April162014
9AM
April92014

policymic:

None of these are true

Last week Long Island teenager Kwasi Enin captured national headlines after becoming part of an impressive club: high school seniors who have been accepted into all eight Ivy League schools. However, while many celebrated Enin’s achievement, a bitter minority griped that the teenager had somehow gamed the system. The racial subtext was obvious: Enin couldn’t have actually have gotten into all those schools by himself. Why? Well, because he’s black.  

Read more | Follow policymic

April72014
thepeoplesrecord:

Pre-school-to-Prison Pipeline: Studies confirm the dehumanization of Black childrenApril 6, 2014
Although African-Americans constitute only 13 percent of all Americans, nearly half of all prison inmates in the U.S. are black. This startling statistic has led the United Nations Human Rights Committee to publicly criticize the U.S. for its treatment of African-Americans. A number of recent studies and reports paint a damning picture of how American society dehumanizes blacks starting from early childhood.
Racial justice activists and prison abolition groups have long argued that the “school-to-prison” pipeline funnels young black kids into the criminal justice system, with higher rates of school suspension and arrest compared with nonblack kids for the same infractions. More than 20 years ago, Smith College professor Ann Arnett Ferguson wrote a groundbreaking book based on her three-year study of how black boys in particular are perceived differently starting in school. In “Bad Boys: Public Schools in the Making of Black Masculinity,” Ferguson laid out the ways in which educators and administrators funneled black male students into the juvenile justice system based on perceived differences between them and other students.
Today this trend continues with record numbers of suspensions as a result of “zero-tolerance” school policies and the increasing presence of campus police officers who arrest students for insubordination, fights and other types of behavior that might be considered normal “acting out” in school-aged children. In fact, black youth are far more likely to be suspended from school than any other race. They also face disproportionate expulsion and arrest rates, and once children enter the juvenile justice system they are far more likely to be incarcerated as adults.
Even the Justice Department under President Obama has understood what a serious problem this is, issuing a set of new guidelines earlier this year to curb discriminatory suspension in school
But it turns out that negative disciplinary actions affect African-American children starting as early as age 3. The U.S. Department of Education just released a comprehensive study of public schools, revealing in a report that black children face discrimination even in preschool. (That preschool-aged children are suspended at all is hugely disturbing.) Data from the 2011-2012 year show that although black children make up only 18 percent of preschoolers, 42 percent of them were suspended at least once and 48 percent were suspended multiple times.
Consistent with this educational data and taking into account broader demographic, family and economic data for children of various races, broken down by state, is a newer study released this week by the Annie E. Casey Foundation that found African-American children are on the lowest end of nearly every measured index including proficiency in math and reading, high school graduation, poverty and parental education. The report, titled Race for Results, plainly says, “The index scores for African-American children should be considered a national crisis.”
Two other studies published recently offer specific evidence of how black children are so disadvantaged at an early age. One research project, published in the Journal of Personality and Social Psychology, examined how college students and police officers estimated the ages of children who they were told had committed crimes. Both groups studied by UCLA professor Phillip Goff and collaborators were more likely to overestimate the ages of black children compared with nonblack ones, implying that black children were seen as “significantly less innocent” than others. The authors wrote:

We expected … that individuals would perceive Black boys as being more responsible for their actions and as being more appropriate targets for police violence. We find support for these hypotheses … and converging evidence that Black boys are seen as older and less innocent and that they prompt a less essential conception of childhood than do their White same-age peers.

Another study by researchers at UC Riverside found that teachers tended to be more likely to evaluate black children negatively than nonblack ones who were engaged in pretend play. Psychology professor Tuppett M. Yates, who led the study, observed 171 preschool-aged children interacting with stuffed toys and other props and evaluated them for how imaginative and creative they were. In an interview on Uprising, Yates told me that all the children, regardless of race, were “similarly imaginative and similarly expressive,” but when their teachers evaluated those same children at a later time, there was a discriminatory effect. Yates explained, “For white children, imaginative and expressive players were rated very positively [by teachers] but the reverse was true for black children. Imaginative and expressive black children were perceived as less ready for school, as less accepted by their peers, and as greater sources of conflict and tension.”
Full article

thepeoplesrecord:

Pre-school-to-Prison Pipeline: Studies confirm the dehumanization of Black children
April 6, 2014

Although African-Americans constitute only 13 percent of all Americansnearly half of all prison inmates in the U.S. are black. This startling statistic has led the United Nations Human Rights Committee to publicly criticize the U.S. for its treatment of African-Americans. A number of recent studies and reports paint a damning picture of how American society dehumanizes blacks starting from early childhood.

Racial justice activists and prison abolition groups have long argued that the “school-to-prison” pipeline funnels young black kids into the criminal justice system, with higher rates of school suspension and arrest compared with nonblack kids for the same infractions. More than 20 years ago, Smith College professor Ann Arnett Ferguson wrote a groundbreaking book based on her three-year study of how black boys in particular are perceived differently starting in school. In “Bad Boys: Public Schools in the Making of Black Masculinity,” Ferguson laid out the ways in which educators and administrators funneled black male students into the juvenile justice system based on perceived differences between them and other students.

Today this trend continues with record numbers of suspensions as a result of “zero-tolerance” school policies and the increasing presence of campus police officers who arrest students for insubordination, fights and other types of behavior that might be considered normal “acting out” in school-aged children. In fact, black youth are far more likely to be suspended from school than any other race. They also face disproportionate expulsion and arrest rates, and once children enter the juvenile justice system they are far more likely to be incarcerated as adults.

Even the Justice Department under President Obama has understood what a serious problem this is, issuing a set of new guidelines earlier this year to curb discriminatory suspension in school

But it turns out that negative disciplinary actions affect African-American children starting as early as age 3. The U.S. Department of Education just released a comprehensive study of public schools, revealing in a report that black children face discrimination even in preschool. (That preschool-aged children are suspended at all is hugely disturbing.) Data from the 2011-2012 year show that although black children make up only 18 percent of preschoolers, 42 percent of them were suspended at least once and 48 percent were suspended multiple times.

Consistent with this educational data and taking into account broader demographic, family and economic data for children of various races, broken down by state, is a newer study released this week by the Annie E. Casey Foundation that found African-American children are on the lowest end of nearly every measured index including proficiency in math and reading, high school graduation, poverty and parental education. The report, titled Race for Results, plainly says, “The index scores for African-American children should be considered a national crisis.”

Two other studies published recently offer specific evidence of how black children are so disadvantaged at an early age. One research project, published in the Journal of Personality and Social Psychology, examined how college students and police officers estimated the ages of children who they were told had committed crimes. Both groups studied by UCLA professor Phillip Goff and collaborators were more likely to overestimate the ages of black children compared with nonblack ones, implying that black children were seen as “significantly less innocent” than others. The authors wrote:

We expected … that individuals would perceive Black boys as being more responsible for their actions and as being more appropriate targets for police violence. We find support for these hypotheses … and converging evidence that Black boys are seen as older and less innocent and that they prompt a less essential conception of childhood than do their White same-age peers.

Another study by researchers at UC Riverside found that teachers tended to be more likely to evaluate black children negatively than nonblack ones who were engaged in pretend play. Psychology professor Tuppett M. Yates, who led the study, observed 171 preschool-aged children interacting with stuffed toys and other props and evaluated them for how imaginative and creative they were. In an interview on Uprising, Yates told me that all the children, regardless of race, were “similarly imaginative and similarly expressive,” but when their teachers evaluated those same children at a later time, there was a discriminatory effect. Yates explained, “For white children, imaginative and expressive players were rated very positively [by teachers] but the reverse was true for black children. Imaginative and expressive black children were perceived as less ready for school, as less accepted by their peers, and as greater sources of conflict and tension.”

Full article

10AM

textbookxdotcom:

On this day in history In the spring of 1963, activists in Birmingham, Alabama launched one of the most influential campaigns of the Civil Rights Movement: Project C, better known as The Birmingham Campaign.

http://to.pbs.org/1dQ0Auu

(via oinonio)

April62014

policymic:

Cleveland baseball fans stand against racism by #DeChiefing their gear

In the past few months, debate surrounding the use of racial caricatures as pro sports mascots has reached a fever pitch. Just ask the Washington Redskins, who’ve endured significant backlash for both their refusal to change their name and their half-assed attempts to placate their critics.

But a few miles west, fans of the MLB’s Cleveland Indians are taking a stand. In a motion of solidarity, a small but growing number have been “de-Chiefing” their paraphernalia by removing the offensive “Chief Wahoo” mascot from caps and jerseys that bear its likeness.

Read moreFollow policymic

April42014
revolutionary-mindset:

Omari Grant, 11, of Henry County, Ga., (pictured) said that he was terrified after a police officer pulled a gun on him while he and his friends were building a tree fort in their neighborhood, WSB-TV 2 reports.
Grant, a 5th grade student, says he and his friends often play in the wooded area behind his home, but a neighbor in his subdivision called the cops to complain about their activities. What exactly happened that lead up to the cop allegedly pulling the gun on the boy is not clear, but Grant said he followed the cop’s orders.
“I was thinking that I don’t want to be shot today, so I just listened to what they said,” Grant recalled.
Janice Baptiste, the boy’s mother, filed an excessive force complaint with the department. “So my son was of course traumatized by that,” she said.
A WSB-TV reporter spoke to Edgar Dillard, whose wife, according to 911 records, called the cops to complain about the boys “chopping off tree limbs.” Dillard said he was shocked that a gun was pulled on the child to deal with what he believed as a safety issue.
“There were falling hazards, tripping hazards, all types of hazards, so No. 1 was concern for the children and concern for the environment,” Dillard said.
No arrests were made, but the department is now investigating the officer’s actions.
“If it was justified then we’ll deal with it, if it wasn’t we’ll address it as well,” said Sgt. Joey Smith with the Henry County Police Department.
Grant said maybe he and his friends should not have been in the trees that day, but was still shocked that he needed a gun pointed at him to learn his lesson.

revolutionary-mindset:

Omari Grant, 11, of Henry County, Ga., (pictured) said that he was terrified after a police officer pulled a gun on him while he and his friends were building a tree fort in their neighborhood, WSB-TV 2 reports.

Grant, a 5th grade student, says he and his friends often play in the wooded area behind his home, but a neighbor in his subdivision called the cops to complain about their activities. What exactly happened that lead up to the cop allegedly pulling the gun on the boy is not clear, but Grant said he followed the cop’s orders.

“I was thinking that I don’t want to be shot today, so I just listened to what they said,” Grant recalled.

Janice Baptiste, the boy’s mother, filed an excessive force complaint with the department. “So my son was of course traumatized by that,” she said.

A WSB-TV reporter spoke to Edgar Dillard, whose wife, according to 911 records, called the cops to complain about the boys “chopping off tree limbs.” Dillard said he was shocked that a gun was pulled on the child to deal with what he believed as a safety issue.

“There were falling hazards, tripping hazards, all types of hazards, so No. 1 was concern for the children and concern for the environment,” Dillard said.

No arrests were made, but the department is now investigating the officer’s actions.

“If it was justified then we’ll deal with it, if it wasn’t we’ll address it as well,” said Sgt. Joey Smith with the Henry County Police Department.

Grant said maybe he and his friends should not have been in the trees that day, but was still shocked that he needed a gun pointed at him to learn his lesson.

(via socialismandstuff)

10AM
April32014

"We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem. So we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them together in the same schools. So we watch them in brutal solidarity burning the huts of a poor village, but we realize that they would hardly live on the same block in Chicago."
— Martin Luther King Jr. | Beyond Vietnam (1967)

"We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem. So we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them together in the same schools. So we watch them in brutal solidarity burning the huts of a poor village, but we realize that they would hardly live on the same block in Chicago."

Martin Luther King Jr. | Beyond Vietnam (1967)

(Source: america-wakiewakie)

10AM
newsweek:

When I heard that my 21-year-old son, a student at Harvard, had been stopped by New York City police on more than one occasion during the brief summer he spent as a Wall Street intern, I was angry.
On one occasion, while wearing his best business suit, he was forced to lie face-down on a filthy sidewalk because—well, let’s be honest about it, because of the color of his skin. As an attorney and a college professor who teaches criminal justice classes, I knew that his constitutional rights had been violated.
As a parent, I feared for his safety at the hands of the police—a fear that I feel every single day, whether he is in New York or elsewhere.
Moreover, as the white father of an African-American son, I am keenly aware that I never face the suspicion and indignities that my son continuously confronts. In fact, all of the men among my African-American in-laws—and I literally mean every single one of them—can tell multiple stories of unjustified investigatory police stops of the sort that not a single one of my white male relatives has ever experienced.
What I Learned About Stop-and-Frisk From Watching My Black Son - The Atlantic

newsweek:

When I heard that my 21-year-old son, a student at Harvard, had been stopped by New York City police on more than one occasion during the brief summer he spent as a Wall Street intern, I was angry.

On one occasion, while wearing his best business suit, he was forced to lie face-down on a filthy sidewalk because—well, let’s be honest about it, because of the color of his skin. As an attorney and a college professor who teaches criminal justice classes, I knew that his constitutional rights had been violated.

As a parent, I feared for his safety at the hands of the police—a fear that I feel every single day, whether he is in New York or elsewhere.

Moreover, as the white father of an African-American son, I am keenly aware that I never face the suspicion and indignities that my son continuously confronts. In fact, all of the men among my African-American in-laws—and I literally mean every single one of them—can tell multiple stories of unjustified investigatory police stops of the sort that not a single one of my white male relatives has ever experienced.

What I Learned About Stop-and-Frisk From Watching My Black Son - The Atlantic

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