To create fairness of opportunity and to advance ideas that allow
all students, families, and communities to thrive, it is our civic and moral
responsibility to own up to the problems in our society and invest in
equity-driven strategies. We must address poverty, social justice, and
education together. We need a comprehensive approach to our most complex
problems. Honest conversations about the relevance of poverty and race in our
nation’s educational challenges are vital.
“You can’t focus on one [problem] without the other,” says
Dr. Monica Medina, Interim Director of the Center for Urban and Multicultural
Education at the Indiana University-Purdue University Indianapolis (IUPUI) School
of Education. “In order for us to be effective, we must look at the complexity
of these issues from multiple perspectives.”
This was the core message of the Coalition’s recent webinar,
“Community Schools
and Equity: Changing Systems,” and speakers touched on the intersection of race,
poverty, income, class, family circumstance, and culture in educational
inequities. “I think that’s what makes the community school strategy so
powerful,” says Ena Li, Education Director of the United Way of the Bay Area.
“It acknowledges and merges all of these critical factors.”
The Coalition’s
Equity
Framework also frames this important message by underscoring the principles
and approaches that enable community schools to address the most egregious
disparities. Community schools require a collaborative, intentional, and honest
effort of leaders across sectors to become partners in identifying the local
needs of schools and communities.
Although racial inequity is most pronounced, children of all
demographic backgrounds face a lack of opportunity, and these inequities are
symptomatic of greater structural barriers. It affects children in urban,
suburban, and rural areas who are cut off from ladders of opportunity and
unable to access college and career pathways. It affects youth with
disabilities who lack accessible spaces and tools to assist in their learning.
The webinar speakers represented just a few of the many
community schools leaders who are addressing this issue directly -- tackling
systems and beliefs that constrain the mobility of many young people.
Diana Hall,
Program Supervisor of the
SUN Service System
and Community Schools in Multnomah County, Oregon, emphasized this point by
articulating SUN’s
Theory of
Change, which voiced their intent to make a clear statement about their
commitment to equity with a focus on racial justice:
We wanted to
make visible the issue of racism in our systems. We have very significant
racial disparities and institutionalized issues to address in our community. We
had to convene all of our leaders and partners in the community and decided that
we were going to have honest conversations with each other about equity.
SUN Service Team then convened a Leadership Council and
Equity Lens team in the spring of 2013 that included representatives of the
city’s Equity Office, school districts, nonprofit organizations, and coalitions
of communities of color. They soon created an
Equity Index to identify
high-need schools that they would transform into high-quality, full-service
community schools. Accounting for demographic factors such as race and income
level, the Equity Index is enabling SUN to re-allocate school funding in a
culturally responsive way.
Equity strategies require leaders to build effective
collaborative leadership structures, intentionally look at the conditions of
the community, and create a shared vision that will translate into action and
results. Community schools initiatives, like SUN’s effort in Oregon, create
policies to ensure community schools have the support of leadership in school districts,
community-based organizations, businesses, health and human services, colleges
and universities, and residents and families to create the political and public
will to address inequities in their communities.
But race is not the only relevant factor, and poverty and
family circumstances are relevant issues that must not be ignored. Ena Li,
Education Director of the United Way of the Bay Area, touched on how community
schools meet the basic needs of families and offer programs and services that support
family economic success by utilizing their two-generation strategy,
SparkPoint Community
Schools, as an example. In 2010, the United
Way of the Bay Area Board declared a bold goal to cut Bay Area poverty in half
by the year 2020. To help families create pathways out of poverty, they decided
to align their anti-poverty efforts in
SparkPoint
-- financial education centers focused on helping struggling families achieve
financial prosperity -- with their community schools efforts. There are now
ten, and soon to be eleven, SparkPoint centers located in the Bay Area’s
community schools, offering services for families to build assets, grow income,
manage debt, and maintain financial stability. SparkPoint Community Schools
presents a unique yet illustrative example of community schools addressing the
barriers families face, so the child can focus on learning.
But the quality of teacher-student relationships also
affects how a child learns, and it is important to recognize how community
schools may assist in meeting the needs of teachers and supporting their roles
as educators. Dr. Monica Medina leads courses at the IUPUI School of Education
to address this very issue; through her courses, pre-service teachers are
placed in community schools in Indianapolis, Indiana and participate in classes
such as Community Schools 101 and Poverty and Teacher Expectations to learn
about community schools through a critical social justice lens.
The idea is to help these teachers become culturally responsive to the needs
of students, parents, and community members involved in the school. The overall
goal is to help teachers develop a counter-narrative that promotes social
equality, democracy, social responsibility, and civic engagement. Academic
achievement is important, but teachers need to also recognize that they must
support the community school model through an Equity Pedagogy that creates the
conditions for students to be effective learners. – Monica Medina, Interim
Director of the Center for Urban and Multicultural Education
When teachers learn about
multicultural competence in the classroom, they can use this knowledge as tools
and assets for reaching students and families of differing cultural
backgrounds. Dr. Medina’s work supports the community schools principle to
embrace diversity and to build equitable and trusting relationships among
youth, teachers, schools, families, and communities.
The intersection of
social, economic, and cultural factors in our nation’s educational disparities
calls for comprehensive solutions that intentionally address these issues with
a focus on equity. Community schools present one hopeful strategy, for we need
a system of opportunity and support that ensures children and families do not
fall through the cracks. The problems our young people face are not individual
problems. They are systemic problems. And while they may seem too complex or
overwhelming to acknowledge, they must be addressed, and they must be discussed
with a spirit of togetherness, hope, change, and opportunity.
To view and listen to the entire “Community
Schools and Equity: Changing Systems” webinar,
click here.
This blog is written in coordination with
the Coalition’s four-part Equity Webinar series by Perpetual
Baffour, National Policy Emerson
Fellow.