America looks at you, affirms your humanity, and teaches you your experiences are normative, while those of others are deviant from it and their own faults.” She then added that many of the texts in the class inspired the racism that her and other students of color were forced to deal with daily. Therefore, having a professor with a deeper and more personal understanding of what these documents mean for people of color can be an invaluable experience for students of color.

This school of thought falls under the category of “It’s a black thing – you wouldn’t understand” in Doing Race. The main idea behind this viewpoint is that, as a result of one’s racial identity, one’s life is so different that it cannot be completely understood by others who do not have such identity-related experiences.

Although it is not fair to expect minority students to explain their points of view to white students whose experiences are better integrated into the educational institutions they are a part of, it is important to analyze and unpack dialogues like this. In the conclusion of their essay on “Doing Race,” authors Paula Moya and Hazel Rose Markus assert that though “it may not be easy, and it may not be total, humans are able to communicate across [their] differences.” Though often times, ignorance and a lack of desire to find a middle ground precludes this possibility, this assertion certainly can be true. As a white male, I cannot reasonably say that my review of this incident has made it entirely clear to me what this student of color is going through. However, I can say reading the conversation and thinking about all the systems of power that underlie it, shed a great deal of light on the issues for me. I am now more understanding of the request and more sympathetic towards students who are forced to learn about sensitive historical topics from someone whose own struggles are quite different from their own.

When Life Gives You Apples: American Children Left Behind

Many black and Latino children in America are given apples and expected to make lemonade.

In America, the achievement gap refers to the difference in Black, Latino, and White students’ average levels of educational achievement (Young). White youth achieve more on average than black and Latino youth. Only 72% of black and Latino youth in America graduated high school in 2012, while 85% of white students graduated nationwide. In 2013, only 4.6 million black and Latino high school graduates attended college compared to the 10 million white high school graduates that attended college (NCES). This achievement gap exists because minority children aren’t as rich in cultural capital as their white counterparts.

The majority of black and Latino children aren’t as privileged as me. I was an A and B student throughout elementary, middle and high school, and I now attend Hamilton College, an elite college. How did I get here?

Although I’m not very rich in terms of economic resources, growing up in a single parent household with my little brother and a single mother who failed to receive child support from both of our fathers, I’m rich in cultural capital. Cultural capital is the general social tastes, preferences, and knowledge of how to skillfully navigate society. It is learned through one’s education, and socio-cultural background.

Growing up in Boston, I was surrounded by educational opportunities and programs. Massachusetts was ranked number 1 in education in 2014-2015 (Bernardo). I was fortunate enough to go to a collegiate charter high school. My graduating class had only 62 students and two college counselors. The school funded college tours around Boston and even out-of-state. As a junior, I began creating drafts of my personal statement; I kept working at it until my college counselors gave it a 100%.

I was involved in many extracurricular activities, especially sports. I played baseball, basketball, and tennis. I worked at a makerspace and entrepreneurship center, where I launched my art business as a sophomore. I was even a part of my school’s debate team. However, my high school and the support I had were by no means the norm in this country for Black and Latino children. There is a lot of progress to be made in other cities and states around America (The Nation’s Report Card). Many esteemed American cities like Washington D.C. lack good education systems. Washington D.C., the nation’s capital, where so many intellectuals, politicians, and judges live fails to educate the children that live in the same area (Bernardo). D.C. is ranked 50^th in the nation. In Washington D.C., only 64.6% of black and Latino students graduated high school compared to the 84.5% of white students that graduated (OSSE); these rates are worse than the national average.

The achievement gap in Massachusetts is much smaller. In 2015, 75.8% of white high school students graduated while 69.6% of black and Latino high school students graduated (Massachusetts Department of ESE). So what has the State of Massachusetts done right in their education system to close the racial attainment gap?

In 1993, Massachusetts decided to focus on improving public education. The Massachusetts Education Reform Act of 1993 set out to reform local education systems throughout the state (Horan). Resources were allocated to revise curricula, and update facilities and equipment, including new books and working computers. Programs were also created to provide more college prep for students. Since the 1993 reform, a higher percentage of kids have been graduating per year Boston’s 4-year graduation rate has climbed from 59.1% in 2006 to 70.7% in 2015 (Horan). Academic performance in the classroom has surged. Boston should and needs be looked at as a national leader in education reform

If not, the achievement gap will continue to exist. If so, the American state and federal governments are illustrating their apathy for America’s failing education system that claims no child should be left behind. Why have legislation like the No Child Left Behind Act of 2001 if its basic premise is not being practiced?

The challenges of being a first-generation college student

When I applied for college, a question on the application asked if I was a first generation college student. I checked the box, not fully knowing the question’s significance. Later I found out only 15% of the students in my class year were first-generation college students. I guess that makes me kind of special.

Although freshman year is challenging for most students, many of the struggles first generation students face are unique. Besides academic and social transitions most of the students face, first generation college students face additional cultural challenges (Pascarella et al. 2004). These students can experience a cultural conflict between home and the university environment because their parents did not attend colleges. First generation students do not always understand what some students may have learned from their parents, and thus, grasp intuitively (Tugend, 2015). For example, first gen students may lack understandings of how to navigate various facets of campus culture, such as how to make friends and accessing social and academic resources.

Collegiate academics are considerably harder to grasp than the high school curriculum. Assigned reading are more difficult to comprehend, essays are more demanding, and projects are more complicated. In addition, it is more difficult to balance the time between study and social activities. Last semester, I spent hours doing my philosophy readings, not understanding most of their contents. Sometimes I would not have dinner with my friends because I had to do more work.

The stress from academics and social isolation can cause mental issues. Joseph Morales (2013), an alumnus from Pomona College, when reflecting his college experience, said, “Depression was a constant issue. I felt dumb, poor, homesick, confused, and burnt out.”

Students compare themselves with others based not only on academic performance, but also on socioeconomic status. Not all first-generation students are from low-income families, but a large proportion of them are from a lower socioeconomic background (Tugend, 2015). Being a first-gen college student and from a lower socioeconomic class has a coupling effect on students’ self-confidence and self-esteem. They often hide their identities because if their peers know they are both first-gen and poor, their peers may underestimate their academic ability, achievement, and performance (Banks-Santilli, 2015).

Unfortunately, even though first-generation college students face many new challenges, often their parents cannot relate to their experiences. When I talked to my mom about the classes I was taking and clubs I was a member of last semester, our conversation always seemed to remain at the surface level. Later, I learned to tell her about my life in a more routine way, stating everything I did every day without explaining in details because she would seemed indifferent anyway. Even though we are still close, there are so many things about me that my parents do not know, and I wish I could share more details with them.

First-generation college students are different from other students, but discussions of these differences rarely occur. There is a lot that colleges can do to improve the situation. For example, Harvard University has established a program on directing college awareness to future first generation college students (Harvard First Generation Program). The program aims at raising awareness to future first-gen college students and building networks between alumni and these students. Hosting lectures on challenges first-gen students face and designing programs for first-generation college students will help them better understand their identities and have more a successful transition to college. Colleges can also hold meetings or set up discussions for first-gen college students to help them feel less alone. Schools can work harder to admit more first-gen college so that they have greater representation as well. Increased support for first generation students is crucial to help them achieve self-worth and success, not only in college but also beyond it.