Tag Archives: Montgomery County MD

Racial Privilege Matters Most

26 Sunday Mar 2017

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World War Z gif of horde climbing a wall (much like the way Americans see immigrants regardless of status), March 26, 2017. (http://reddit.com).

I’m sure I’m not the only one who noticed the stark, sad, and anger-inducing contrast between two events in the past couple of weeks. One involved the alleged rape of a 14-year-old girl by two undocumented immigrants (ages 18 and 17) at Rockville High School. The press gave this incident coverage on a local and national scale. So much so that xenophobic, anti-Latino Twitter trolls got involved.

Screen shot of tweets regarding Rockville High School rape, March 26, 2017. (http://twitter.com)

The proverbial “they” used the arrests as evidence of an immigration form of World War Z, in which angry hordes of the undocumented pour through America’s border with Mexico, raping, pillaging, and drugging up White (and mostly female) innocents. “Build the wall,” “illegals,” and “liberals” all became a cabal of iniquity in the (White) America First camp. What about the 14-year-old girl, the counseling she may need, or security issues at Rockville High School in general? Instead, two almost adult teenagers are a stand-in for immigration policies and 11 million undocumented persons. But what else is new?

On the other end of the spectrum has been the lack of coverage of missing Black and Latina girls in the DC area — in fact, in many parts of the US. So little has been even the local coverage that it took a tweet (one that I retweeted myself) two weeks ago for DC affiliates to pay closer attention.

Screen shot of retweet on 8 missing Black girls in Washngton, DC, March 12, 2017. (Twitter via @BlackMarvelGirl).

National coverage only kicked in when someone erroneously posted on Instagram that 14 Black and Latino girls had gone missing in the DC area in a 24-hour-period. True or not, there was no corresponding outrage over even the mere possibility that girls of color could have been kidnapped, trafficked, raped, or murdered as part of a crime spree. Though the facts of this particular Instagram posting were skewed, there’s no debate or daily concern for what happens to youth of color, especially girls of color, in the US. When confronted with the fact that 37 percent of America’s missing children are Black (Blacks are 12.4 percent of the US population), the excuse has been that most of them are “runaways.” And with that kicks in all kinds of racist and misogynistic assumptions. “The poverty and crime and drugs” got to be too much. “They’ve been exposed to more,” and therefore, can handle being on their own. “They’re sexually promiscuous” anyway, so let them run off with older men.

No one considers the why. In this case, why would these girls run away? Physical and sexual abuse at home, leading to vulnerability outside the home to human trafficking, rape, prostitution, or run-of-the-mill homelessness and poverty. No matter how one looks at this, this should be national news. That is, if America wasn’t primed to see only White kids as innocent.

Which brings me back to Rockville High School. No one knows the identity of the 14-year-old rape victim. But based on the Twitter trolls and the Washington Post comments section, most assume the girl is White. It proves a few things, especially for me as a Montgomery County (MD) resident. One, that my upper middle-class neighbors would turn on me in a second if I met anything approaching a criminal stereotype. For them, I would represent the alleged cultural deficiencies of 44 million other Blacks. Two, that for all their so-called liberal ideology, most White Americans are center-right, no matter where they live. They will turn a tragic incident into a racial or xenophobic referendum on millions of people faster than you can say “white on rice.” Three, only White lives matter and always matter to Whites, especially when put in contrast to the lives of people of color, immigrant or native-born or otherwise.

Show me you’re a liberal by embracing the truth of your own racial privilege. Show me you’re a liberal when you have to risk ostracism from your neighbors about defending the rights of undocumented immigrants as alleged rapists or decrying how the media doesn’t cover missing, exploited, and abused Black and Latina girls. Don’t tell me you’re a liberal, when it’s obvious your racism, sexism, and xenophobia is showing.

Middle School Teachers, Middle School Memories

14 Thursday May 2015

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A.B. Davis Middle School, Mount Vernon, NY, November 21, 2006. (Donald Earl Collins). Built in 19226, it used to be Mount Vernon High School before Black migration, the Brown decision and ending some discriminatory ability grouping practices forced the school board to build a new high school after 1954.

A.B. Davis Middle School, Mount Vernon, NY, November 21, 2006. (Donald Earl Collins). Built in 1926, it used to be Mount Vernon High School before Black migration, the Brown decision and ending some discriminatory ability grouping practices forced the school board to build a new high school after 1954.

There’s a reason why much of the recent research on middle schools has called for the elimination of middle schools long-term, that instead, K-5 or K-6 ought to become K-8. It’s a transitional period for kids, one that even with the best of parents, most preteens face mostly unprepared. It’s based on a system that educators and policy makers designed a century ago, when the average student completed their formal education in seventh or eighth grade (only one in five students living in the early twentieth century went on to high school).

The teachers traditionally prepared by schools of education really aren’t prepared specifically for sixth, seventh or eighth grade, but for secondary education. Meaning, teachers either have higher social and emotional expectations of 10-to-14-year-olds than they have prepared for, or they have higher academic expectation of their students than the students have been prepared for, or both. These are among the reasons why middle schools can easily become a black hole for students too young to be dealing with teachers trained really for high school, and a black hole for teachers who simply aren’t as prepared for tweeners and thirteen-year-olds as they like to pretend.

Sligo Middle School, Silver Spring, MD, August 2014. (http://montgomeryschoolsmd.org/).

Sligo Middle School, Silver Spring, MD, August 2014. (http://montgomeryschoolsmd.org/).

Despite the advances in teacher preparation in the past couple of decades, this reality still exists at most middle schools, including my son’s Sligo Middle School in Silver Spring. Common Core, PAARC assessments, a wide variety of fatty lunch options, all make students feel that education matters and yet it really doesn’t. My son has already had a couple of teachers whose first and second instinct for controlling their classrooms has been to yell early and often, to the point where I’m convinced that at least one of his teachers this year had Tourette’s (at least, until we had the school move him out of that class). At least two others could be accused of unconsciously labeling their students, as their expectations of their students have gone unmet.

Through meeting these teachers, I’ve re-recognized something that used to be wrong in my own teaching, back when I first started teaching in Duquesne University’s College of Education in the late-1990s. To have high expectations and standards of conduct isn’t enough. Teachers need to communicate it, through examples, through their lessons, through a rubric, quite frankly, and not just a laundry list of expectation. Simply put, given the age of the students, teachers need to positively and consistently encourage students to meet those expectations, and lay out why these expectations will help them, academically and practically.

I had precisely two teachers at A.B. Davis Middle School in Mount Vernon, New York in the early 1980s who did exactly that. My eighth-grade science teacher, Mrs. Mignone, and my first-year, eighth-grade Algebra teacher, Ms. Jeanne Longerano were the best two teachers I had in two years of middle school Humanities-style. Both were committed to the idea that every student in the classroom deserved their undivided attention, which meant that we as students — even us fidgety ones — had to give our maximum preteen attention to what was happening in the classroom as well. Both had high expectations of us, academically and otherwise. I don’t think I got away with much of anything in their classrooms that 1982-83 school year, not even as much as scratching my pubescent balls because the hair was coming in that year.

I learned a life lesson about internalized racism and having high standards for human decency from Mrs. Mignone at the end of eighth grade. Not to mention, the applications of math to science, and science to history, which I carry with me to this day. From Ms. Longerano, I renewed my love for math, began my technical understanding of computer science (we had a computer science club that she started that year), and had a neighbor that I talked to from time to time. Ms. Longerano had given us such a strong foundation in Algebra that it wasn’t until AP Calculus in twelfth grade when I ran into any serious math troubles again.

In all, though, I had twelve different teachers in two years of middle school. I had an art teacher who was also the Humanities coordinator for A.B. Davis in Doris Mann who graded us on the quality of our art, “not just for trying,” to use her words. I had a seventh-grade science teacher whom I’d based some of the nutty stories I told my son over the years, about him eating raw clams in class or coming in after being sprayed by a skunk that same morning. I had a music teacher in Mrs. Mallory for two years who was flat-out goofy to the point of seriously immature, only to find out years later that she had done her same song-and-dance when she taught second-graders. I had a seventh-grade social studies teacher in Mr. Court who was the teacher who probably made his class the most fun, but not necessarily the most educational.

In contrast, Ms. Simmons (seventh-grade math), Ms. Fleming (Italian), and Dr. Demon Travel (eighth-grade social studies), were teachers who cared more about discipline and/or quick-and-dirty rote memorization than anything else. Simmons actually intimidated me, until one day near the end of the school year, I stood next to her. Only to find that I’d grown two inches, to five-foot-four, and that I was now at least an inch taller than her curly mini-fro. Mrs. Sesay, my homeroom and seventh-grade English teacher, was the opposite, a teacher who had little control over her classroom. Almost every incident of taunting and humiliation I experienced in seventh grade had its origins in 7S homeroom or English first period.

Still, I survived, mostly because of a crush in seventh grade, more maturity in eighth, and two really wonderful teachers in that latter year. I don’t want my son, though, to look back at his middle school years and go “Meh.” Unfortunately, he can already do that for sixth grade. Seventh and eighth will have to be better, even if it means I have to home-school him.

Diversity Isn’t As Simple As Reaching Out To HBCUs

25 Wednesday Apr 2012

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Founders Library, Howard University, Washington, DC, April 9, 2006. (David Monack via Wikipedia). Released to public domain.

There were many things that made me want to holler during my graduate school days two decades ago. One of them was constantly hearing that there were no students or faculty of color to be found because no one Black or Brown was qualified, or “in the pipeline,” or interested in this field or that field. I’d hear this at meetings on Pitt’s campus, at meetings on Carnegie Mellon’s campus, at conferences like the American Education Research Association’s annual meeting, at other academic conferences and settings.

Thank goodness those days are over. Now most of us realize there’s a few folks Black and Latino to find in almost every career option. But a new excuse for lack of diversity in higher education and on the job front has come up in meetings, at conferences, and in conversations, at least in terms of solutions. In job interviews, at local meetings regarding Montgomery County Public Schools, at Center for American Progress conferences on K-12 reform, at my previous jobs with the Academy for Educational Development and in other settings. The way to solve the diversity problem seems to come down to one prescriptive. “We need to reach out to HBCUs.”

So, it all comes down to the 110 or so Historically Black Colleges and Universities to solve the lack of diversity problem facing K-12 education, higher education, STEM careers, social justice nonprofits, public service, civic education, journalism, international development and foreign service, among other sectors? Really? Statistics over the past twenty years have shown that about twenty percent of all African American undergraduate students attend HBCUs. Statistics also show that about eleven percent of all Blacks who complete a four-year degree do so at a HBCU. According to the latest data from the US Department of Education (in conjunction with the White House Initiative on Historically Black Colleges and Universities), nearly 30,000 Blacks graduated with either a two-year or four-year degree from an HBCU in 2011.

The interesting thing about this initiative is that it has existed in some form or another since President Jimmy Carter signed the original executive order creating it in 1980, with every president contributing to it or strengthening it since then. This White House initiative has always been about helping HBCUs build their capacities for admitting, enrolling and graduating more African American students. Yet there’s a huge snag around the capacity of HBCUs to meet the goal to bring the number of undergraduate degrees produced on par with the overall 2020 goal of making the US the number one producer of college graduates again. It would mean that HBCUs would be responsible for graduating 166,713 students a year by 2020.

Besides the reality that this is a near-impossible goal for most HBCUs– most lack the resources necessary

Old New York City Subway token, phased out (like notion of token Black ought to be), May 30, 2005. (Jessamyn West via Wikipedia). Released to public domain.

to admit and enroll so many students — there’s a couple of trends being ignored by the worlds of work and academia. HBCUs aren’t some untapped resource that folks at predominantly White institutions and in various fields suddenly discovered in the late-1990s and the ’00s. HBCU graduates have been working in all of these fields that have lacked diversity in terms of demographics and ideas for years.

With only eleven percent of all Black graduates, few, if any, fields will benefit from the one-shot solution they hope HBCUs will provide. Unless the goal of a school district, a social justice organization or a business is only to hire one, a ’70s-era goal in the 2010s that’s hardly worth a sentence of my time.

The other trend is the overall trend of the kinds of higher institutions African Americans attend. About half of all Black undergraduates — traditional students, adult learners and first-generation students — enroll at two-year schools, community colleges and for-profit institutions (the last a black hole if one’s expecting students to actually graduate). Which means that about thirty percent of all African American students — about 600,000 in all — attend predominantly White four-year institutions.

It’s not as if folks in leading positions propose that to increase the number of Latinos in certain fields, the answer would somehow lie in the couple of dozen Hispanic-Serving Institutions (HSIs), right? Or that to bring more women into the STEM fields, that a singular strategy would involve outreach to Sarah Lawrence, Spelman, Bryn Mawr, and Vassar? At least one would hope not.

It seems that a multi-pronged approach to addressing diversity issues for a school district, a technical field, the nonprofit sector or academia needs to be in order. One that starts much earlier, like in elementary school. One that doesn’t treat Black students at predominantly White institutions as a foregone conclusion, and HBCUs as a panacea.

But somehow, I’ll find myself at another meeting in the near future, hearing from some leader or official about their efforts to address diversity by contacting HBCUs as their one and only solution. A conversation that I find myself dreading more and more.

Getting My Son To Eat Lunch

19 Thursday Jan 2012

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Lunch at a DC public school, (the closest approximation to the pizza lunches I've observed this school year), March 14, 2011. (http://betterdcschoolfood.blogspot.com). Qualifies as fair use under US Copyright laws, as photo is used only to illustrate subject of post, not for reproduction.

I’m out of new ideas, old ideas, tried and true ideas. In the three and a half years since my son began kindergarten in Montgomery County Public Schools, he has become increasingly picky and undisciplined about eating his lunch. He eats breakfast, snacks throughout the evening, and eats his dinner just fine. But lunch, oh, lunch — it’s been a struggle.

Noah hates sandwiches, ALL sandwiches. He stopped eating peanut butter and jelly almost a year and a half ago. For most of second grade, I bought Noah chicken nuggets, the organic kind from Whole Foods, toast them, put them in a Thermos, pack a separate container with ketchup, and had confidence that he’d eat most or all of it. Then last March, I did one of my random lunches with him at his school, only to discover that Noah had been throwing away his lunch from home, for at least two months according to one of his friends. “The nuggets are too hard and cold,” he said.

My son all but gave up on the lunches served at his school two years ago. By the second month of first grade — October 2009 — Noah would only eat the chicken nuggets lunch or the hot dog lunch. By the end of that school year, it was just the chicken nuggets lunch. Given my observations of two dozen or so lunches served at his school since August ’08, I can’t really blame him. Holmes Elementary’s cold PB&J sandwiches, A.B. Davis’ grilled ham and cheese sandwiches (at least by how they smelled), and Mount Vernon High School’s “murder burgers and suicide fries” would be like eating at Ruth’s Chris Steak House for Noah and his compadres these days. (By the way, thanks Akbar Buckley for the burgers and fries refrain, wherever you are).

Noah proud of his cinnamon sugar donuts, December 18, 2011 (maybe should serve for his lunch now). (Donald Earl Collins).

I’ve spent morning after morning fixing lunches that I hoped Noah would eat. I’ve done everything I know and then some. Let’s see. McDonald’s McNuggets and fries, cheese pizza slices, Oscar Meyer Lunchables, turkey drumsticks, chicken drumsticks, meat slices, bologna sandwiches, turkey sandwiches, beef patties, spaghetti and meat sauce, apples, chips, Goldfish, cookies, homemade french bread, fruit snacks and Fruit Roll-Ups, pancake and bacon, and hot dogs. His response. “The hot dog is cold, and the bread is too hard,” or “I didn’t have time to eat,” or “I don’t like sandwiches,” or the slice of pizza was “too big.”

This is where we are. Noah, like every other student, needs to eat in order to function at maximum capacity academically. But my guess is that the constant noise of his lunchroom and the chaos that is recess is a distraction for him. MCPS’ stripped down budget and bare minimum USDA-approved lunches don’t help stimulate his digestive tract either.

It’s not like he could walk home for lunch like I did all through elementary school. Kids within half a block of Noah’s school aren’t allowed to walk home, given the times we live in. And we live a mile and a half from his school anyway. Short of picking him up for lunch every day — which I doubt he’d want — I’ve lost my footing on this issue. I don’t want to go there with disciplinary actions, not with food, not with the way kids handle food these days. Hmm…

No Bravery, But All Too Entitled

30 Tuesday Aug 2011

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Hurricane Irene, picture from International Space Station, August 24, 2011. (Source/NOAA). In public domain.

Dateline: Thursday, September 6, ’79. Hurricane — now Tropical Storm — David has hit the New York City area with wind speeds up to 70 mph and some heavy rains. A nine-year-old fifth-grader walks the half-mile from his apartment building on East Lincoln Avenue in Mount Vernon, New York to William H. Holmes Elementary School. In between, limbs and branches snap and fall and the wind breaks up a cheap umbrella as this boy hops over a downed power line and telephone wire on his way to and from school.

That boy, of course, was me. It was my second day of fifth grade with Mrs. O’Daniel. We’d all heard about Hurricane David for nearly a week as it tore through the Dominican Republic and Puerto Rico, Florida and the Appalachians on its way to New Jersey and good old New York. I certainly wasn’t the only one who jumped, hopped and literally ran through near-hurricane force winds to get to school that morning, and to get home that afternoon.

By the time I reached school, I didn’t feel wet so much as I felt blasted by the wind. I felt excited, mostly in a

Hurricane/Tropical Storm David, US Eastern Seaboard, September 6, 1979. (Source: NOAA). In public domain.

good way, seeing a power line spark within twenty feet of me near a drainage grate. Not to mention trees pummeled into submission, uprooted, pushed into sidewalks and houses, across streets and into traffic. I felt adventurous, fearless and really, really clean.

I don’t remember a whole lot of folks complaining that Frank Field, Chuck Scarborough and Sue Simmons of WNBC-4 TV in New York had over-hyped what at one point was a Category 5 hurricane as it went through the Dominican Republic the week before. I don’t remember — even though this apparently happened in South Florida — the two and a half million people in the NYC area without power accusing the National Hurricane Center experts of having some form of Munchausen Syndrome because the storm didn’t destroy the Twin Towers. I certainly didn’t hear about parents complaining when their schools were open or if their schools were closed despite or because of Hurricane/Tropical Storm David. After all, more than 2,000 people lost their lives in the Caribbean and the US to this system.

But here we are, thirty-two years later, as the pampered and spoiled Americans we are, complaining about having to prepare for what turned out to be a relatively minor hurricane event in Irene. If a Category One hurricane that only on its final day of blowing across the eastern seaboard (Sunday, August 28) became a tropical storm can be called minor.

Town lies in rubble after Hurricane David hit Dominica, September 1979. (Source/National Geographic Society/Joseph J. Scherschel).

Meanwhile, at least twenty-one people died. Millions in New York, Maryland, Vermont, New Jersey and the Carolinas were left without power. Several major river systems are cresting or will crest in the coming days, causing more flooding and damage. All adding to the damaged power lines that are part of our degraded national power grid. As well as the washed-out bridges and roads and towns from Vermont and upstate New York all the way to the Outer Banks of North Carolina.

For those asking the question of whether there was too much hype about Hurricane Irene, shame on you. For those parents who complained bitterly — like those in my Silver Spring, Maryland neighborhood — about the first day of school being delayed because our school didn’t have power, shame on you. For those who were too shortsighted to realize how much worse things could’ve been beyond waiting for Con Ed or Pepco, shame on you.

Life happens. And when life happens, our choices are to ride the waves of life, be drowned by them, or to sit on our entitled hands in judgment over whether life happens or not. Unfortunately, a few too many of my neighbors and fellow citizens too often choose the role of critical hand-sitting. It’s simply ridiculous.

Follow Up: Montgomery County Parks & Poorly Maintained Basketball Courts

18 Thursday Aug 2011

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I-495 wall adjacent to Forest Glen Park basketball courts, Silver Spring, MD, May 27, 2011. (Source/Donald Earl Collins).

One of my most popular posts is the one I did last October on the sad state of Montgomery County, Maryland’s parks, especially the basketball (see “Montgomery County Parks & Its Poorly Maintained Basketball Courts”). Well, this spring and early summer, Montgomery County Parks did renovate Forest Glen Park’s two full-length basketball courts. The workers put down fresh asphalt, new hoops and lines, and even managed to paint over the graffiti that kids had tagged on the wall that separates the park from I-495, the DC beltway.

This is good news. But this is hardly enough. Not for the children’s play area adjacent to the courts. Nor for the other basketball courts I discussed in my post last year. None of the other courts have been redone. No new plans are in the pipeline to improve the conditions of the basketball courts or other facilities that are part of the county’s parks.

In any case, below are my most recent photos of Forest Glen Park, taken May 27 and August 10, showing much improvement to these basketball courts since April. Still much more work to be done here, though.

Montgomery County Parks & Its Poorly Maintained Basketball Courts

30 Thursday Sep 2010

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Forest Glen Park basketball court, Silver Spring, MD, August 10, 2010. Source: Donald Earl Collins

Montgomery County Parks has done a poor job of maintaining its facilities. Especially its outdoor basketball courts, where the department has spared precious little funds for their maintenance and renovation. Even in cases where renovations have occurred, some courts remain substandard. Others are so poorly maintained, though, that they have fallen into non-use.

Given the growth in the county’s population over the previous decade – particularly of working-class Latino immigrants – and the growth in obesity rates, Montgomery County Parks is taking a risk with its poor maintenance and renovation record. The risk: that residents will assume – rightly or wrongly – that the county believes that certain parks and certain basketball courts aren’t worth the time and money to fix for fear of certain kinds of people.

Montgomery County, Maryland, part of suburban Washington, DC, is one of the ten richest counties in the United States, at least according to the US Census Bureau. As part of the Maryland-National Capital Park and Planning Commission (M-NCPPC) for Montgomery and Prince George’s counties, Montgomery County Parks has worked with an annual average budget of $121 million over the past five years for its dozens of parks and facilities. Yet in all eight parks that are part of this article, visited between July and September, the outdoor basketball courts had numerous deficiencies (see pictures attached). Montgomery County Parks has not responded to inquiries on this topic.

At Meadowbrook Park in Chevy Chase, there were two full basketball courts with an asphalt surface. That surface, however, was one that was weather-beaten and had undergone a series of patchwork repairs that from all appearances occurred more than a decade ago. It had rained the day before, and the multiple puddles on the court had yet to dry up or drain. There were muddy footprints and tire tracks on one side of the court. The faded-white backboards had severely rusted mounts and piping. One of the hoops had twisted about 45 degrees to the right, so off-centered that it would need to be replaced completely. Not more than fifteen yards away from the unfenced outdoor courts was a group of four tennis courts, well maintained and properly gated, with lights that can be turned on after sundown for night-time matches.

At Jessup-Blair Park on the Silver Spring-Washington, DC border, a renovation that had occurred in 2006-07 had already shown signs of disintegration. The surface of the renovated full court and half-court was the same as the surface of the tennis court, a hard but modified green asphalt surface. There were grass-filled holes and cracks in various spots throughout the basketball court, likely from the stress of full-court basketball games and the constant dribbling of basketballs.

The full court at Jessup-Blair was easily the largest one of the eight examined here, regulation size, with sixteen paces between mid-court and the three-point lines of each half court, and twenty-one paces between the three-point line and the hoop. The hoops themselves measured 10.5 feet off the ground, set up no doubt to discourage dunking, but a bit of a challenge for anyone attempting a jump-shot. Outdoor courts at other parks, including Montgomery Hills, Sligo-Dennis Avenue and Woodland, varied between six and thirteen paces between mid-court and each half-court’s three-point-line, and between twelve and eighteen paces between the three-point-line and each hoop. All had sloping issues, in which the court tilted lower or higher from one side to another.

Forest Glen Park’s basketball court was also in critical need of repair. The court was full of potholes, and grass had grown through the numerous deep cracks in the buckling asphalt. The pole, hoop and backboard was missing from one of the two full courts, and the high, uranium-cake colored wall dividing the basketball court from I-495 North had faded graffiti scribbled on it.

All in all, the outdoor basketball courts, while the worst facilities offered by Montgomery County Parks, were hardly the only facilities in need of repair. But they are among the easiest facilities to renovate and maintain. Leveling ground the size of a high school or college court, pouring concrete and asphalt, installing poles, hoops and backboards and painting mid-court, half-court, three-point and other lines costs little compared to re-seeding a soccer field (Jessup-Blair Park) or detoxifying a lake (Wheaton Regional Park).

It would also help to put up fences and gates around these courts, to separate them from the rest of these parks, the same thing Montgomery County Parks would do automatically for tennis courts or a skateboard park. Having neglected these facilities only shows how little one of the richest counties in the US cares about providing low-cost outdoor activities for its new generation of younger residents.