Race is a social construct..but to what extent? Since the times of segregation, systems in place have clearly defined race by the color of one’s skin. We are familiar with the races White, Black, Asian, and Latino in the United States. In the time of Jim Crow, people of color (POCs) were segregated based on being colored and were systematically discriminated against so that they did not have access to the same opportunities as white people. Today we are seeing the unjustified segregation of resources, not just locality.
Though segregation has been made illegal in the United States, we still see it manifest in the school systems. Though it may not be the ‘Colored Only’ signs, The New York metropolitan area has a disproportionately high percentage of segregated schools. In a diverse city like New York, this is appalling.
Education is a powerful tool that everyone should have access to. It allows us to see how the world works and teaches us what we can offer it. In a city like New York City, this does not seem to be the main priority. The New York City Steinhardt Metro Center has been vocal on this education equity crisis in the NYC school systems. They studied the least and most diverse schools in NYC.
There are less diversely populated schools in NYC than non-diversely populated schools as laid out by the NYC Steignhardt Metro Center. Over 200 of the less diverse schools are mostly in the Bronx, Manhattan, and Brooklyn. Over 70 of the more diverse schools are in Queens and Brooklyn. The equity of these schools is sparse and do not reflect the neighborhoods they live in.
When looking at the academic outcomes of students attending these kinds of schools, it was clear that Black and Latino students attending NYC public schools are being affected. Black and Latino students’ english and math scores were substantially lower than their Asian and White counterparts. Black and Latino 3rd grade students performed less than 35 % in English Language Arts (ELA) and Math compared to the over 50 % in Asian and White students. ELA scores were similar in 8th grade students in the NYC school system, but were doing much worse in Math, scoring less than 20 % compared to Asian and White students.
As seen in the tables above, when comparing socioeconomic status to math and ELA proficiency the numbers are significant. Though I am not a native New Yorker, I understand and have experienced the effects of segregation in school.
I come from a Haitian-American immigrant family and had no other family in the US. My best chance at receiving a quality education was going to Catholic schools but at a cost. It required admissions exams, a review of my parent’s financial status, and other comprehensive requirements. After getting into the Catholic primary school, I found that I had more chances to understand my lessons in school than at home. My education and learning were up to me. My progress was up to me. In Catholic high school, when we were told to prepare for the SATs they suggested that we sign up for classes. If my parents have the resources to send me to tutoring programs and other additional lesson reviews, I might have had a lighter learning load.
When applying to specialized schools there is a selective process of offering admissions that I am familiar with. Students who are usually accepted are those with the financial means, close in proximity to the campus, and have access to prerequisite courses/preparations that reflect the current values of these schools. When I spoke with my friend from Brooklyn, she explained that this process is very segregated to the point where the demographics tell you everything. Out of the 750 students who were accepted into Stuyvesant High School, 8 were black students.
The segregation that we are seeing in NYC public school systems is motivated by not simply racial issues but also socioeconomic issues. White and Asian students who do not come from low-income families use their academic resources to further their educational knowledge. In public schools, low-income, Black, or Latino students might only have the opportunity to learn the material in class. Their parents might have multiple jobs to support their families or students have to commute a long distance to attend their school. In specialized schools, students have to take a standardized test that is used to determine if their application is valued at their schools. Some students have access to preparatory sessions to help them study for the exams while others cannot afford that opportunity.
To solve this problem we have to look into why we have to desegregate this system. Access to education is a human right that we take for granted. Establishing an equitable school system in NYC schools would have a positive impact on the diverse demographic of students here.
To accomplish this, districts should be focused on investing and funding schools with more programs for academic success and supporting the school population where it needs to be. Students in a Bronx middle school note that because their school is in a low-income neighborhood, they only have half of a floor for school. The state should prioritize education through funding, especially in areas that do not offer standard classes like AP or IB for high achieving students.
Students should also attend schools that push for them to be high achievers. More diverse schools have programs like this but they should be more accessible. This can happen by hiring and/ or training educators who are culturally competent, qualified and who create a fruitful learning environment that aims to reach every child.
Access to education in NYC should be equitably distributed and properly funded. This will prove beneficial for the outcomes of low-income and POC students in the future. It should be the primary goal of this state to offer quality education to all students. More should be done and we must let our elected officials know that it is time.
