In 2018, nine percent of students enrolled in private schools were black (National Center of Education Statistics, 2019). Essentially, nine out of every one hundred students. This statistic motivated me to look deeper into what this may mean. Why was this number so low, and what could be done about it? Private schools are often springboards to high-level universities and larger overall lifetime earnings. The average lifetime earnings for an African American male with a high school diploma are $1,340,407.00. The average lifetime earnings for an African American male with a college diploma are $2,107,728.00. That is a considerable increase of $767,321.00 over their lifetime (Julian & Kominski, 2011). Why is it that the private school opportunity was only going to nine out of every one hundred students?
As I sat, reflecting on these statistics, I wondered about the true intentionality when people create spaces for belonging and for difficult conversations. I began my doctorate with this in mind. For my dissertation topic, which will be the onboarding and retention of black students in private K-12 institutions, I have read many articles and dissertations close to and about my topic. They all carry the same throughline: students need a sense of belonging for success. Black students, and all minority students for that matter, need space, sometimes physically, but for sure emotionally, where they are accepted, can speak freely about personal and pertinent issues, and are supported and recognized for their contributions.
These spaces and senses should be for all students. The simple fact of the matter is that without intentionality from leadership through every facet of a school community, when any person walks into that organization if they do not feel like they belong, are deserving, or are seen; they will not function to the best of their ability, and they may not last in that environment at all. So, how do we authenticate an individual’s intentionality when attempting to create these safe spaces? We cannot probe for failure or create an ostracization scale; we must seek joy. We must seek to see and feel the comfort in expression and see and recognize individuals and promote the successes, the triumphs, and the quiet expressions of individuality and praise the courageous conversations that occur not only in the academic area but in the subtle passing in the hallways and spaces where we all interact and intersect.
We must seek out and identify where the most subtle things have occurred, the concept that something has not happened but has ceased to happen. We must find where microaggressions have dwindled and may have disappeared. I do not think for one moment that microaggressions, overt displays of racism, and ignorance will not exist or do not exist; in fact, quite the opposite. However, I do contend that we must find and promote those occasions in which the students and the people have done something that has changed the interaction, the course, and even in the most minor of ways, to create a small contribution to a community within a community that moves the needle of experience in the right direction. A subtlety that grows into a fact, a condition, a circumstance that becomes woven so deeply into the fabric of a community that it becomes the community. It becomes who we are and what we do.
We must ask our families and students what worked and where the positive impact was made. What mattered to you most? What changed or reinforced your course and path? Where did you feel seen the most, heard the most, and where were you your best? So, authenticity? It must be found and praised. It can be discovered in our day-to-day interactions and small victories. Only from this recognition can we begin to change and reinforce policies, procedures, traditions, and ways of being to mesh and merge our communities within communities to become more whole. The outcome of success when a student has been provided with this opportunity is a significant increase in the quality of life and standard of living for those who succeed.
References
Broughman, S.P., Kincel, B., and Peterson, J. (2019). Characteristics of Private Schools in the United States: Results From the 2017–18 Private School Universe Survey First Look (NCES 2019-071). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch.
Julian, T., & Kominski, R. (2011, September). United States Census Bureau. Retrieved June 11, 2012, from Education and Synthetic Work-Life Earnings Estimates: http://www.census.gov/prod/2011pubs/acs-14.pdf
Interesting information. I always think that Black families feel like private school is not a safe place for Black children. Many private schools speak about inclusion in their mission statements but when it comes down to it the number of programs that actually support Black children when they are enrolled are non-existent.
This is so true! I witnessed this first hand when selecting a school for my children, who are half Black. Many private (all of the schools I toured were private Christian schools) had all the right things to say about diversity, but none of them were truly evident in the curriculum, the school culture or more importantly, their staff. 100% of the local Christian schools had white males as the head of schools, and board members were all white and mostly men. Even though their mission statements begged to create a different picture, unfortunately, they fell short in many areas. Peter, I look forward to your research and the positive impact it will surely have on current and future students at your school -not just Black, but ALL students who will benefit from having diverse relationships!
Peter, I love hearing your perspective and the ways that we can help create safe places and spaces for these children. I also believe that making sure that these students believe that they are cared for and supported is a huge task that needs to be addressed more within schools to help grow success rates.
This is so true! I witnessed this first hand when selecting a school for my children, who are half Black. Many private (all of the schools I toured were private Christian schools) had all the right things to say about diversity, but none of them were truly evident in the curriculum, the school culture or more importantly, their staff. 100% of the local Christian schools had white males as the head of schools, and board members were all white and mostly men. Even though their mission statements begged to create a different picture, unfortunately, they fell short in many areas. Peter, I look forward to your research and the positive impact it will surely have on current and future students at your school -not just Black, but ALL students who will benefit from having diverse relationships!