Month: August 2011

The Myth of Meritocracy

The Myth of Meritocracy

Reading Time: 5 minutes

People who know me know that I have a healthy National Public Radio (NPR) addiction.  As of late, it has become a habit to tune in at work.  On Tuesday as I sat at my desk, On Point, a daily opinion call-in show, aired a segment, “Jobless in America” (http://onpoint.wbur.org/2011/08/16/jobless-today-in-america).   Two of the guests, both white and unemployed, talked about their experiences with unemployment and their sense of betrayal for “having done everything right,” yet finding themselves unemployed: a situation they never anticipated.

Although I empathize with those who have lost their jobs during the ongoing recession and are experiencing economic hardships, I must admit that I’m also partially annoyed by the notion that White middle class workers should expect a guaranteed job and a certain lifestyle.  As the introduction to the show states:

…There are not enough jobs, by a long shot. It’s crushing individuals and families right now. We’ll hear from some today.

And it’s putting a huge dent in our national future. Changing things we love most about this country.

As I listened to the show and even now as I read these words, what I hear is the collective anxiety and loss of identity that middle class White Americans are experiencing.  This is not the first NPR or other media outlet show that has broadcast the woes of our society as being the conundrum of those who ordinarily would expect to never have this problem.

From my position as an African American woman, people of color have historically experienced unemployment and underemployment without questioning whether or not we should believe in the American Dream.  In fact my favorite poem, Langston Hughes’, “Harlem” or “A Dream Deferred” (depending on the publication source) as well as the Lorraine Hansberry’s play, “A Raisin in the Sun” speak to the frustrations that people of color, in this case African Americans, have suffered historically when they have tried to assert their right to life, liberty, and the pursuit of happiness.  Rather than the NPR story continuing to promulgate the notion that our current joblessness threatens the fabric of our society, I posit that this is an opportunity to really question the notion of meritocracy.

We live in a society that promotes the idea that as individuals we all have the right and ability to realize our dreams through our own hard work and effort.  But when you peel back the layers of that notion, you find that we are a nation of individuals who stand on the shoulders of those who have come before us.  David Horwitt (2008) reminds us that every society employs myths in order to explain how those who are privileged are more deserving that those who are not.  In his essay, “This Hard-Earned Money Comes Stuffed in Their Genes,” Horwitt discusses the multiple ways in which people gain advantage through no effort of their own.  A primary means of unearned gains is inheritance.  Though he cites a Forbes article about the wealthiest 400 people who largely inherited their wealth, consider the more typical types of inheritance: a house that is passed down, or jewelry, stocks and bonds, property, vehicles, and so on.  These are all units of wealth that lessen the burden upon the individual who now has a commodity simply because the parent left it to the child.  Another form of this is a business.  Lucrative or not, it is collateral that can be negotiated for personal profit and gain.  Other, less obvious advances are college admissions.  Many colleges and universities (particularly those top-ranked colleges and university) admit just as many legacy applicants as they do non-legacy applicants.  Today, getting into a college or university has become increasingly important.   Even with our current downturn, those who have a college education have lower rates of unemployment[1] 5.4% in comparison to 10.3% for those who only have a high school diploma

We are suffering from an unprecedented economic shift.  We are no longer alone, but are competing for jobs in a global economy where no one is safe.  However, for me the great concern is the jobless rate among people of color.  According to the BLS Monthly Labor Review (2011), although the fourth-quarter unemployment rate for Whites fell by .05% to 8.7% it remained in the double digits for African Americans and Hispanics at 15.8% and 12.9%.  Prevailing myths may try to convince us that the disproportionate rates among people of color is due to their lack of educational attainment and experience, but as the recent settlement of a 1995 lawsuit against the Chicago firefighter’s entrance exam demonstrates, African American applicants who otherwise qualified[2] were not hired or denied promotions.  As a result, the Chicago Fire Department will have to hire 111 firefighters between now and March 2012 as well as pay the remaining 6000 candidates $5000.[3]

A final example is a recent article in Science which investigated the National Institutes of Health reveals that Asians were 4% and African Americans were 13% less likely to win NIH funding.  Even when controlled for education, training, previous research rewards and publication record, African Americans were still 10% less likely to receive funding.

These examples represent a need for our society to turn and face ourselves. In order to actually have a meritocracy, we have to be able to guarantee equal access and compensation for equal talent and skill which will require the reformation of policies, procedures, and frameworks that continue to marginalize people of color.

Works Cited

“City to Hire, Pay Back Black Firefighters as Part of Settlement.” Chicago Fox News: Chicago.  17 August 2011.  Web. 18 August 2011.

“Education Pays…”  The Bureau of Labor & Statistics.  4 May 2011.  Web.  18 August 2011.  http://www.bls.gov/emp/ep_data_occupational_data.htm

Ginther, Donna K.;  Schaffer, Walter T.;  Schnell, Joshua ; Masimore, Beth;  Liu, Faye;  Haak, Laurel L.; Kington, Raynard.  “Race, Ethnicity, and NIH Research Rewards.  Science 333.  19 August 2011. 1015-1019.

Horwitt, David.  “This Hard-Earned Money Comes Stuffed in Their Genes.” Eds. Karen E. Rosenblum & Toni-Michelle C. Travis.  5th Edition.  New York: McGraw-Hill, 2008. Print.

Jobless in America.” On Point.  NPR: WBUR, Boston.  August 16, 2011.  Radio.

Theodossiou, E & Hipple, S. “Unemployment Remains High in 2010” Monthly Labor Review March 2011.  Web.  August 18, 2011.  http://www.bls.gov/opub/mlr/2011/03/art1full.pdf

Vedantam, Shankar.  “In the Boardrooms and in Courtrooms Diversity Makes a Difference.”   Washington Post .  17 January 2007.  Web.  18 August 2011.  http://www.washingtonpost.com/wp-dyn/content/article/2007/01/14/AR2007011400720.html

“White Fire Fighters to Share $6M Settlement.”  NBCUniversial, Chicago. 11 March 2009 Web. 18 August 2011.  http://www.nbcchicago.com/news/local/White-Firefighters-to-Share-6M-Settlement.html

Comic © Gary Varvel (http://blogs.indystar.com/varvelblog/)


[1] For more specific information see the Bureau of Labor & Statistics May 4, 2011 graphic showing that in 2010 those who have less than a college education the unemployment rate was 14.9% compared to 10.3% for high school graduates and 9.2% for those who have some college compared 5.4% for college graduates.  The graph includes rates of unemployment up to those who have a doctorate degree as well as gives the median weekly earnings for each of the educational attainment levels from less than high school up to the doctorate level.

[2] According to the Associated Press article (2011), “Before being hired, they must pass the physical abilities test, background check, drug test and medical exam” (online, http://www.myfoxchicago.com/dpp/news/metro/chicago-black-firefighters-lawsuit-settlement-city-hire-pay-candidates-20110817)

[3] It’s interesting to note that in 2009 the same fire department settled a lawsuit in which 75 White firefighters alleged that because the 1986 lieutenants’ exam were “race normed” they suffered from reverse discrimination.  They received $6 million to distribute amongst the group of 75, with a separate 100 firefighters receiving “tens of millions” with benefits for the same lawsuit.  Even in settling litigation disputes, it seems, those who already had the advantage of gaining employment and moving through the ranks still received more compensation for discrimination which was not as economically and socially impactful.  For more information see: http://www.nbcchicago.com/news/local/White-Firefighters-to-Share-6M-Settlement.html.  Again the notion of a meritocracy where Whiteness should be rewarded for “doing my part” plays a role in the argument.

Back to School

Back to School

Reading Time: < 1 minute

Teachers everywhere are preparing lessons to teach our children. In the minute it takes you to read this, teachers all over the world are investing their time and often investing their own money for your child’s literacy, prosperity and future. Thanks to teachers everywhere for all you do. We appreciate and respect you.

OUR BACK-TO-SCHOOL BUNCH

Bonnie: Doesn’t matter how old you are in my house, you can’t escape the First-Day-of-School photo or the mom and dad send off full of pride and hopes for the future. Pictured top left: BMac, a junior at Tate High School, Iowa City, IA.

Deanna: And they’re off…A picture of the boys on their first day of school—2nd and 5th grade already! Pictured top center.

Valerie: First there were three, now there is one. JMAN on his first solo day at elementary school since big brother is off to jr. high. and bigger brother is off to high school. Pictured top right.

Circe: My baby (ahem, son) off to high school, my daughter off to junior high, our new family member from France who was staying with us off to first day of school too! Pictured bottom left.

Mandi: My oldest off to first grade – and this year he made me stop one block from the school to kiss him good bye. Pictured bottom right.

West Wind’s 10th Anniversary:  A Time to Give Back

West Wind’s 10th Anniversary: A Time to Give Back

Reading Time: 2 minutes

This year West Wind Education Policy, Inc. is celebrating its 10th anniversary.  To honor the goals and purposes of West Wind,  staff chose to celebrate by completing service projects in our community to support local K-12 education.  In June, the West Wind team assisted the Mayor’s Youth Empowerment (MYEP)  and Fast Trac Program as they transitioned into a new building.  MYEP provides day-habilitation, respite, residential, after school and summer care opportunities for youth and adults with disabilities. The Fast Trac Program provides support for youth in grades 4 through 12, bringing together teachers, community leaders, families and students to provide activities, events, mentoring and academic guidance to students.  The Fast Trac program offers the following as a statement of purpose:

“Our goal is change.  Giving students a reason to change has always been the missing piece in motivating students to focus on their education.  Since the FasTrac Program began, these students have exceeded all expectations set by themselves and by their parents.  This program has grown from six original African-American students to currently over 100 students of all ethnic backgrounds.  Additionally, the program assists students in 4th through 12th grade, now with a program for elementary school students, FasTrac-E,  which follows each student in the program beginning in 4th grade, all the way through their high school career.”

MYEP and Fast Trac are amazing organizations, getting wonderful results for students.  When we arrived, the staff was busy preparing materials for students and moving equipment through the rooms.  Donated art work had been hung on the wall; games, books, and toys filled the rooms; foosball tables and televisions were available as well as school and art supplies.  We spent the morning wiping out bins, locating missing puzzle pieces, dusting furniture, arranging books, and even moving a very heavy foosball table.

On the morning of August 3 the West Wind team joined other volunteers and organizers from To Gather Together, a local organization that gathers donations to buy school supplies from churches, individuals, businesses, and social services agencies.  To Gather Together provides school supplies to over 3,000 children in Johnson County, Iowa. West Wind staff assisted by counting out supplies such as crayons, markers, folders, and paper.  We sorted the supplies into stacks for specific schools and teams of volunteers delivered these the next day.

West Wind wants to offer our thanks to both the Mayor’s Youth Empowerment/Fast Trac Programs and To Gather Together for providing us the opportunity to support them in their work.  Both of these programs are an amazing asset to our community and the staff and volunteers who make these programs function deserve a round of applause for their hard work and dedication to education for all children.  Thank you on behalf of the West Wind team.  It is heartening to work with individuals on the ground dedicated to educational opportunities for each and every child.

Best Practices for Organizing Online Communities of Practice

Best Practices for Organizing Online Communities of Practice

Reading Time: < 1 minute

[box class=”grey_box”]Written by Mandi Bozarth, Alyssa Rodriguez, and Circe Stumbo[/box]

This document discusses the “Best Practices” for managing an online collaboration site in support of professional communities of practice. Collaboration sites can provide professionals the space to work together across great distances in real time, allowing for work to be shared with immediacy, critiques to be offered in a timely way, and professional networks to be enhanced meaningfully across organizations.

How Adults Learn: What Do Reformers Need to Know?

How Adults Learn: What Do Reformers Need to Know?

Reading Time: 3 minutes

The West Wind Education Policy web site describes our work in the area of knowledge building and professional development as being based on theories of andragogy–or adult learning. The study of adult learning theory and experience in designing and supporting professional development for educators has taught us a lot about the way teachers and school leaders learn when engaging in professional growth experiences. Andragogy theories suggest that adults need to learn experientially and to be actively involved in the planning and evaluation of their instruction. We know that adults learn best when the topic is of immediate value. We know that experience (including mistakes) provides the basis for effective learning activities and that problem-centered learning rather than content-oriented learning is more meaningful to the adult. Educators, like all other adult learners bring with them a reservoir of experiences, but they also bring extensive doubts and fears to the educational process. Well-designed learning establishes an environment where each learner feels safe and supported, where the individual’s needs and uniqueness are honored, and where the participant’s abilities and life achievements are acknowledged and respected. A productive learning environment encourages experimentation and creativity, while fostering intellectual freedom.

Carrie Leana, a researcher from the University of Pittsburgh studied the influence of human and social capital in school settings. Her research suggests that social capital thrives in an atmosphere of mutual trust and collective practice. According to Leana, a school climate that is characterized by trust provides an environment where teachers routinely talk to each other, share the same norms, and hold strong agreement in their descriptions of their school’s culture. Her findings suggest that a trusting climate is more important than the teacher education level, teacher certification, or other human capital measures in predicting student achievement scores.

As federal, state, and local district leaders establish policies that seek to improve educator effectiveness, they are advancing requirements that are intended to change practices in human capital management. Reforms being considered aim at raising standards, ensuring that mentoring and induction supports are in place, offering quality professional development, and improving teacher preparation and performance evaluation systems. If these reforms are going to make a difference, the designers and implementers should consider how the intended and unintended consequences will impact the learning environment for educators. Those responsible for leading reforms should ask questions such as:

• Will reforms provide the infrastructure and the necessary funding to provide intensive professional development?
• Are there policies in place that allocate adequate time for professional growth and collaboration?
• Will performance review processes offer meaningful, accurate, and timely feedback in a way that enhances reflection and supports continuous growth in a safe culture?
• Are educator effectiveness systems designed to contribute to a culture of inquiry, trust, and professional collaboration or is there a risk they will contribute to learning environments that are characterized by competition and norms that create distrust?
• Are teachers full partners in discussions and decision making about changes to the educator effectiveness systems?
• Once changes are implemented, are they evaluated to determine whether the intended outcomes are accomplished? Have any unintended consequences occurred?

For those of us involved in the work of knowledge building and supporting policy developers it is key that we keep asking ourselves this question: What can we do to help policy leaders learn about andragogy, as well as human and social capital so they can make thoughtful decisions about how to build the capacity of educators?

Knowles, M. S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. Web reference site of Nan B. Adams, PhD . Southeastern Louisiana University.

Retrieved from:
www2.selu.edu/Academics/Faculty/nadams/etec630&665/Knowles.html

Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education, Retrieved from www.infed.org/thinkers/et-knowl.htm.

Leana.C. (2010) Social Capital: The Collective Component of Teaching Quality Annenberg Institute for School Reform | Voices in Urban Education p 16-23. Retrieved from www.annenberginstitute.org/VUE/wp-content/pdf/VUE27_Leana.pdf

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