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The “Hidden” Curriculum of African American Education

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The “Hidden” Curriculum of African American Education Teaching to the Spirit: The “Hidden” Curriculum of African American Education By Maxine Ramona McKinney de Royston A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Na’ilah Suad Nasir, Chair Professor Daniel Perlstein Professor Randi A. Engle Professor Ula Y. Taylor Fall 2011 i Teaching to the Spirit: The “Hidden” Curriculum of African American Education © 2011 by Maxine McKinney de Royston ii Abstract Teaching to the Spirit: The “Hidden” Curriculum of African American Education Maxine McKinney de Royston Doctor of Philosophy in Education University of California, Berkeley Professor Na’ilah Suad Nasir, Chair Discussions about gaps in achievement and opportunity, educational debts, and educational inequities, point to the lingering salience and pernicious role of race in schools (Hilliard, 2003; Ladson Billings, 2006; Noguera, 2003). Yet, reforms are often characterized by a “quick-fix mentality and single-solution approach” (Lee, 2008, p. 208) that do not explicitly address racism nor attempt comprehensive shifts in approaches to education or schooling. Racial inequalities and racism, however, are historical issues African American youth and families have struggled with relative to education (Ladson Billings, 2006; Morris, 2002; Wells & Crain, 1997). In a post-Brown v. Board of Education context the periodic emergence of African American private, independent, and charter schools, and the myriad of reasons why African American families attend them and opt out of traditional public school options, should be a call to educators and educational researchers to rethink the “problems” of education, reconsider the impacts of schools on African American students’ educational and non-educational well-being, and more deeply consider what types of social change are and are not possible through schools. Culturally relevant pedagogies and curriculum (i.e. Afrocentric) claim to address issues of access, inclusion, and racism in schools by empowering “students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson Billings, 1992, p.382) to cultivate a strong academic base, and foster students’ positive self-worth and racial and cultural identities (Asante, 1991; Ladson Billings, 1992; Mudhabuti & Mudhabuti, 1991); protective factors believed to help children cope with and combat racism (Boykin & Toms, 1985). This study examines the enactment and perceived impacts of such an approach through an in-depth examination a 31 year-old African American elementary school that has a racially diverse teaching faculty and over an 80% college-going rate by alumni. Using ethnographic observations, surveys, and interviews, this study analyzes: 1) What are the pedagogical philosophies and practices within this school that are intended to challenge racism?; 2) How does racial socialization occur at this school?; and 3) What are alumni and parents’ perceptions about the school’s attempts to challenge racism and socialize students into positive racial identities? The analytical lenses of African-centered pedagogy (Lee, 2008) and racial socialization (Boykin & Toms, 1985) are employed to highlight the politically relevant pedagogical philosophies and practices enacted at this northern California school. Findings indicate that parents and alumni positively evaluate the schools’ philosophies of teaching to the “whole child,” to the teaching style, and to the school’s commitment to an expansive notion of Education. Specifically, parents and alumni perceived the greatest impact of the school as fostering a nurturing community, cultivating student responsibility and accountability, developing students’ positive racial identities and tools to handle racism, iii elements perceived as affecting alumni’s educational success and personal development. This study can help to inform the process of preparing and mentoring more culturally competent and politically relevant teachers and school leaders (King, 1991; Tatum, 1992); revolutionize policies around education and schooling; and more fully build upon the innate capacity and desire to learn of all children, particularly those who have been disserved by schools and society. iv This dissertation is dedicated to my parents, Alexander and Roni McKinney: my first and greatest educators. Thank you for the Education. Good, better, best. Never let it rest. ‘Til your good is better, and your better is best! i Table of Contents CHAPTER I- Making a way out of no-way: The African American Struggle Against Mis-education and Towards Liberation Introduction 1 Struggling against racism: The paradox of liberation in and through schools 4 Moral suasion: African Americans’ Resilience in the Face of Adversity 6 Psychological damage: Contempt and pity 8 Social structure: The power and limitations of schools 11 A Cultural Approach: Deficits, deprivations, and differences 14 The need for Black schools? Equity vs. racial justice, Education vs. schooling 18 Outline of chapters 21 CHAPTER II- Examining the Complexities of Racial Justice through schools: Marshall as a case study 23 Description of the Research Site 25 Data Sources 30 Participant Observation 30 Alumni survey 31 Semi-structured Interviews 32 Teacher interviews 33 Parent interviews 33 Alumni interviews 34 Document analysis 35 Complexities and Limitations of the Research Approach 36 Analyzing racial socialization and counter narratives in school 39 Culturally relevant, politically motivated, and liberation bound 45 CHAPTER III- Improvisation within Structure: Making visible the polyrhythms of Black educational practice 48 Gwen Marshall: “A force of nature” 48 The making of a teacher 49 Creating an Educational institution: Black Montessori, Black Hippie School, or more of that Old Time Religion 55 A quilt for Coltrane: The patchwork of African American pedagogy 59 Marshall teachers 59 Schools should provide an Education 61 Schools should be guided by a principle of reciprocity 63 Teach and reinforce students’ racial and cultural pride 66 Teach students about racism, injustice, and activism 68 “Good” teaching 69 ii CHAPTER IV- “It looks like freedom:” Parents’ perceptions about Marshall Langston School Demographics of the Marshall Parent population: Shifting and resilient trends 71 “To school or to Educate?:” Parents perceptions about Marshall and about schools 74 Educating Black children 80 Schools should provide an Education 80 Schools should be guided by a principle of reciprocity 84 Teach and reinforce students’ racial and cultural pride 87 Teach students about racism, injustice, and activism 92 A broader view: Parents’ perspectives about the goals and possibilities of Education 95 CHAPTER V- Transformational v. Institutional: Alumni perceptions of Marshall Langston School 100 Challenging racism and racially socializing students: Alumni survey responses 101 Teaching style, relationships, and perceptions of the school community 101 Perceptions about racism and racial socialization 103 Analyzing politically relevant teaching: Philosophies, structures, curriculum, and practices 105 Schools should provide an Education 106 Schools should be guided by a principle of reciprocity 108 Teach and reinforce students’ racial and cultural pride 111 Teach students about racism, injustice, and activism 112 Smash the lies! And dig up the truth! 114 CHAPTER VI- 1st class Schooling, 2nd class Education: Hoping for freedom and struggling for inclusion 118 Education by any means necessary: Considering liberation through schools 119 Rethinking education as Education: Implications for practice and preparation 127 Looking forward: Areas for future research 128 REFERENCES 130 APPENDICES 139 Appendix A: Marshall Fieldnotes Sample 139 Appendix B: Marshall Langston School Alumni Survey 143 Appendix C: Marshall Parent & Teacher Demographic Information Survey 157 Appendix D: Teacher Interview Protocol 158 Appendix E: Parent Interview Protocol 161 Appendix F: Alumni Focus Group Interview Protocol 165 iii Acknowledgements No journey is completed alone; this dissertation is no exception. Many have invested a great deal of time, energy, and care in guiding and cultivating me as a person, student, and a scholar during, and long before, I began my graduate studies. It is not possible to name everyone and adequately express their individual impact and my gratitude. This dissertation is a testament to their collective efforts, yet its imperfections are solely mine. First and foremost, I want to thank the Marshall Langston School community: Gwen, teachers, parents, alumni, volunteers, and students. Thank you for trusting me to begin to tell your story, albeit from my perspective. Your honesty, humor and deep commitment will be with me always, as will the fond memories of our conversations. The power and possibility of community I’ve witnessed in working with you far surpasses my literary ability to capture it. Thank you for welcoming me into your lives and your homes (quite often feeding me!) and, most importantly, sharing your thoughts, insights, and educational visions. Your candor and generosity inspired me even when I struggled to piece things together in my own mind. I was extremely fortunate to have the support of three undergraduate assistants who worked diligently to transcribe even the longest, and hardest to hear of interviews. Despite the whirring espresso machines,
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