The doctoral journey.
Why?
Having spent a year to think through what a potential dissertation topic could be, the why should be studied was rather simple. In short, when comparing present-day Baltimore to that of the early 1900s, while conducting research and writing for a historical book project, there appeared to be fewer African American professionals practicing in the fields of law, medicine, dentistry, and educational leadership. Ravitch and Riggan note conceptual frameworks are how the researcher lays out the groundwork for why the topic being studied matters (p. 26). Given my ethnocentric focus and desire to prepare the next generations to take ownership of this world, this mattered. A review of the statement of goals submitted with my graduate school application revealed my belief there was sufficient anecdotal evidence that the current state of our education system yearned for a refresh to ensure it did not impede a leveled playing field when the race was involved. As a matter of fact, a direct quote from the goals’ statement was, “Those who understand how to navigate ‘social systems’ have the responsibility to ensure the creation of institutions and the enactment and enforcement of policies focused on the equitable distribution of resources to positively impact our communities.” Education reform appears to be the most ideal path to bring forth this transformation.
Working at America’s oldest continually operating black school there’s a personal and professional interest in identifying how to positively transform education for African American students. Where some may have to approach such a focus cautiously, my present professional circumstances provide much more latitude. The racially charged climate of present-day America, causes many to feel uneasy with blatantly advocating for a specific racial group. Anecdotally, it seems there’s often the need to posit how African Americans are not a monolithic group to note the diversity of thought. Frankly, it appears to be a gentle way of exclaiming, “not all Black people think alike,” while maintaining a sense of cultural sensitivity. While there’s no specific disagreement with this thought, it should be unnecessary to “qualify” statements to show diverse thinking and experiences within an ethnic group.
How?
A part of the teacher’s influence is determined by how s/he encourages students in the classroom. In an older issue of ASCD’s Educational Leadership, Rita Dunn provides a summary of the research in the book Multiculturalism and Learning Style, by her and the co-author. Their research indicated there are no distinctive cultural group styles when it comes to education and learning (Dunn, 1997). If people learn differently, should we presume these same people might express themselves or make decisions differently? This seems elementary, however, should we presume, how or from who a person learns ultimately impacts their views or outlook on their future life? Dunn’s findings helped to bolster her theory that, irrespective of their ethnic group, all students should be taught the same (Dunn, 1997). The research by both Ivie and Dunn addresses issues around multiculturalism – a former pillar of education reform (Dunn, 1997; Ivie, 2019). Both also note the shortfalls of using multiculturalism to impact academic achievement. She also notes the premise for instituting multicultural curricula had more to do with the politics of race than education (Dunn, 1997). While Dunn penned the Educational Leadership article, it seems the book she co-authored with Shirley Griggs complements my anecdotal view that understanding a child’s learning style will do more to prove their academic ability than the current focus on placement or race-based programming. Thinking back to fading memories regarding the reading of one-room schoolhouses with a single teacher providing instruction to not only multiple learning styles but multiple grades, is compelling enough to ask, “How?”. Dunn makes a case for teaching diverse curricula to all students, but there doesn’t seem to be any guidance on how to achieve such.
Ultimately, giving credence to the differences among people impacts an individual’s sense of value. Valuing diversity and inclusion among participants may display a level of commitment to identifying true success factors for education reform. In most cases, it is likely not for lack of ability but efforts, to ensure African American students receive exposure to an environment to understand how to navigate its dynamics. Considering the results of a 2007 study, Urban Adolescents’ Constructions of Supports and Barriers to Educational and Career Attainment, written by Maureen E. Kenny, Leyla Gualdron, David Scanlon, Elizabeth Sparks, David L. Blustein, and Maryam Jernigan for the Journal of Counseling Psychology, urban youth are conscious of the role of their ecosystem as related to support for and barriers to achievement. The authors addressed the issue of disparities in scholastic and vocational fulfillment between non-European American students attending urban public schools and wealthy primarily European American students attending suburban schools (Kenny, et al., 2007). For most students, familial obligations, daydreams of notoriety or matriculation are volleyed about until prompted to make a firm decision regarding their future (Kenny, et al., 2007).
Ravitch, S. M., & Riggan, M. (2012). Reason & rigor: How conceptual frameworks guide research. Thousand Oaks, California: Sage Publications.
Dunn, R. (1997). Special Topic / The Goals and Track Record of Multicultural Education. Educational Leadership, 74-77.
Ivie, S. D. (2019). Educational Reforms: In Praise of Folly. Journal of Thought, 3-18.
Kenny, M. E., Perez-Gualdron, L. M., Scanlon, D., Sparks, E., Blustein, D. L., & Jernigan, M. M. (2007). Urban Adolescents’ Constructions of Supports and Barriers to Educational and Career Attainment. Journal of Counseling Psychology, 336-343.
