The Fight for Knowledge: Educating African American Youth in the Midst of Political and Social Challenges
Since the inauguration of President Trump, the norms, values, and ways of understanding life in America seem to be on a reverse trajectory. With the removal of Black History, Diversity, Equity, and Inclusion (DEI) initiatives, and the threat of disempowering the Department of Education, African American youngsters face an uphill climb in achieving their full potential.
Dr. Carter G. Woodson studied the societal conditions of African Americans in his book, The Mis-Education of the Negro. His observations in 1933 serve as both a window into the past and a glimpse into Trump’s potential vision for the education of African American youth in the future. Perhaps examining some of Woodson’s findings can provide guidance in educating our youth today.
The premise of Dr. Woodson’s argument is that public education was designed to keep African Americans subordinate by devaluing their historical contributions and human potential. Systemic racism perpetuates the internalization of low self-esteem and the acceptance of inferiority.
This snapshot of public education in the 1930s illustrates the outcome of current executive orders. It is a systematic method to perpetuate feelings of inferiority, inadequacy, and a lack of strength to challenge the status quo. This approach, championed by Trump, would advance the idea of white supremacy and crystallize Black subordination as the nation’s norm.
What Must Be Done
The enslavement of African people was designed to strip them of their humanity, relegating them to the level of animals. However, with the Emancipation Proclamation, formerly enslaved people were forced to do for themselves. They successfully established their own institutions, schools, and businesses, leading to increased self-worth. But when education moved under white control, these institutions began to crumble.
Perhaps Trump’s efforts to eliminate Black History programs, remove DEI initiatives, and limit the authority of the Department of Education may inadvertently have a positive effect on those who have been indoctrinated by the subtle manipulations of systemic racism through public education. People of color would be compelled to establish their own institutions and, by doing so, participate as equals in American society.
One Black institution has withstood the test of time: Historically Black Colleges and Universities (HBCUs). In a previous essay, Role of the HBCU, I examined the major characteristics of these schools. From my personal experience, I have identified three essential aspects of an HBCU education. First, these institutions provide opportunities for less academically prepared students to pursue their educational objectives. Second, they encourage students to work hard to achieve their life’s goals. Finally, and most importantly, these centers of higher learning emphasize the importance of spiritual development.
In addition to these characteristics, HBCU teachers and administrators instill in students the values of positive role models. These are men and women who have successfully navigated systemic racism and have a genuine desire to uplift others. This is the real power of Black institutions in educating African American youth.
The success of HBCUs serve as an example of ethnic strength, resilience and self-determination. Under the direction of culturally sensitive teachers from these institutions, K-12 youngsters could achieve academic success, racial pride, and spirituality all helping them to achieve self-determination. This model, which has withstood the test of time is one for the empowerment of African American youngsters to assume their future roles as world-class leaders.
