Paul R. Lehman, Report’s data on states racial integration progress is suspect

February 1, 2019 at 5:25 pm | Posted in African American, American Bigotry, American Dream, American history, American Indian, black inferiority, blacks, democracy, desegregation, discrimination, DNA, employment, entitlements, Equal Opportunity, equality, ethnic stereotypes, Ethnicity in America, European American, European Americans, fairness, Hispanic whites, Human Genome, integregation, justice, language, law, minorities, Non-Hispanic white, Prejudice, public education, race, Race in America, racism, segregation, skin color, social conditioning, social justice system, socioeconomics, The Oklahoman, tribalism, U. S. Census, White of a Different Color, whites | 2 Comments
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The intent is not to rain on the parade, but too much confusion exists in the article “Report shows state has made progress on race,” to let pass ( The Oklahoman 01/2018). The reference to race in the article’s title is confusing as to its meaning. Once we got beyond the title, the confusion continued. Relying on “A new report from finance site Wallet-Hub” the report ”ranked states based on’ the current level of integration of whites and blacks by subtracting the values attributed to whites and blacks for a given metric.’” The ranking of each state’s progress relative to integration was based on four areas: Employment & Wealth, Education, Social & Civic Engagement, and Health. Oklahoma, according to the report, ranked 13th in racial integration out of the fifty states according to the four areas examined.

Without going into the meat of the report, we determined the data to be questionable in that no definition of terms used was given. Therefore, the reliability of the data is suspect from the beginning. For example, the term race is used in the article’s title, but no following information is offered to explain what is meant by race. If the reader has to rely on assumptions regarding the meaning or intended meaning of race, then what good is the data? Another problem is produced if the reader assumed the reference to race was intended to refer to the human race. The problems continued once we look at the objective of the Wallet-Hub report.

We read that the Wallet-Hub report focused on the “level of integration of whites and blacks”….Again, we are not informed as to the meaning of the terms white and black, but each term was treated as a monolith. We know historically that America at is formation socially constructed two races, one white and the other black, with the white being thought and treated as being superior to the black. But, this report was viewed as being current, and our knowledge of the false concept of two or more races is no longer acceptable. Without a clear definition of the term white any data offered would again be suspect.

The report also used the term black, but provided no definition or clarification as to its meaning or usage. One of the problems that the absence of a clear meaning or definition produced was the question of what black people provided the data for the report in that no specific culture, ethnicity, religion, language or geographic location was presented? So, who are the blacks? The same question exists for those people labeled as white.

When we turned to the U.S. Census Bureau for information the confusion increased because the bureau confused ethnicity, race, and origin. The bureau still operates under the assumption that multiple biological races exists. The bureau list the race categories as” White,” “Black or African American,” “American Indian or Alaska Native,” “Asian,” Native Hawaiian or Other Pacific Islander,” and finally, “Some Other Race.” So, all the scientific date relative to the human race and DNA is seemingly of no concern to the bureau.

We do not know how or why the Wallet-Hub report decided to use the two terms, black and white, but from the 2010 Census information relative to race the question of what is race still remained. The Census Bureau stated in its 2010 data what it meant by race. Noting that their data is based on self-identification, the language reads as follows: “The racial categories included in the census questionnaire generally reflect a social definition of race recognized in this country, and not an attempt to define race biologically, anthropologically or genetically.” More specifically, it continued: “People may choose to report more than one race to indicate their racial mixture, such as “American Indian and “White.” People who identify their origin as Hispanic, Latino, or Spanish may be of any race.”

If this information is not confusing enough read what the Bureau provided for blacks: “Black or African American” refers to a person having origin in any of the Black racial groups of Africa. It includes people who indicate their race(s) as “Black, African Am., or “Negro” or reported entries such as African American, Kenyan, Nigerian, or Haitian.” The information (biased and irrational) did not mention what selections were available to black individuals of mixed ethnicities—Puerto Ricans, Cubans etc…

Maybe the point of the report’s validity can be seen more objectively after reading the information from the Census Bureau. If race cannot be defined, and a person can select any race, how can the report provide accurate data about blacks and whites? Unnecessary confusion exists relative to terms like, race, ethnicity, origin, and nationality. One rule of thought exists regarding these terms, only one, the term race, has to do with biology, and that is only with respect to the human race. The other terms are all products of various cultures.

One other term used in the Wallet-Hub report was integration, but it, like race, black, and white was not defined or explained. The word integration became popular during and after the 1954, Brown v Topeka Board of Education case. Many people confuse the words desegregation with integration, but they are clearly not the same or interchangeable. When public schools were desegregated, that meant African American children had a seat in the room. Integration occurs when African American children sit in same the room as the European American children but also learn about their history as well. We still have some distance to travel before we reach integration and share the benefits of our diverse American cultural experiences.

As mentioned at the start of this piece, the intent was not to spoil the seemingly good news of the report concerning Oklahoma’s “progress on race,” but to bring some clarity and facts into the mix. One wonders why a group of “experts” would not be more attentive to the problems with the terms used in conducting this study. Good news is always welcomed relative to the plethora of societal problems involving America’s ethnic populations. When good news comes, we just want it to be accurate.


Paul R. Lehman, America’s public education a far cry from integregation

September 30, 2012 at 3:32 pm | Posted in African American, American Bigotry, blacks, equality, Ethnicity in America, European American, fairness, integregation, justice, minority, Prejudice, public education, socioeconomics, The New York Times, U.S. Education Department Office for Civil Rights, whites | 3 Comments
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When the Supreme Court ruled that separate public schools were not equal, the law was changed to desegregate the schools. While that order seemed to be the appropriate approach to take at the time, what has not changed over time and has been a stumbling block to progress in American public education is the attitude of European American normalcy. In essence, while ethnic minorities have been given permission to attend school with the European American students, the subject matter as well as the control of the perceptions has been that of European Americans as the model of normalcy.

When the schools were segregated, prior to 1954, the African American students attended school where they were the norm. No doubt existed relative to their self-worth and abilities to achieve an education. Once desegregation came into existence, subjects like African American history were discontinued. Since the majority of the new teachers had no background or knowledge of African Americans from an historical perspective, they could not share that information with the students. So, although African American and European American students attended the same school, they did not receive the same educational experience. If the African American students attended a predominantly European American school, the feeling of self worth, security, familiarity, and normalcy disappeared. For the European American students, nothing changed but the introduction of unfamiliar students in their school.

Today we live under the misconception that our schools are integrated.  America’s schools have never been integrated! Let us be clear about these terms. Desegregation of the schools meant simply that African American students were allowed to attend the predominantly European American schools; that is all that happened. Nothing in the European Americans schools’ curricula, attitude and perception of African Americans changed. If the African American students were to experience success, they must adapt to the environments of the schools; no special accommodations were made for them.

Integration is a term that carries the same meaning in science or social environments; it means the process of mixing or combining. If we take a look at our public schools today, we cannot miss the mixing of students in many schools, while we can also notice the lack of mixing of student in others. Unless we are mistaken about the court ruling, the purpose of the ruling was to eliminate the separate and unequal education the students were receiving. Although the impact of the ruling fell on the African American students as victims, the European Americans were as well victims because they had been deprived of information concerning their fellow Americans.

One easy way to check to see if American Education reflects integration is to examine the text books being used in the public schools. If they present an accurate and factual picture of ethnic Americans as participants in the making of this nation, then we can answer affirmative to integration. If not, then we cannot claim to have integrated public schools and admit that much work needs to be done, namely, rewriting the American story to include the contributions of  ethnic minorities. To date, the history of America as told in the text books is the history of European Americans. In addition to the story that is being told, not all Americans have a say in what is presented to the students. In effect, a form of censorship is practiced that affects and influences the students and teachers alike.

In an article by Gail Collins, “How Texas Inflicts Bad Textbooks on Us,” published in “The New York Review of Books” (6/21/12), we learn that “No matter where you live, if your children go to public schools, the textbooks they use were very possibly written under Texas influence.” What that means is a few people in Texas have used their power to control the content of many textbooks. We are told that people in Texas are not the only ones to have a say about the content of textbooks, but the influence exerted by Texas comes from its size and system for electing State Board members: “The difference is due to size—4.8 million textbook-reading schoolchildren as of 2011—and the peculiarities of its system of government, in which the State Board of Education is selected in elections that are practically devoid of voters, and wealthy donors can chip in unlimited amounts of money to help their favorites win.”

In her article, Collins details just how Texas and other states, like California can influence the content of books simply by the volume of sales. The influence of the group in Texas comes from “the right,” and much of their concern with the textbooks comes from their religious beliefs. For example, the article noted that “In 2009, the nation watched in awe as the state board worked on approving a new science curriculum under the leadership of a chair who believed that “evolution is hooey.” In 2010 teachers were supposed to “work in consultation with ‘experts’ added on by the board, one of whom believed that the income tax was contrary to the word of God in the scriptures.”

To the earlier point that America’s public schools are not integrated the article noted the following:

In 2011, the Thomas B. Fordham Institute, a conservative education think tank, issued an evaluation of US history standards for public schools. The institute was a longtime critic of curricula that insisted that representatives of women and minorities be included in all parts of American history. But the authors, Sheldon Stern and Jeremy Stern, really hated what the Texas board had done. Besides incorporating “all the familiar politically correct group categories,” the authors said,

the document distorts or suppresses less triumphal or more nuanced aspects of our past that the Board found politically unacceptable (slavery and segregation are all but ignored, while religious influences are grossly exaggerated). The resulting fusion is a confusing, unteachable hodgepodge.

The article provides much more information then could be included in this blog. However,  when we stop and take a good long look at education, we realize that much of the perception and attitude relative to what and who is important to our students is still controlled by a small number of narrow-minded people who do not understand or accept democracy. Desegregation was to be the first major step after segregation on the road to democracy. Today we also realize that we still must face the challenges of ethnic bias, low social and economic status, preschools, curricula and a host of related areas. After taking a realistic assessment of our situation, we find that we have only just begun to see the challenge in education for our society.

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