Two months ago, the community was hit with another immense setback. The Executive Director, of the Rochester Surround Care Community Corp., formerly known as the Rochester Children’s Zone had stepped down. Thus putting the organization further back and in my opinion completely out of reach of finally producing something that will affect our community. This was not only a huge blow to the fledgling efforts of this organization, which was initiated approximately three years ago by Dr. Rivera who ambitioned replicating what is still going on in Harlem; but it also is a devastating setback to our Latino community. This was the first direct concerted effort that I can remember by various organizations within this community to begin to have conversations around addressing the socio-economic barriers involved in educating our children. Unfortunately, like most initiatives that start with these intentions this effort has resulted in little to no community improvements.
Now my reason for writing about this is not about putting down the organizations efforts, but more about raising awareness that this cause and effort cannot be lost. The old proverb and often-used rhetoric clearly states that it takes a village to raise a child, but right now our village is disconnected. Currently within our village we have only small pockets of individuals stepping up and making educating our children, and specifically our Latino and African-American students a priority. It is my fundamental belief that if we focus on educating our community and specifically those individuals of various ethnic backgrounds who live in the heart of the city that then, and only then will we see improvements in our city. This community needs an individual or leadership that is not afraid to put the critical issues at the forefront. A leader, who understands that the health, well-being and social environment of our students directly effects student achievement considerably. When I visit my grandparents who still live off “La Avenida” and I see abandoned house after abandoned house, or I see local drug dealers hustling just a block away, you can’t tell me that these conditions don’t affect our students abilities to perform let alone dream. The social problems and economic gaps our students live in are real, and must be addressed before we worry about implementing a citywide literacy initiative.
It is my hope that regardless of the outcome of R.C.C.C. that someone or some organization of our community will come together to lead the blended efforts in educating our children. A focus on leveling the playing field for students who have economic and health gaps when they enter our school doors. It is also my conviction that these efforts must be lead by an individual who is specific about the intentions of bettering the lives of African-American and Latino students. A realization that the achievement gap isn’t just about those who live in poverty or are in a lower class, but more importantly a gap that has racial significance. An individual that understands these are issues of access and exposure that our current system is not addressing within our community and schools. Again, we know schools cannot do it alone and that education is the key to opening the doors of opportunity, but until someone is specific and targeted we will continue to have racial achievement gaps and efforts that will continue to die out to bureaucracy. I will leave you with this thought or uncertainty, if not you then who, if not now then when?
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Showing posts with label african american. Show all posts
Showing posts with label african american. Show all posts
Tuesday, May 5, 2009
Sunday, January 25, 2009
A Message From A Former Player
A couple of weeks ago, one of my former basketball players from my coaching days at School of the Arts wrote me. His message, which he posted on my "wall" on the popular social networking site facebook touched me. It reminded me of the work I do, and still must continue doing for others. When your working with youth, you often don't realize how powerful of an impact you have on their lives. His message, again speaks to why I feel so many of our city youth need mentors and advocates and how those individuals can make a lasting impact on their lives. Finally, his success is the biggest reward he can give me. Keep up the good work, and before you know you will reach all of your goals!
Here is what he had to say...
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Here is what he had to say...
"I c y u and P r best friends. Yall some deep brothers. Yall probably battle each otha 2 c who is the most deep. lol Well I am def living the dream. Living my life 2 achieve my dream of being a sports broadcaster/anchor man 4 ESPN and trying 2 live a righteous life 2 inspire someone else 2 show that dreams can come true by hard work and surrounding ur self wit good ppl, like u amade my life turn out so different bc (well as P tells it) me and someone else was the last person 2 b cut from JV (i was bad) but u didnt cut me. u gave me a chance & 4 that I am 4eva greatful. By me playing basketball u gave me not only an opportunity 2 do something I loved but a chance 2 meet ppl I probably wouldnt have met and gave me the confidence in school 2 step out of my little shy phase, (that as u can tell never went away lol) I had coming into high school that i had, but i wasnt shy bc pl knew me bc I played on the team & by u giving me the confidence 2 shoot the ball out there in the game changed me and 4 that I am 4ever thankful 4 u Coach Red! u the best coach eva. U wanted us 2 win basketball games but most importantly u cared about each and everyone of us personally as young men and wanted us 2 b good men. U wanted us 2 care 4 one another and play hard and those r values that go with u the rest of ur life, way way way past the basketball court. Ur a great teacher and heck of a shooter (until I get on u. I hope P told u but my new nickname besides Julo is the Red Stopper:-), ur just an awesome guy and everyone that has ever been in contact wit u feels lucky, like I do."
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Sunday, November 2, 2008
Up Where We Belong
Recently I had the opportunity and privilege of attending the 2nd Annual Up Where We Belong Conference in Atlanta, GA. I had attended this event as part of the RCSD's Diversity Department's initiative to bring some relevant training and best practices back to the district. While I was there I attended a variety of workshops on what different individuals are doing in their regions of America to help promote the achievement of African American and Black students. None of the workshops had any new information but did exhibit other individuals who are passionate for the cause and those who have made some improvements in their areas. In its totality the conference served as a reminder of how much work there is still yet to do.
Also as part of the conference I had the opportunity to explore and visit the "Triangle." That is the area that hosts Spelman College, Clark Atlanta University, and Moorehouse College. This was the highlight of the conference in my opinion. I had never been exposed to an HBCU (Historically Black College and University). While visiting these campuses I was exposed to an abundance of history that is a integrated into these campuses. The alumni lists of these institutions look like a who's who of the most successful African Americans. While I was being toured through the campus of Moorehouse, I thought to myself, what I wouldn't do to grab some of these kids and bring them to my high school. The exposure to my students that institutions like this exist, and that they are heavily attended by students who look, think and represent them would provide a resounding affect. Often times it is just access to information and exposure that students in urban education settings often lack.
The conference only lasted two days, but again served as an important reminder of what work has been done and how much is still left to do in decreasing the racial achievement gap. I also left with a renewed spirit that what I am doing is hard and important work, but that I must look at increasing the magnitude of what I am doing. I hope that someone will soon begin to listen to my ideas, and thoughts. That they will take advantage of my passion on improving the educational experience of inner-city youth. As I have previously stated my time will come!!
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Wednesday, September 10, 2008
Elite Success
Today I had the opportunity to speak to various college level students at the University of Rochester. My message was simple, leave your mark!! The contents of my message also spoke of the importance that minority students make it out of a system that has been setup without our views or perspective. I also spoke of the lack of representation of minority students on various campuses and in particular the University of Rochester. My message also spoke about navigating the college scene and using various college resources to ensure elite success. The event concluded with a Q&A session which I enjoyed the most because you get to see and hear what concerns are most important to the students.
The event was hosted by La Unidad Latina, Lambda Upsilon Lambda Fraternity, Inc.
Living the Dream!
Mr. Soler
Monday, April 14, 2008
Keynote Speaker at Noche De Fuego
On April 11, 2008 I was honored to be the Keynote speaker at Noche De Fuego, a benefit dinner being held by Senoritas Latinas Unidas, Sigma Lambda Upsilon Sorority, Inc. The event was held at the Clarion Riverside Hotel. This was my first public speaking engagement, and below is my speech. Thanks again to all of those who attended. It was for a worthy cause.
Noche De Fuego Speech
Ladies and Gentleman, Damas y Caballeros, let me first start out by saying thank you! Thank you, for attending, Noche de Fuego and supporting the lovely Hermanas of Senoritas Latinas Unidas, Sigma Lambda Upsilon Sorrority, Inc. I want to also thank the Hermanas for giving me this opportunity to come before you today, and deliver my message. I am very humbled and honored to be here.
When the Hermanas asked me if I would be the keynote speaker tonight, I was thrilled. I didn’t hesitate for a moment at this opportunity, the opportunity to address the future leaders and difference makers of our world. The opportunity to address students, professionals and colleagues who come from a multitude of cultural backgrounds that need to hear, and know, that we are all we got.
Before I proceed, I want to take a moment to recognize all of you in attendance, all of you who are achieving the dream. You are often what I state amongst colleagues, students and peers, Viviendo El Sueno, Living the Dream! Before I continue please give your self a round of applause!
So who am I, and why am I here?
Well as you previously heard, my name is Anibal Soler, I am currently an Academy Director/ Vice-Principal at Charlotte High School in the Rochester City School District. I am 100% Puerto Rican and very proud of my culture, as I am sure many of you are. I have grown up and lived the majority of my life here in the city of Rochester. I attended city schools up until my junior year of high school, when my parents had finally gained the means to own their own home and we moved to the suburbs.
After graduating high school I attended Daemen College in Amherst, NY on a basketball scholarship. Yeah, us Latino’s can play ball too. During my time at Daemen College, I became an Hermano of La Unidad Latina, Lambda Upsilon Lambda Fraternity, Inc. After becoming an Hermano and obtaining my undergraduate degree in teaching, I came back home to Rochester yet again. I worked full time as an Art teacher at what was called at that time, Thomas Jefferson Middle School. Since graduating from Daemen College I have since obtained two master’s degrees, one from Nazareth College in educational technology and another from St. John Fisher College in educational administration. Currently, I am working on my doctorate at the University of Rochester in educational leadership.
I am sure many of you are sitting here and thinking, boy, that is a lot of school loans! Well you’re right, but well worth the ultimate goal, and we all know that knowledge is power.
Well, that’s enough about me, and let’s to get to why I am here. I need you to take a moment to focus and critically consider the message I am going to deliver tonight. In my line of work, the country is in a state of crisis, some have called it a “silent epidemic.” As I have previously stated I am a high school Vice-Principal in the City of Rochester. I work in one of the five largest school districts in New York. I work in a school district that has approximately a 90% poverty rate. Many of my students come from homes and life experiences very similar to what many of you and I have encountered, except with them, I am losing more then I am gaining. I want you to understand that what the future holds is very critical for us, us as Latinos and us as a country.
Just last week ABC news reported that as a country, we have a national high school drop out rate of 50%. Ladies and gentlemen, that is 1.2 Million students dropping out a year. In Los Angeles the dropout rate is 45%, in Baltimore 34%, Miami 49%, and home to many of you, New York City, 47%. In Detroit 1 out of 4, 9th graders that entered school this year, will graduate. That is 25% graduation rate! People, this has got to change!
Out of all the minorities not graduating, Latino’s are the highest. Latino’s are dropping out of high schools at an even alarming rate and are as much as 75% of the dropouts in America. Here in Rochester we have approximately 10,000 high school students, and if things don’t change here and they continue to follow the current path, we will only graduate 40 percent of those students, that is 4,000 out of 10,000 high school students will be graduating. The majority of those not graduating in my school district are Latino’s. Latino’s in my school district are the highest of any minority group not making it out of high school. Again, the problem is real, and this has got to change!
According to the America’s Promise Alliance, every 26 seconds, one high school student drops out. Based off this statistic alone, by the time I get done speaking to you tonight, we will lose approximately 50 high school students.
In September of 2007, CNN reported that more Blacks and Latinos live in jail cells that in college dorms. The numbers are staggering. More then three times as many African-American people live in prison cells than in college dorms. The numbers don’t get any better for Latinos as there are 2.7 Latino inmates for every Latino living in college housing. The majority of these inmates are also males.
This information also reflects the majority of the students dropping out of high school and not graduating. The bulk of them are also African-American and Latino. They live in poor unfunded inner-cities. They come from homes and environments where they have little to no social support. They come from broken homes that have a single parent or grandparent raising them. The conversations about the value and importance of education are far and few in between in their lives.
For me, as I am sure was the case for many of you, college always felt like an option but only because my mother, and my grandparents made it that way. They were my advocates. As the most educated person in my family, I feel a sense of pride but also a great appreciation. My mother never let me believe that the color of my skin or the amount of money we had would define my future. Instead, I got unfailing support. Now today, I am before students who are going through the same process and our coming from similar backgrounds. By showing and being the example for students that college is accessible, we can set an example for our future leaders. We all know that education is the foundation and the critical component for our success.
The time has changed, and today’s inner-city students need more support then ever, they need advocates and mentors in their lives.
Last year with the help of one of my Hermanos, I orchestrated the first ever free out of town overnight college trip for ten of my senior students at my high school. Ten students who knew the importance of college, but never had the opportunity to experience what it’s like. Ten students, who had never left their neighborhood, were suddenly exposed to a whole new world of possibility. Last June all ten students graduated high school and 8 out of the 10 enrolled in a college for the upcoming next year. This is just one example of what can be done.
I know this sounds crazy, but just today, I had another example of the power and benefit of mentoring. A true example of what can occur if we all get involved in the life a youth. I have been working with a young lady for this past school year. She comes from a broken home and has had many personal struggles throughout her life. She shows up to school every day with a smile and she makes sure that her academics are in place. She also works twenty plus hours at Wegmans, to help make ends meet in her household. Today at around noon I took this young lady for an interview at the St. John Fisher College HEOP Office. An hour later she was accepted, and as she turned to hug me outside of the office, she said, “Mr. Soler, I did it I am the first in my family to go to college, thank you!” After that precious moment I walked her over to the bookstore to buy her, her first college t-shirt. Again, this is another example of why we must all be involved. Before I continue I want to thank Victoria McEachin for helping me out. Thank you Vicki!
You are probably sitting there thinking what can I do to help? Well you have taken the first step. You have come and supported this organization through the purchase of your ticket. You have given a monetary donation that will be used by SLU to help impact the life of a young lady.
SLU’s Ladies program is another example of doing what it takes to make a difference in the life of our youth. Their program has helped each participant gain college level skills, develop professionally, and most importantly learn about their culture. Since its inception in 2001, the program has helped touch the lives of young women. It is helped them realize that college is not inaccessible dream but a reality that they can achieve. Some of the participants are now enrolled at various colleges throughout New York State.
Before I leave you, tonight I want you to remember that your life will be measured not by how long you lived, but by what you have done during that time for others. So please make time to give to organizations such as SLU and their Lady’s Program. If you cannot give financially then please give with your time, heart and dedication to doing what is our civic responsibility, taking care of others. Make sure you go back to your college dorms, your work place and think how you may make a difference in the life of someone younger and less fortunate then yourself. Make sure you become an advocate for those students who are just like you were in high school. Again, this problem is real, and it is all of our responsibility to help.
As one of my all time favorite pieces of writing by Michael Josephson states, “Living a life that matters doesn’t happen by accident. It’s not a matter of circumstance but of choice. Choose to live a life that matters!”
Finally, please help our youth, “Live the Dream!”
Thank you!
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Noche De Fuego Speech
Ladies and Gentleman, Damas y Caballeros, let me first start out by saying thank you! Thank you, for attending, Noche de Fuego and supporting the lovely Hermanas of Senoritas Latinas Unidas, Sigma Lambda Upsilon Sorrority, Inc. I want to also thank the Hermanas for giving me this opportunity to come before you today, and deliver my message. I am very humbled and honored to be here.
When the Hermanas asked me if I would be the keynote speaker tonight, I was thrilled. I didn’t hesitate for a moment at this opportunity, the opportunity to address the future leaders and difference makers of our world. The opportunity to address students, professionals and colleagues who come from a multitude of cultural backgrounds that need to hear, and know, that we are all we got.
Before I proceed, I want to take a moment to recognize all of you in attendance, all of you who are achieving the dream. You are often what I state amongst colleagues, students and peers, Viviendo El Sueno, Living the Dream! Before I continue please give your self a round of applause!
So who am I, and why am I here?
Well as you previously heard, my name is Anibal Soler, I am currently an Academy Director/ Vice-Principal at Charlotte High School in the Rochester City School District. I am 100% Puerto Rican and very proud of my culture, as I am sure many of you are. I have grown up and lived the majority of my life here in the city of Rochester. I attended city schools up until my junior year of high school, when my parents had finally gained the means to own their own home and we moved to the suburbs.
After graduating high school I attended Daemen College in Amherst, NY on a basketball scholarship. Yeah, us Latino’s can play ball too. During my time at Daemen College, I became an Hermano of La Unidad Latina, Lambda Upsilon Lambda Fraternity, Inc. After becoming an Hermano and obtaining my undergraduate degree in teaching, I came back home to Rochester yet again. I worked full time as an Art teacher at what was called at that time, Thomas Jefferson Middle School. Since graduating from Daemen College I have since obtained two master’s degrees, one from Nazareth College in educational technology and another from St. John Fisher College in educational administration. Currently, I am working on my doctorate at the University of Rochester in educational leadership.
I am sure many of you are sitting here and thinking, boy, that is a lot of school loans! Well you’re right, but well worth the ultimate goal, and we all know that knowledge is power.
Well, that’s enough about me, and let’s to get to why I am here. I need you to take a moment to focus and critically consider the message I am going to deliver tonight. In my line of work, the country is in a state of crisis, some have called it a “silent epidemic.” As I have previously stated I am a high school Vice-Principal in the City of Rochester. I work in one of the five largest school districts in New York. I work in a school district that has approximately a 90% poverty rate. Many of my students come from homes and life experiences very similar to what many of you and I have encountered, except with them, I am losing more then I am gaining. I want you to understand that what the future holds is very critical for us, us as Latinos and us as a country.
Just last week ABC news reported that as a country, we have a national high school drop out rate of 50%. Ladies and gentlemen, that is 1.2 Million students dropping out a year. In Los Angeles the dropout rate is 45%, in Baltimore 34%, Miami 49%, and home to many of you, New York City, 47%. In Detroit 1 out of 4, 9th graders that entered school this year, will graduate. That is 25% graduation rate! People, this has got to change!
Out of all the minorities not graduating, Latino’s are the highest. Latino’s are dropping out of high schools at an even alarming rate and are as much as 75% of the dropouts in America. Here in Rochester we have approximately 10,000 high school students, and if things don’t change here and they continue to follow the current path, we will only graduate 40 percent of those students, that is 4,000 out of 10,000 high school students will be graduating. The majority of those not graduating in my school district are Latino’s. Latino’s in my school district are the highest of any minority group not making it out of high school. Again, the problem is real, and this has got to change!
According to the America’s Promise Alliance, every 26 seconds, one high school student drops out. Based off this statistic alone, by the time I get done speaking to you tonight, we will lose approximately 50 high school students.
In September of 2007, CNN reported that more Blacks and Latinos live in jail cells that in college dorms. The numbers are staggering. More then three times as many African-American people live in prison cells than in college dorms. The numbers don’t get any better for Latinos as there are 2.7 Latino inmates for every Latino living in college housing. The majority of these inmates are also males.
This information also reflects the majority of the students dropping out of high school and not graduating. The bulk of them are also African-American and Latino. They live in poor unfunded inner-cities. They come from homes and environments where they have little to no social support. They come from broken homes that have a single parent or grandparent raising them. The conversations about the value and importance of education are far and few in between in their lives.
For me, as I am sure was the case for many of you, college always felt like an option but only because my mother, and my grandparents made it that way. They were my advocates. As the most educated person in my family, I feel a sense of pride but also a great appreciation. My mother never let me believe that the color of my skin or the amount of money we had would define my future. Instead, I got unfailing support. Now today, I am before students who are going through the same process and our coming from similar backgrounds. By showing and being the example for students that college is accessible, we can set an example for our future leaders. We all know that education is the foundation and the critical component for our success.
The time has changed, and today’s inner-city students need more support then ever, they need advocates and mentors in their lives.
Last year with the help of one of my Hermanos, I orchestrated the first ever free out of town overnight college trip for ten of my senior students at my high school. Ten students who knew the importance of college, but never had the opportunity to experience what it’s like. Ten students, who had never left their neighborhood, were suddenly exposed to a whole new world of possibility. Last June all ten students graduated high school and 8 out of the 10 enrolled in a college for the upcoming next year. This is just one example of what can be done.
I know this sounds crazy, but just today, I had another example of the power and benefit of mentoring. A true example of what can occur if we all get involved in the life a youth. I have been working with a young lady for this past school year. She comes from a broken home and has had many personal struggles throughout her life. She shows up to school every day with a smile and she makes sure that her academics are in place. She also works twenty plus hours at Wegmans, to help make ends meet in her household. Today at around noon I took this young lady for an interview at the St. John Fisher College HEOP Office. An hour later she was accepted, and as she turned to hug me outside of the office, she said, “Mr. Soler, I did it I am the first in my family to go to college, thank you!” After that precious moment I walked her over to the bookstore to buy her, her first college t-shirt. Again, this is another example of why we must all be involved. Before I continue I want to thank Victoria McEachin for helping me out. Thank you Vicki!
You are probably sitting there thinking what can I do to help? Well you have taken the first step. You have come and supported this organization through the purchase of your ticket. You have given a monetary donation that will be used by SLU to help impact the life of a young lady.
SLU’s Ladies program is another example of doing what it takes to make a difference in the life of our youth. Their program has helped each participant gain college level skills, develop professionally, and most importantly learn about their culture. Since its inception in 2001, the program has helped touch the lives of young women. It is helped them realize that college is not inaccessible dream but a reality that they can achieve. Some of the participants are now enrolled at various colleges throughout New York State.
Before I leave you, tonight I want you to remember that your life will be measured not by how long you lived, but by what you have done during that time for others. So please make time to give to organizations such as SLU and their Lady’s Program. If you cannot give financially then please give with your time, heart and dedication to doing what is our civic responsibility, taking care of others. Make sure you go back to your college dorms, your work place and think how you may make a difference in the life of someone younger and less fortunate then yourself. Make sure you become an advocate for those students who are just like you were in high school. Again, this problem is real, and it is all of our responsibility to help.
As one of my all time favorite pieces of writing by Michael Josephson states, “Living a life that matters doesn’t happen by accident. It’s not a matter of circumstance but of choice. Choose to live a life that matters!”
Finally, please help our youth, “Live the Dream!”
Thank you!
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Saturday, March 22, 2008
Brown vs. Board of Education, A Constant Influence on Educational Practice and Priorities, Then, Now and Forever
The U.S. Supreme Court case Brown vs. Board of Education, has been called the turning point in the promotion of educational equality for all students in the United States. “The Brown decision stripped legitimacy from racial segregation in American public education and set in motion the quest to ensure millions of black schoolchildren equal educational opportunity” (Edelman, 1973, p. 33). This case also placed a national focus on providing equal opportunities of success for all nationalities in America in particular African Americans. “The actions of African Americans contributed to the militancy of other groups in demanding equality of educational opportunity and recognition of their cultures in public schools” (Spring, 2007, p. 113). Latino’s and other minority groups have also gained attention to their disparities because of this case. Brown has been and still is criticized and credited for various results in education.
In theory, it allowed students of color to attend schools that were off limits to them, it eradicated segregation legally, but in the current make-up of urban schools, there seems to be a relapse. Since the Supreme Court ruling African Americans and Latino students have never been at the top of the achievement gap. They have always been held in comparison to the White Anglo Saxon population, and been viewed as deficient. If the verdict was truly put into practice, it would allow students who are tied into certain school districts due to the socio-economic status of their family an opportunity to go to any school of their choice, that they deemed appropriate for their success.
The major benefit of the law was that it helps bring national attention to a discriminatory practice of funding. It forced those Whites in power to change some of their practices in order to help alleviate a growing national tension. There answer was desegregation, not the initial intentions of Brown, but the result of it.
Given that desegregation was the policy or tool of choice from the decision of the U.S. Supreme Court, it in turn caused major unintended corollaries for various stakeholders of color.
For example teachers of color, exclusively African American teachers loss their jobs as schools were segregated and many White school officials and parents did not want their children to be taught by them. African American educators would often receive letters stating that because of this ruling and the federal mandate that they would have to lose their jobs. School districts placed blame to the ruling in their letters to black teachers, and made it seem that it was the primary reason for losing their job. These teachers were forced to enter other careers and leave a profession that many of them loved and flourished in. Teachers of black students were advocates. Many of them lived in their communities, attended church with them and were viewed by many as pivotal in the success of black students in a desegregated world (Tillman, 2004). Since 1954, we have not recovered from the dismissal of a large African American teaching and administrative workforce.
Abysmal school facilities are another unintended result of Brown. Students in urban educational settings have school buildings that still in theory are segregated by the majority of the students that attend those schools. Most students of color have been forced to live where housing is affordable and the schools are old and worn down. Facilities that often include poor heating, plumbing, roofing problems, unsanitary bathrooms, non-functioning water fountains, characteristics of “ghetto-schools” that were highly attended by Latino and African American students (Lopez, 2002).
Another unintended consequence or benefit of Brown vs. Board, was the creation of Bilingual education. Bilingual education programs are an example of efforts rooted in the principles in Brown. If not for Brown, many Latino children would not have been afforded the right to succeed by being educated in their primary language along with English. This has since gone under some reforms by those who feel that an “English only” education is the right choice.
Parents, in particular African American parents were also affected by the decision of Brown vs. Board. Minority parents were faced with having to send their child to a school, where they would be the minority and may face prosecution by the majority White students. It was not uncommon for students of color to be beaten, abused physically and verbally and humiliated when going to majority white schools.
The Brown case also indirectly did not investigate the role that race plays in our lives as a society. It failed to realize that although desegregating schools was in theory the correct thing to do, it force many individuals to lose their cultural identity and become assimilated to the dominant culture. It also allowed those with the financial resources to get up and leave.
“White Flight” was also an unintended result of Brown. Rather then stay and be forced to learn how to live with other cultures, many Whites migrated to further suburban neighborhoods so that their children would not have to be educated along side minority students. This created new divisive lines between community groups and races that were based on economic resources.
It has been 54 years since the historic decision and there are still many inequities that have yet to be resolved with “deliberate speed.” The issues of equity range from facilities, curriculum, resources, cultural appreciation and recognition, leadership, opportunities, faculty and student expectations.
Urban school facilities have faced and seen a lot of neglect and in very few cases do those same districts have any new school buildings. Most of the educational facilities in urban schools are either buildings that have been around approximately a 100 years, and have been patched up yearly just to get through.
Curriculum has never reflected the cultural interests of students after the Brown vs. Board of Education decision. When schools were segregated they were taught by teachers of color who in term would automatically include culturally significant materials and intertwine it with items they felt would be necessary for students of color to succeed in a “white world.”
Today’s curriculum still lacks major representation for students of color, there are only superficial mentions of historic African-Americans that are embedded in Social Studies textbooks. In terms of Latino’s the mentioning of the Spanish American War and immigration are two of the main topics that only hint about history and role of Latinos in America. Latino’s have very little of any mention of historic political figures and their trials in tribulations through out U.S. History.
The major error with curriculum today, is that it continues to promote the Americanization of students of color. The curriculum rarely if ever speaks from the angle of those oppressed, or most negatively influenced by the majority White American government. Native Americans, African-Americans, Asian Americans, and Latino Americans are all viewed in the curriculum as having gained so much more by the influence of the majority White Anglo Saxon America. Influences such as having been taught English the language of power, and having been shown religious and culturally valued norms, that are viewed as the right and acceptable practice amongst the masses. Curriculum today also continues to be written by those individuals in power, who continue to culturally reflect only a small percentage of the students being influenced by the curriculum.
Brown vs. Board of Education main premise was to fight for the end to legalized racial school segregation and separate but equal opportunities for students of color, in particular in terms of resources. The lack of resources and educational opportunities for school districts that serve a majority of students of color are startling. Today, in urban inner city schools the adequate availability of items such as school field trips, computer technology, assistive technology, student internships, textbooks, athletic equipment is far and few in between. There is a huge disparity between suburban schools that serve a majority of Caucasian students and city schools that serve a majority of minority students, very much, like what existed in 1954.
Since the historic ruling of Brown vs. Board, our national landscape has grown and diversified exponentially. We have a wide variety of minority groups who we now have to be mindful and sensitive to in terms of providing a rewarding adequate and equal educational experience.
Our country now includes the following groups, Arab Americans, Indian Americans, Hispanic/Latino-Americans, African Americans, Afro-Caribbean Americans, Asian Americans, Caucasian Americans and various combinations of the before mentioned groups. We also have a melting pot of religions and cultural influences that have been recognized in the media and through business. We have to create schools that promote diversity, where all children regardless of race and background can see the benefit of coming together, to learn and become part of a global world.
This generation of leaders needs to revisit how schools function, how they are organized, what and how they teach, and how they involve the community. Education though, still has a long way to go in improving the deficiencies that were fought for fifty-four years ago. With the emergence of various cultural groups and the huge disparities they possess financially, the work of “separate but equal” is far from finished.
----
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
In theory, it allowed students of color to attend schools that were off limits to them, it eradicated segregation legally, but in the current make-up of urban schools, there seems to be a relapse. Since the Supreme Court ruling African Americans and Latino students have never been at the top of the achievement gap. They have always been held in comparison to the White Anglo Saxon population, and been viewed as deficient. If the verdict was truly put into practice, it would allow students who are tied into certain school districts due to the socio-economic status of their family an opportunity to go to any school of their choice, that they deemed appropriate for their success.
The major benefit of the law was that it helps bring national attention to a discriminatory practice of funding. It forced those Whites in power to change some of their practices in order to help alleviate a growing national tension. There answer was desegregation, not the initial intentions of Brown, but the result of it.
Given that desegregation was the policy or tool of choice from the decision of the U.S. Supreme Court, it in turn caused major unintended corollaries for various stakeholders of color.
For example teachers of color, exclusively African American teachers loss their jobs as schools were segregated and many White school officials and parents did not want their children to be taught by them. African American educators would often receive letters stating that because of this ruling and the federal mandate that they would have to lose their jobs. School districts placed blame to the ruling in their letters to black teachers, and made it seem that it was the primary reason for losing their job. These teachers were forced to enter other careers and leave a profession that many of them loved and flourished in. Teachers of black students were advocates. Many of them lived in their communities, attended church with them and were viewed by many as pivotal in the success of black students in a desegregated world (Tillman, 2004). Since 1954, we have not recovered from the dismissal of a large African American teaching and administrative workforce.
Abysmal school facilities are another unintended result of Brown. Students in urban educational settings have school buildings that still in theory are segregated by the majority of the students that attend those schools. Most students of color have been forced to live where housing is affordable and the schools are old and worn down. Facilities that often include poor heating, plumbing, roofing problems, unsanitary bathrooms, non-functioning water fountains, characteristics of “ghetto-schools” that were highly attended by Latino and African American students (Lopez, 2002).
Another unintended consequence or benefit of Brown vs. Board, was the creation of Bilingual education. Bilingual education programs are an example of efforts rooted in the principles in Brown. If not for Brown, many Latino children would not have been afforded the right to succeed by being educated in their primary language along with English. This has since gone under some reforms by those who feel that an “English only” education is the right choice.
Parents, in particular African American parents were also affected by the decision of Brown vs. Board. Minority parents were faced with having to send their child to a school, where they would be the minority and may face prosecution by the majority White students. It was not uncommon for students of color to be beaten, abused physically and verbally and humiliated when going to majority white schools.
The Brown case also indirectly did not investigate the role that race plays in our lives as a society. It failed to realize that although desegregating schools was in theory the correct thing to do, it force many individuals to lose their cultural identity and become assimilated to the dominant culture. It also allowed those with the financial resources to get up and leave.
“White Flight” was also an unintended result of Brown. Rather then stay and be forced to learn how to live with other cultures, many Whites migrated to further suburban neighborhoods so that their children would not have to be educated along side minority students. This created new divisive lines between community groups and races that were based on economic resources.
It has been 54 years since the historic decision and there are still many inequities that have yet to be resolved with “deliberate speed.” The issues of equity range from facilities, curriculum, resources, cultural appreciation and recognition, leadership, opportunities, faculty and student expectations.
Urban school facilities have faced and seen a lot of neglect and in very few cases do those same districts have any new school buildings. Most of the educational facilities in urban schools are either buildings that have been around approximately a 100 years, and have been patched up yearly just to get through.
Curriculum has never reflected the cultural interests of students after the Brown vs. Board of Education decision. When schools were segregated they were taught by teachers of color who in term would automatically include culturally significant materials and intertwine it with items they felt would be necessary for students of color to succeed in a “white world.”
Today’s curriculum still lacks major representation for students of color, there are only superficial mentions of historic African-Americans that are embedded in Social Studies textbooks. In terms of Latino’s the mentioning of the Spanish American War and immigration are two of the main topics that only hint about history and role of Latinos in America. Latino’s have very little of any mention of historic political figures and their trials in tribulations through out U.S. History.
The major error with curriculum today, is that it continues to promote the Americanization of students of color. The curriculum rarely if ever speaks from the angle of those oppressed, or most negatively influenced by the majority White American government. Native Americans, African-Americans, Asian Americans, and Latino Americans are all viewed in the curriculum as having gained so much more by the influence of the majority White Anglo Saxon America. Influences such as having been taught English the language of power, and having been shown religious and culturally valued norms, that are viewed as the right and acceptable practice amongst the masses. Curriculum today also continues to be written by those individuals in power, who continue to culturally reflect only a small percentage of the students being influenced by the curriculum.
Brown vs. Board of Education main premise was to fight for the end to legalized racial school segregation and separate but equal opportunities for students of color, in particular in terms of resources. The lack of resources and educational opportunities for school districts that serve a majority of students of color are startling. Today, in urban inner city schools the adequate availability of items such as school field trips, computer technology, assistive technology, student internships, textbooks, athletic equipment is far and few in between. There is a huge disparity between suburban schools that serve a majority of Caucasian students and city schools that serve a majority of minority students, very much, like what existed in 1954.
Since the historic ruling of Brown vs. Board, our national landscape has grown and diversified exponentially. We have a wide variety of minority groups who we now have to be mindful and sensitive to in terms of providing a rewarding adequate and equal educational experience.
Our country now includes the following groups, Arab Americans, Indian Americans, Hispanic/Latino-Americans, African Americans, Afro-Caribbean Americans, Asian Americans, Caucasian Americans and various combinations of the before mentioned groups. We also have a melting pot of religions and cultural influences that have been recognized in the media and through business. We have to create schools that promote diversity, where all children regardless of race and background can see the benefit of coming together, to learn and become part of a global world.
This generation of leaders needs to revisit how schools function, how they are organized, what and how they teach, and how they involve the community. Education though, still has a long way to go in improving the deficiencies that were fought for fifty-four years ago. With the emergence of various cultural groups and the huge disparities they possess financially, the work of “separate but equal” is far from finished.
----
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Friday, March 14, 2008
Loss of Two Students
It has been almost a month since we lost two students to street violence at Charlotte High School, Both students were freshman and their lost was deeply felt by everyone in the building. Read more about what occured here on the Democrat & Chronicle .
The first couple of days back were a little rough with students asking questions of why, and having difficulty dealing with the lost of someone whom they had known.
Looking back, our students were great, they were very open to healthy dialogue on about their emotions and thoughts. They also used various venues to release there emotions such as creating cards, signing the students lockers and leaving messages on the poster hanging in the cafeteria. Many of the students also attended the funeral services of both students.
Still to this date there is no information on who committed this crime and why. A lot of what we have heard is just speculation. Some of the dialogue I had with students in classes was about the importance of reporting whatever they may know. I was mainly trying to address the issue of "snitching." One of the main areas of concerns in school and in urban environments.
One particular dialogue sticks out in my mind. I asked the students why don't students "snitch" or report crimes? The one student who raised her hand first, turned and looked at me and said, "Mr. Soler, we know what's right and what's wrong, but you gotta understand that we live in those neighborhoods and if we tell someone, that person we told doesn't necessarily go back to that neighborhood but we do."
Those comments really pointed to the immense presence of fear that exist in inner-city communities. She was 100% right many of us involved with students in urban schools do not live in the same neighborhoods. I found myself stuck and I didn't really know how to respond to her, other then saying you must use schools and education as the way out to better yourself, and family.
I ended my visit by saying, "All we have is each other!"
--
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Monday, January 21, 2008
I have a Dream!
Today is a day that many individuals have off from work and school. Today is a day that has been declared a national holiday by our government. Today is a day when many individuals especially African-American and Latino students still have no real context to what had occurred just 40 years ago. The results of Dr. King's work is very evident in the lives of all minorities today. As a Latino I know that I have benefited from his work.
Dr. King had a vision and belief that our world would be much better as soon as we started to treat everyone equal and see individuals for their character and not for their color of skin. How correct he was indeed!
Sadly, although a lot has changed a lot has remained the same. We still have huge racial inequities that exist in our culture. Inequities, that those who are not of color would never experience and may even argue do not exist because they have no true experience with them in their lives.
In my eyes, the greatest of these inequities exist in the public school system, where schools are still divided by racial lines. Where schools that are located in inner-cities do not have the same resources as their suburban counterparts. Where the student population is reflective to that of the era of segregation.
My point is that while Dr. Martin Luther King had a dream the work is still not finished. We must all step forward and pay it forward to the next generation. We must educate our youth today and tell them of the great leaders in the past who have paved the way for their future. A future filled with opportunity and choices that may have not been here if it wasn't for the great work of Dr. King.
Today's students must have a grasp of their cultural roots in order to aspire for great things. Urban schools must focus their energy on reaching the hundreds and thousands of African-American and Latino students that we lose every year. We all must do our part in the struggle and help show cultural relevance in curriculum and its connection to life.
Gone but not forgotten!
1/15/1929-4/4/1968
¡Viviendo el Sueño! (Living the Dream!)
Mr. Anibal Soler, Jr.
http://www.anibalsoler.com
http://anibalsoler.blogspot.com
Sunday, December 9, 2007
Color Matters?
Lately this race and color has been a very hot debate in my school district and community. There have been articles written by various individuals rebutting and supporting the various perspectives.
Here are my thoughts...
I strongly believe that race is not the single determinant of success by minority students in urban education. I beleive that what students of color and non-color want from their teachers are individuals that care and take the time to get to know them for who they are as students. I have a quote hanging on my door in my office that states, "Before a student cares to know what you can teach them, they must know that you care."
As a Latino going through the RCSD there were very few if any Latino educators in my educational experience. Did this doom me for failure? Nope not at all because the teachers that made me successful where those who I remember today as the teachers that took a vested interest in me inside and outside of the classroom. The teachers who attended my basketball games, the teachers who allowed me to stay after school and hang out with the in their room, the teachers who let me come up during lunch to offer me help outside of the normal class day. It didn't matter to me how much math they taught me or what content I was showed but rather the connection we had as student and teacher that encouraged me to work hard for that teacher. My main point here is that having teachers that care is what is most important not the color of the teacher.
I do believe that having more staff and teachers of color is an important thing but to say that it is a reason for higher suspension rates, special education referrals, high school dropout percentages is slap in the face to those who work day in and day out in schools.
My question is why are we not doing national recruiting to help increase the number of diverse highly qualified candidates? This is a national problem that is being felt by school district across the country so why not take a different approach? Why not team up with a local university and create a gateway teaching program that prepares our current student body to enter college become teachers and come back and work in the district that prepared them. Rather then point the finger and make claims offer viable solutions to increase the number of Latino and African Americans available to be chosen in the work force.
In closing let us all offer solutions to change items rather then point out obvious deficiencies being felt across urban school districts nationwide. Some of the greatest leaders in this world learned for a variety of individuals, and if you asked most of them why where those individuals so influential in their lives they would more then likely say because they cared in my success.
Living the Dream!
Mr. Soler
Here are my thoughts...
I strongly believe that race is not the single determinant of success by minority students in urban education. I beleive that what students of color and non-color want from their teachers are individuals that care and take the time to get to know them for who they are as students. I have a quote hanging on my door in my office that states, "Before a student cares to know what you can teach them, they must know that you care."
As a Latino going through the RCSD there were very few if any Latino educators in my educational experience. Did this doom me for failure? Nope not at all because the teachers that made me successful where those who I remember today as the teachers that took a vested interest in me inside and outside of the classroom. The teachers who attended my basketball games, the teachers who allowed me to stay after school and hang out with the in their room, the teachers who let me come up during lunch to offer me help outside of the normal class day. It didn't matter to me how much math they taught me or what content I was showed but rather the connection we had as student and teacher that encouraged me to work hard for that teacher. My main point here is that having teachers that care is what is most important not the color of the teacher.
I do believe that having more staff and teachers of color is an important thing but to say that it is a reason for higher suspension rates, special education referrals, high school dropout percentages is slap in the face to those who work day in and day out in schools.
My question is why are we not doing national recruiting to help increase the number of diverse highly qualified candidates? This is a national problem that is being felt by school district across the country so why not take a different approach? Why not team up with a local university and create a gateway teaching program that prepares our current student body to enter college become teachers and come back and work in the district that prepared them. Rather then point the finger and make claims offer viable solutions to increase the number of Latino and African Americans available to be chosen in the work force.
In closing let us all offer solutions to change items rather then point out obvious deficiencies being felt across urban school districts nationwide. Some of the greatest leaders in this world learned for a variety of individuals, and if you asked most of them why where those individuals so influential in their lives they would more then likely say because they cared in my success.
Living the Dream!
Mr. Soler
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