Race and Equality in School Districts: A Conversation

In today’s new normal, school districts and teachers have so many things to juggle in the classroom, and among the matters that are top of mind are diversity and inclusion. An NTSA panel discussion offered insights to help schools, educators and advisors frame their discussions for the classroom.

“Race and Equality in School Districts” a discussion led by NTSA President-elect Darlene Flagg featured the ideas and insights of panelists Tamara Indianer of Lincoln Investments, Carey Earle of Bluestone Life, Damien Adams of National Life and José Antonio of New York Life Insurance Company. 

“Right now we are at a crossroads in so many ways,” said Earle. Moderator Flagg struck a similar note, remarking, “Studies say that the U.S. education system is the most unequal in the industrial world.”

A Double Bind

One is in a “double bind” as a woman, Earle said, observing that women are told they can do certain things, “but still must fit within a box.” She added that in the workplace, women still apologize for their thoughts and even for talking in meetings. And, she added, “Look at the number of women in the board room—still miniscule. Look at the number of women in the C suite—still miniscule.” 

“It starts in the classroom,” said Flagg, with not telling girls they should pursue certain goals. 

Panelists highlighted additional inequities as well. “As we know, in our country there have always been racial inequities in our schools,” said Adams, adding that they still persist even after the Supreme Court’s 1954 ruling in Brown v. Board of Education in which the Court said that laws establishing racial segregation in public schools were unconstitutional. “We really need to talk about school segregation in practice—it tells students they are not valued,” he said. 

“Growing up in a Hispanic household, I was largely self-reliant,” said Antonio. He said that reinforces a good work ethic, but also poses a disadvantage—one is “always playing catch up. Many fall into that category,” he said. Many immigrant students are learning concepts and material at the same time, Antonio added. “Have we ever explored the concept of educating the parents?” asked Flagg.

“In this day and age, people shouldn’t have to be in the closet,” asserted Indianer. “There needs to be a mechanism for people to know how they can have help,” she said, adding that there is a “duty to provide tools to address inequality.” 

“Being able to see yourself in the education community and not be invisible is important,” said Earle. “As school administrators, we have to do better,” Flagg remarked. 

Resources 

Panelists suggested that there also is inequality in resources available to students and schools. 

There needs to be equity in resources—for example, new books and access to cultural amenities, and exposure to new experiences, said Adams. 
Internet access is a current issue in inequity, observed Earle, noting that the rural-urban divide in that regard is especially pronounced. “That’s what I look to” as the next issue to address, she said. Flagg added a note of immediate urgency, saying that because of the pandemic, making technology available is required in order for kids to attend school. 

In his experience, said Antonio, “subject matter was very Euro-centric,” and that it discussed other cultures largely “in terms of wars and hardship.” He said that students “need to hear more about their achievements,” which he said “would give role models to aspire to.” 

Tips to Address Inequity

Panelists offered tips they would give to administrators and leaders to help address inequality. 

• Diverse representation, appropriate language, and no assumptions, suggested Indianer. She added that school districts should make schools feel inclusive, and that technology should be integrated into use. “Embrace tools and help communities feel welcome,” she said. 
• School districts should hire teachers of color, suggested Flagg, adding that educators should take classes on implicit bias and advisors should know their audience when they approach a school.
• We have an opportunity to communicate better with students, teachers and friends, said Antonio, who also stressed the worth and importance of English as a Second Language instruction. “Schools should invest in programs that break down the language barrier,” he said. 
• “I don’t know anyone who’s under more pressure right now than teachers,” said Earle. “Let’s ask, ‘What can we do together?’” she suggested. We need to “create space where people can listen to each other and better understand others,” Earle said. “Teachers can’t solve everything by themselves,” she added. 

“If we’re going to make progress, we must confront and address the inequalities,” said Flagg. 

Available on Demand 

The NTSA Webcast “Race and Equality in School Districts” is available on demand through Aug. 5, 2021. Click here.