this fall, led by Dr. Kelly McCoy, federal programs director, and Kelly Forbes, English learner coordinator. The work can be lonely and laborious, but it is critical. “Research shows white educators are more likely to associate Black, Latinx and Indigenous students with being violent, lazy, unclean, unintelligent,” said Price. “They view Black girls as being more adult and mature and less needing of love and support. The rates of suspension and expulsion are disproportionate. Access to AP and gifted classes is disproportionate. It’s a really big issue that we need to be actively fighting against.”
is deserving of a high-quality education.” According to the United Negro College Fund, Black students spend less time in the classroom due to disproportionate discipline. The National Center for Education Statistics reports that in 2013 to 2014, a higher percentage of Black students than any other racial or ethnic group was suspended, and the propensity toward harsher discipline starts in preschool. Black students are 2.3 times more likely to receive a referral to law enforcement or be subject to a school-related arrest as white students. Fifty-seven percent of Black students receive access to a full range of college-preparatory math and sciences courses, compared to 81 percent of Asian and 71 percent of white students. Though students of color will make up more than half the student population by 2024, 82 percent of teachers are white, according to the U.S. Department of Education, a statistic that remains virtually unchanged for the past 15 years. Local dad and educator Andre Daughty, who calls himself a unicorn because Black male teachers make up only 2 percent of the profession, has taught at the
elementary, middle and college levels and is now a consultant and keynote speaker helping educators and organizations around the nation address equity. “Students need to see that you can be really dope and be a teacher in your own style,” said Daughty. “That you can be that teacher who plays rap music but also can recite Langston Hughes or James Baldwin. No matter who you are, you bring your own culture, which models high expectations through excellence." Teachers of color are more likely to have higher expectations of students of color, confront issues of racism, serve as advocates and develop more trusting relationships with students, particularly when sharing a cultural background. Only 20 percent of public school principals are individuals of color. In the 2013-14 school year, less than 500 Black students were enrolled in teacher preparation programs in the state of Oklahoma. Dr. KJ Stormer, department chair of education and professional programs for Langston University, says many of her students of color are empowered by their experiences with Black or brown educators, who motivate their own careers in education.
The case for race equity
Race equity means students’ racial identity has no influence on how they fare in school, and to achieve it requires examination of the systemic conditions, and racism, that hinder the educations of students of color. “Education is the great equalizer,” said Herron, “but we also have to decide every kid
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