Separate & Unequal

The readings this week emphasize the “separate and unequal” education that is provided to students

based on both their race and social class. In Goldstein’s The Only Valid Passport from Poverty, the

author describes the evolution of desegregation. In this slow moving process, we find that many had

opposing views on desegregation, exemplifying both positives and the negatives of the process at

that time. Goldstein states, “...there had been concern in the black community that merging black

and white schools could decimate the black middle class, which depended on jobs in segregated

schools.” (111) Many states were attempting to “equalize teachers” but what that really meant was

black educators being fired or replaced by their white counterparts, and black students being turned

away by white schools. Mirroring last week’s readings regarding community, this article quotes Anna

Julia Cooper who said, “...in black schools led by black educators, ‘children were more likely to take

pride in themselves and the achievements’ of their race” (112)  This notion mirrors Bogg’s idea that

teachers from inside the community or teachers who have similarities to students are best.

In order to help “force” desegregation into place, money became involved, and that came with the

Elementary and Secondary Education Act (ESEA) in 1965. Goldstein explains, “States that offered

their low income students more state-level funding would be rewarded with more money from the

federal government.” (114)   Many schools were pushed into integration so they did not lose funding.

The article reveals the struggle of integration, not only racism and fears, but the termination of black

teachers and their decline in the profession because of it. Black teachers were replaced by whites

who were unprepared, simply earning rights to the job because of their race. Certifications were

revoked from black teachers. Short-cut teaching certification programs were created. Teachers faced

challenges they could not overcome. President Johnson’s experience along with other teachers’ in

the classrooms show how difficult it was to teach and help students really learn while being up

against some terrible working conditions.

In Anyon’s Social class and the hidden curriculum of work the author presents results of a study in

five different elementary schools in New Jersey of various social classes. The author argues that the

work in each school has a “profound implication for theory and practice in education.” As I continued

to read, I was struck by the truth behind the study. After being provided with clear examples of each

type of work, I realized that many schools do simply aim for that “good enough” education and have

set their objectives even before meeting the students. Their futures are predetermined in many

cases by their social class and communities, and students will be limited or will exceed because of

them. School work varies from “following steps of a procedure” in the Working-class Schools to

“developing one’s analytical intellectual powers” in the Executive Elite Schools. Students are working

on perfecting the skills presented to them by their predetermined “hidden curriculum”. This author

argues that student’s jobs and capital are predetermined (based on their work) and provides

numerous examples.

1. “The working-class children are developing a potential conflict relationship with capital.” (88)
2. In middle-class schools “the work tasks and relationships are appropriate for a future relation
to capital that is bureaucratic” (88)
3. “In the affluent professional school the children are developing a potential relationship to capital
that is instrumental and expressive and involves substantial negotiation.” (88)

The students in working class will be denied the opportunity to be creative and those of affluent

schools will possess the skills to be artistic and innovative, therefore, predetermining many future
career paths of these individuals.

The challenges we face today as educators are reflected in these readings. Sadly, racism,

segregation and a hierarchy of social class still exist in education, whether we want to admit it or not.

Many teachers still hold students to a certain “standard”, high, or low, or anywhere in between,

based on a student’s community, parent’s income, race, or social class and even more. In an attempt

to break those barriers and help individuals see their potential for creativity and growth, teachers in

traditional classrooms can only do so much. I hope to help my students, of all backgrounds, discover

that their futures can really be whatever they wish. However, I do know that my school is from a

community of a certain social class, and although I have their best interests in mind, am I, too,

unknowingly preparing them for predetermined future? Hmm…