Antiracist Practice in Word and Deed: Connecting Guest Speaker Ibram X. Kendi’s Scholarship and NYKids’ Positive Outlier Schools
By Jessie Tobin
The University at Albany recently hosted a virtual seminar featuring bestselling author and antiracist scholar Ibram X. Kendi. Dr. Kendi is the Andrew W. Mellon Professor in the Humanities and the Director of the Center for Antiracist Research at Boston University. Prominent among his many accomplishments (which include publishing several award-winning books and articles) is that Dr. Kendi has taught at numerous universities, including the University at Albany.
During the seminar, Dr. Kendi answered participants’ questions about ways educators can further anti-racist practices. In particular, Dr. Kendi discussed the critical opportunity that policymakers have to re-structure and re-shape the K-16 curriculum so that educators can promote the academic success of the most diverse generation in history.
Words, Representation, and Expectations Matter
On the topic of schools in America, Dr. Kendi addressed wide-spread deficit perspectives about the achievement gap between Black and White students. Dr. Kendi emphasized that asking why Black and Brown students are not achieving points fingers at the test-takers rather than the actual test. He also pointed to a crucial need to shift the blame around educational outcome disparities away from students themselves. Instead, stakeholders in education, Dr. Kendi explained, should be encouraged to re-examine how tests are being structured, what systems are generating standardized tests and curricula, and how these systems perpetuate inequities of opportunity for underrepresented and vulnerable youth.
Dr. Kendi also discussed research indicating that Black students are more likely to graduate high school when they are taught by Black teachers. One reason for this, according to scholars, is that Black teachers tend to exhibit higher expectations for their students of color. While such findings are not conclusive, Dr. Kendi reiterated the call to diversify the teacher workforce.
Dr. Kendi also explained that setting high expectations for students, especially student of color, positively affirms for young people that their teachers recognize their strengths and assets and want to help them reach their potentials. Research on the impacts of teacher expectations on students of color suggests that teacher expectations can influence students’ educational trajectories. Scholars theorize that teachers’ optimism about their students’ abilities to achieve can significantly lead to the likelihood that these students will enroll in college and attain degrees.
Focusing in on Teacher Expectations at NYKids Positive Outlier School Malverne Senior High School
In NYKids’ latest Phase II Cross-case Report, researchers analyzed students’ perspectives of their teachers’ expectations. At one positive outlier school, Malverne (a relatively racially and ethnically diverse high school in downstate NY), students provided insights into how their teachers inspired them to achieve at high levels and be the best they can be.
Students described Malverne teachers as being highly dedicated to helping students achieve at high levels academically and reported that their teachers understood that some students needed an extra push. One student explained that Malverne teachers ensure that students are studying for tests instead of waiting for them to pass or fail:
“They show so much love, they want you to do good. And I feel like that’s just better, because if you have a teacher that’s like, ‘Do whatever you want, I don’t really care if you pass or fail,’ then students are going to be like, ‘Okay I guess I’m going to go on my phone.’”
Students also described how their teachers motivated them to overcome personal and academic challenges through personal connection. One student talked about how his teacher set high standards for him by sharing his own story about working hard to become a teacher—encouraging him to work hard as well:
“Mr. [name] was someone I talked to – I still talk to him every day. And he was talking about me being very bright, taking my future seriously, and I just remembered that to this day because he told me if I waste it [opportunities in high school], there’s no coming back.”
Another student reflected on how her teacher helped foster her self-confidence by drawing on her previous coursework as an example to her classmates:
“Since I have so much respect and admiration for these teachers and my own work . . . it just made me more confident in my abilities.”
Key Take-aways
As the end of the 2020-21 school year approaches, school and district leaders and educators have much to reflect on and prepare to act upon as students return to school in the fall. Dr. Kendi’s research and writing on anti-racism is timely and reminds us that systemic racism and the differential impacts of the pandemic on communities of color and those facing poverty must be at the forefront of not only words, but deeds in the coming school year.
To learn more about how leaders and educators in positive outlier schools around New York state are tackling inequities in their schools and districts check out NYKids’ research page for our latest cross-case report and case studies of such schools as Malverne.
Please reach out to us with requests for research support, comments, and questions at nykids@albany.edu as well as consider signing up for summer professional development opportunities drawing on NYKids research at this link.
