Race and Education

SESP 320-0-20 Spring, 2017 Wednesdays, 6:00 – 9:00 PM Room G22 – Annenberg Hall Marcus A. Campbell

Office Contact : Evanston Township High School 847-424-7043 [email protected] By appointment

This course will examine the conceptual underpinnings of the construct of race and how conceptions of race have influenced the course of education within the United States. The course will examine the education of racialized groups historically in the U.S., including more contemporary studies of how racialization plays out in opportunities to learn and historical debates over the functions of education. The course will examine contemporary issues through the lens of theories of learning and human development as well as analyses of organizational structure and public policy.

A central question wrestled with in the course is ‘What role can education play in addressing how the conundrums of race influence opportunity to learn in the U.S.?”

Course Requirements: 1. Students are expected to attend class. No more than one excused absence will be approved. Excessive absence can result in lowering of a student’s grade. 2. Students are expected to complete all readings and show evidence of such reading by submitting a detailed outline of each reading weekly tied to answering the key questions for that week. 3. Students will complete a research project working in small groups on one of the topics provided by Professor Lee; or a group may generate a research topic to be approved by Professor Lee. 4. Students will complete a final exam based on synthesis and critical examination of readings across the course. The final is a take home exam.

As class sessions will be highly collaborative and technology driven, please bring your laptop or tablet with you every week.

1 Course Materials: Books available at Norris Book Center or students may order directly through online sources such as Amazon.

Charles Mills (1997). The Racial Contract. Cornell University Press. ISBN: 978- 0-8014-8463-6.

Linda Darling Hammond (2010). The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future. Teachers College Press. ISBN: 978-0-8077-4962-3

James Anderson (1988). The Education of Blacks in the South 1865 – 1930. University of North Carolina Press. ISBN: 0-8078-4221-4

Ta-Nehisi Coates (2015). Between the World and Me. NY: Spiegel & Grau. ISBN: 978-0-8129-9354-7

Roxanne Dunbar-Ortiz (2014). An Indigenous Peoples’ History of the United States. Boston: Beacon Press. ISBN: 978-0-8070-0040-3

Ward Churchill (2004). Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools. City Lights Publishers. ISBN: 0-87286- 434-0

The other readings for the course are available in electronic form, posted on Canvas.

Grading Policy:

Weekly Reading Outlines – 10% Research Project – 25% (5% Group Presentation; 20% Written Group Paper) Final Exam – 65%

Weekly Readings:

In preparation for the discussion questions posted for each week and in preparation for the final exam, students will prepare each week a document that outlines the major ideas and supporting details from each reading. In addition, students will respond to the key questions for each week as these are informed by students’ analyses of the assigned readings. The outline document will be submitted via Canvas.

Class Schedule

In Class:

2 Week 1: March 29

Ta-Nehisi Coates. (2015). Between the World and Me. Pp. 5-71.

In lieu of class, please review the documentary 13th found on Netflix. I will be out of the country, our first class will meet April 5th. Please have 13th finished by then.

Week 2: April 5 Introduction Key Questions:

1. What questions do these trends raise for you? 2. In light of recent events (e.g. Black Life Matters, Debates over immigration policies), what role can education play in efforts to address these persistent challenges? 3. What issues around teaching and learning, around public policy, around the use of research to inform education arise from the argument put forward by Heckman? We will interrogate these assumptions across the course.

Status and Trends in the Education of Racial and Ethnic Minorities NCES 2016 http://nces.ed.gov/pubs2016/2016007.pdf

PISA 2012 Results: What Students Know and Can Do

James Heckman et al. (2012) “New Democracy Forum: Promoting Social Mobility” – James J. Heckman with responses from colleagues. Boston Review, v.37, no. 5.

Documentary: All the Difference http://www.pbs.org/pov/allthedifference/video/all-the-difference/

Week 3: April 12

The significance of race Key Questions: 1. What is meant by the Racial Contract? 2. To what extent do you agree or disagree with the argument? 3. How does the Racial Contract manifest itself today? In education? 4. What dilemmas arise around the construct of race? 5. How do these dilemmas play out in public discourse, particularly in the 2016 U.S. presidential election?

3 Charles Mills. The Racial Contract

Peggy McIntosh. White Privilege: Unpacking the Invisible Knapsack

We will review in class:

Understanding race www.understandingrace.org#sthash.BRTVveIs.dpuf

White People: Documentary https://www.youtube.com/watch?v=_zjj1PmJcRM

Week 4: April 19

Historical Contexts of African American Education Key Questions: 1. What lessons do you take from these historical reviews of African American schooling? 2. What implications does this historical record have for contemporary conditions? 3. Why do you think segregated schools today are so different, on the whole, from what we see in earlier periods? 4. Do you see any parallels today in terms of political forces influencing the course of education for youth from non-dominant communities?  Gates Foundation  Teach For America  Property tax base to support schools  Leadership in charter schools  Policies around sentencing for incarceration

James Anderson. The Education of Blacks in the South, 1865 – 1930. Chapter 1: Ex-Slaves and the Rise of Universal Education in the South, 1860-1880 Chapter 2: The Hampton Model of Normal School Industrial Education, 1868 – 1915 Chapter 3: Education and the Race Problem in the New South: The Struggle for Ideological Hegemony Epilogue: Black Education in Southern History

Vanessa Siddle Walker (1993). Caswell County Training School, 1933-1969: Relationships between Community and School. Harvard Educational Review, 63(2).

4 Week 5: April 26

Race in a changing world: Implications for Education Key Questions: 1. In what ways is the world changing today? What do these changes mean for you personally and for your generation? 2. What do you think are the implications of these changing times for education in the United States? 3. What are the arguments about the construct of race? 4. What complexities arise from the discussions of race this week?

Fareed Zakaria. The Post American World Chapter 1: The Rise of the Rest Chapter 3: A non-Western World Chapter 7: American Purpose

Linda Darling Hammond. The Flat World, Educational Inequality, and America’s Future, from The Flat World and Education (pp. 1-26)

Linda Darling Hammond. Steady Work: How Countries Build Successful Systems, The Flat World and Education (pp. 163-193) http://www.pbs.org/wnet/wherewestand/reports/globalization/video-report/7/ https://www.youtube.com/watch?v=xZnSG6gg1vs&feature=player_embedded (trailer 2 million minutes) https://www.youtube.com/watch?v=9bFmWlyBcrs (2 million minutes 13 minute cut) http://www.youtube.com/watch?v=uLyPpUsNkAE (video interview with Prime Minister of Singapore)

NAEP PISA Data Tables.ppx

Children’s Defense Fund Site – download http://www.childrensdefense.org/library/state-of-americas-children/2014-soac.pdf (State of America’s Children 2014)

Week 6: May 3

A Cultural Lens on Race and Education Key Questions: 1. What role does culture play in learning in and out of school?

5 2. What are some common misconceptions about culture that have influenced teaching and learning? 3. What would be required for schools to take up the cultural frameworks discussed in the readings for this week? 4. What limitations do you see in these frameworks? What opportunities?

“Every Shut Eye Ain’t Sleep”: Studying How People Live Culturally Carol D. Lee, Margaret Beale Spencer, and Vinay Harpalani

Cultural Ways of Learning: Individual Traits or Repertoires of Practice Kris D. Gutiérrez and Barbara Rogoff

Learning as a Cultural Process: Achieving Equity through Diversity Nailah Nasir, Ann Rosebery, Beth Warren & Carol Lee

Outlines for Research Project and Tentative Reference List Due

Week 7: May 10 The Psychology of Race and Implications for Education Key Questions: 1. What are psychological costs of racism and discrimination? 2. What are the differential ways in which youth from non-dominant groups respond to exposure to racism and stereotype? 3. What are some implications of current understandings about genes and ability for racial stereotypes and education? 4. What are the implications of the readings this week for education?

Graham, S., & Hudley, C. (2005). Race and ethnicity in the study of motivation and competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 392-413). NY: The Guilford Press.

Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology, 34, 379-440.

David Shenk. Can White Men Jump? Ethnicity, Genes, Culture, and Success, from The Genius in All of Us: Why Everything You’ve Been Told About Genetics, Talent, and IQ is Wrong (pp. 81-92)

Gloria Ladson Billings. Landing on the Wrong Note: The Price We Paid for Brown

Guest Speaker: Dr. Onnie Rogers, Psychology, Northwestern University

6 http://www.youtube.com/watch?v=CSafZUWok98 http://www.cnn.com/2010/US/05/13/doll.study/

Jane Elliot 3rd grade experiment http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html https://www.youtube.com/watch?v=Y_rl4ZGdy34 Macklemore and Ryan Lewis. Jamila Woods. White Privilege II https://www.youtube.com/watch?v=czEYs1DGNJM Macklemore. White Privilege. (On Hip Hop)

Week 8: May 17 The Education of Youth From Recent Immigrant Families Key Questions: 1. In what ways do race, ethnicity and immigrant status play out in educational opportunities, experiences and outcomes? 2. What issues specifically arise for immigrant groups in terms of education? 3. How does the Gutierrez and Rogoff article from week 4 play out in terms of immigrant groups?

Socialization, Culture and Identities of Black Immigrant Children: What Educators Need to Know and Do Xue Lan Rong and Frank Brown

Legacy of Brown: Lau and Language Policy In The United States Patricia Gándara, Rachel Moran and Eugene Garcia

Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education Bic Ngo and Stacey J. Lee

Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature J. Lynch McBrien

Lost Boys of Sudan http://www.cbsnews.com/news/the-lost-boys-of-sudan-12-years-later-02-04- 2013/ **** http://abcnews.go.com/US/hidden-america-forgotten-struggle-survive-texas- barren-colonias/story?id=16213828 (story of the young girl and her resilience) ***

7 Show: Poorest town in Texas – Colonias http://www.youtube.com/watch?v=iHzaO73pC-A (2 minutes) http://www.youtube.com/watch?v=aE3RPUdvaL4 (geography, history, poverty, policy) http://www.youtube.com/watch?v=EJKxDPzVSAc (health and progress from community organizing) 4 mins. http://www.krgv.com/news/experts-education-crucial-for-children-in-colonias/ (positive education example)

Week 9: May 24

American Indian Education: Dilemmas and Opportunities Key Questions: 1. How have cultural, political and economic interests played out in the history of American Indian education? 2. What, if anything, did you learn that was unfamiliar and surprising? 3. What do you think are the long term impacts of this history of educating American Indians? 4. What do you draw from other readings in the course in terms of the readings for this week?

Ward Churchill, Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools. Pp. 1 – 82

Roxanne Dunbar-Ortiz (2014). An Indigenous Peoples’ History of the United States. Pp. 15-94

Lomawaima, K. T. (2004). Educating native americans. In J. Banks & C. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 441- 461). San Francisco: Jossey-Bass.

Reference: The State of Education of Native Students (2013). Education Trust http://www.youtube.com/watch?v=NoyR8_kQq2o

http://www.youtube.com/watch?v=GACcBe9Be58 (play minutes 1 – 8:53) http://www.edweek.org/ew/projects/2013/native-american-education/history-of- american-indian-education.html

8 http://www.northwestern.edu/president/committees/native-american-outreach- inclusion/Task-Force-Report.pdf

Guest speaker: Dr. Megan Bang, University of Washington, Seattle

Presentations by groups on the research question examined

Week 10: May 31 Structural Responses to Inequities in Opportunity to Learn Key Questions: 1. In what ways have judicial and legislative decision making impacted education? With what consequences? Be sure to take a historical view on this question. Focus on the impact of policy decisions in key states described by Darling-Hammond: Texas, Massachusetts; New Jersey, Connecticut, North Carolina; California 2. Why do you think segregation matters in educational opportunity? What kinds of segregation matter most? For whom? 3. Why have we not seen more progress in desegregating schools? 4. Do the readings across the course suggest other alternatives to enhancing educational opportunity without desegregating schools?

Linda Darling Hammond. From The Flat World and Education

The Anatomy of Inequality: How the Opportunity Gap is Constructed (pp. 26-65)

New Standards and Old Inequalities: How Testing Narrows and Expands the Opportunity Gap (pp. 66-98)

Inequality on Trial: Does Money Make a Difference? (pp. 99-130)

A Tale of Three States: What Happens When States Invest Strategically (or Don’t) (pp. 131-162)

Sheryll Cashin. Place Not Race: Affirmative Action and the Geography of Educational Opportunity.

Show: Hunger and Poverty in America

Show: Geography of Poverty

Ending Child Poverty Report: Children’s Defense Fund http://www.childrensdefense.org/library/PovertyReport/EndingChildPoverty Now.html

9 Alt Cert video

Consider Migrant video

http://www.edweek.org/ew/issues/every-student-succeeds-act/index.html? intc=content-exlaineressa

Presentations by groups on the research question examined

Final Discussions and Personal Reflections

Group Research Papers Due Tuesday, May 31st

Final Exams Due: Wednesday, May 31 by 6 PM

10 Group Research Projects Group Presentations on May 24th and May 31th Group Paper Due May31st

My hope is that the class will be relevant to your interests and connected to your undergraduate concentrations. With that goal in mind, I have selected three topics that I think will be relevant to each of the SESP undergraduate majors as represented in this year’s class cohort. In addition, I hope this class will also spark your interests as citizens in wrestling with the big issues facing the country regarding the education of our youth. With that in mind, I have also selected topics that I think will spur discussion and research around enduring challenges in the field.

Working in groups of 3-4, select one of the following topics. Over the course of the quarter, your group will research the topic. I am offering an anchoring text for each topic. I expect that you will locate research-based articles and data bases to help you gather data on the pros and cons related to the question you have selected.

Your group will submit the following across the quarter:

1. Bibliography of references using APA citation style 2. Outline of the paper 3. Public presentation of your findings in class 4. Submission of the final paper – November 29th

Your paper should

 State the problem  Provide data to argue why the problem is important  Offer data that supports pro and con positions on the question(s)  Weigh in on positions taken by the group and provide the evidence to support claims that are made. The group does not have to come to consensus on the question.  Where relevant, make connections to the assigned readings from the course

The paper should not be more than 10 double spaced pages in length. This does not include your reference list. References should be in APA format. Because these are group projects, all members of the group will receive the same grade for the paper.

11 While I offer the following possible topics, your group should feel free to select a topic of your interest. The topic, however, will have to be approved by Professor Lee.

Human Development and Psychological Services

How Gender Plays Out in Inequities in Opportunity to Learn Associated with Race, Ethnicity and Class

Anchor:

Pedro Noguera. The Trouble with Black Boys: And Other Reflections on Race, Equity and the Future of Public Education. (available at NU library; on Amazon for $10.29)

Howard, T. (2013). How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks. Review of Research in Education, 37, 54 – 86. (available as .pdf)

Social Policy

Can Charter Schools Address Inequities in Opportunity to Learn Associated with Race, Ethnicity and Class? The Role of Local, State and Federal Policies.

Anchor:

Diane Ravitch. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. (available at NU library online; on Amazon for $11.35)

Marsh, J.A. & Wohlstetter, P. (2013). Recent Trends in Intergovernental Relations: The Resurgence of Local Actors in Education Policy. Educational Researcher, 42(5), 276-283. (available as .pdf)

Learning and Organizational Change

Accountability versus Autonomy in Schools as Organizations: Pros and Cons for Addressing the Achievement Gap Associated with Race, Ethnicity and Class

Consider the tensions between reform efforts that focus narrowly on accountability and require strict fidelity to prescribed scripts for teaching and for how schools are organized versus reform efforts that still require accountability but for broad goals rather than narrow ones and leave it up to local actors to figure out how to accomplish these goals. You can consider federal efforts, state efforts, district efforts or cross national comparisons.

12 Anchor:

Wade Boykin & Pedro Noguera. Creating the Opportunity to Learn. Moving from Research to Practice to Close the Achievement Gap

(available from Amazon for $19.21 or $5.59 used)

Spillane, J.P., Parise, L.M. & Sherer, J.Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal: 48(3): 586-620.

Spillane, J. P., & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective. The Elementary School Journal, 111(2): 253-281.

Addressing Ethnic and Class Diversity in Education: An International Perspective

What lessons can we learn from how other countries as measured by PISA successfully address equity in opportunity to learn? What challenges arise in adopting particular policies from other countries for implementation in the United States? What tensions and contradictions remain still in these successful countries?

Anchor:

OECD (2010). PISA 2009 Results: Overcoming Social Background: Equity in Learning and Opportunities and Outcomes. Paris, OECD Publishing. (available as .pdf)

Sahlberg, Pasi. Finish Lessons: What Can the World Learn About Educational Change in Finland?

How Issues of Culture, Identity and Power Play Out in U.S. Education – Past and Present

From the very beginnings of public education in the United States and across the history of education in this country among groups identified by race and ethnicity, debates, tensions, policies and practices around the role of education to address issues of culture, identity and power relations have been persistent. Identify multiple groups for whom these issues have been historically salient and examine how attention to culture, identity and power relations have played out. Consider in addition contemporary examples as well.

13 Anchor:

Joyce King. Black Education: A Transformative Research and Action Agenda for the New Century.

Public Education as Preparation for Democratic Citizenship and Democratic Debate

Construct an argument regarding the role that public education can play in preparing citizens to participate in democratic debate, to be able to weigh in on competing positions that can inform public policy (e.g. charter schools versus regular public schools; how to de-segregate public schools; what perspectives on history should or should not be addressed; teaching evolution versus creationism in schools; policy implications for scenarios like Ferguson, Missouri; addressing issues of gender identity and sexual orientation in schools, etc.) Identify and examine efforts to address such citizenship issues in schools and their impact.

Gutmann, Amy. Democratic Education

14