By Megan Sayles
AFRO Business Writer
msayles@afro.com

The United Negro College Fund (UNCF) will celebrate its 80th anniversary at the Hilton Baltimore on Oct. 26. The Masked Ball will serve as a time to uplift the pivotal contributions of organizations and individuals and raise money for the UNCF’s ongoing work in education.

AFRO publisher Frances “Toni” Draper will be honored at the event alongside Benjamin Morgan, vice president of Maryland operations for Barton Malow, and Alicia Wilson, managing director and head of regional philanthropy for North America at JPMorgan Chase. 

“I grew up hearing the United Negro College Fund’s slogan that ‘a mind is a terrible thing to waste.’ It’s something you internalize,” said Dr. Draper. “They’ve done so much good work to help young people get into college and to get the money they need to do that.”

Aside from continuing the legacy of her grandfather John H. Murphy Sr., who founded the newspaper in 1892, Dr. Draper served as an educator in Baltimore City Public Schools. She also had a stint as vice chair of the Board of Regents for Morgan State University, her alma mater, and as vice chair for Baltimore’s Literacy Foundation. 

 As head of the AFRO, she has demonstrated an unrelenting commitment to amplifying and preserving Black history. 

“The United Negro College Fund is an important part of the fabric of the African-American community,” said Draper. “I am honored to be honored by them.” 

Founded in 1944, the UNCF exists to advance Black education by awarding scholarships to students and deploying funding to historically Black colleges and universities (HBCUs). Since its establishment, the organization has benefitted more than 500,000 students, delivering millions of dollars in scholarships each year. The six-year graduation rate for UNCF scholarship recipients is 70 percent, which is nine percent higher than the national average for students of all races and 31 percent higher than the national average for all African Americans. 

Brave Williams, multi-unit franchise owner, singer and actress, will host the UNCF’s Masked Ball. The West Baltimore native recently landed a deal with Workout Anytime to open 23 fitness centers along the East coast. 

Her first gyms recently opened in Lanham, Md. and Manassas, Va. At the Lanham location, Williams opened a laundromat, VIP Bubbles, next door, encouraging patrons to “drop a load while you lose a load.” 

She said she was honored to serve as host for the prolific event. 

“This is an organization that funds so many scholarships for Black students and promotes education in a way that lets them know they are not alone,” said Williams. “Anytime you can impact a community, especially when it’s education-driven, I’m all in. It’s in my DNA to want to help and inspire people.” 

The ball will feature a live performance by emerging pop and R&B singer Gabby Samone. Proceeds from ticket sales and sponsorships will support books, room and board, tuition and fees for students. 

Wilson said she was over the moon when she discovered she was an honoree. 

“I am just so truly grateful that my name would even be considered in association with an organization that has such a tremendous legacy,” said Wilson. 

JPMorgan Chase has been a long-standing supporter of HBCUs. It maintains partnerships with 19 institutions. In 2021, the firm teamed up with the UNCF to launch the J.P. Morgan Wealth Management Scholarship Program, which is set to award 375 scholarships through 2025. 

“The significance of the United Negro College Fund cannot be overstated. It goes far beyond its investments in HBCUs and student bodies,” said Wilson. It really has significance for our entire community because as individuals, regardless of their financial means, have access to quality education it drives inclusion for our community.”

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Bank of America – Financial Planning Month

By Janet Currie 
Special to the AFRO

Financial education is integral to workforce readiness and overall life skills success, which is why it’s important for young people to understand financial basics, especially by the time they enter the workplace. Whether their goal is to manage their first paycheck, build savings and credit, own a home, start a business, or make a difference in the community, financial education and resources can help young people get on the path to achieve those goals. 

The good news is there are helpful and free resources available for every stage of financial lives. One example is Bank of America’s Better Money Habits®, a free online platform of easy-to-understand tools and content, in both English and Spanish, to help people understand their money, make confident choices, and improve their financial health.  As we get back into the school year, the curriculum is also offered by local Bank of America bankers to nonprofits and schools, bringing this important content directly to those who can benefit most.

So, what do students and young adults need to know most? Usually, it’s all about budgeting.  Here are six steps to help young people create a budget:

1. Calculate your net income. The foundation of an effective budget is your net income, which is take-home pay. Focusing on your total salary instead of net income could lead to overspending because you may think you have more available money than you do.

2. Track your spending. Once you know how much money you have coming in, the next step is to figure out where it is going. Tracking and categorizing your expenses can help you determine where you are spending the most money and where it might be possible to save.

3. Set realistic financial goals. Make a list of your short- and long-term financial goals. Short-term goals should take around one to three years to achieve and might include things like setting up an emergency fund or paying down credit card debt. Long-term goals, such as saving for retirement, may take decades to reach.

4. Make a plan. List your fixed expenses, or regular monthly bills such as rent or car payments, as well as your variable expenses, which change from month to month on such things like groceries and entertainment.

Use the expenses you compiled to get a sense of what you will spend in the coming months. Then compare that to your net income and priorities. Consider setting specific—and realistic—spending limits for each category of expenses.

5. Adjust your spending to stay on budget. Now that you have documented your income and spending, you can make any necessary adjustments so that you don’t overspend and have money to put toward your goals. Look toward your “wants” as the first area for cuts as opposed to your needs.

6. Review your budget regularly. Once your budget is set, you should review it and your spending on a regular basis to be sure you are staying on track.

To help youth and their families strengthen their financial knowledge, Bank of America bankers in Maryland also deliver virtual and in-person Better Money Habits curriculum and financial guidance across local communities. We work with partners like Maryland Food Bank, Back on My Feet, and Helping Up Mission, among others, to tailor the content and teach families and community members to take control of their finances.

The world can be an exciting place filled with opportunities for our youth, but we must provide the know-how and tools to help them get there. 

Janet Currie is the president of Bank of America, Greater Maryland.

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By Ethan Ashley

Education has always been a contentious issue, but as we approach the 2024 elections, it’s become ground zero for broader cultural and political clashes. Book bans targeting diverse and inclusive materials are on the rise, and restrictive gag orders are silencing classroom discussions on critical topics like race, gender and American history. 

With the conservative agenda of Project 2025 gaining traction, the threat to both democracy and public education has never been more urgent. In times like these, it’s easy to feel powerless—but, as citizens, we can’t afford to disengage. The fight for our country’s future begins at the local level, particularly with our school boards.

Though often overlooked, school boards are the backbone of our democratic process, influencing the education of nearly 90 percent of America’s children who attend public schools. Their decisions determine everything from which books make it into classrooms to the curriculum that teaches civics and voter education. They are the gatekeepers of academic freedom and have a crucial role in shaping young people’s understanding of democracy. School boards are responsible for dismantling the remnants of systemic racism in education and laying the foundation for future citizens who will either uphold or dismantle democratic values.

That’s why who sits on our school boards is so critical. Diverse representation on these boards ensures a variety of perspectives, particularly when it comes to identifying inequities and implementing inclusive policies. 

However, school boards in the U.S. were designed in a different era, for a different demographic. Historically led by white, male landowners, school boards have not evolved to reflect the diversity of the communities they now serve. Today, although public school students are more than 55 percent students of color, a 2022 survey by School Board Partners found that 64 percent of school board members are white, highlighting a significant gap in representation.

This May the nation celebrated the 70th anniversary of the U.S. Supreme Court decision in Brown v. Board of Education, the decision that outlawed segregation based on race in public schools. At the time of the ruling, roughly 90 percent of students were white. Since then, public school demographics in America have continued to morph into being more racially and ethnically diverse: less than half of students are white, meaning that about 55 percent of public school students identify as minority populations, with more than a quarter being Hispanic, and nearly 15 percent being Black. These numbers don’t even account for non-English native language speakers, students with disabilities, students identifying as part of the LGBTQ community, or students in varying socioeconomic backgrounds. 

Across the country this fall, people will go to the polls and cast votes that will have a major impact on the future of our country. With over 21,000 seats up for election this year, School Board Partners is among the groups working to ensure voters realize the importance of school board elections specifically.  

The reality is that the tensions we’re witnessing around education will continue to compound — but we have the collective power to choose a better future by electing a more diverse candidate pool who will advocate for policies and procedures that meet the needs of students, no matter their background. By nature and design, school boards were established by the people, for the people. It’s time to bring our school boards into the present and deliver on that founding promise. The future of democracy depends on it.

This op-ed was originally published by Word in Black.

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By Megan Sayles
AFRO Business Writer
msayles@afro.com

Stanton Elementary School language arts instructional coach Jazzmyne Townsend has been named the 2025 D.C. Teacher of the Year. The ceremony took place at the Ward 8 school on Oct. 3.

The recognition enables Townsend to represent the District on the Council of Chief State School Officers where she will be able to advocate for the needs of her students and those across Washington, D.C. on a national level.

“This teacher is a role model for other teachers and a role model for students,” said Mayor Muriel Bowser, during the announcement. “This educator believes every student deserves a teacher who is passionate about their growth and development, a teacher who goes above and beyond to make sure every student in their classroom has everything they need to learn to be successful.”

Townsend began teaching at Stanton Elementary last year as a special education teacher. She previously served as a pre-K, kindergarten and first grade teacher at Randle Highlands Elementary School. She also served as a preschool and pre-K teacher at Friendship Public Charter School’s Chamberlain Campus.

Over her tenure, Townsend started a mentoring program for young Black girls called My Sister’s Keeper. She’s also dedicated herself to improving literacy. A self-published children’s book author, Townsend has helped students publish their own works.

Bowser surprised her with the honor during a school assembly for National Book Month, which started on Oct. 1. Townsend shed tears while walking up to receive the award, which included a $7,500 check.

“I am honored, and I am humbled to receive this recognition,” said Townsend during her acceptance. “I don’t do this by myself. I share this recognition with the leaders who have poured into me as an educator and who have built environments where I can be reflective of my practice.”

She also acknowledged her students.

“I share this recognition with my students who have motivated me with their curiosity and who have inspired me with their resilience,” said Townsend. “I am a better teacher because of my students.”

The Office of the State Superintendent of Education (OSSE) led the selection process for the Teacher of the Year award. It is given to an educator who advances the growth of all students, demonstrates leadership outside of the classroom and promotes the teaching profession. Townsend is also up for the National Teacher of the Year award.

Interim State Superintendent Antoinette S. Mitchell offered her congratulations to Townsend and explained that the teacher is known for her unique ability to make traditional lessons fun and engaging.

“For math class once, she had her students create a multiplication table as big as they are,” said Mitchell during the announcement. “For literacy, she actually partnered with a laundromat to create a service learning project called ‘Loads for Literacy.’ Any teacher that can connect literacy and laundry deserves this award.”

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By D. Kevin McNeir
Special to the AFRO

With safety concerns and pay raises on the bargaining table, the Washington Teachers’ Union (WTU) and the District of Columbia Public Schools reached a tentative five-year contract agreement on Sept. 30.

When preliminary contract negotiations began last September, some teachers criticized Dr. Lewis Ferebee, chancellor of D.C. Public Schools, for not attending the initial meetings with WTU officials. However, Ferebee did make his presence known in subsequent meetings. 

During a televised statement, Ferebee pointed out that the previous contract, which was reached during the pandemic, was different from the new contract in that it is forward facing rather than retroactive. He added that his team simply did not have adequate outcomes in the last contract negotiation.

While it took just over a year for both sides to reach an agreement, the Union’s last contract took over three years, and the one preceding that required close to five years in negotiations. 

In a press release from WTU, President Jacqueline Pogue Lyons said that she’s pleased with the contract, and that further details will be made public within the next few weeks after union members have reviewed the tentative agreement. 

“The highlights of the contract include fair and good pay raises but maybe more importantly, educators will be able to work under better conditions that should go a long way to improving recruitment and retention problems that have plagued the District,” she said, adding that her team pushed hard and obtained “decent and fair raises over the course of the five-year contract, despite the District’s contention that it was working in a tight financial environment.” 

American Federation of Teachers President Randi Weingarten agreed, describing the tentative agreement as a “real accomplishment.” 

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By Ericka Alston Buck
Special to The AFRO

The James E. Lewis Museum of Art (JELMA) at Morgan State University has opened a landmark exhibition titled, “Keeping the Culture: The Last Twenty-Five Years,” running from Sept. 29 to Dec. 13, 2024. 

Curated by Robin Cherry Howard, this exhibit showcases an extraordinary collection of African American art, highlighting the museum’s acquisitions over the last 25 years. Through an array of paintings, sculptures, photographs and works on paper, the exhibition celebrates the creativity, resilience and cultural identity of Black artists, exploring key themes like history, social justice and the African-American experience.

The exhibit serves as a powerful testament to the evolving narrative of African-American art. Gabriel Tenabe, director of JELMA, emphasized this in his foreword, noting, “Art tells stories, it provokes thought, and it bridges cultures across time. Dr. James E. Lewis understood the power of art to connect us to our shared histories better than anyone.” 

This vision is evident throughout the exhibition, which honors the contributions of African-American artists who have shaped and transformed the creative landscape over the past two-and-a-half decades.

“The artists’ contributions are vibrant and filled with dynamic energy,” said curator Robin Cherry Howard. “These works provoke thought, inspire connection and engage every sense.” 

“Keeping the Culture” features works from master artists like Elizabeth Catlett, Ed Clark, Melvin Edwards, Sam Gilliam, Valerie Maynard and Faith Ringgold, all of whom played critical roles in amplifying African-American voices in the art world. 

Their works in this collection address issues of ancestry, the Middle Passage, slavery, human rights, cultural trauma and civil rights, making their presence in this exhibit both necessary and poignant. These artists’ pieces are more than just displays; they represent movements of resistance, power and identity in a society that often sought to silence them.

Local Baltimore legends also shine in the exhibit, with significant contributions from artists such as Robert Houston and Oletha DeVane. Also included are Alma Roberts and Ernest Shaw, both of whom are alumni of Morgan State University. Their works are complemented by newer voices, such as Schaun Champion and photographer Devin Allen, whose powerful images gained national attention following the 2015 Baltimore Uprising. Allen’s photograph of the protests, which appeared on the cover of Time magazine, depicted a young demonstrator fleeing from a squad of police officers wearing face shields and wielding clubs. The younger artists add an essential part to the exhibit, representing the intersection of art and activism in today’s social landscape.

“This exhibit is so special to me. I am deeply honored to have my work included along with so many giants of the art world. The very focus of the exhibit, ‘Keeping Our Culture,’ is a major focus of my most recent body of work,” said Alma Roberts, one of the contributing artists. 

“To have my artwork hanging in this museum, at my alma mater, makes it that much more special. JELMA is truly a hidden treasure, and this exhibit, including works from the museum’s permanent collection, highlights just how important it is to the continuum of art institutions in this city and this state.” Roberts continued.

This exhibit is an emotional and sensory journey. Visitors walking through the museum will experience a deeply immersive environment. The space is alive with color and emotion, with artworks that provoke reflection and dialogue about past and present struggles and triumphs.

“Keeping the Culture” is an exhibit that  is particularly impactful for the African-American community, as the space feels like a sanctuary for Black voices. The walls are adorned with powerful imagery, from Ernest Shaw’s portrait of a squeegee kid—a figure often emblematic of concentrated poverty and sometimes violence in Baltimore’s streets—to haunting depictions of the lynching of Black ancestors. One standout piece shows Harriet Tubman in all her defiant strength, while another portrays the Rev. Dr. Martin Luther King Jr. in a jail cell, highlighting his fight for civil rights. Each piece calls the viewer to reflect on the triumphs and tragedies that define African-American history.

For many, the exhibit is more than a collection of art. It is a celebration of Black identity and culture, housed within a space that feels uniquely designed to honor that heritage. The energy within the exhibit is one of remembrance, reflection and celebration, as the stories told on the walls resonate deeply with the audience.

As visitors move from one piece to the next, they are not merely observing art, they are engaging in a cultural conversation. Whether it’s the raw social commentary in Devin Allen’s photographs or the colorful depictions of history by Elizabeth Catlett, each artist contributes to the rich tapestry of the African-American experience.

“Keeping the Culture: The Last Twenty-Five Years” is a must-see exhibit for anyone looking to connect with the profound beauty and history of African-American art. As JELMA’s latest showcase, it stands as a tribute to both the past and the future of Black artistic expression. The museum is offering free admission for all visitors, and the exhibition will be open until Dec. 13, 2024.

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By Tamara Ward, NABJ Pew Youth Justice Fellow

To most, an 11-year-old schoolgirl might seem like an unlikely offender. But nearly six years ago, one sixth-grader was arrested and taken to jail for refusing to sit in her assigned seat within an Anne Arundel County public school classroom. 

Logan Ewing, an attorney with Disability Rights Maryland, shared in her testimony at a recent Ways and Means Committee hearing in the Maryland House of Delegates that the student suffered from anxiety for years and had a documented Section 504 Plan indicating a tendency to shut down when called out in front of others. 

But despite her documented disability, on that particular day, when a teacher asked the girl to move to her assigned seat and she gave no response—merely stood from her seat and did not move any further—the teacher called the assistant principal. The assistant principal called 9-1-1. 

By the time the officers arrived, the student was compliant and walking to the front office as directed, Ewing said, adding, “The police asked her why she wasn’t listening, and she shrugged, saying, ‘I don’t know.’ At this point, three male police officers handcuffed her, arrested her and took her to the police station. … She sat in a holding cell for nearly three hours while she’s waiting for her mother to come get her.” 

Ewing called the incident needless, preventable and traumatizing for the client and her entire family. The case was later resolved by the Department of Juvenile Services (DJS) without any further action, but the incident will have a lasting effect. 

“Our client will live with this trauma for the rest of her life because the school wrongly decided that involving police was the best option and the police were able to use the charge of disturbing school activities to criminalize an 11-year-old child’s disability-related behavior,” Ewing testified. 

The student’s mother declined an interview request citing that a related case had been settled and she had signed a non-disclosure agreement. 

The student, who is now older and whose identity is protected, is one of many students across the state charged with disturbing school activities or personnel—year after year. 

In fiscal 2023, DJS received 858 referrals of students charged with disturbing school activities or personnel, according to its latest Data Resource Guide. Anne Arundel County and Wicomico County public school districts led the state that fiscal year with school-based arrests for the disturbing school charge, with 225 and 195 charges respectively. 

But the data tells a deeper story—particularly when examining arrest breakdowns by disability and race. 

“Black children are five and a half times more likely to be referred to the Department of Juvenile Services than white children for disturbing schools, and children with disabilities are 3.3 times more likely than children without disabilities to be referred for disturbing schools,” said Levi Bradford, an education attorney with the Public Justice Center, who also testified at the same hearing in support of a bill to remove the charge. “The disparities on race and disability status are alarming for the disturbing schools charge.” 

Bradford continued, “The disturbing schools charge pushes Black children and children with disabilities further and further along the school-to-prison pipeline.” 

Bradford confirmed in an interview that 629 of the 858 referrals for the charge were for Black youth. 

Total arrests down, but disparities loom large 

Not limited to the disturbing schools charge, school-based arrests in general across Maryland’s 24 public school districts in school year 2022-2023 totaled 1,568 for elementary, middle and high schools, according to recently released Maryland State Department of Education (MSDE) arrest data. That number represents a 28% decrease from school year 2021-2022, when arrests totaled 2,187.

“Overall, Maryland’s local educational agencies are moving toward the goal of a statewide disciplinary approach which is “rehabilitative, restorative, and educational,” said John White, MSDE’s interim senior executive director, Office of Communications and Community Engagement, in a statement.

Despite the reduction in overall number of arrests from the prior year, further analysis of MSDE’s data also shows that Black students and students either on an Individualized Education Plan (IEP) or Section 504 Plan are referred to DJS for school-based offenses more than any other student groups. 

“There is disproportionality related to students with disabilities and Black students. You can also look at Black students with disabilities and see disproportionality,” said Alyssa Fieo, an assistant public defender who works within the Maryland Office of the Public Defender. 

Fieo, who is also an education attorney, provides support to other public defenders throughout the state when they have education-related issues and concerns or when there is an overlap of a school discipline issue with a charge.

Of the reported 1,568 arrests in 2022-2023, Black students accounted for 57% of all arrests but represented 33% of the student population. Students with disabilities accounted for 48% of arrests yet they only represent 13% of student enrollment statewide. 

Out of every thousand students enrolled in Maryland’s public schools, two students are likely to be arrested, based on the 2022-2023 data. For Black students the arrest rate is higher. Three Black students are likely to be arrested out of every thousand Black students enrolled in the state’s public schools. The arrest rate for students with disabilities is even higher. Out of every thousand students with disabilities enrolled in Maryland’s public schools, seven students with disabilities are likely to be arrested. 

The arrest rate is higher than the state’s in some school districts, and so is the disproportionality. Wicomico County Public Schools led the state in arrest numbers this past school year, moving up from the second spot from 2021-2022. 

The data, published in Maryland Public Schools Arrest Data School Year 2022-2023, includes the arrests of students in all public school districts or local education agencies for the school year. The report includes arrests resulting from referrals from school personnel and School Resource Officers (SROs) to local law enforcement or DJS for disciplinary offenses committed on or off school grounds. 

A physical arrest is when a student is physically placed under arrest by a law enforcement official. A paper arrest occurs when there is an officer-initiated referral or request for charges by school officials to DJS. These arrest offenses range from serious violent offenses to the more benign like disruption, disrespect and the use of electronics. 

Antiquated statute perpetuates arrest disparities 

School-based arrests in some school districts can be attributed to a section of the Maryland Education code that allows students to be charged with a misdemeanor for disturbing school activities or personnel. 

In Maryland Code, Education § 26-101 it is prohibited for anyone to willfully disturb or prevent the orderly operation of an elementary, secondary or higher education institution or threaten or harm students or staff. Quite often, schools/officers use this charge to address adolescent behavior that does not rise to the level of criminal conduct. 

Bradford, who is an attorney on the Education Stability Project for the Public Justice Center, said this “kitchen sink charge” is not useful. 

“It’s almost exclusively charged alongside other more serious offenses,” said Bradford. “Last year, not a single referral where disturbing schools was the only charge was actually formally filed in the court. The charge that most frequently accompanies disturbing schools is by a wide margin misdemeanor of assault – fights in schools.”

Bradford said fighting is already a chargeable offense. He advocates for removing the ability to charge a student with disturbing school at their own school. 

It is the goal of the Education Stability Project to advance racial equity by reducing overuse of suspensions, expulsions and school-based arrests that disproportionately target Black students and other students of color. 

In fiscal 2022, Bradford said, the disturbing school or personnel charge was the fifth most common juvenile offense referred to DJS, and the fourth most racially disparate offense. “Of those most common offenses, it is the No. 1 most racially disparate offense.” 

Leading the effort to remove the statute from the education code through House Bill 615 is Del. Shelia Ruth, a Democrat who represents parts of Baltimore County, where students were charged 74 times with the Disturbing School Activities offense. 

Ruth said at the bill’s hearing that for fiscal 2023, 73% of the students arrested under this law were Black. 

“That’s 2.24 times the 32.7% of students who are in Maryland schools who identify as Black,” Ruth said in her testimony, referring to disproportionality. 

“Because of implicit bias, people often perceive the behavior of Black children as more threatening compared to the same behavior conducted by white children, children of the same age,” Ruth said. 

She referred to state data that shows 32.9% or one-third of children charged with this offense are students with disabilities. 

“Many are charged for things that are covered under their IEP – things that should be handled within the IEP process, and yet they’re arrested for that,” Ruth said. 

Ruth’s bill passed in the House of Delegates but its Senate companion SB512 died in committee. 

School arrests among Black students disproportionately high 

MSDE’s data reveals a significant disproportionality when it comes to the arrest of Black students in Maryland public schools as a whole. 

Of the 1,568 school-based arrests statewide, 887 arrests were of Black students, more than any other racial group in the school year 2022-2023. 

White students represented 33% of enrollment in all 24 school districts, yet represented just 25% of school arrests (385). Latino or Hispanic students represented 22 percent of the school population and only 9% of school arrests (146). 

This has been a pattern in Maryland. In the year before, Black students represented roughly 61% of school arrests, at 1,335 arrests, even though they comprised only 33.2% of the school system’s total enrollment. Conversely, white students represented 33.9% of the total enrollment

but comprised only 21% of school arrests that year with 472 arrests. Latino students represented 20.7% of enrollment and roughly 8 percent of school-based arrests that same school year at 189 arrests. 

For 2022-2023, statistically, Wicomico, St. Mary’s and Washington county school districts have among the highest rates of arrests of Black students. 

Moreover, among all the school districts in Maryland, Wicomico has the highest number of arrests at schools and the highest level of disproportionality. There, for every 1,000 Black students enrolled in Wicomico County Public Schools, 28 were arrested. Black students only represent 37% (5,537) of Wicomico’s school population of nearly 15,000 students, but they accounted for 75% of school-based arrests. White students accounted for 18% of arrests, even though they represented 37% of the population. Latino students were 14% of the population and 5% of arrests. 

St. Mary’s County Public Schools (SMCPS) logged 175 arrests in 2022-2023, where 27 Black students were arrested for every 1,000 Black students enrolled in the school district. And, while Black students represented only 19% of the school system’s population, they accounted for 53% of school-based arrests. School-based arrest data is not widely reported on. 

“We are very concerned about the arrests data that continues to show the disproportionality among Black students and students with disabilities in St. Mary’s County Public Schools. Though the numbers are decreasing, our schools are facing societal and behavioral challenges that bring about unacceptable numbers of arrests in our schools. And for many this is the start of “The Pipeline to Prison,” said Janice Walthour, a former high school principal and current chair of St. Mary’s NAACP Education Committee. 

Walthour said in an interview the committee sought information on school climate and culture, as well as the results of a recent student survey. She said she intends to discuss the arrest disparity for both groups at the committee’s next quarterly meeting with SMCPS Superintendent J. Scott Smith. Attempts to reach Smith for comment were unsuccessful by press deadline. 

Washington County Public Schools posted similar arrest numbers to the year before, but its arrest rate for Black students dropped. In the previous school year, 20 out of every 1,000 Black students were arrested. This year, only 15 out of 1,000 Black students were arrested. 

However, disproportionality still exists in Washington County. Black students represented nearly half of all school-based arrests even though they were only 16% of the school system’s population.

Just north of Baltimore, there is a mixed bag of highs and lows for arrest data in Harford County Public Schools (HCPS). Arrests decreased from 185 in 2021-2022 to 115 in 2022-2023. But Black students accounted for 64% (74 arrests) of arrests last school year, up 3% from 2021-2022. 

HCPS’s Manager of Communications Jillian Lader acknowledged in a statement that the number of students “charged” fluctuates from year to year and are impacted by many factors. 

“When calculating data for 39,000 students, minimal changes as were seen this year, are kept in perspective- even when the overall data reflects positively on the school system,” Lader said. “That said, anytime we see a disproportionate report of data based on race at the school level, it is concerning to us as a community. These concerns continue to be seen throughout the country and must be addressed as a society to ensure all students, regardless of race, are set up for success at school.”

Now with the sixth-highest school-based arrests in the state, Harford ranked fifth in 2021-2022. That year Black students constituted 114 of all arrests which is concerning for the local NAACP. 

“This is something new that we’re turning our attention to,” said Harford County NAACP President Vicki Jones. “We’re actually going to launch an NAACP Parent Council and the parent council will be responsible for looking at things like these and identifying things that we need to work with the school system to try to alleviate or correct.” 

Jones sits on a police accountability board, as well as the sheriff’s community advisory board, and works full time in the county’s school administration. 

“The way that law enforcement interacts with people of color, particularly Black people, in Harford County has been on our radar,” Jones said, noting there have been a disproportionate number of arrests in the community of Edgewood and the local NAACP has received complaints about local law enforcement frequenting the area and stopping people. 

She suspects arrest numbers for Black students are higher at schools along the Route 40 corridor where more Black residents live, or where there are high minority student populations. 

Recent data confirms her suspicion, with 86 of the 114 arrests happening at Joppatowne High School (42), Aberdeen High School (21) Edgewood High School (17) and Edgewood Middle (6) in 2022-2023. 

“We know things are happening to our Black kids that are not happening to white kids,” Jones said, referring to complaints from the community. “There’s so much that we need to pay attention to, especially in Harford County. It is a place that, 10 years after the Board of Education said you need to desegregate things, it stayed segregated. And so, it is a slow-moving county and we’re trying to stay up on as much as we can to push them forward.” 

Anne Arundel County Public Schools (AACPS) once held the top spot for arrests in the state, with 444 school-based arrests in 2021-2022. MSDE’s 2022-2023 data shows school-based arrests for ACPS dropped to 150, a dramatic 66% decrease. Along with it dropped the arrest rate of Black students, from 17 to five out of every thousand Black students. The reduction in arrests coincide with new AACPS Superintendent Mark Bedell’s arrival in 2022. 

“For our part, we have spent – and will continue to spend – time around professional development as it regards classroom management. Dr. Bedell’s focus since he arrived has been on creating climates where every student can belong, grow, and succeed. He has talked often about the need to help students feel a sense of belonging “no matter how they show up,” AACPS Chief Communications Officer Bob Mosier said in a statement, on what measures the school system implemented to achieve such dramatic reductions. 

Even though the number of arrests decreased, a disproportionate number of Black students are still arrested. While Black students make up 22% of Anne Arundel’s enrollment, they account for 57% of school-based arrests.

Mosier said the decision to charge or arrest a student lies with the police, but acknowledged that AACPS has a role to play as well. 

“We are continuing work around equitable practices in all our endeavors and spending,” said Mosier, pointing to spending additional time on classroom management so that issues that do not need police involvement can be handled in other ways. 

“Equity work extends to every portion of our school system and is in no way limited to instructional personnel. It is critical for all employees to have broader lenses so that they can appropriately contribute to and help resolve small conflicts before they become larger ones.” 

Like Anne Arundel, Worcester County Public Schools had a high arrest rate for Black students in 2021-2022. And, like Anne Arundel, it experienced a dramatic decrease, 60%, in arrest rates for Black students in 2022-2023. The year prior, for every 1,000 Black students, 20 were arrested. The recently released MSDE data reveals now only eight Black students were arrested per every 1,000 Black students enrolled. 

But Worcester’s school population is a fraction of Anne Arundel’s, and Black students represent only 18% of the school population yet more than half of all the total 54 arrests. 

Pattern of disparate arrests revealed for students with disabilities 

There is evidence that discipline disparities are even more apparent for Maryland students with disabilities. 

In 2022-2023, 106,216 students identified as having a disability, either receiving special education services through an IEP or on a 504 plan requiring accommodations for academic success. 

While students with disabilities only represented nearly 13% of the state’s total school population, collectively they accounted for 32%, or 495, of the 1,568 school-based arrests statewide. So, for every 1,000 students identified as having a disability, four students were arrested in 2022-2023. 

The overall numbers are significantly down, but once again, a pattern of disproportionality continues from the year before, when for every 1,000 students identified as having a disability, nine students were arrested in 2021-2022. Students enrolled in special education accounted for 28%, or 617, of the 2,187 school-based arrests, while those on 504 plans accounted for nearly 16%, or 349 arrests. This problem is on the state’s radar, as well as disability advocates. 

In the February 2023 report Deep Dive: Students with Disabilities, Part 2, then Maryland State Superintendent of Schools Mohammed Choudhury acknowledged there is “significant disproportionality” of arrests of students with disabilities.

Disability Rights Maryland and its coalition partners are reviewing the newly released data and will use the data to identify those districts where advocacy and reform is most needed. One school district of concern is Wicomico County. 

Wicomico County arrest rates of students with disabilities is disproportionately high. Out of every thousand students with disabilities enrolled in Wicomico County Public Schools (WCPS), roughly 36 of those students were likely to be arrested, based on the 2022-223 data. That is nine times higher than the state’s arrest rate for students with disabilities. 

In a revised version of the recent MSDE arrest data report, due to journalist-identified data anomalies, Wicomico reported 57 of its 204 arrests were of students with disabilities. This category of students represented 10% of school enrollment but represented 28% of all arrests. 

Disability Rights Maryland has been monitoring Wicomico for disparate treatment of disabled students. The nonprofit advocacy group focuses on improving the lives of Marylanders with disabilities and opposes the use of SROs in schools. 

Often, the organization advocates for students with IEPs and 504s who have been arrested at school, engages in local policy work and partners with coalitions to address related school discipline matters. 

“There’s districts on the Eastern Shore whose numbers and disproportionality are very high and so we are concerned,” said Megan Berger, the group’s legal director. “Students end up being handcuffed and transported by SROs to the hospital,” Berger said, referring to emergency petitions. 

The Hechinger Report recently detailed the misuse of emergency petitions in Wicomico County to remove students from school and take them to hospitals for psychiatric evaluations over the last eight years, to the tune of 750 instances. The removals disproportionately affect Black and disabled students. 

“We’ve been very concerned about the disparate impact on Black students and students with disabilities,” said Berger. “The data bears out–Black students with disabilities are subject to sort of the highest rates of disproportionality.” 

The Wicomico school district has long been under fire and under investigation by the Department of Justice (DOJ) before for its disparate treatment of students of color and disabled students. In 2017, DOJ and the school district entered into a settlement agreement to report discipline and behavior numbers and to foster a discrimination free environment for minority students. 

Numerous attempts to confirm with Wicomico County Public Schools’ Public Information Officer Tracy M. Sahler the reason for the high arrest numbers among Black students and students with disabilities, and what progress the school system has made since the DOJ settlement were unsuccessful by story deadline. However, Sahler offered in statement that there were only 11 physical arrests during the 2022-2023 school year. 

“Each of these was an instance in which a student was removed from the school setting in a manner deemed necessary by law enforcement,” said Sahler, noting the additional 193 instances were “paper arrests” in which an officer of the Wicomico County Sheriff’s Office or other law enforcement agency petitions for charges to DJS. 

Sahler added that “the number of arrests in any Maryland school system, including Wicomico, is directly related to alleged violations of the law. Each instance is handled individually and appropriately, with consideration for the safety of all persons in the school building including the student involved. Decisions regarding arrests are made by law enforcement officers, who have the greatest understanding of and responsibility for upholding the law.”

Somerset and Dorchester school districts are also of concern to Disability Rights Maryland. School-based arrest data for students on an IEP or 504 Plan in Somerset and Dorchester counties in recent years have typically been fewer than 10. However, in school year 2015-2016, Dorchester had an arrest rate of 16 per 1,000 students, which is the highest of all 24 school districts that school year. 

Megan Jones, assistant managing attorney for Disability Rights Maryland, said they are not surprised to see the higher disproportionality on the Eastern Shore and attributes it to the use of SROs where other resources or interventions are scarce or where staff is not aware of other resources and options. 

“What we see on the Eastern Shore is that there is not the same amount of access to interventions and supports. Districts are smaller. There are less resources. The non-public placements and specialized programs are farther away,” Jones said, adding that schools and families who attend them can “feel like they’re on an island.” The emergency petitions are schools’ way of “reaching for whatever supports they can find when they can’t find interventions and the appropriate supports.” 

Many of the non-public schools, disability resources and in-patient programs are concentrated on the Western Shore. 

West of the Bay Bridge, for every 1,000 students with disabilities enrolled in the Anne Arundel school system, five were arrested in 2022-2023. In that year, there were 44 arrests of students with IEPs and 15 arrests of students with 504 plans, accounting for 38% of 165 arrests, but only 12% of the population. 

To Anne Arundel’s credit, the number of arrests and arrest rates dropped dramatically. In 2021-2022, there were 106 arrests of students with disabilities, and for every 1,000 students with disabilities enrolled in the school system, 20 were arrested that year. 

Disability Rights Maryland represents individual students in Anne Arundel County but is attempting to do more systemwide advocacy to address the problem. 

Berger acknowledges that trying to drill down on the “whys” of certain school districts where arrest numbers of disabled students are high, whether on the Western or Eastern shores, is a difficult task. 

“Is it sort of the school system taking a more punitive approach? Is it a lack of training? … Special education planning and appropriate supports for students who, you know, may be manifesting behaviors that are harder to manage,” Berger said. “I don’t think we have enough insight to say at this point but we’re certainly trying to use the data to address the systems where the rates are the highest and to bring to the leadership’s attention and to request change.” 

Disabilities Rights Maryland and Maryland Office of the Public Defender are part of a coalition named the Maryland Suspension Representation Project (MRSP), along with the the Public Justice Center, the University of Baltimore School of Law Family Law Clinic and the University of Maryland School of Law Youth, Education and Justice Clinic. 

Committed to protecting the due process rights of Maryland students who face school push out, MSRP reached out to Anne Arundel’s school Superintendent Mark Bedell, and AACPS leadership to discuss the disparity last fall. The groups met in late March. 

MSRP member Lucy Portera represents youth in Anne Arundel County as a public defender. Portera confirmed the meeting and said MSRP was glad to meet with AACPS leadership to discuss school-based arrests and school discipline, particularly given the disproportionate impact on Black students and students with disabilities. 

In an issued statement MSRP said, “Students need to be in school to access education services. When their school experience is interrupted by an arrest or suspension, it is difficult for those students to get back on track academically and to feel welcome in the school setting.” 

MSRP described AACPS leaders as open and transparent regarding the issues and the work that needs to be done. 

MSRP added, “We intend to continue meeting to move towards our shared goals of creating and maintaining positive school environments that meet the needs of all students. Reducing arrests and suspensions will make schools safer in the long term and improve both attendance and academic performance.” 

According to Mosier, the groups held a very collaborative and constructive meeting during which members shared concerns with school staff and had a collaborative dialogue about the issues and their genesis. He anticipates it is the first in a series of meetings where they will “dig deeper into issues and solutions.”

This article was originally published by Black News and Views, a division of the National Association of Black Journalists.

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By AFRO Staff

On Oct. 4, Morgan State University held its 40th annual fundraising gala at Martin’s West, located in Baltimore. The gala is an annual celebration of the historically Black university and supports scholarship funds for current and prospective students. In attendance were Baltimore City Mayor M. Brandon Scott and his new wife, Hana, with baby bump number two; WBAL TV Co-Anchor Jenyne Donaldson and Con. Kwesi Mfume (D-Md.-07), his wife, Tiffany Mfume and a host of community leaders, residents and alumni.

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By Megan Sayles
AFRO Business Writer
msayles@afro.com

Teachers and aides at Ward 8’s Moten Elementary School just received more than $15,000 in classroom gifts from Washington Mystics guard Ariel Atkins. The WNBA player teamed up with the Lids Foundation, a philanthropic organization that provides direct support to local communities and other charitable nonprofits, to surprise the educators during an assembly on Sept. 16. 

This is Atkin’s second time organizing a teacher appreciation celebration in the District. 

“Our goal is to show gratitude to teachers and their aides by providing them with essential classroom items that could enhance their classroom environment, as well as the student’s experience,” said Atkins, in a statement. “We want them to feel appreciated and valued for the undeniable impact they make every day on their students.” 

The classroom gifts included general school supplies, decor, bean bag chairs, twinkle lights and interactive rugs. Teachers and aides also received Visa gift cards to splurge on themselves and Lids store gift cards to give out to students as classroom prizes. 

Moten Elementary Principal Akela Dogbe, who covertly retrieved wishlists from the educators, said the celebration came at the perfect time. 

“My teachers deserve to feel special,” said Dogbe. “It was great to be able to celebrate them now because this is about the fourth week of school for us. People start counting down to Thanksgiving break, and the excitement of a new school year has kind of worn off.”

According to the National Center for Education Statistics, 94 percent of teachers dip into their pockets to purchase classroom supplies. On average, educators in urban communities spend $529 each school year. 

Dogbe said the school provides basic materials, like paper, pens and pencils. But, other personalized items that foster a warm, welcoming environment are left to the teachers to buy. Cultivating a comfortable environment in the classroom is important for students, according to the principal. 

“We always operate under the impression that the classroom is the second teacher,” said Dogbe. “Kids want to be in pretty spaces just like adults do. Infusing more colors, more places where they can lounge around and do their work and more flexible seating makes the experience better for them.” 

Dogbe disguised the assembly as a celebration for Moten Elementary’s performance on the 2023 D.C. Children’s Assessment of Participation and Enjoyment (CAPE). The school climbed 12 points in mathematics and eight points in English language arts. 

Dogbe said it has not made gains like that since before the COVID-19 pandemic, which resulted in learning loss for elementary and other students across the country. 

“We’re going to keep soaring and doing the things we know work. We’re going to keep having amazing tier-one instruction in our classrooms that are now so beautifully decorated,” said Dogbe. “We’re going to keep offering high-impact tutoring for every student in the building, and we’re going to keep climbing.” 

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By Quintessa Williams
Word in Black

Springfield, Ohio, has become the center of a political firestorm after unfounded rumors surfaced that Haitian immigrants were stealing and eating pets. Despite being debunked by local authorities, these lies gained national attention after Republican presidential candidate Donald Trump and his running mate, Ohio Senator JD Vance, amplified them.

Six schools, including several elementary schools and a middle school, in the 7,700-student Springfield City School District, were evacuated in the span of a week. With Black kids being 24 percent of students and minority enrollment at 50 percent of students overall, these events have disproportionately impacted students of color in the city.

Earlier this week, White House national security spokesman John Kirby called the unsubstantiated reports that led to the bomb threats “dangerous” misinformation. “Because there will be people that believe it, no matter how ludicrous and stupid it is,” Kirby said. “And they might act on that kind of misinformation, and act on it in a way where somebody can get hurt, so it needs to stop.”

On Sunday, Sept 15, Senator Vance reiterated the false claims on CNN without evidence and admitted that these stories were created. “The American media totally ignored this stuff until Donald Trump and I started talking about cat memes. If I have to create stories so that the American media actually pays attention to the suffering of the American people, then that’s what I’m going to do,” Vance said.

As students continue to face threats linked to political misinformation, concerned residents like Immah Marsh tell Word In Black it’s critical steps be taken to protect students and their schools.

“Misinformation that leads to this level of a threat should have no place in our schools, whatsoever,” Marsh says. “And it’s up to our community, state and national leaders to push back against the harmful rhetoric that threatens the well-being of Black and minority students. They have enough to worry about at school as it is. It has to stop somewhere.” 

Philomene Philostin, a Haitian American business owner in Springfield, told CNN she’s feeling the fallout from the lies about her community — and says it’s hitting the kids hardest. She said her own child has been asked awkward, uncomfortable questions about Haitian culture that leave them feeling embarrassed and upset. 

“People here, they’re really scared,” she said. 

The national impact on Black students

As K-12 schools become increasingly politicized due to culture wars over DEI, teaching Black history and other issues, the students in them — particularly Black and other students of color — bear the brunt of the fallout. These threats exacerbate a harsh reality: For nearly 30 years, researchers have found that many Black students don’t feel safe at school.

According to a 2023 Journal of Adolescent Health report, 9.1 percent of all students aged 11-17 often stayed home due to feeling unsafe at school. The prevalence of feeling unsafe was higher among students of color, with nearly 9 percent of Black students and just over 11 percent of Hispanic/Latino students reporting feeling unsafe. In comparison, just over 7 percent of White students reported feeling unsafe.  

In addition, the repeated bomb threats and evacuations in Springfield highlight the emotional and psychological toll such events take on students — particularly Black students, who are already more likely to experience racial tension in schools. A 2020 study by the Education Resources Information Center found that minority students are 30 percent more likely to report feelings of fear and anxiety related to threats to school safety than their White peers. 

Allison Wiltz, an English teacher from New Orleans, tells me that these feelings can manifest in lower academic performance, higher absenteeism rates and reduced engagement in school activities — all of which disproportionately impact Black students.

“The recent school evacuations in Springfield make it clear that racism is more than ill-will or disrespectful words,” Wiltz says. “Language has power, and it perpetuates violence that impacts our marginalized students the most.”

The impact of misinformation, bomb threats, and unsafe school environments aren’t unique to just affect K-12 students. False narratives and political misinformation targeting immigrant and Black communities are part of a troubling pattern of violence at the college level. In early 2022, bomb threats targeted 49 Historically Black Colleges and Universities and 19 Predominantly Black Institutions.

“The recent bomb threats experienced by HBCUs have shaken students and fractured their sense of safety and belonging, which are critical to their academic success and wellbeing,” Education Secretary Miguel Cardona said in a statement at the time.

Where do we go from here?

Misinformation, bomb threats, and unsafe school environments all exacerbate the challenges Black students already face in the education system, from racial disparities in discipline to unequal access to resources.

On Monday, Sept. 16, Ohio’s Republican governor, Mike DeWine, said state police will now conduct daily sweeps of schools in Springfield after authorities were forced to investigate “at least 33” bomb threats that led to evacuations and temporary building closures. 

“We cannot let the bad guys win,” DeWine said in a separate statement. “We must take every threat seriously, but children deserve to be in school, and parents deserve to know that their kids are safe. The added security will help ease some of the fears caused by these hoaxes.”

“Springfield is a community that needs help,” Mayor Rob Rue said in an interview with The Washington Post. The mayor added that national leaders should provide help and not “hurt a community like, unfortunately, we have seen over the last couple of days.”

This article was originally published by Word In Black.

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By Sharon Johnson
The Associated Press

The third-grade students at Roberta T. Smith Elementary School had only a few days until summer vacation, and an hour until lunch, but there was no struggle to focus as they filed into the classroom. They were ready for one of their favorite parts of the day.

The children closed their eyes and traced their thumbs from their foreheads to their hearts as a pre-recorded voice led them through an exercise called the shark fin, part of the classroom’s regular meditation routine.

“Listen to the chimes,” said the teacher, Kim Franklin. “Remember to breathe.”

Schools across the U.S. have been introducing yoga, meditation and mindfulness exercises to help students manage stress and emotions. As the depths of student struggles with mental health became clear in the aftermath of the COVID-19 pandemic, the U.S. Centers for Disease Control and Prevention last year endorsed schools’ use of the practices.

Research has found school-based mindfulness programs can help, especially in low-income communities where students face high levels of stress or trauma.

The mindfulness program reached Smith Elementary through a contract with the school system, Clayton County Public Schools, where two-thirds of the students are Black.

GreenLight Fund Atlanta, a network that matches communities with local nonprofits, helps Georgia school systems pay for the mindfulness program provided by Inner Explorer, an audio platform.

Joli Cooper, GreenLight Fund Atlanta’s executive director, said it was important to the group to support an organization that is accessible and relevant for communities of color in the Greater Atlanta area.

Children nationwide struggled with the effects of isolation and remote learning as they returned from the pandemic school closures. The CDC in 2023 reported more than a third of students were affected by feelings of persistent sadness and hopelessness. The agency recommended schools use mindfulness practices to help students manage emotions.

“We know that our teenagers and adolescents have really strained in their mental health,” CDC Director Dr. Mandy Cohen told The Associated Press. “There are real skills that we can give our teens to make sure that they are coping with some big emotions.”

Approaches to mindfulness represent a form of social-emotional learning, which has become a political flashpoint with many conservatives who say schools use it to promote progressive ideas about race, gender and sexuality.

But advocates say the programming brings much-needed attention to students’ well-being.

“When you look at the numbers, unfortunately, in Georgia, the number of children of color with suicidal thoughts and success is quite high,” Cooper said. “When you look at the number of psychologists available for these children, there are not enough psychologists of color.”

Black youth have the fastest-growing suicide rate among racial groups, according to CDC statistics. Between 2007 and 2020, the suicide rate among Black children and teens ages 10 to 17 increased by 144 percent.

“It’s a stigma with being able to say you’re not OK and needing help, and having the ability to ask for help,” said Tolana Griggs, Smith Elementary’s assistant principal. “With our diverse school community and wanting to be more aware of our students, how different cultures feel and how different cultures react to things, it’s important to be all-inclusive with everything we do.”

Nationwide, children in schools that serve mostly students of color have less access to psychologists and counselors than those in schools serving mostly white students.

The Inner Explorer program guides students and teachers through five-to-10-minute sessions of breathing, meditating and reflecting several times a day. The program also is used at Atlanta Public Schools and over 100 other districts across the country.

Teachers and administrators say they have noticed a difference in their students since they’ve incorporated mindfulness into their routine. For Aniyah Woods, 9, the program has helped her “calm down” and “not stress anymore.”

“I love myself how I am, but Inner Explorer just helps me feel more like myself,” Aniyah said.

Malachi Smith, 9, has used his exercises at home, with his father helping to guide him through meditation.

“You can relax yourself with the shark fin, and when I calm myself down, I realize I am an excellent scholar,” Malachi said.

After Franklin’s class finished their meditation, they shared how they were feeling.

“Relaxed,” one student said.

Aniyah raised her hand.

“It made me feel peaceful,” she said.

This article was originally published by The Associated Press.

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By Ronnie Herndon

In America today, children have the highest official poverty rate compared to any other age group. Over 16 percent of our nation’s young people live below the federal poverty line, and in many parts of Portland the rate is even higher. In east Portland, one out of every four children is in poverty.  

The good news is that our country’s leaders created programs to help, and I’m proud to say I’ve dedicated most of my life to one of them: the federal Head Start Program. Since 1975, when I was first named director of Albina Head Start, I’ve had the privilege of serving our community by providing educational opportunities for low-income Pre-K students and watching the program flourish. Today, our program is regarded as one of the top Head Starts in the country, serving nearly 1,000 families, employing a staff of over 300, and implementing innovative curriculum like our Mandarin dual language program, the first of its kind nationally.

For some of our families, our program goes far beyond offering early learning and literacy. We also provide crucial health screenings, family support and address children’s nutritional needs by providing breakfast, lunch and an afternoon snack.

The results are compelling. Children who participate in Head Start are more likely to finish high school, more likely to go to college and more likely to graduate college.

But there’s also bad news.

This month, Albina filed a federal lawsuit against the U.S. Department of Health and Human Services (HHS) to defend itself against a misapplied rule that could force the program – and all the children it serves – to lose federal funding.

The issue boils down to a simple misinterpretation. In 2007, under the federal Head Start Act’s reauthorization, Congress directed HHS to force programs with system wide problems to recompete for their funding. Congress designated the term “deficient” to characterize such programs with systemic issues.  And it makes sense because any Head Start that is systemically “deficient” in carrying out the program’s overall mission should require a course correction.

But in Albina’s case, our program was unfairly deemed “deficient” not due to a systemwide problem, but a single incident of an employee breaking our rules – an anomaly in our otherwise clean, nearly 60-year track record. 

In 2023, a teacher assistant threw a toy block at a student’s leg, acting completely outside the scope of their employment, contrary to their many hours of training, and contrary to our policies and procedures. We reviewed the incident, confronted the employee and terminated their employment within three hours of the incident, then reported the incident to state authorities, the student’s parent and HHS all within 24 hours. Incidents like these unfortunately happen in every sphere of society, no matter the precautions taken by an organization.

Our actions perfectly followed the requirements of Head Start regulations on personnel matters, but HHS still incorrectly determined that the isolated incident should result in a “deficiency” finding against Albina as an entire organization. Congress expressly intended to prevent this use of “deficiency,” even indicating that it impedes the greater mission of Head Start because “recompetition of high quality programs could have the unintended effect of undermining program quality and decreasing the efficiency of Head Start expenditures.”

While our funding is at risk, this lawsuit is more than just dollars and cents. It’s about people. It’s about the futures of our students. It’s about the morale of our teachers and staff, who ask me if they’re going to be able to pay their bills. It’s about our marginalized communities that are barely surviving. And it’s about the other Head Start programs that might also be affected by unfair “deficiency” findings but lack the resources to push back. According to HHS, roughly half of all “deficiency” findings result from isolated incidents like the one at Albina, not systemic failures of a Head Start program.

The decision to take the federal government to court was not easy. Some may believe if someone “strikes you on the cheek, offer the other also.” But when I walk our halls, listen to our families, hear their stories, and look them in the eyes, I know that they have no cheek left to turn.

Correcting the problem at HHS should be easy and common sense. Unfortunately, the Office Of Head Start is not serving the true mission of Head Start as Congress intended. Paradoxically, the current miscarriage of HHS policy, which was crafted to address systemic problems, has created a systemic problem within the department that threatens high-performing Head Start programs. We implore the Court to fix this. 

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By Rev. Dorothy S. Boulware
Word in Black

Overview:

One in 6 Black men will be diagnosed with prostate cancer, a potentially deadly disease. However, early detection and treatment can be life-saving.

A member of Wheeler Avenue Baptist Church in Houston, Dewayne Charleston is comfortable talking openly about his belief in God. That faith was put to the test in 2009, when a doctor’s visit ended with a grim diagnosis: stage 4 prostate cancer.

Prognosis: incurable

“I never thought I would be the type of person who would get cancer,” he told KPRC-TV, a local TV station, in a recent interview. “I knew then that I was in for a journey.”

Charlston’s first step on that journey was prayer, together with his physician in his office. He continued to lean on faith through surgeries, treatments and therapies. At one point he told God he would dedicate himself to educating Black men like himself and fighting the disease “if You give me more years.” 

Now, 15 years after he was first diagnosed, Charleston has kept his promise with the Dewayne Charleston Foundation, a nonprofit dedicated to teaching other Black men about prostate cancer and supporting those who have been diagnosed. He also connected it to his bedrock faith with a cancer screening at Wheeler Avenue Baptist Church on Sept. 21.

To honor Charleston, the church has announced it will include prostate health in its health ministry. Congregants are being encouraged to mark the occasion by wearing blue on the second Sunday in September. 

Charleston “has lived and thrived with metastatic prostate cancer for more than 15 years and created his foundation to bring national awareness to the need for African American men to have annual PSA tests,” according to the church’s website. “If you have not had a PSA done this year be sure to get tested at Wheeler.”

Disparities persist

It’s an important message for Black men: according to the National Institutes of Health, 1 in 6 Black men will be diagnosed with prostate cancer, compared with one in eight White men. Making matters worse, Black men are less likely to be covered by insurance or enroll in clinical trials than White men. 

Perhaps most importantly, Black men die from prostate cancer at twice the rate of White men, according to the NIH. 

Charleston is attempting to counter that narrative with his namesake foundation. Aimed at Black men, the Charleston Foundation’s mission, according to its website, is “to help you re-imagine your life and to win the battle against prostate cancer. To share with you personal experiences, clinical trials. beneficial diets and exercise routines, effective treatments, implants, and the advocacy organizations that will help you to live a full and happy life.” 

But he also wants to change the bigger picture, in which Black men are more likely to get diagnosed with the disease, and have worse outcomes, than Whites. 

“Decreasing the racial disparity gap will not only benefit men of color, but will make the cost of medicine and treatments more efficient,” according to the foundation’s website. “In other words, use the treatments best targeted by genes and risk levels and not by color.”

In addition to his foundation, Charleston is also affiliated with the nonprofit Prostate Health Education Network’s Survivor Network (PHEN), which  provides resources and support for  individuals who have been diagnosed.

Spreading the Gospel of good health

The Charleston Foundation also partners with churches like Wheeler Avenue Baptist as well as other organizations to spread the gospel about prostate cancer testing and early detection. Their website offers a range of resources for churches to share with their membership and the surrounding community. 

“We have collaborated with PHEN over a number of years to raise prostate cancer awareness, and we are excited to partner with PHEN to provide educational resources to our churches to support our members and communities in the fight against prostate cancer,” Rev. Dr. Natalie Mitchem, executive director of the AMEC Health Commision said in a statement. “Our goal is to save lives by increasing vital knowledge about this deadly disease.”

Despite the diagnosis and lack of a cure, Charleston has persevered in part by changing his lifestyle — including a healthy diet and plenty of exercise — and by participating in clinical trials, which are structured programs in which the medical industry tests new, cutting-edge medications on volunteers.

Charleston took an aggressive approach to his treatments and experienced a great level of success. As such, he was able to continue his active lifestyle, including a recent trip to Ghana to volunteer at the local schools. He’s still living with the disease, but it hasn’t slowed him down.

Ultimately, Charleston wants to serve as an example for men, inspiring them to take better care of themselves before it’s too late. 

“Don’t be like me,” he said in the TV interview. “Don’t go 10 years — with insurance — and don’t get tested. Don’t eat fried chicken at gas stations. Take care of your health. Take care of your marriage. Take care of your family. All that begins with good health.”

This article was originally published by WordinBlack.com.

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By Ariyana Griffin
AFRO Staff Writer
agriffin@afro.com

Book Banned Week, recognized each September, was founded by library activist Judith Krug in 1982 as a protest to the increase in censorship of literature. Krug believed that bans on books massively violated the First Amendment, freedom of speech. 

Books are typically banned from schools and libraries for including content that contains “graphic violence, expresses disrespect for parents and family, is sexually explicit, exalts evil, lacks literary merit, is unsuitable for a particular age group, or includes offensive language,” according to the Free Speech Center at Middle Tennessee State University. Books are also often removed due to sexual orientation and race related topics.

The American Library Association’s Office of Intellectual Freedom (OIF) reported that “the number of titles targeted for censorship surged 65 percent in 2023, compared to 2022, reaching the highest levels ever documented by OIF in more than 20 years of tracking: 4,240 unique book titles were targeted for removal from schools and libraries.”

This month, in honor of Banned Book Week, to be celebrated Sept. 22-28, the AFRO spoke with an African-American book publisher on the issue.

Robert Curry, CEO of Curry Brothers Publishing, expressed that it is essential for Black stories to be told.

“The legacy of our history is important,” Curry told the AFRO. “Our motto is educating the world one book at a time – so we cannot allow that, we cannot stand for that, we cannot let that happen.”

Freedom to Read, an incentive with PEN America, fights against book bans across public schools in the United States. In 2021 they started tracking and collecting data on book bans in public schools by each school year to help fight against literature censorship. 

“For me, and for many people, having access to books and literature is such an essential learning tool,” Kasey Meehan, program director for Freedom to Read at PEN America, told the AFRO. “The idea that we would prohibit students from accessing books – these are books that have been historically underrepresented in public schools to begin with.”

“We can celebrate all of the marvelous pieces of literature that are being caught up in these efforts of censorship – and one easy way to do that is to read a banned book,” said Meehan. 

The list of thousands of books that have faced censorship challenges or outright bans include “The Hate U Give,” by Angie Thomas, censored for sharing an anti-police message; “Stamped: Racism, Antiracism, and You,” by Ibram X. Kendi and Jason Reynolds, banned for claims that it has  “selective storytelling incidents;” “The Bluest Eye,” by Toni Morrison, for explicit content and a story line that addresses childhood sexual abuse; “The Absolutely True Diary of a Part-Time Indian,” by Sherman Alexie, for having profanity, derogatory terms and sexually explicit content. 

The post Black stories crucial as Banned Book Week approaches appeared first on AFRO American Newspapers.

By Ariyana Griffin
AFRO Staff Writer
agriffin@afro.com

Meharry Medical College is collaborating with local middle and high schools to provide workshops, summits and events for students to engage in science.

The Tennessee-based HBCU was founded in 1876 by Samuel Meharry along with four of his brothers. The institution now serves as the nation’s largest private, independent, historically Black academic health training center.

Understanding the importance of stimulating and inspiring young minds, the college has created several programs to give K-12 students the opportunity to have hands-on experiences with science. 

“We go and speak to students at every age level and our students love to volunteer. They really take Meharry’s motto ‘worship of God through service to mankind’ to heart,” said Majornette Jefferson, the director of community outreach at Meharry. “And it’s great because whenever we have requests for volunteers, our students are eager to assist in so many ways. From our physical assistant students to our medical students to our dental students, they always find a way to go and show up in the community.” 

At the middle school level, the college partners with the Ascension Foundation to host a science day field trip called #GOALS, which stands for “Go Out And Love Science.” 

Each year the volunteers work directly with Haynes Middle School to give the students hands-on experiences, listen to panels and have the opportunity to see some of what happens in a medical school classroom. 

For the past two years, they also have participated in the Black History Month observance of Isaiah T. Creswell Middle Magnet School of the Visual & Performing Arts, the only middle school arts magnet school in Nashville. Meharry students have had the opportunity to go and speak with the students and provide insight into how science can be incorporated into things the teenagers love and are passionate about such as the arts. 

“Meharry students were able to show the range of a dental student, letting them know if you’re good at art you can take that love for arts and bring it into dentistry. If you’re really good with your hands and sculpting, you may be great at dentistry,” Jefferson told the AFRO. “We just find ways to connect their current interests, wherever they are, and plug it into the future for them, because sometimes they don’t see a path.”

The medical school has also partnered with the mayor’s office, the Urban League of Middle Tennessee and the state of Tennessee to offer paid internships for high schoolers and young adults during the summer. 

“Through the mayor’s office, the Power Youth Initiative, we work with upcoming juniors, seniors and incoming college freshmen to go through a lot of hands-on activities such as job shadowing several offices across the campus,” Jefferson shared with the AFRO.  They can also earn experiences in offices such as institutional advancement, marketing, student affairs, community engagement and outreach and pediatric medicine.

The school also hosts a Black Male STEAM (Science, Technology, Engineering, Art and Mathematics) summit to provide the opportunity for students to hear from people in the medical field and partake in activities such as a stimulation lab where participants can perform medical procedures on mannequins. This year, Meharry is working with Tennessee State University’s SMART Center to provide virtual reality headsets and robots to show how gaming and robotics relate to STEAM. Coding will also be incorporated into break-out sessions to give students practical experiences to take away. 

The summit serves as a learning opportunity not only for students but for parents as well. There are different panel discussions for parents to gain understanding and resources to learn about the opportunities in the field. 

Similarly, Meharry hosts a Black Girls in STEAM summit during the spring. 

The programs are beneficial for the students as well as the school, Jefferson said, because it helps students build a connection with the school for future opportunities, and  ultimately creates a talent and employee pipeline for the school. 

To find out more about the upcoming programs that Meharry Medical College will be curating for youth, visit them at www.MMC.edu.

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By Ariyana Griffin
AFRO Staff Writer
agriffin@afro.com

Within recent years, there has been an increase in mental health resources and support for K-12 students inside of schools to help provide safe environments that allow the students to thrive academically, mentally and socially. 

According to the National Center for Education Statistics, “sixty-one percent of public schools reported that the percentage of staff expressing concerns with students exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance increased, including 23 percent that reported it ‘increased a lot.’”

However, the agency pointed out several barriers that prevent public schools from effectively providing resources to their student body. The obstacles include, “insufficient mental health professional staff coverage to manage caseload (55 percent), inadequate funding (54 percent), and inadequate access to licensed mental health professionals (49 percent).”

Rachel Larson, a licensed clinical professional counselor and individual, group, and family therapist at Baltimore Therapy Group, expressed the importance of youth having access to therapy. 

“There are so many stressors affecting youth, both on an individual level and societal level,” Larson told the AFRO. “Many of these stressors can impact a child’s sense of safety, including exposure to bullying, the COVID pandemic, school violence, and violence against marginalized groups.”

She continued, “These incidents are being broadcast to much larger audiences than in the past, which could be part of why we are seeing so many more children presenting with symptoms of anxiety.”

Therapy can serve as a safe place for children and youth to express themselves, leading to them acquiring better communication skills that can be useful at home and schools as well as gaining proper coping mechanisms.

“Although a child may not have control over their environment, therapy can help empower them to feel a greater sense of control over how they can cope with these stressors,” said Larson.  

She shared that parents and caregivers should be involved with the treatment, if the child is comfortable, in order to be able to support the child by applying the tools provided during the sessions. Larson also expressed the importance of finding a therapist that fits the needs of the child. 

She shared four tips with the AFRO for K-12 youth and parents when it comes to mental health as well as signs to look out for. 

Changes in behavior 

• Changes in a child’s typical patterns of eating, leeping, level of involvement in activities or school performance could be signs of a mental health disorder.

• Check in with your child’s teachers, pediatrician, school counselor, coaches, and most importantly, talk to your child to find out what kind of support he or she needs.

Validate your child’s feelings 

• Communicate with your child that you are listening and understand how they are feeling. This can help strengthen your relationship as well as support emotion regulation 

• Keep in mind: you can validate your child’s feelings without validating their logic. For example, if your child starts crying because you made them a pancake for breakfast instead of a waffle, you could say, “I can see you are disappointed because you didn’t get what you were expecting” and you don’t need to acknowledge any more of the content of their reasoning. 

• Try to avoid dismissive comments such as “get over it,” “calm down,” or “it’s not a big deal” because this can make it more difficult for the child to regulate their feelings. 

Don’t take threats lightly 

• If a child makes a comment about killing or hurting himself, please don’t dismiss it as “attention-seeking.” This child is likely trying to communicate their emotional pain in the only way they know how, and they need help. 

• Talk to the child in a safe place and ask if he is thinking about suicide. Using the Columbia Suicide Severity Rating Scale can be a great tool to guide the conversation. 

• If you are unsure of how to help your child in a crisis situation, you can call or text 988 to speak with a crisis counselor. Many counties and cities also have local behavioral health teams that can come to your house to help you through a crisis. Also, please lock away and secure any lethal means and make sure your child does not have access.

Look at the whole picture 

• Are they eating a balanced diet? Are they getting enough sleep? Are they getting too much screen time? Are they getting enough time outside? Are they taking medications as prescribed? Are they using substances? Are they experiencing any physical illnesses that need medical attention? Are they getting enough time to unwind after school? 

Baltimore Therapy Group is hosting six free virtual workshops providing resources and tools for parents and caregivers. Each week the group helps navigate various topics. For more information visit: www.Therapistsinbaltimore.com.

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By DaQuan Lawrence
AFRO International Writer
DLawrence@afro.com 

As the 2024-2025 school year picks up steam, students across the state of Maryland are preparing for after school clubs and activities, while teachers, parents and administrators anticipate back-to-school night events to engage all stakeholders. 

Though all involved are focusing on methods and mechanisms to support students’ personal and academic success, an issue of particular concern has been how to support Black male youth.

The AFRO spoke with Black male educators throughout Maryland about the need for programs and supportive mechanisms that promote the emotional and social healing of Black boys involved in grades K-12. 

The teachers shared insights about the importance of reconciliation programming across America and the recovery of the Black family from generations of traumatic experiences. 

Due to the various social, economic, emotional and psychological issues that Black male youth may experience, educators generally recommended that sports programs, extracurricular activities and mentorship programs could be beneficial to adolescents in need of positive and constructive outlets. 

Having access to an adult to speak with about personal, academic goals and family circumstances, and having household expectations that permit and allow Black male youth to communicate and express themselves were also suggestions that received multiple recommendations from Black male educators. 

“Just being a Black man, we are always told to toughen up and to ‘be tough.’ I think Black boys have a lot of [emotions] about their experiences built up inside, based on things that they have not been able to, or allowed to express,” Jesse Bragg, who is a middle school educator in Anne Arundel County, shared with The AFRO.  

“I think we need more mentorship for Black male youth. Black boys need an adult who they feel comfortable expressing themselves to,” Bragg, a native of Detroit, Michigan, who has been an educator in Maryland for the past 10 years, added. 

Educators generally suggested that schools can provide Black male youth with a sense of belonging through programs like sports and mentorship, which can help reduce feelings of isolation and rejection in students.

According to the 2008 National Assessment of Educational Progress – a federally mandated report on student performance which measured grades 4, 8, and 12 – the reading scores of Black boys in eighth grade were slightly higher than the scores of White girls in fourth grade. The National Center for Education Statistics also reported that in math, 46 percent of African American boys possessed “basic” or higher grade-level skills, compared with 82 percent of White boys. 

In Maryland the educational issues that Black male youth face reflect that of the nation at-large. In 2021, the Maryland State Board of Education commissioned efforts to address the widening achievement gap that disproportionately impacts Black male youth in state schools. 

According to the report “Transforming the Culture of Maryland’s Schools for Black Boys,” Maryland public school data revealed consistently lower proficiency and graduation rates for Black boys, based on test scores from the Partnership for Assessment of Readiness for College and Careers (PARCC). 

Victor Smith, who is originally from Baltimore, Maryland, is currently an educator in Anne Arundel County Public Schools, although he served in the U.S. military and spent time working as a police officer in Maryland. 

“I believe that young Black males between kindergarten to 12^th grade and beyond need healing from many things that happened systemically to Black males throughout history. Black communities are embedded with trauma, and based upon history, it’s a part of the culture,” Smith told The AFRO. 

Researchers have shown that the abundance of educational barriers that Black male youth experience can be overcome by consistent institutional supports that address the issues youth endure. According to “Countering Educational Disparities Among Black Boys and Black Adolescent Boys from Pre-K to High School,” identifying the “cumulative impact of threats and protective factors” for Black males’ “academic success provides insight for supporting Black boys at various developmental stages.”

Or in other words, by creating and providing spaces and opportunities for Black boys to address their emotional health throughout their educational matriculation in grades K-12, families and schools can positively transform the lives of millions of Black male youth. 

“Parents might normalize behavior by saying ‘Boys don’t cry’, and there is a lot [of pressure] from households that Black kids endure without knowing how to deal with,” Bragg said.  

Providing spaces for Black male youth to discuss their daily experiences has become critical as the suicide rate among Black adolescents is increasing faster than thay of other racial and ethnic groups, according to research provided by the Emergency Taskforce on Black Youth Suicide and Mental Health. 

Between 2007 and 2020, the suicide rate among Black 10- to 17-year-olds increased by 144 percent, according to Johns Hopkins University’s Center for Gun Violence Solutions. 

Recent federal data from The Pew Charitable Trusts shows that in 2022 the suicide rate among Black youth ages 10 to 19 exceeded that of White youth for the first time, increasing 54 percent since 2018, compared to a 17 percent decrease for White youth. 

“I believe that the school system is going to be the foundation,” Smith said, sharing his thoughts on how schools play an invaluable role in preventing and diminishing suicide rates among Black male youth. 

“I think there is still some level of taboo about discussing suicide within households and schools are equipped with systems and adults who can readily provide Black male youth with needed support. The culture inside schools are different than households,” Smith said.

“If kids felt protected or felt that somebody had their best interest at heart, I think they’d be a little bit more willing to communicate with that person,” Bragg added, discussing his thoughts of ways to prevent suicide among Black adolescent males. 

“Most of the time they don’t have anyone or a safe space, so they keep everything to themselves and try to deal with it the best way they can,” Bragg explained.

The post Black male educators share suggestions to enhance Black male students’ performance appeared first on AFRO American Newspapers.

By Dylan Barnes

After completing my first year of college soccer, I have learned the importance of nutrition in my performance on the field and overall function throughout the day. In high school, I did not have as deep an understanding of how much I should be eating and what exactly my meals and snacks should look like throughout the day. Thanks to the team’s nutritionist at Middle Tennessee State, Lindsay Opie, we know how to fuel our bodies on a day-to-day basis properly. I now know different kinds of healthy food choices I should be making and how different my plate looks on a day to day basis especially in season.

Nutrition plays a crucial role in the cognitive and physical performance of students. As high schools prepare students for the challenges of college and beyond, it is essential to implement effective nutrition strategies that support their overall well-being and academic success. High schools should take several key steps to enhance their nutritional programs. 

Address the issue of skipping meals 

Breakfast is often portrayed as the most important meal of the day, yet many students skip it due to time constraints or lack of access to healthy options. Skipping meals, particularly breakfast, is a common issue among high school students who often sleep in and rush to school without eating. This habit can lead to decreased concentration, lower energy levels and poor academic performance. For athletes, skipping meals is particularly dangerous as they require extra calories to fuel their activities. Schools can address this by offering nutritious breakfast programs that provide balanced meals, including whole grains, proteins, and fruits. Ensuring that all students, especially those from low-income families, have access to a healthy breakfast can improve concentration, memory, and overall academic performance. 

Revamp school cafeteria menus 

School cafeterias often offer meals that are high in calories, but low in essential nutrients. To address this, schools should collaborate with nutritionists to design menus that include a variety of fruits, vegetables, whole grains, lean proteins and healthy fats. Offering nutritious, tasty and visually appealing meals can encourage students to choose healthier options. Additionally, schools should minimize the availability of sugary drinks and snacks, replacing them with healthier alternatives like water, milk, and whole-food snacks. Athletes need balanced meals to perform their best. The concept of the “athlete plate” can be an effective tool, ensuring that meals include appropriate portions of protein, carbohydrates, and vegetables. According to Opie, students leave out essential food groups, leading to unbalanced and non-filling meals. Schools should educate athletes on how to build their plates to ensure they are getting the necessary nutrients for energy and recovery. 

Promote hydration and healthy snacking 

Adequate hydration is critical for cognitive function and overall health. Schools should ensure that students have easy access to clean drinking water throughout the day. Installing water fountains and providing reusable water bottles can encourage students to stay hydrated. 

Educational campaigns highlighting the benefits of water over sugary drinks can further promote healthy hydration habits. That said, high school students must be educated on the risks of energy drinks. 

Energy drinks, while popular among teens, can be unhealthy and even dangerous. Many energy drinks raise heart rates and contain elevated levels of caffeine, which can be especially harmful if consumed on an empty stomach. Dependence on these drinks can create problems when students enter college, where they might not have the same access if they are an athlete due to NCAA rules and regulations around these drinks. Schools should educate students on the risks and encourage healthier alternatives for maintaining energy levels. Snacking throughout the day can help maintain energy levels, especially for athletes who have afternoon games and practices. However, finding time for snacks can be challenging due to class schedules. Schools should allow students to have small, non-distracting snacks during class and provide access to healthy options such as protein bars, fruits like apples and clementines, peanut butter crackers and trail mix with nuts and dried fruit. 

Involve parents and community 

Parental involvement and community support are vital in reinforcing healthy eating habits. Schools should engage parents through workshops, newsletters and events that emphasize the importance of nutrition to their kids and them. Collaborating with local farms and food suppliers to provide fresh produce and hosting farmers’ markets on school grounds can also promote a culture of healthy eating within the community. Teachers, coaches, and school staff play a significant role in influencing students’ behavior. Providing professional development opportunities focused on nutrition can help staff understand the importance of healthy eating and how to support students in making better choices. Staff training can include identifying signs of poor nutrition and understanding how to create a supportive environment for healthy habits. Schools should seek donations or support from booster clubs to enhance the quality and affordability of school meals. Ensuring students have sufficient time to eat during lunch hours and access to healthy choices in vending machines, if present, can further support their nutritional needs. By prioritizing nutrition, high schools can create an environment that fosters academic excellence and physical health. Implementing comprehensive nutrition education, revamping cafeteria menus, promoting hydration, and involving the community are essential steps in ensuring that students are well-equipped to perform their best in high school and beyond. Schools that invest in the nutritional well-being of their students are not only supporting their current success but also setting the foundation for a healthier future.

This article was originally published by County Sports Zone.

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By Ariyana Griffin 
AFRO Staff Writer 
agriffin@afro.com

Coppin State University, a Historically Black university located in West Baltimore, has received $34,992 from the U.S. Department of State’s Increase and Diversify Education Abroad for U.S. Students (IDEAS) Program.

Coppin State is among 37 other colleges and universities selected to participate in the grant program. The funds will grow and diversify study abroad programs across the selected college campuses. 

According to information released by the United States Department of State, “Every year, more than 300,000 American students study, intern, or volunteer abroad for academic credit on programs ranging from two weeks to a full academic year.” 

These programs allow students to immerse themselves in another country’s culture and gain a new world perspective. The U.S. Department of State created the IDEAS Program to allow American students to gain first-hand international experiences outside of the classroom and diversify study abroad programs.

“The U.S. Department of State is proud to support these U.S. colleges and universities as they build capacity for more American students to study abroad in diverse locations around the world,” said Heidi Manley, chief of USA Study Abroad, U.S. Department of State in a statement. “Increasing the number of U.S. students with international experiences is part of our investment in ensuring that our country’s future leaders have the skills they need in fields ranging from global health to technology and innovation.”

Students can look forward to the funds being allocated to a study abroad office, a resource portal specially for students, faculty, and staff who may be interested in available study abroad initiatives and a means to provide financial support to faculty. 

“By leveraging these resources, Coppin State University will broaden its educational opportunities beyond campus borders, enabling students to integrate into the global workforce through diverse learning and collaboration opportunities worldwide,” said Dr. Jale Aldemir, assistant professor, Coppin State School of Education in a statement. 

Coppin State University looks forward to creating new international experiences for its student body while actively preparing students with the skills they need to make changes and an impact on issues that directly affect the diaspora. 

The development of the study abroad office will begin in Fall 2024, allowing the institution to expand its international footprint for its student body. By Spring 2025, the institution is looking forward to students having the opportunity to apply for international programs. 

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For many adults in Baltimore and beyond, returning to college is not just an educational pursuit—it’s a transformative step toward new career opportunities and personal growth. Morgan State University’s College of Interdisciplinary and Continuing Studies (CICS) is dedicated to making that journey as smooth, supportive, and successful as possible.

Launched in 2021, CICS offers 18 diverse degree programs across undergraduate, master’s, and doctoral levels. These programs are specifically designed for non-traditional students, working professionals, and those seeking flexible education options. Whether you’re looking to advance in your current career or pivot to a new one, CICS provides the academic foundation and support needed to help you achieve your goals.

Why Choose CICS?

What sets CICS apart is its unwavering commitment to personalized student support. From the moment you express interest in returning to school, you are treated as an individual. CICS’s dedicated staff works one-on-one with each student, offering tailored guidance and assistance from application through to graduation. This relationship-focused approach is central to the college’s mission and a key reason why our students succeed.

“Our goal is to meet students where they are and help them succeed on their own terms,” says Laquetta Bryant, Senior Admissions Recruitment Advisor. “We understand that adult learners face unique challenges, so we offer flexible course schedules, including hybrid, remote, evening, and weekend classes. Our programs are designed to fit into your life, not the other way around.”

Academic Excellence for the Modern World

CICS’s programs span a wide range of fields, including Technology Services, Health and Human Sciences, Engineering, and Information and Computational Sciences. These programs are carefully crafted to equip students with the skills and knowledge needed to excel in today’s competitive job market.

For students balancing work and study, CICS offers a generous transfer credit policy, allowing up to 90 credits from regionally accredited institutions to be transferred. Additionally, students currently employed can convert their work experience into academic credits, saving time and money on their path to graduation.

Breaking Barriers to Education

CICS is committed to making higher education accessible to all. To ease the financial burden of applying, the college has eliminated the application fee, ensuring that everyone has the opportunity to pursue their educational dreams. The application for the Spring 2024 semester is now live, giving prospective students ample time to apply and prepare for their academic journey.

Join a Community Committed to Your Success

At CICS, your future is within reach. Whether you’re returning to school to complete your degree or starting a new academic chapter, CICS is here to support you every step of the way. Join a community that values your unique experiences and is dedicated to helping you succeed.

For more information and to schedule a one-on-one meeting with an admissions counselor, visit morgan.edu/CICS. Don’t miss out on this opportunity to transform your life through education.

Apply today and join a community committed to your success.

Contact Information

Morgan State University – College of Interdisciplinary and Continuing Studies

Website: morgan.edu/CICS Email: mcy@morgan.edu Phone: 443-885-4779

No Application Fee!

The post Morgan State University’s College of Interdisciplinary and Continuing Studies: Empowering Adult Learners to Achieve Their Dreams appeared first on AFRO American Newspapers.

Reginald Williams
Special to the AFRO

This time of year is full of back to school events, including free back-to-school haircuts from neighborhood barbers and school supplies from churches, government agencies and community organizations. 

The return to school is intended to be a time for reacquaintance, where students arrive prepared to learn, and educators are ready to teach. However, in too many cases, students often return to school after summer break academically unprepared. 

Several studies suggest that summer separation from scholastic instruction contributes significantly to the academic disparity K-12 students face upon their return from vacation. 

Harvard research maintains that academic decay is more progressive depending on “ethnicity and socioeconomic status.”  The obstacles that negatively impact White students often have a more severe impact on Black students, says the research. The study also noted that “summer reading and math losses are sensitive to income status.” 

Poor and disadvantaged students experience more considerable summer reading losses than their middle-class counterparts, and all students experience similar losses in math. To explain this finding, scholars have relied on surveys of summer activities, which show that children in poverty have fewer opportunities to practice reading than middle-class children. As a result, socioeconomic gaps in reading are heightened during vacation, suggesting that differences in family background—not differences in school quality—create achievement inequalities. 

A time for change

The Center for American Progress, a public policy organization dedicated “to improving the lives of all Americans through bold, progressive ideas,” maintains that systemic racism colors education. The organization has said that wide-reaching changes to America’s education indoctrination must start with a change in the curriculum.

Coach Alfred Powell agrees that the public school curriculum is “adverse” and ineffective for Black children. Experts today use a behavior risk factor survey for adverse childhood experiences (ACE) to score the potentially traumatic impact of events before age 18. The survey asks about everything from instances of divorce to housing instability to gauge the trauma a person has experienced. Powell, a Western Ohio community educator and clinical professor,  instead looks at a different type of “ACE,” which he calls “adverse curriculum experiences.” 

“The word ‘curriculum’ connotes a course of study. Therefore, a Eurocentric curriculum is designed to take a person on a course of study that primarily highlights the accomplishments of Europeans, often excluding the achievements of other cultures,” Powell explained. “This narrow focus is detrimental to the imagination, self-esteem, and self-worth of BIPOC students, especially young Black boys. When the curriculum fails to reflect their history, culture, and contributions, it implicitly tells them that their experiences and identities are less valuable or irrelevant.”

Powell maintains that children who have to navigate the storms of an adverse curriculum are also grappling with the invisible messaging, intentionally advanced by public education leaders. Powell contends that the current public education curriculum:

• Omits the accomplishments and contributions of Black people, especially before slavery
• Celebrates Whiteness
• Purposely manipulates cultural consciousness
• Minimizes slavery and racism 
• Profiles BIPOC (Black, Indigenous, and People of Color) as savages and career criminals

“By connecting the curriculum to their students’ lived experiences and cultural backgrounds, educators can motivate them to pursue excellence, exceptionalism, and determination,” said Powell. “This approach helps students overcome the many distractions and challenges surrounding them and fosters a sense of belonging and self-worth. When students see themselves reflected in their education, they are more likely to engage with the material and strive for success.”

J. Dwayne Garnett, a valued-based educator, also believes the curriculum has a more nuanced problem that fails to speak to the humanity of Black boys. 

“When you talk about education, there’s no curriculum set aside for them. Their minds can’t even think about a Black male being a human,” said Garnett, founder of Love Is A Parable, a nonprofit organization transforming lives through valued-based education.

El-Hajj Malik el-Shabazz, the minister formerly known as Malcolm X, said more than five decades ago, “Only a fool would allow his enemies to educate his children.”

As suggested by the late activist, there exist all kinds of red flags that suggest Black children have no valued place in America’s educational system. 

The U.S. Department of Education Office for Civil Rights says Black students comprise 14.9 percent of public school students. However, they make up almost 40 percent of the students suspended annually. 

The American Institutes for Research found that missing significant time from school had counterproductive impacts on academic outcomes and future behaviors. One study revealed that Black adolescent males represented more than one-half of the 17,000 preschool students expelled or suspended. Many educators have proven that they honor policy above practicum.

The Yale Child Study Center conducted research entitled, “Do Early Educators’ Implicit Bias Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspension,” revealing that the suspension of Black boys was too often due to teacher bias. The study validates Garnett’s hypothesis regarding the dehumanization of Black boys, which is evident in how the world treats Black men. 

“We do live in a society where we are not prepared– nor have we even ventured to discuss– the intersectionality of Black men,” said Garnett. “Black boys aren’t thought of because Black men are not thought of. Black men are prepared for masculinity, every other demographic is prepared for humanity.”

Baruti Kafele, credited with elevating Newark Tech High School in Newark, NJ from the worst school in the state to the best, challenges educators and curriculum. He believes Black students must be seen and welcomed within the curriculum. 

“As long as we fail to properly educate Black children as to who that is in the mirror—historically, culturally, socially, economically, politically– we will continue to ask the same questions that we have been asking for decades: ‘How do we close the achievement gap of Black children?’ and ‘How do we inspire Black children to excel in the classroom?’”

The post A look at summer learning loss, curriculum challenges and the Black boys left behind appeared first on AFRO American Newspapers.

By DaQuan Lawrence
AFRO International Writer
DLawrence@afro.com 

Students and families in Baltimore County and Baltimore City returned to school for the official first day of school on Aug. 26. As the school year kicks off, the AFRO spoke with Baltimore City Public Schools CEO Sonja Santelises to get tips on how to properly return to classes.

At the top of the list? Sleep!

“Parents, grandparents and families– please make sure that young people are getting to bed at a decent time,” Baltimore City Public Schools (City Schools) CEO, Dr. Sonja Brookins Santelises said, when asked to speak directly to returning families with back to school tips.

According to the Centers for Disease Control and Prevention (CDC), students who are between six and 12 years of age need an average of nine to 12 hours of sleep every 24 hours. Scholars ages 13 to 18 are said to need between eight and 10 hours of sleep every night. 

Though sleep is necessary for all students, Santelises gave tips for every grade band.

“If your student is in high school make sure you are checking their schedule. Students should be coming home with schedules, if not please call their school and tell them that CEO Santelises said, ‘Your student needs to have their schedule that first day- no later than by the end of the first week of school.’” 

She also gave a bit of advice for families with middle school students.

“If your child is in middle or elementary school, make sure that they are in the classes that they need to be in. Make sure you understand from the teacher what the expectations are and attend Back to School Night events if you can,” Santelises said. “If you cannot attend back to school night, make sure you know where to get that information.”

City Schools has shared a checklist with families that helps prepare students for the new school year, including information on attendance policies, school bell times and school supplies lists. 

The district suggests setting routines to make the process of returning back to school and getting into the flow of classes a smooth process. 

“Set routines that your family sticks to every day and make sure the children in your family follow them. Have specific times for waking up, starting homework, and going to bed. Check in with your child in the evening to ask about her or his day at school,” suggest City Schools experts in their attendance guide. “Maintain contact with your child’s teachers to keep up with what’s being taught and to keep an eye on your child’s progress; you can also check your child’s attendance through Parent Portal. Be sure to let your child’s school know when he or she needs to miss school. And, don’t forget to update your contact information with your child’s school if your phone number or address changes.”

The number to the attendance hotline, open Monday-Friday from 9 a.m. to 5 p.m., is 410-396-8643.

Families and students can find more information about the upcoming school year at the City Schools website.

The district has information on how to access laptops and hotspots, where to find meals, and upcoming events available as well. Families or parents with questions, can call 410-545-1870.

“I think the biggest thing to remember is that the full year counts. School is a long-distance journey and I want our students to have a great 2024-2025 school year,”  Santelises said. We want a great start, but we want to make sure we are checking in with young people along the way.” 

While a few specific schools started classes in the past few weeks, most districts in Maryland welcomed all students back on Aug. 26. 

Students in Anne Arundel; Dorchester; Kent; Montgomery; Wicomico and Queen Anne’s Counties all have staggered returns, taking place between Aug. 26 and Sept. 3. 

Aside from the school districts in Baltimore, students in Allegany; Charles; Howard; Talbot and Washington Counties also returned in full on Aug. 26.

Calvert County students begin on Aug. 27. Caroline County schools will welcome all students on Aug. 28, and Carroll; Cecil; Garrett; Somerset and Worcester Counties are expecting all students to return on Sept. 3.

The post Back to school tips from Baltimore City Public Schools CEO Sonja Santelises  appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer
msayles@afro.com

As summer comes to a close and the new school year approaches, D.C. Mayor Muriel Bowser and D.C. Public Schools (DCPS) Chancellor Lewis D. Ferebee held a back-to-school pep rally for District educators on Aug. 19. The event preceded a week-long professional development series that D.C. teachers will participate in ahead of the start of school on Aug. 26. 

The rally took place at Alice Deal Middle School in Ward 3, which was named a National Blue Ribbon School of Excellence by the U.S. Department of Education in 2019. 

“I want to thank you for your commitment to public education and to training, loving and challenging our young people in Washington, D.C. so that they can have a phenomenal school year but also a phenomenal future,” said Bowser. “We are just so grateful.”

“We spend all year making sure that our schools have their budget, that our buildings have what they need and that our young people are supported not just at school but with all of the agencies that serve kids and families throughout the year,” she continued. 

Bowser’s budget for Fiscal Year (FY) 2025 features a number of new investments in education. Some of the largest contributions include $2.2 billion to modernize 33 District schools, $349 million to the Uniform Per Student Funding Formula (UPSFF) and $255 million to upgrade the conditions of District school buildings. 

During the rally, the mayor highlighted the recovery DCPS has made since the COVID-19 pandemic, which led to gaps in math and reading for students across the country. 

“We’re very proud that if you look at this entire region, the kids who have come back to school and are coming back the fastest achievement wise are our students in D.C. Public Schools,” said Bowser. “That’s comparing to the region but it’s also comparing to our own schools in Washington D.C. We know that’s because we have the most highly-effective teaching core in the United States of America.” 

According to a May report from EmpowerK12, an education consultant in D.C., District students in grades four to eight experienced academic gains equal to two additional months of learning in reading and one additional month in math than expected over the last year. These students would have been in grades kindergarten through fourth grade during the pandemic and most vulnerable to learning loss while schooling was virtual. 

However, their math and reading test scores are still not yet on par with pre-pandemic expectations. 

At the rally, Ferebee noted that the District is sustaining efforts to increase educator pay. The latest data from the National Education Association (NEA) ranks D.C. fifth in average teacher salary at $84,882 and one in average teacher starting salary at $63,373.

“We are ensuring that you continue to be one of the highest-paid groups of educators in the nation,” said Ferebee. “We also want to continue to ensure that you are encouraged, inspired and that you are receiving the best professional learning experiences to guide the young Washingtonians who are attending school at Alice Deal Middle School.” 

He also encouraged educators to take advantage of DCPS’ Inova Employee Assistance program. The benefit provides free counseling services and legal and financial assistance to teachers 24 hours a day year-round.  

“Take care of yourself,” said Ferebee. “We know when you do that well, you are able to support our young people, our number one stakeholder, and that’s our students.”

The post Mayor Bowser hosts back-to-school pep rally for D.C. educators  appeared first on AFRO American Newspapers.

By Zenobia Judd-Williams
Special to the AFRO

Frederick Douglass famously said, “Once you learn to read, you will be forever free.”

Unfortunately, some Americans don’t want everyone to read. While the tactics may have changed since the 19th century, there are still well-organized efforts to take away the fundamental right of literacy from Black children.

A well-orchestrated campaign to ban specific books in schools has the potential to undermine the reading development of Black children. If this effort is successful, it will deprive our students of valuable knowledge and undermine their interest in learning to read. Far too often, those proposing book bans target books by Black authors and about the Black experience.

As the leader of the Baltimore region of a national literacy organization, our model encourages tutors to pick books relevant to children’s lives. When students read about characters and experiences they identify with, they relate to the story and take away life lessons. They’re also more engaged when books reflect their cultures and tell their ancestors’ stories.

The PEN/Faulkner Foundation has documented that 30 percent of books that are censored include characters of color and themes of race and racism – a number that is disproportionate given the far lower percentage of published children’s books overall that include primary characters of color.

Other organizations, such as the American Library Association and the Southern Poverty Law Center, have identified books about Black history, such as picture books about the 1619 Project and The Tulsa Race Massacre, as common targets. The novels of Alice Walker and Toni Morrison are also often targeted as books to be banned.

When asked about how students respond to culturally relevant materials, one Reading Partners tutor said, “I especially enjoyed seeing my student so amazed to see his heritage represented in the books that I found for him…. He wanted to know all about the author as well as wanting to read it over and over again. Representation really matters.”

The state legislature passed the Maryland Right to Read Act this spring. Outlawing censorship in public libraries is a step in the right direction and a beacon of hope for Maryland’s communities. But the next step is to ensure our students have the right to read great works by Black authors and about great Black artists, inventors and leaders like Frederick Douglass and Harriet Tubman.

Our community has to stand guard. The book banners want to put up roadblocks to the reading development of our children and keep censoring the history and art of the Black experience in America.

We must be prepared to stop an organized effort to block books about Black experiences, which would rob our children of the opportunity to engage with books that would make them enthusiastic about reading and give them a rightful sense of belonging.

Zenobia Judd-Williams is the executive director of Reading Partners Baltimore. She has over 20 years of nonprofit leadership experience across healthcare, housing, education, and family investment sectors. A dedicated community advocate, Zenobia is passionate about empowering organizations and individuals to achieve their full potential.

The post Give our children the right to read appeared first on AFRO American Newspapers.

By Ariyana Griffin
Special to the AFRO

The Reginald F. Lewis Museum of African American History and Culture has unveiled a new exhibit, titled “iWitness: Media and the Movement.” 

The exhibit comes during the 60th anniversary of the Civil Rights Act of 1964 and commemorates the Maryland activists, community leaders and organizations that shaped the Civil Rights Movement via radio, television, photography and as members of the Black Press.

“We thought it would be very befitting to have an exhibit that becomes something that commemorates the 60th anniversary to the passing of the Civil Rights Act. This [exhibit] is inspired by that act, and it is the lens through which we examine the impact of media on the Modern American Civil Rights Movement,” said Robert Parker, the museum’s chief curator and director of interpretation, collections and education.

Visitors are met with wall to wall pieces of archival history and photos of numerous sit-ins, protests and other historic events from the Civil Rights Movement which were documented by the Black Press. 

Various figures, such as Thurgood Marshall, Dr. Lillie May Carroll Jackson, Victorine Q. Adams, Walter P. Carter and Kelson “Chop-Chop” Fisher are highlighted for their significant roles in the progression of the movement. Each figure has a photo next to their individual section explaining their hand in history. 

“Pauli Murray and Thurgood Marshall, and of course Gloria Richardson, Robert Houston–these individuals are all Maryland natives whose legacies are still something we study, lift up and welcome,” said Parker. 

The museum offered a free community day on Saturday, Aug. 10 for attendees to browse the new offering and the other permanent exhibits in the museum. 

“I came to see the new exhibit, ‘iWitness: Media and the Movement,’ [because] the museum holds something integral to today’s society. Everyone should come down and visit it,” said Karen Brown. 

Bridgette Bullock told the AFRO she was interested in seeing the Black history preserved on record by the Black Press.

“Most of our history [was] erased,” she said. “If we didn’t record it ourselves and prove that we were there, that we created these things– or it was a part of our movement–then it would never be in our history.” 

“We continue to record our own history for our children and grandchildren to see that we actually documented our own history,” said Bullock.

The exhibit shines a light on important dates and events in Maryland history, such as the desegregation of the Gwynn Oak Amusement Park in Baltimore. The park, which featured a prized carousel, was officially desegregated on the same day as the March on Washington, August 28, 1963. 

“iWitness: Media and the Movement” also uplifts the work and sacrifice that students at HBCUs, specifically Morgan State University have done to fight for the progression of society. Throughout the exhibit, visitors will enjoy a plethora of materials from the archives of the AFRO-American Newspapers.

Several events will be linked to the exhibit throughout its duration on display at The Reginald F. Lewis Museum of African American History and Culture, Aug. 8, – Sept. 1, 2025. The museum is open Monday and Thursday through Saturday from 10 a.m. to 5 p.m. On Sunday, visitors are able to enjoy the museum’s offerings from 12 p.m.  to 5 p.m.

The latest exhibit includes an interactive portion, where visitors are able to think about some of the ways media shapes society today. Attendees are also implored to use their voices to speak out about injustices on available platforms. 

“We invite our visitors to sort of a call to action,” said Parker. “We have some reflective questions that we think are thought provoking and very contemporary–questions that have relevance [and] emotional connection to what’s going on right now today.”

The post New Reginald F. Lewis Museum exhibit highlights role of Black Press in Civil Rights Movement appeared first on AFRO American Newspapers.

College fair at ESPN Wide World of Sports Complex expected to be among the foundation’s largest ever. More than 8,000 high school students from the Southeast and beyond invited to attend. College admissions and four-year scholarships to be awarded on the spot. Event is part of Walt Disney World’s ongoing support of historically Black colleges and universities nationwide.

By Jason Roberts

NNPA NEWSWIRE — LAKE BUENA VISTA, Fla. – The HBCU Week Foundation is bringing its college fair to Walt Disney World Resort for the second time, continuing Walt Disney World’s support of historically Black colleges and universities (HBCUs). The HBCU Week Foundation is a nonprofit organization that encourages high school-age youth to enroll in HBCUs, provides scholarship dollars for matriculation, and sustains a pipeline for employment from undergraduate school to corporate America. It’s a two-day event that takes place every other year and is happening Oct. 23-24 this year at ESPN Wide World of Sports Complex, which last hosted the event in 2022.

The event will feature a reception along with a college fair that’s expected to draw nearly 8,000 high school students from across the Southeast and beyond, making it one of the foundation’s largest ever. On hand will be more than 40 representatives from the nation’s HBCUs, some of whom will be granting on-the-spot admissions and four-year scholarships worth millions of dollars. There will be lots of Disney magic sprinkled throughout the event, including appearances by beloved Disney characters, entertainment, music, and some special surprise moments that can only happen at The Most Magical Place on Earth. The 2022 event at Walt Disney World featured more than 8,000 attendees and over $11 million in scholarships, which were both event records at that time.

“I am incredibly grateful to Walt Disney World Resort for its unwavering support in providing high school students with the opportunity to participate in one of the largest college fairs in the nation,” says Ashley Christopher, founder of HBCU Week Foundation. “Their commitment not only opens doors to HBCUs but also paves a path towards a debt-free education for these bright young minds. Together, we are shaping a future where dreams know no financial barriers.” 

Walt Disney World’s support of the HBCU Week Foundation College Fair is part of an ongoing collaboration between the foundation and Disney on the Yard, an initiative focused on deepening Disney’s engagement with HBCUs. By working closely with HBCUs, Disney aims to continue building a long-term pipeline for HBCU graduates through the development of student internships, mentorship opportunities, career and employee spotlights, scholarships, and more.

“It’s incredibly heartwarming to see the smiles and excitement on these students’ faces when they receive acceptance letters and scholarships,” says Avis Lewis, executive champion of Disney on the Yard. “This kind of joy fuels Disney’s commitment to supporting this event and Disney on the Yard. We want to provide these students with the chance to attend college and pursue successful careers, and we view this as just the beginning of their journey.” 

Likewise, the HBCU Week Foundation plans to deepen its commitment to supporting HBCUs through a recent $1 million grant, which will assist in expanding the foundation’s ongoing efforts to advance HBCU enrollment, offer academic scholarships, and guide students through successful transitions from university life to professional careers.

For more information about the HBCU Week Foundation College Fair and for students to register for the college fair, visit www.HBCUWeek.org.

About HBCU Week

HBCU Week was founded by Ashley Christopher in 2017. It is managed by the HBCU Week Foundation, Inc., a 501(c)(3) charitable organization. HBCU Week consists of multi-day events held throughout the nation each year, designed to encourage high school-aged youth to enroll in HBCUs, provide scholarship dollars for matriculation and sustain a pipeline for employment from undergraduate school to corporate America. 

A highlight of our events is the College Fair, which offers on-the-spot college acceptance and scholarships to qualified high school seniors. The foundation’s mission is rooted in its resounding commitment to introduce high school students to the rich heritage and esteemed legacies of HBCUs with the ultimate goal of inspiring them to explore these institutions for their higher education aspirations. For more information, visit www.HBCUWeek.org. Follow us on Facebook, Instagram and X.

About ESPN Wide World of Sports Complex
ESPN Wide World of Sports Complex, located at Walt Disney World Resort in Florida, is one of the nation’s premier sites for large-scale events and amateur sports. Over the years, the complex has hosted as many as 100 entertainment and sporting events each year and has accommodated 70 different sports featuring athletes from 70 different countries. 

Designed to provide professional, amateur and youth athletes with experiences synonymous with the names Disney and ESPN, the 220-acre facility features multiple competition venues, including 16 baseball/softball fields, a 9,500-seat ballpark, 18 multi-purpose outdoor fields for soccer, football, and field hockey, three indoor venues for basketball, volleyball, cheerleading, dance and other indoor sports, a track and field facility and a cross-country course. For more information, visit disneysportsnews.com for news releases, photos and videos. Follow us on Twitter at @ESPNWWOS and at Facebook at ESPNWWOS.

About Disney on the Yard
Inclusion is at the heart of everything we do at The Walt Disney Company. Disney on the Yard was established to deepen engagement and relationships to historically Black colleges and universities. We are energized and committed to creating meaningful connections through student internships, networking, mentorship opportunities, career showcases, and more. We will continue to make a difference and move in a more inclusive direction where everyone can be their authentic selves.

The post America’s high school students to descend upon Walt Disney World Resort for HBCU Week Foundation College Fair in October appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Staff Writer
msayles@afro.com

The D.C. State Board of Education (SBOE) has endorsed a call to cut deference to donor families and halt legacy admissions in the District’s private and public colleges. During a July 14 public meeting, the board voted 8-1 to pass Resolution SR24-16.  Testimonies from a number of Georgetown University students were given.

Many of the student advocates argued that the practice stifles diversity, preventing low-income and Black and Brown students from accessing equitable opportunity in higher education, particularly at prestigious institutions. Rising sophomore Darius Wagner dubbed it “affirmative action for the White and wealthy.” 

“At Georgetown alone, there are more students from the top 1 percent than the bottom 60 percent. Students from the top 1 percent are 2.7 times more likely to attend Georgetown than an average income student with the same exact test score,” said Wagner. “There are more legacy students at Georgetown than Black and Hispanic students, respectively. It’s clear that this pattern of fast-tracking is giving advantages to people who already have advantages.” 

The first-generation student contended that legacy students begin amassing privileges from birth. They may have access to tutors and better elementary, middle and high school education. They may be able to participate in more extracurricular activities. 

He also noted that they benefit from having a parent who already attended college. 

“All of these benefits are already provided to affluent students, and then they get another added boost in the admission process. We fundamentally think that’s unfair,” said Wagner. “We know that ending legacy admissions is going to be one step, but an important step, in helping us ensure that there’s more fairness in this process and in increasing and protecting the diversity of our institutions.” 

SBOE Representative Eric Goulet, of Ward 3, championed the students’ perspectives. He called D.C. a tale of two cities, where its racial divide between the East and West aligns with a sharp economic opportunity gap. 

He cited racial disparities in unemployment, income and child poverty. 

“Having a tool that preserves the status quo is something we need to abolish. To be clear, we’re not even fully abolishing it in this resolution,” said Goulet during the meeting. “We are demanding that if universities want to retain the ability to consider legacy preference in their admissions, they’ve got to do better in reaching out and bringing in more students who are eligible for Pell grants. , we can bring in students from lower incomes, diverse backgrounds and bring racial and economic equity to higher education.”

President Eboni-Rose Thompson, of Ward 7, was the only board member who opposed the resolution. She pointed out that a ban on legacy admissions would also inhibit Black and Brown alumni from passing on advantages to their families. 

“You have wealthy, White people who have been able to amass not just privilege, but everything else over generations, of generations, of generations, of generations,” said Thompson. “Then, as you start to get people who now could benefit and are Black, Brown and first-generation college students, you say to them you can’t use that to build your family or your community.” 

The board’s decision does not mean an automatic end to legacy and donor admission preferences in District colleges. However, it is a signal to the D.C. Council to pass the Fair College Admissions for Students Act, which prohibits the practice. 

The bill was introduced in 2022 by New York Congressman Jamaal Bowman and Oregon Senator Jeff Merkley. States, including Virginia, Maryland and Colorado, have also already banned legacy admissions through state legislation. 

“We want the D.C. Council to see that while this did start with just a few students concerned about fairness in education, these concerns have been recognized,” said Wagner. “This is an issue that D.C. should prioritize.” 

The post D.C. State Board of Education (SBOE) shows support for end of legacy admissions at District institutions  appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer
msayles@afro.com

The D.C. State Board of Education (SBOE) has endorsed a call to cut deference to donor families and halt legacy admissions in the District’s private and public colleges. During a July 14 public meeting, the board voted 8-1 to pass Resolution SR24-16.  Testimonies from a number of Georgetown University students were given.

Many of the student advocates argued that the practice stifles diversity, preventing low-income and Black and Brown students from accessing equitable opportunity in higher education, particularly at prestigious institutions. Rising sophomore Darius Wagner dubbed it “affirmative action for the White and wealthy.” 

“At Georgetown alone, there are more students from the top 1 percent than the bottom 60 percent. Students from the top 1 percent are 2.7 times more likely to attend Georgetown than an average income student with the same exact test score,” said Wagner. “There are more legacy students at Georgetown than Black and Hispanic students, respectively. It’s clear that this pattern of fast-tracking is giving advantages to people who already have advantages.” 

The first-generation student contended that legacy students begin amassing privileges from birth. They may have access to tutors and better elementary, middle and high school education. They may be able to participate in more extracurricular activities. 

He also noted that they benefit from having a parent who already attended college. 

“All of these benefits are already provided to affluent students, and then they get another added boost in the admission process. We fundamentally think that’s unfair,” said Wagner. “We know that ending legacy admissions is going to be one step, but an important step, in helping us ensure that there’s more fairness in this process and in increasing and protecting the diversity of our institutions.” 

SBOE Representative Eric Goulet, of Ward 3, championed the students’ perspectives. He called D.C. a tale of two cities, where its racial divide between the East and West aligns with a sharp economic opportunity gap. 

He cited racial disparities in unemployment, income and child poverty. 

“Having a tool that preserves the status quo is something we need to abolish. To be clear, we’re not even fully abolishing it in this resolution,” said Goulet during the meeting. “We are demanding that if universities want to retain the ability to consider legacy preference in their admissions, they’ve got to do better in reaching out and bringing in more students who are eligible for Pell grants. [Then], we can bring in students from lower incomes, diverse backgrounds and bring racial and economic equity to higher education.”

President Eboni-Rose Thompson, of Ward 7, was the only board member who opposed the resolution. She pointed out that a ban on legacy admissions would also inhibit Black and Brown alumni from passing on advantages to their families. 

“You have wealthy, White people who have been able to amass not just privilege, but everything else over generations, of generations, of generations, of generations,” said Thompson. “Then, as you start to get people who now could benefit and are Black, Brown and first-generation college students, you say to them you can’t use that to build your family or your community.” 

The board’s decision does not mean an automatic end to legacy and donor admission preferences in District colleges. However, it is a signal to the D.C. Council to pass the Fair College Admissions for Students Act, which prohibits the practice. 

The bill was introduced in 2022 by New York Congressman Jamaal Bowman and Oregon Senator Jeff Merkley. States, including Virginia, Maryland and Colorado, have also already banned legacy admissions through state legislation. 

“We want the D.C. Council to see that while this did start with just a few students concerned about fairness in education, these concerns have been recognized,” said Wagner. “This is an issue that D.C. should prioritize.” 

The post D.C. Board of Education passes resolution in support of nixing legacy admissions appeared first on AFRO American Newspapers.

By Kate Payne 
The Associated Press/Report for America

TALLAHASSEE, Fla. (AP) — The president of Florida’s only public historically Black university is resigning amid backlash over the school’s apparent failure to properly vet a multi-million dollar donation from a dubious donor.

Larry Robinson submitted his resignation last week and will leave Florida A&M University at a time when state officials are scrutinizing programs at the school that they say are underperforming and as increasing political influence reshapes the state’s higher education landscape.

During a graduation ceremony in May, Robinson stood on stage in his academic regalia holding a jumbo check for $237 million, a gift that would have been the single largest private donation to a historically Black college or university – if it ever materialized.

Robinson has led the 137-year-old HBCU for seven years. There has been public outcry over the university’s handling of the donation, which took the form of millions of shares in 30-year-old donor Gregory Gerami’s fledgling industrial hemp company. FAMU put the gift on pause and authorized an outside investigation of the debacle, which is ongoing.

“I saw in this unprecedented gift the potential to serve our students and our athletic programs in ways unimaginable at that time,” Robinson told the university’s trustees on May 15. “I wanted it to be real and ignored the warning signs along the way.”

During Robinson’s tenure, FAMU has touted its rise in national rankings. But state officials have also scrutinized the flagging performance of some of the university’s programs, including its colleges of pharmacy and law.

The leadership change at the institution is raising concerns among some alumni, at a time when Florida Gov. Ron DeSantis is working to limit the state’s diversity programs and restrict what can be taught about race and American history.

Democratic State Senator Shevrin Jones, who’s a 2006 graduate of the HBCU, says he hopes the university’s leaders remember the institute was founded to educate African Americans as it searches for a new president.

“If they make decisions based off of the politics of this time, I fear for my institution,” Jones said.

The university’s trustees are expected to set Robinson’s departure date and begin discussing the presidential search when it meets July 23. Robinson plans to return to his position as a professor in FAMU’s School of the Environment after a year-long sabbatical.

___

Kate Payne is a corps member for The Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues.

The post The president of Florida’s only public historically Black university resigns after donation debacle appeared first on AFRO American Newspapers.

By Tashi McQueen 
AFRO Political Writer
tmcqueen@afro.com

Gov. Wes Moore (D) and Mayor Brandon M. Scott (D) spoke at the commencement for the first cohort of the Maryland Corps Service Year Option, the fulfillment of a promise made by Moore during his campaign.

“Keep doing you, keep serving, keep protecting each other. This is going to be a moment that people will remember for generations to come and they are going to remember you,” said Moore to the large group of graduates gathered at Camden Yards in Baltimore on July 16. “I want to thank you for being leaders and making your entire state proud.”

The program, which began in 2023, offers recent high school graduates, GED recipients or those with a school completion certificate, an opportunity to get exposed to different career paths and serve their community while earning at least $15 an hour. The first year of this program saw around 240 corps members graduate.

“The work all of us have done was not just to fulfill our duties, but to make a real difference in the lives of those around us,” said graduate Courtnei Wright to her peers on the sweltering hot day. “I especially want to extend my thanks to Governor Wes Moore and to the state of Maryland for providing us with this opportunity and experience like no other.”

Paul Monteiro, secretary of the Maryland Department of Service and Civic Innovation, emphasized the diversity among the cohort and how they were able to work together despite those differences.

“I am proud to say there are Republicans in this concourse, there are Democrats in this concourse and there are independents in this concourse,” said Monteiro. “I’m proud to say that we have almost every jurisdiction in this state in this concourse right now, and over 80 percent of this cohort started the race and finished it together.”

About 500 people are expected to be in the 2024-2025 cohort. This new class will begin on Sept. 11 and conclude in summer 2025. 

Nancy Noriega, an executive assistant at Asian American Center of Frederick, one of the host sites, shared that three of the four Corps members at her site will continue with her company after graduating.

“It’s great for us because they know the ins and outs and we’re excited that they want to continue servicing the community,” said Noriega. “We are a nonprofit, and we serve a lot of refugee and immigrant families that come to the U.S. We help them prepare with citizenship services, also English classes. The members that we have played a really big role in helping us reach out to the community, doing outreach with us for the different programs that we have.”

Noriega said her organization had a pleasant overall experience and are looking forward to welcoming the next group of cohort members in September.

The post Maryland leaders celebrate graduation of first cohort of Gov. Moore’s service year program appeared first on AFRO American Newspapers.

By AFRO Interns

As summer kicks into high gear, the AFRO would like to take time to recognize the interns that have been working hard all summer for the publication. From man on the street interviews to senior guides and more, the AFRO interns have hit the ground running, covering a range of important topics. Take a look below to see who has been reporting on post traumatic stress disorder, domestic violence on college campuses and putting together the event calendars from week to week. We are proud to be part of their humble beginnings in Black Press and look forward to following their journeys.

Aleisha Robinson, is a junior multimedia journalism major at Morgan State University with a minor in political science. She is from Westmoreland, Jamaica, where she attended St. Elizabeth Technical High School before pursuing her passion for journalism in the United States. At Morgan State, she is currently a member of the track and field team and serves as the campus news editor for the Spokesman, the school’s newspaper.

Robinson is an active participant in the Morgan State University National Association of Black Journalists (MSU-NABJ) and contributes as a journalist to MSU CREATIVES, an organization within the schools Athletic Marketing and Communications department.

Her love for storytelling and journalism stems from a deep admiration for the Black Press and its pivotal role in advocating for social justice and community empowerment. Robinson is excited to work at the AFRO American Newspapers, where she can contribute to amplifying diverse voices and stories that resonate within the Black community.

Throughout her two years of journalistic experience, she has covered a wide range of topics including politics, campus news, community involvement and sports. She aspires to be well-rounded in journalism, specifically in investigative journalism, data journalism, sports journalism and politics. Additionally, she would like to become an author. Beyond journalism, she enjoys reading, drawing and staying active at the gym. As a Black student journalist, she is committed to using her platform to inform, inspire and drive positive change.

Aleisha Robinson
Morgan State University
Multimedia Journalism

**********************************************

Denim Fisher is a rising freshman at Spelman College studying sociology and creative writing on the pre-law track. She is passionate about activism and the arts. Her passion stems from her childhood. In her younger years, she was encouraged by her mom to study Black history and important, often overlooked events ,like the Tulsa, Okla. race riot and Nat Turner’s rebellion. This upbringing ignited Fisher’s fervor for activism. Fisher is a civic advocate at Beyond Youth Organization (BYO), and an awardee of the Princeton Prize in Race Relations. She is also a poet whose work touches on identity and race.

Fisher is a contestant for the NAACP ACT-SO program, using poetry to question the effects of oppression. She aspires to be a lawyer and “artivist,” pursuing law and the arts. Her purpose is to be a voice for Black and LGBTQ+ communities, challenging the status quo by expressing herself authentically.

Being raised in a predominantly White and Jewish community, and educated by a Eurocentric American education system, Fisher supplemented her education by volunteering and learning from Black community members. She is eager to continue her pursuit of knowledge about Black and queer stories at the AFRO. Fisher lives by the words of Jamaican political activist and Pan-African leader Marcus Garvey, “a people without the knowledge of their past history, origin, and culture is like a tree without roots.”

During her time at the AFRO she hopes to write about education reform, the intersection of domestic and global oppression, the liberation of love and the Baltimore Black arts scene.

Denim Fisher
Spelman College
Pre-law (M.J.)

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Lizzie Suber is a rising senior at Johns Hopkins University. She is double majoring in cognitive science and computer science with a specific focus on psychology. Suber hopes to use her time as an intern to inform and expand her perspective as she develops her ability to approach technology from a human-focused viewpoint.

Suber has seen in her own life the power of knowing what other Black people are doing. Acknowledging the diversity of the Black community evokes within her a deep sense of unity with other Black people that she struggles to feel otherwise. She joined the AFRO because it exposes readers to parts of the Black experience previously unknown to them, which cultivates a broader sense of Black unity within them.

While at the AFRO, Suber has written about various events in Baltimore, documented Black opinions on fatherhood and Juneteenth, and even created a crossword puzzle to bring some fun to the publication. She aims to use her writing to explore the “why” behind Black stories.

In her free time, Suber enjoys watching sunsets, spending time in nature, scrapbooking and making origami.

Lizzie Suber
Johns Hopkins University
Cognitive Science and Computer Science

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Mekhi Abbott is a master’s candidate at the University of Maryland, specializing in multimedia journalism. Abbott has been writing for the AFRO since Oct. 2023. This year, he is doing an internship with the AFRO, focused on sports journalism.

Abbott is a student-athlete and he completed his undergraduate studies at Howard University. During his time at the institution, he became a three-time Mid-Eastern Athletic Conference champion. He joined the Maryland Terrapins as a graduate transfer, and made it to the 2024 National Collegiate Athletic Association Division I Outdoor Track and Field East Region Championships. He has used his time at University of Maryland to become a better journalist and the school’s new record holder in the javelin.

“Working for the Black press is important to me because there are still so many neglected and untold stories in the greater D.C., Maryland and Virginia area – which many major publications ignore. At the AFRO, we tell the major stories, but we also make sure that our Black and Brown communities are being properly represented in the media.”

Abbott is passionate about historically Black colleges and universities (HBCUs) and the intersection of sports, race and culture. He aspires to be a television personality one day and takes inspiration from Stephen A. Smith, Bomani Jones and Kevin Blackistone. Outside of writing, Abbott loves football and fashion.

Mekhi Abbott
University of Maryland
Journalism

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Mackenzie Williams is a senior at Howard University in the Cathy Hughes School of Communications, majoring in broadcast journalism with a minor in women, gender and sexuality studies.

Williams currently serves as the president of the Howard University Association of Black Journalists (HUABJ) and she is executive producer of News for Spotlight Network, which is a campus media organization. This summer, she will join other student elects to work on the student multimedia project for the National Association of Black Journalists (NABJ) Convention in Chicago as a Producer for NABJ TV.

Outside of journalism, Williams enjoys community service, spending time with friends and walking in nature.

Throughout her experience working for the AFRO Newspapers, she has explored and written about topics such as domestic violence, Black mental health and entertainment.

Williams is honored to join the ranks of the Black Press this summer, as she understands the importance of keeping the Black press alive and raising awareness on issues that affect the community.

• Mackenzie Williams
  Howard University
  Broadcast Journalism

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Born and raised in Baltimore, Tierra Stone has been exposed to a myriad of cultures and creative expressions. She developed an interest in creative writing and theater from an early age, but it was multimedia journalism that stole her heart and took her to Morgan State University.

“When I first graduated from highschool I was very directionless and I didn’t know what I wanted to do with my life—theater was always a passion of mine, but it didn’t make me happy and I wasn’t fulfilled. When I stopped studying theater, my love for writing mixed with my passion for storytelling and wanting to be on television made me realize that journalism was where I always needed to be.”

Stone is currently in her junior year at Morgan State where she previously worked as a staff writer for the Spokesman, which is a student-run campus newspaper. Some of her influences include Lester Holt, Christiane Amanpour and Oprah Winfrey. As she continues her journey of completing her undergraduate degree, she hopes that her work as a student journalist will carry her towards her career goal of one day becoming a correspondent for the Today Show, 60 Minutes or Dateline NBC.

When she isn’t working Stone likes to split her time between reading books, visiting local art museums and enjoying delicious food with her family and friends.

Tierra Stone
Morgan State University
Multimedia journalism

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Gabrielle Howard is a junior journalism and mass communications student at North Carolina Agricultural and Technical State University (NC A&T).

Howard is passionate about using journalism and communications to uplift marginalized communities and educate others about social issues. She has set her sights on joining the ranks of the Black Press because of her appreciation for the legacy of Black journalism and the crucial role Black voices play in shaping media narratives.

Her dedication to her field was recognized when she was selected as a Class of 2024 ColorComm NextGen Fellow, from ColorComm, a leading platform for women in communications.

Howard also enjoys reading and sewing, to express her creativity outside of her academic pursuits.

Gabrielle Howard
North Carolina A & T
Journalism and Mass Communications

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Saniyah Larkins is an intern at the AFRO American Newspapers. She enjoys writing poetry and singing in her free time. Larkins is a 16-year-old senior at Western High School. She is in the choir and the National Honors Society.

When she goes to college, she wants to major in veterinary science and minor in journalism. Larkins wants to work at the AFRO because of its history in Black culture. While there, she wants to share more about teens’ political opinions because she believes their voices matter.

Being a teenager herself, Larkins believes that the opinions of people her age aren’t often taken into account when it comes to politics because they can’t vote– and when they are, it’s usually a dig at their generation.

She believes that teens should be able to be taken into account when it comes to politics because they are going to be the new adults. Larkin is determined to get her generation to be heard in politics because she doesn’t want her generation to live in a world where somebody else picked for them.

Saniyah Larkins
Western High School

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Madeline Seck is a senior attending the Philip Merrill College of Journalism at the University of Maryland. Seck is a double major in broadcast journalism and digital media communication with a minor in Black women’s studies.

She is the president of the Maryland Association of Black Journalists (MABJ) and the University of Maryland’s Chapter of NABJ for the upcoming Fall 2024 semester.

Outside of journalism, Seck loves reading, gaming, art and creating content.

Throughout her experience working in journalism at UMD and the AFRO Newspapers, she has explored topics about Black pop culture, fashion, arts and entertainment and feminist topics, such as rights for survivors of domestic violence.

As a Black journalist, Seck is proud to intern for a Black press this summer because she values telling stories that give a voice to underrepresented and marginalized communities and groups. She chose to intern at the AFRO Newspapers because they prioritize diversity, advocacy and stories that matter.

Madeline Seck
University of Maryland
Broadcast Journalism and Digital Media Communication

The post AFRO Interns on the move: Meet the next generation of Black journalists appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer
msayles@afro.com

After piloting AP African American Studies during the 2023-2024 school year, the Harford County Board of Education (BOE) has denied a request to make the elective course permanent. Board members voted 5-4 to end the class during a meeting on June 24.

The decision comes after the College Board course faced political attacks, largely initiated by Florida Governor Ron DeSantis, who blocked the course in 2023. It also follows action from a number of states to ban critical race theory. 

The Harford County NAACP Branch has since expressed its disapproval of the decision and asked the BOE to reconsider. 

“We watched the Harford County Board of Education strip away student’s right to learn about African American history because the majority of the board, who are not people of color, decided that real history isn’t positive or uplifting enough,” President Vicki Jones told the AFRO. “Slavery was real. It was ugly and brutal for Black Americans to be sold and tortured. Segregation was real. We still see the effects of it in the division of our county’s districts.” 

Much of the board’s opposition centered members’ beliefs that the course pushes a political agenda that vilifies law enforcement and neglects to reflect the progress in equality. 

“The topics are heavily political-oriented, perpetuate the message of oppressed versus oppressor and expand beyond the course title and history years to include interlocking systems of oppression in social categories of class and other areas. I didn’t find positive messages that weren’t overwhelmed by the negative messages,” said Board member Terri Kocher during the meeting. “I think we’re missing an opportunity to present positive messages of unity and great American contributions.” 

Kocher said the course failed to illustrate the headway that’s been made. Instead, she said it paints activism as a way to propagate a victim mentality and a derogatory attitude toward the police. 

Board member Lauren Paige Strauss dissented for similar reasons. She expressed concerns about the divisiveness that the course’s content could cause. Both Strauss and Kocher said the curriculum would need to be changed for them to approve the course. But, as the course development is overseen by the College Board, this is not possible.

“I think it does capture hardships and struggles, but I don’t think it accurately or adequately captures the progress that this country has made,” said Strauss. “My decision tonight is surrounded on my belief that there’s a portion of the content that pits Americans against America.” 

Three Harford County public schools piloted AP African American Studies during the 2023-2024 school year, Aberdeen High School, Belair High School and Joppatowne High School. Erin Lange, supervisor of social science for the school district, led the request for the course’s approval during the board meeting. 

She described the class as an evidence-based introduction to African American studies that examines the vital contributions of Black people. She also noted that 355 colleges and universities have agreed to offer college credit, advanced placement or both to students who do well on the exam. 

“We received overwhelmingly positive feedback from both our students and our staff, and next year eight schools have signed up to run this course if it’s approved by the board,” said Lange.  

Board members Carol Bruce and Carol Mueller advocated for the approval of the course during the meeting. Mueller highlighted research showing that students who take AP courses perform better in college. 

“We’re taking away an opportunity to put them in a course that will help them to do better in college work in the future,” said Mueller. 

Bruce implied it was senseless to reject the class based on the curriculum, as teachers ultimately dictate how it’s instructed to their students. She said it was parents’ responsibility to determine whether the content is appropriate. 

“Maybe there’s some tweaking that needs to be done, but for us to keep on saying we don’t want it because it’s political, I think that’s unfair,” said Bruce. “I think it’s short-sighted, and it’s pitting African Americans against non-African Americans because we want to speak up to say we want history taught.” 

The post Harford County school board denies AP African American Studies course appeared first on AFRO American Newspapers.

By John Hanna
The Associated Press

TOPEKA, Kan. (AP) — Educators in Kansas’ largest public school district discriminated against Black and disabled students when disciplining them, according to the U.S. Department of Justice, which announced an agreement July 2 that will have the district revising its policies.

Changes the Wichita district has agreed to include restraining unruly students less often and ending the practice of putting misbehaving students alone in rooms by Jan. 1, 2025, the DOJ said.

The district also agreed to offer counseling or tutoring to every student who was confined alone in a room during the past three school years, with the number of hours matching those for which the student was secluded. The department said the district already is writing a new code of conduct for students and has scheduled crisis-prevention training for staff.

The agreement comes amid an ongoing national debate about classroom discipline and whether punishments for minority and disabled students are disproportionately harsh. The Justice Department has previously reached similar agreements with other school districts in the U.S.

The settlement “sends a powerful message to Kansas schools and schools across the nation to ensure that they must no longer alienate or target Black students or students with disabilities,” said Rocky Nichols, executive director of the Disability Rights Center of Kansas.

The Department of Justice said in a letter to the Wichita district’s attorney that it investigated disciplinary practices for the past three school years and visited the district in March 2023. It concluded that the district disciplined Black students more often and more severely than White students.

The DOJ also said that in the more than 3,000 times over three years that the district restrained or secluded students, 98 percent of those students were disabled. And it noted that hundreds of the cases involved students in kindergarten, first or second grade. More than 40 students were restrained or secluded more than 20 times each, the DOJ said.

“We substantiated allegations that the District discriminated against Black students in its administration of school discipline and referral of student conduct to law enforcement,” the department said in its letter. “We also found evidence that the District denied students with disabilities equal opportunity to participate in or benefit from its education program.”

The Wichita district has more than 46,000 students, nearly 10 percent of all students in Kansas. About 64 percent of the students are Black, Hispanic or have multiple ethnicities, according to State Department of Education figures, and the state considers nearly 78 percent to be at risk of failing academically.

The DOJ said the district cooperated throughout its investigation and had “expressed a desire to make positive improvements.”

“We can and must create a more equitable school district by changing some of our practices and procedures,” Superintendent Kelly Bielefeld said in an online statement after the Wichita school board approved the agreement. “Safe learning communities — for students and staff — will always be of the utmost importance.”

Disability rights advocates in numerous states for years have criticized restraints and seclusion for disabled students, saying the punishments are overused and dangerous.

In 2022, Iowa’s second-largest school district promised to end the use of seclusion rooms after the Department of Justice concluded that it had violated the federal Americans with Disabilities Act. In 2023, Alaska’s largest district agreed to stop secluding students and to use restraints only when there is a real risk of physical harm to the student or others.

Kansas law already dictates that restraint can be used only when there is an imminent risk that students will seriously harm themselves or others, according to Nichols.

“Wichita public schools should have been following that requirement all along,” he said.

In other states, pressure to do more about unruly students has led officials to go in a different direction.

Arkansas last year expanded its restraint law so that — in addition to teachers — other school staff can restrain students in some cases. Some states still allow corporal punishment: A southwestern Missouri district reinstituted student spanking in 2022 as a form of discipline, but only in cases where the parents agree.

In Wichita, the Department of Justice said, the difference in discipline for Black and White girls was “particularly pronounced.” At one middle school, Black girls faced being punished for insubordination 4.5 times as often as White girls and were cited for dress code violations 3.6 times as often, the DOJ letter said. Wichita schools restrained students 1,570 times over three years and put them in seclusion 1,450 times, the letter added.

“We concluded that most of the District’s restraints and all its seclusions were improper under both District policy and generally accepted practice,” the letter said.

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By Catherine Pugh
Special to the AFRO

Over 200 people crowded into the newly built Thurgood Marshall Amenity Center for a grand opening celebration on July 2. The date of the event coincided with what would have been the 115th birthday of the late U.S. Supreme Court Justice Thurgood Marshall, who called Baltimore “home.” 

Located at 1315 Division Street in Baltimore, the center represents the completion of the first building in a $50 million dollar initiative planned under the leadership of Dr. Alvin C. Hathaway Sr., president and CEO of the Beloved Community Services Corporation. 

President of the Finn Group, LaRian Finney, served as master of ceremony for the event, and the program began and ended in prayer by Bishop Dennis Proctor of the AME Zion Church. 

The emotional opening of the building featured news clippings with remarks by United States Supreme Court Justice Thurgood Marshall, the first Black man appointed to America’s highest court in 1967. Marshall was appointed by then U.S. President Lyndon B. Johnson and served 23 years.

Among the attendees were several elected officials including Congressman Kweisi Mfume (D-Md.-07), Speaker of the Maryland State House Adrienne Jones (D-Md.-10), State Senator Antonio Hayes (D-Md.-40), Mayor of Baltimore City Brandon Scott and Baltimore City State’s Attorney Ivan Bates.  

Mfume, who lived on Division street in his childhood, recalled meeting Thurgood Marshall in his office at the Supreme Court.  

“He told me he had received a call from Congressman Parren Mitchell, who let him know I had lived in the neighborhood.  I came with the new congressman who had been elected and he reminded us to never give up the fight for equality,” he said.

African Ambassadors from the Republic of Ghana, Rwanda and Tanzania were also in attendance.  Her Excellency Dr. Elsie Sia Kanzaa, Ambassador of Tanzania spoke about the power of uniting around a common cause. 

“While Justice Marshall did not work directly with Tanzania, his work touched Tanzanians as he was working closely with our African brothers and sisters, striking for common cause, ending colonization and oppression and [standing] with us in our social justice and struggle for independence,” said Her Excellency. “We thank Baltimore for giving us all Justice Marshall.”

Dr. Hathaway wasted little time in thanking everyone, beginning with his wife and family, which included third generation members. He also extended his gratitude to those who protected the project, from former mayors to current leader Brandon M. Scott, who spoke and thanked Dr. Hathaway for remaining committed to the project and the Thurgood Marshall legacy goal of equality.  

As an example of the need for such a center, Mayor Scott commented on the Supreme Court’s recent 6-3 decision to allow former President Trump immunity from some prosecution related to actions taken while in office on Jan. 6, 2021 before, during and after the U.S. Capital insurrection. 

“We must not give up the fight for dignity [and] equality–we must go deeper. If we don’t, many– if not all– of the things that Justice Thurgood Marshall toiled and worked for and accomplished will simply die because of our silence,” said Scott. “Let us continue in the fight the way he would want us to.”

Aside from Hathaway and Scott, additional remarks were given by the presidents from local universities including, Darryll Pines, of University of Maryland, Bruce E. Jarrell, president of University of Maryland Baltimore, and former Mayor of Baltimore and President of the University of Baltimore, Kurt Schmoke.

The Thurgood Marshall Amenity Center, formerly known as Public School 103, was an elementary school located three blocks from Supreme Court Justice Marshall’s childhood home, which is located at 1632 Division Street. 

A highlight of the evening was the announcement of the Thurgood Marshall Lecture series, by Mary Miller, which will take place at the Thurgood Marshall Amenities Center on Sept. 25. Members of the Maryland House of Delegates also unveiled a painting of the three African American Congressmen, Parren J. Mitchell, Kweisi Mfume and Elijah Cummings, that will hang in the center. 

The final highlight before the ribbon cutting was the announcement of a $2 million pledge by the Carmelo Anthony Foundation, announcing the naming rights to the front of the building.

As the ceremony came to a close , Dr. Alvin C. Hathaway Sr. announced the goal of raising $3.5 million with pledge cards being made available for all attendees.

 He expressed high hopes for the future of the center as well as the history being passed down.  

“Justice Thurgood Marshall should be to Baltimore [what] the Reverend Martin Luther King Jr. is to Atlanta,” said Hathaway. 

The new center will house several training opportunities, including sessions in artificial intelligence by Career Communications, financial literacy sessions by Bank of America, and skills and job training supported by Ricky Smith, CEO of the BWI Thurgood Marshall Airport. Judge Alexander Williams Jr. announced that a division of his center for education, justice and ethics will provide training at the Thurgood Marshall Amenity Center. 

The post Thurgood Marshall Amenity Center opens in Baltimore appeared first on AFRO American Newspapers.

By Reginald Williams
Special to the AFRO
rwilliams@afro.com

Forty Black adolescent males from Baltimore City recently traveled to Birmingham, Tuskegee and Montgomery, Ala., for a cultural excursion of historic landmarks.

The boys visited Tuskegee University, Dexter Ave Baptist Church, Dexter Parsonage Museum, the Legacy Museum, The National Memorial for Peace and Justice and the Civil Rights Memorial Center. 

This is the 28th year that Cameron Miles, founder and director of Mentoring Male Teens In the Hood, a Baltimore-based mentoring program, has exposed Black boys to cultural adventures through travel that introduces them to the historical significance of who they are. Morehouse College, Harvard, Yale, Princeton, Duke and North Carolina A&T University represent some of the other educational institutions visited by past cohorts.

“We’re giving our young boys exposure and helping them to want to succeed,” explained Miles.

Seven adult chaperones joined Miles on the four-day trip, which commenced on June 13 and concluded June 16. The trip began with a flight to Birmingham. For many of the boys, this was their first experience with air travel. The tour started at Tuskegee University, a Historical Black College and University. Dr. Booker T. Washington served as the first teacher and founding principal, and Lewis Adams, a former enslaved tinsmith and community leader, was instrumental in establishing the educational institution. Subsequent visits to the Legacy Museum, the National Memorial for Peace and Justice, Dexter Ave Baptist Church, where a 26-year-old Dr. Martin Luther King Jr. served in his first pastorship, and Dexter Parsonage Museum (Dr. King’s residence while serving as Dexter’s pastor) gave the boys surreal vulnerability to what their ancestors were required to endure.

A part of the activities included taking time to be intentional about experiencing a spiritual connection.  

“On the morning of the 15th, we [did] what is called a morning grounding at the river,” Miles said. “We [met] at a river. It [was] a spiritual time to balance a sort of rite of passage experience. I want to make sure that we continue to be on one accord.” 

Naturalists maintain that morning grounding, also known as earthing, slows down the heart rate, reduces illnesses and chronic pain and disrupts depression. Engaging and learning a therapeutic exercise can prove valuable for boys growing up in Baltimore.

Mentoring Male Teens In the Hood began when Miles, a worker for the Department of Social Services, witnessed a group of adolescents behaving disruptively in the building. 

“The young people were coming into the building completely out of control,” said Miles. “They were cursing and fighting. I said, ‘I grew up in Baltimore. I can work with these young people.'”

Miles drafted a one-page proposal. His vision was embraced, and 28 years later, the program has served more than 3,000 Black adolescent males. They are currently tracking 65 former mentees. According to Miles, most are doing well, while some have died by violence. 

A shining example of what is possible through the program is Imhotep Simba, a former mentee. Raised by a single mother on Dolphin Street and experiencing behavioral issues, Simba, a Coppin University graduate and current Georgetown grad student, completed the program at 18. Desiring to experience the cultural diversity of a different country, Simba, with the help of Miles, spent two years in Ecuador on a Peace Corps mission. Coming full circle, Simba now brings his son and helps Miles with the program. 

Miles’ intent for the boys is to have them achieve their greatness. 

“My goal is to expose our young men to positive things and role models – male, female, Black or White – from different ethnicities, different occupations so that they can start thinking early and often about what they want to do,” explained Miles. “I want to get engineers in front of them. I want to get pilots in front of them—the judge, the lawyer, the college professor, the business owner and the military general. Whatever the case, they need to see these different pieces and figure out what they want to do.”

The extent to which Black adolescent males do not partake in dangerous and violent encounters can be measured primarily by the extent to which those males are engaged in experiential, life-altering learning opportunities like those provided by organizations such as Mentoring Male Teens In the Hood. Some of the program’s donations are re-invested directly to the mentees. Miles uses a portion of the funding to pay peers. Those are mentees who have proven themselves as leaders. Miles also rewards mentees who earn A’s in major subjects.

“We incentivize for report cards,” explained Miles. “If your son brings me three A’s in major subjects—like math or English—they get $20 for each A. I think that’s the right thing to do with donations. This does give them an incentive,” Miles said. “Some might say they’re supposed to go to school and do good. But there are so many distractions. Everybody isn’t focused on learning. So, we want to give a reward for doing good.” 

Mentoring Male Teens In the Hood also provides the first $10,000 in scholarship funding for any mentee who desires to attend college.

The program will host its sixth Annual STEM (science, technology, engineering and math) camp from July 8 to August 9.

“I’m not working this hard for everybody to flip burgers and clean toilets,” said Miles. “I’m not knocking that work– but I want them to do and be the very best that they can.”

Now that  they have returned, the boys must submit a one-page report detailing how the trip impacted them. Miles calls the tours “learning trips.” 

“We want them to be prepared and learn about great things to help prepare them for greatness,” said Miles.

Contributions to Mentoring Male Teens In the Hood can be made by contacting Cameron Miles at (410) 852-8013 or by email at cmilesmmth@gmail.com.

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By Dr. Calvin Moore Jr.

Comedians love to make jokes about how things are different from when they were growing up. Many start with something like this: “In my day we had to actually pick up the phone and ask who it was to know who was calling us.” While we laugh about how technology has rapidly changed our lives from one generation to the next, more parents need to embrace this reality as it relates to education.

The place to start is when parents make that first critical decision about where to send their child for early childhood education. Too often we see parents picking a program based on their memories of what daycare was like for them. They did not like the preschool at the church decades ago, so they will never enroll their little one in a program based in a religious setting. The memory of preschool was unenjoyable, so they would never consider it for their three-year-old today. How accurate can memories really be from so long ago? Or they make choices about the quality of a program from what a neighbor or friend told them or an online review. An all-day program was right for one child but not for another—there is no universal “right” answer.

My experience began as a Head Start student and years later, I served as a Head Start teacher. One of the things I learned as a teacher was the importance of supporting the social and emotional development of all my students and providing positive guidance. These are competencies stressed for educators like me who’ve earned a Child Development Associate Credential. I join my fellow educators in believing it is critical to develop a warm, positive, supportive and responsive relationship with each child, and to help each child learn about and take pride in his or her individual and cultural identity. These are wise words that parents should also take to heart when looking for a program that will spur their child to the success, we all want.

Choosing the right program that meets the unique needs of a child also has benefits beyond the immediate ones. We have all seen parents who push their children in high school or college to pursue a field of study, sport or other extracurricular activity to make mom and dad “happy,” neglecting the needs of the child. The best way to create a successful ecosystem is to start at the earliest age. Parents should choose an early childhood education environment that matches their child’s needs, not one based on faded memories of youth.

This article was originally published by NNPA Newswire.

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By Special Release

The William and Lanaea C. Featherstone Foundation, an award-winning nonprofit, announces Dr. Frances Murphy Draper, CEO and publisher of the AFRO American Newspapers, as this year’s Featherstone Changemaker Award recipient. This prestigious prize recognizes an influential leader who drives social change and makes a positive impact in the community.

Draper, known by the nickname “Toni,” will be honored on Aug. 9, 2024 during the Featherstone Awards Ceremony, an annual event that showcases Baltimore’s most promising youth and promotes academic equity in higher education. During the awards ceremony, 27 exceptional students will receive Featherstone College Scholarships to attend Coppin State University, Morgan State University, the University of Baltimore and other institutions.

WJZ-13 CBS News Baltimore Reporter Janay Reece will emcee the awards ceremony. The lineup includes: Pablo Adrián Arrocha Olabuenaga, head of community affairs for the Consular Section of the Embassy of Mexico; Travis E. Mitchell, senior vice president and chief content officer of Maryland Public Television; Kurt L. Schmoke, president of the University of Baltimore, and Kerry R. Watson Jr., executive vice president of public affairs for the Baltimore Orioles.

“Dr. Draper is an iconic Baltimore trailblazer whose professional accomplishments, leadership and influence uphold the highest standards of excellence,” said Tameka Brown, executive director of the William and Lanaea C. Featherstone Foundation. “She’s lauded as an influential business leader and a role model for our Featherstone Scholars.”

Earlier this year, Draper received The First Citizen Award, the State of Maryland’s highest honor given by the Maryland Senate. In 2023, The Baltimore Business Journal named Draper a “Power 10 CEO.” For more than 131 years, the AFRO has been on the forefront of bringing vital information to communities.

“I am humbled and honored to receive the Featherstone Foundation’s 2024 Changemaker Award,” said Draper. “Congratulations to the scholarship awardees who are our future leaders and change makers.”

Draper holds a bachelor’s degree in Spanish from Morgan State University where she also served on the university’s Board of Regents for 25 years. She holds a Master’s degree in education from Johns Hopkins University; a master’s degree in pastoral counseling from Loyola University Maryland, and a master’s degree in business administration from The University of Baltimore. Draper also holds a doctorate in leadership from the United Theological Seminary.

The event will take place on August 9, 2024 at The University of Baltimore.

The post AFRO CEO and publisher to be honored by William and Lanaea C. Featherstone Foundation appeared first on AFRO American Newspapers.

(Black PR Wire) — Jackson State University (JSU) is proud to announce a new Loan Repayment Assistance Program (LRAP) designed to tackle Mississippi’s teacher shortage. The program offers students and their families a significant promise: if post-graduation income is below $45,000, the LRAP will aid in repaying federal student loans, private alternative loans, and parent PLUS loans. Notably, JSU is the first HBCU to implement such a groundbreaking initiative.

Jackson State’s Vice President of Enrollment Management, Kylon Alford-Windfield, emphasized the transformative potential of the LRAP. “Jackson State has a rich history as a teaching college, serving as a nurturing environment for young individuals to grow into tomorrow’s leaders,” he shared. “Our goal is to alleviate the financial burdens of our students, particularly teacher education students, enabling them to focus on their careers without the worry of student loan debt. We are proud to lead the way in providing practical, impactful support for our students’ futures.”

Commencing in the 2024-25 academic year, the program will be offered at no cost to all teacher education majors, as well as other incoming freshmen and transfer students as determined by Jackson State’s Office of Admissions.

“We are directly addressing the financial challenges that many of our graduates face,” said Janieth Wilson-Adams, Ph.D., Director of Undergraduate Admissions at JSU. “This initiative ensures that our students can focus on their professional aspirations and personal growth without the burden of overwhelming debt.”

Founded in 1877, Jackson State University was designated in 1940 by the State of Mississippi with a mission to train teachers. This mission remains critical today as the state continues to grapple with a severe teacher shortage. Remarkably, JSU produces approximately 67% of the Black educators in the capital city, highlighting its vital role in meeting this urgent need.

“While the value of a Jackson State degree extends far beyond financial metrics, we acknowledge that student loans are a significant barrier to higher education, particularly for aspiring teachers,” Alford-Windfield explained. “With this program, we are committed to assisting in loan repayment. If your income is modest, LRAP is here to support you.”

Jackson State University’s partnership with Ardeo Education Solutions to offer LRAPs further underscores the university’s commitment to supporting its students and addressing the state’s educational challenges.

Source: Jackson State University

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By Tashi McQueen
AFRO Political Writer
Tmcqueen@afro.com

With the first presidential debate of this election season just days away, Vice President Kamala Harris (D) made a stop in College Park, Md. to recognize the second anniversary of the U.S. Supreme Court’s overturning of Roe v. Wade., a landmark case that made abortion a constitutional right. 

“Over the past two years, in states across our nation, the extremists have proposed and passed laws that criminalize doctors and punish women. Laws that limit access to contraception and to fertility treatments like IVF. Even some of them, trying to revive laws from the 1800s,” said Harris.

According to the Center for Reproductive Rights, a non-profit organization of reproductive rights advocates and lawyers, around 14 states have made abortion illegal.

“Two years ago today, Donald Trump’s Supreme Court majority ripped away the fundamental freedom for women to access the health care they need and deserve. The consequences have been devastating. If given the chance, there is no question he will ban abortion nationwide, with or without the help of Congress,” said Biden in a statement on June 24, acknowledging the day. “I will never let that happen. My message to Americans is this: Kamala and I are fighting like hell to get your freedom back. And we won’t stop until we restore the protections of Roe v. Wade for every woman in every state.”

At the gathering, Harris doubled down on Biden’s sentiments.

“In the case of the stealing of reproductive freedom from the women of America, Donald Trump is guilty,” said Harris, gaining cheers from the crowd.

The lively crowd chanted “four more years” and “restore Roe” several times throughout the event.

Throughout her speech, Harris played up Trump’s part in and lack of remorse for the overturning of Roe v. Wade.

“When he was in the White House, Donald Trump handpicked three members of the United States Supreme Court because he intended for them to overturn Roe v. Wade,” said Harris. “As intended, they did.”

There are currently six Republican-nominated justices on the U.S. Supreme Court and three Democrat-nominated justices.

“Today is more than just an anniversary. It’s proof that we should never take for granted our liberties,” said Democratic nominee for U.S Senate and Prince George’s County Executive Angela Alsobrooks at the gathering. “It’s the confirmation that we must be vigilant and fighting for and protecting, with everything we have, our rights.

“Electing Vice President Kamala Harris and President Biden means that we will have a country that remains recognizable to us,” said Alsobrooks.

Voters’ perspectives of a candidate’s views on abortion surely matter as a poll by Navigator Research, a project led by pollsters, finds that 68 percent of Americans believe it is important for Biden and Congress to protect abortion access this year. 

In Our Own Voice, a national partnership to uplift Reproductive justice leaders, finds that Black voters are six times more likely to vote for a candidate who supports abortion access than one who opposes it.

The poll by Navigator Research also shows that 80 percent of women are supportive of increasing access to birth control pills, 70 percent for easier access to fertility planning such as IVF, 57 percent for an abortion pill and 56 percent for in-clinic abortions.

Trump did not make any public statements on the anniversary of Roe v. Wade. 

Previously Republicans have said the decision restored power to the states concerning abortion and protects the lives of unborn children.

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By Wayne Campbell
Special to the AFRO

“Play is fundamentally important for learning 21st century skills, such as problem solving, collaboration, and creativity.”– American Academy of Pediatrics.

Many children no longer play, and this is true for various reasons. In fact, many of us as adults, especially those of Afro-Caribbean ancestry, tend to undervalue the impact and significance of play concerning our children. Oftentimes, we tell our children to go and “take up their books.” However, playtime is important. 

Global obesity has become a public health concern and this is rather concerning. In fact, in some jurisdictions, physical education is not done and students go through an entire academic year without any structured playtime.

The United Nations indicates that over 390 million children and adolescents ages 5-19 years were overweight in 2022. The prevalence of overweight (including obese) children and adolescents ages 5-19 has risen dramatically from just 8 percent in 1990 to 20 percent in 2022. The rise has occurred similarly among both boys and girls: In 2022, 19 percent of girls and 21 percent of boys were overweight.

The United Nations Convention on the Rights of the Child has enshrined play as a fundamental right of every child under Article 31. Beyond mere recreation, playing is a universal language spoken by people of all ages, transcending national, cultural and socio-economic boundaries. This shared passion fosters a sense of community and national pride. Unfortunately, in war torn areas of the world, such as Gaza and Ukraine children are denied their fundamental right to play. Regrettably, the world appears helpless in bringing to an end these wars, and children suffer disproportionately in times of conflicts. 

The first-ever International Day of Play, which was observed June 11, 2024, marks a significant milestone in efforts to preserve, promote and prioritize playing so that all people, especially children, can reap the rewards and thrive to their full potential. 

Why is play important?

Children learn best through play. Play creates powerful learning opportunities across all areas of

development: intellectual, social, emotional and physical. Through play, children learn to forge

connections with others, build a wide range of leadership skills, develop resilience, navigate

relationships and social challenges as well as conquer their fears. When children play, they feel safe.

Children play to make sense of the world around them. More generally, play provides a platform for

children to express and develop imagination and creativity, which are key skills critical for the

technology-driven and innovative world we live in. 

Playful interactions contribute to the well-being and positive mental health of parents, caregivers and children. When humanitarian crises turn a child’s world upside down, it is in play that children can find both safety and respite from adverse experiences while also being able to explore and process their experiences with the world. When children are driven from their homes by war, conflict, and displacement, access to nurturing relationships with parents/caregivers and peers are critical buffers from the effects of violence, distress and other adverse experiences. Without a doubt, play comforts and soothes children. 

In order to encourage playful interactions between parents/caregivers and children, governments and other stakeholders need to create an enabling environment. As rapid urbanization takes hold across many countries, more and more green and safe spaces for children to play are disappearing and this is

problematic. We need to revisit our urban planning and ensure that children are not denied their chance to play.

Government-led action

Alarmingly, an estimated 160 million children around the world are working instead of playing or

learning.

The United Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) are calling on governments to prioritize those sustainable development goals that are related to the right to play and accelerate progress towards SDG targets: Governments must ensure that universal access to evidence-based parenting programmes that promote attachment, playful parenting and buffer children from external shocks and prevent potential risks, such as excessive screen time, are part of this child development policies. Additionally, universal access to quality, inclusive early childhood education, including learning through play, for children between 3 and 6 is critical for their development. Finally, governments have a responsibility regarding the protection of public spaces and care environments from environmental and climate change, conflict, and urbanization. 

This important day is a call to action to create a unifying moment at global, national and local levels to elevate the importance of play. It signals a call for policies, training and funding to get play integrated into education and community settings worldwide.

In the words of Plato, do not keep children to their studies by compulsion but by play.

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.

waykam@yahoo.com

@WayneCamo

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By Rev. Kevin Slayton Sr.
Special to the AFRO

There’s an old saying that says you can judge a society based on its treatment of its children and seniors. Annie E. Casey Foundation’s recent Kids Count Data Book, which shows a stark racial distinction facing children in the state of Maryland, reveals that the progress we’ve sought as a city and a community to address equity is more than lacking. 

According to the data, Maryland ranks 22^nd among states for overall child well-being. Overall, the data suggests that we are failing to prepare the next generation to take on productive roles in the future workforce. Black and Brown children who live in areas described as high-poverty communities, in particular, are deemed to be suffering the most. The data showed that 1-in-6 fourth-graders in 2022 were reading at or above proficiency, while only 25 percent of eighth-graders were at or above proficient in math. But in an academic ethos that generates its budgetary framework on the idea of “social promotion” this is to be expected. For when it comes to attendance, approximately one-third of students in the state were chronically absent in 2022. There are literally thousands of children in the Baltimore City Public School System who have missed more than 50 days and are still promoted to the next grade.

When one considers this reality, as it relates to academic preparation, the shocking study that exposed the overwhelming number of people of color, especially older Black men between the ages of 55 and 72, who fall prey to drug addiction should come as no surprise. This report, first shared in the New York Times, pointed to more than 6,000 people who have died in our city due to overdose. The staggering number should cause us all to pause and ask in the words of the late Marvin Gaye, “What’s going on?”

Both of these recent reports reveal that the issue of race and the socioeconomic conditions prevalent in our society still have a ways to go. It is to this backdrop that two local Protestant faith congregations have come together to participate in a Summer Book Club. The two churches are the Northwood-Appold United Methodist Church in East Baltimore and the Roland Park Presbyterian Church located on the west side of the city. Clearly the demographics and social make-up of the two faith communities are different. Yet, as members of the Christian faith they both believe in the concept of fairness and equity. 

Under the leadership of the two pastoral leaders, the Revs. Mark Hanna and Dr. Kevin Slayton Sr., the two congregations are reading Heather McGhee’s book “The Sum of Us: What Racism Costs Everyone And How We Can Prosper Together.” The first book discussion took place on June 12 in Druid Hill Park on the (literal) grounds of the old swimming pool. 

In her book, McGhee looks at the national closing of local community pools as a result of integration. All across America in communities that were using “public funds” to resource swimming pools chose to drain them and fill them with concrete rather than share them with people of color. This zero-sum mentality is a major focus of the book and the topics discussed by those participating. The idea that “if things are getting better for Black people, it must be at the expense of White people” is what seems to continue to take root in the mind of so many Americans. 

If the two most recent reports regarding the progress of Black children and the disturbing rates of older Black men dying from drug overdose is any indication of our progress then we should all be glad that there are faith institutions in our community willing to address the tough realities of our living. 

Dr. Slayton said he hopes “what is demonstrated by our two congregations (one Black and one White) could be a match that will hopefully ignite in the pews of other congregations as well as the halls of policy making.” Rev. Hanna added: “Christian faith commands us to love our neighbor. And to love them we must first get to know them. And once we know them, we can’t refuse to care, because love requires us to act.”

The Rev. Dr. Kevin A. Slayton Sr.  is pastor of Northwood Appold United Methodist Church, the campaign manager at Maryland Center on Economic Policy and an adjunct professor at Lancaster Theological Seminary.

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Returning to college can be a transformative step for adults seeking to advance their careers, and Morgan State University’s College of Interdisciplinary and Continuing Studies (CICS) is here to make that journey as smooth and supportive as possible. With a diverse range of degree programs and a commitment to individualized student support, CICS is the ideal choice for adult learners aiming to complete their education and unlock new career opportunities.

Launched in 2021, CICS offers 18 degree programs across undergraduate, master’s, and doctoral levels, specifically designed to cater to non-traditional students, working professionals, and those seeking distance education. The college’s flexible and accommodating approach allows students to tailor their programs to fit their unique lifestyles and responsibilities, making higher education accessible to all.

One of the standout features of CICS is the personalized support each student receives. From the moment a prospective student expresses interest, they are treated as an individual. Our dedicated staff works one-on-one with students, offering guidance and support from application through to graduation. This relationship-focused approach is central to our mission and has been a key factor in the success of our students.

CICS’s degree programs span a variety of fields, including Technology Services, Health and Human Sciences, Engineering, Information and Computational Sciences, and more. With these programs, students can gain the knowledge and skills needed to thrive in today’s competitive job market.

“We understand that adult learners have different needs and challenges compared to traditional students. That’s why we offer flexible course schedules, including hybrid, remote, evening, and weekend classes,” says Laquetta Bryant, Senior Admissions Recruitment Advisor. “Our goal is to meet students where they are and help them succeed on their own terms.”

The college also offers generous transfer credit policies. Students can transfer up to 90 credits from any regionally accredited institution, and those currently employed can convert their work hours into academic credits, providing significant financial benefits and accelerating their path to graduation.

In addition to the supportive learning environment, CICS has eliminated the application fee, making it easier for students to take the first step toward achieving their educational goals. The application deadline for the Fall 2024 semester is July 15, 2024, giving prospective students ample time to prepare and apply.

Your future is within reach. Take the next step toward a fulfilling career by enrolling at Morgan State University’s College of Interdisciplinary and Continuing Studies. For more information and to schedule a one-on-one meeting with an admissions counselor, visit morgan.edu/CICS.

Don’t miss out on this opportunity to transform your life through education. Apply today and join a community that is committed to your success.

Contact Information

Morgan State University – College of Interdisciplinary and Continuing Studies
Website: morgan.edu/CICS
Email: mcy@morgan.edu
Phone: 443-885-4779

Application Deadline: July 15, 2024 No Application Fee!

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By Joseph Williams
Word In Black

What some teachers see as disruptive behavior in Black children closely tracks broader symptoms of attention-deficit disorder 

When a new Centers for Disease Control and Prevention report last week revealed that one in nine children in the U.S. are diagnosed with attention deficit hyperactivity disorder, experts said the data reflects a surge in cases since 2016 — and a growing understanding of how the disorder affects children, including struggles with attention, hyperactivity and impulsiveness.  

The rise in ADHD diagnoses, however, comes at a time when several studies show Black children are substantially more likely to face punishment in school than White children for vaguely defined disruptions — defiance, disruption and insubordination — that could mirror ADHD symptoms.

Coupled with the fact that Black children are less likely to receive treatment for the disorder than White children, it’s easy to see how school suspensions and ADHD overlap. That nexus could shine new light on the disproportionately high disciplining of Black children in public schools as well as the lack of resources and counseling for the disorder.

“I think it’s a really important issue,” says Sharif El-Mekki, founder and CEO of the Center for Black Educator Development, a nonprofit organization. “On one hand, Black kids — Black boys in particular, but Black girls too — are misdiagnosed” with more severe psychological problems such as schizophrenia when it could be ADHD. 

“I think it’s a combination of being under-diagnosed and over-diagnosed for, you know, for sometimes the very same thing,” he says.

According to the CDC report, an estimated seven million children ages three to 17 have been diagnosed with ADHD, or roughly 11.4 percent of the nation’s school-age population. The data, compiled from a national survey of parents in 2022, also found that boys are nearly twice as likely to get a diagnosis than girls, and that Black and White children are diagnosed at the same rate (12 percent). 

The report found nearly 80 percent of kids with ADHD diagnoses had a co-occurring problem, like anxiety or depression. But almost half of the children had a behavior or conduct problem, including oppositional defiant disorder, a condition whose symptoms include anger, refusal to comply with instructions, or resentment. 

Although the CDC study found they are about as likely as White children to get an ADHD diagnosis, Black children diagnosed with ADHD “are less likely than their White counterparts to receive treatment,” according to a 2022 study published in the journal Psychiatric Services. Further, “Once Black and Hispanic children with ADHD receive treatment, they may be more likely than White children to disengage from treatment or to receive poorer-quality care.”

The reasons range from cultural issues with mental health to less access to quality healthcare and bias among caregivers in the largely-White field of behavioral medicine. 

Those problems can manifest themselves in the classroom, experts say, resulting in the kind of behavior that gets students disciplined, suspended, or kicked out of school. But El-Mekki says the problem runs more deeply, including unequal resources between Black and White schools — particularly when it comes to school counselors and resources. 

“One thing is just the cultural incompetence that occurs by educators” who are more likely to be White, he says.  “The lens (they) use to view students — what might be normal (ADHD) behavior is often viewed as problematic” to the point where “children get over-policed.”

At the same time, there may be other factors that can exacerbate that behavior, ranging from a tumultuous home life to poverty or abuse, as well as environmental factors, such as lead and asbestos in homes, El-Mekki says. 

Making matters worse, he says, is the fact that Black students attending mostly-White schools don’t usually have access to school counselors that look like them, while Black students at mostly-Black schools typically don’t have access to counselors at all. Studies have found that only about 18 percent of U.S. teachers are people of color, while nearly 90 percent of mental health professionals are non-Hispanic White.

“But often, we find it easier to blame children, and label them and then put them in a corner box and say, ‘This is what their problem is,’” El-Mekki says. “When that happens, it’s very easy to make excuses about why we can’t teach them — why they can’t be successful.”

This article was originally published by Word In Black.

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By Black PR Wire

(Black PR Wire) Tuskegee, Alabama — The Tuskegee University Board of Trustees is pleased to announce the appointment of Dr. Mark Brown ‘86 as the university’s 10th president and chief executive officer. Dr Brown’s selection is the first time in Tuskegee’s nearly 143-year history that an alum will lead the university. He will begin his tenure on July 1. 

The Board of Trustees approved the retired Air Force Major General’s nomination after several talented leaders stepped forward to succeed Dr. Charlotte P. Morris, the university’s ninth president.

The university announced the retirement of Dr. Morris last fall after almost 40 years of service. At that time, the search firm Storbeck developed a committee of university representatives at all levels – trustees, faculty, staff, alums, and students – to develop the confidential process to review candidate applications and participate in interviews.

“The Board of Trustees conducted a thorough search process, considering candidates from across the nation, and was impressed by Dr. Brown’s vision, expertise, and passion for higher education,” said Norma Clayton, Chair of the Tuskegee Board of Trustees. “Working with the Board, we are confident that he will provide a clear vision, direction, strong leadership, and guidance  to evolve and grow the university.”

Dr. Brown’s extensive executive experience includes the Harvard University Kennedy School of Government, the University of Virginia Darden School of Business,  and the Robert and Edith Broad Academy for Urban School Superintendents, now hosted at the Yale School of Management.

An educational leader

Dr. Brown, who received his bachelor’s from Tuskegee in accounting, earned a Master’s Degree in Public Administration from Troy University, a Master’s of Strategic Studies from the Air Command and Staff College, a Master’s in National Security Strategy from the National War College, and his doctorate in Education from Baylor University. His experience in education is varied and distinguished.

While a Major General in the Air Force, Dr. Brown served as Deputy Commander of Air Education and Training Command, Joint Base San Antonio-Randolph, Texas. AETC recruits, trains, and educates Air Force personnel. His command included the Air Force Recruiting Service, two numbered Air Forces, and two fully accredited graduate and doctoral degree-granting universities: Air University and the Air Force Institute of Technology. AETC operates more than 1,400 trainer, fighter, and mobility aircraft, 23 wings, 10 bases, and five geographically separated groups. The command trains more than 293,000 Airmen annually, with approximately 60,000 active-duty, Reserve, Guard, civilian, and contractor personnel.

After retiring from the Air Force with 32 years of service, Dr. Brown expanded his educational service as the chief operating officer of the U.S. Department of Education Office of Federal Student Aid, which had a lending portfolio of $1.7 trillion equivalent to that of the nation’s five largest consumer lending banks. As COO, he was responsible for all of the nation’s Title IV funding.

Most recently, he has served as president and chief executive officer of the Student Freedom Initiative based in Washington, D.C. The Student Freedom Initiative is the vision of billionaire philanthropist Robert F. Smith after his historic gift to eliminate the student loan debt of the Morehouse College class of 2019.

As the first President and Chief Executive Officer, he and his staff provide four components to 63 HBCUs, which also includes two Tribal Colleges and Universities and Minority Serving Institutions. The capabilities include agreements to fund any educational attendance requirements beyond what is paid for through Federal programs, such as Pell Grants, Work-Study, and Federal Student Loans. SFI is also focused on elevating the communities around its school by providing critical resources such as access to high speed broadband, cybersecurity upgrades, affordable living spaces and solar energy.

“I am grateful and humbled by the Board of Trustees, Faculty, Alumni, Students, Community Leaders, and all of Mother Tuskegee for the opportunity to return home to lead our University into the second quarter of the 21st Century,” said Dr. Brown. “Thanks to the leadership of Dr. Morris, I am convinced that Tuskegee is well positioned to continue its global impact by producing students ready for leadership in our rapidly changing world, yet grounded in the journey of our forefathers. Gwen and I can’t wait to get started!”

Building a distinguished career

Dr. Brown was commissioned through the Tuskegee University Air Force ROTC program in 1986. He served in comptroller, command, and staff positions at all U.S. Department of Defense levels, including two assignments as congressional liaison to the United States House of Representatives.

His global experience includes serving in the Philippines, Spain, England, Turkey and Iraq. In addition, he has commanded four times at ascending levels, deploying in support of operation Provide Comfort, and served as the Assistant Executive Officer for the 17th Air Force Chief of Staff. He was also the Financial Management Senior Military Assistant in the Office of the Secretary of Defense and Chief Financial Officer for Air Force Materiel Command, responsible for a portfolio greater than $60 billion, 38 percent of the Air Force budget.

Leadership for Tuskegee’s future

“The Board’s nomination reflects our confidence that Dr. Mark Brown is the right leader to sustain and enhance Tuskegee University’s momentum as one of our nation’s top universities,” said Trustee and alum Jonathan Porter, who chaired the search committee.  “Dr. Brown has the right combination of experience and innovative thinking that will propel TU to the next level nationally and globally.  I appreciate his commitment to serving his alma mater and his dedication to improving the lives of its students.”

A statement from the Board of Trustees said:  “On behalf of the entire Tuskegee family, we extend a warm welcome to Dr. Brown and his family. We look forward to working together toward the success of the university and the broader Tuskegee community.”

Dr. Brown is married to Gwendolyn Jackson Brown, his wife of 33 years. They have two adult children, Mark II and Michael.

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By Stacy M. Brown
NNPA Newswire Senior National Correspondent

(NNPA Newswire ) — Just days after Howard University announced it would revoke the honorary degree awarded to Sean “Diddy” Combs in 2014, additional details have emerged about the decision and the mounting legal issues facing the hip-hop mogul.

On June 7, Howard University’s Board of Trustees voted unanimously “to accept the return by Mr. Sean Combs of the honorary degree,” as stated in their official release. The decision, linked to a series of abuse allegations against Combs, has led to the university stripping all associated honors and privileges.

Combs, 54, who attended Howard University from 1987 to 1989 before leaving without graduating, pledged $1 million in 2016 to establish the Sean Combs Scholarship Fund for financially needy students. The university has also terminated this pledge and a 2023 agreement with the Sean Combs Foundation.

The catalyst for this drastic move was a series of disturbing revelations. In November 2023, Casandra Ventura, known professionally as Cassie, filed a lawsuit accusing Combs of rape and physical abuse. The lawsuit was swiftly settled the next day. More recently, in May, CNN published surveillance footage from a Los Angeles hotel showing Combs attacking Ms. Ventura near the building’s elevators.

Combs posted an apology video on Instagram in response to the footage, saying, “I hit rock bottom — but I make no excuses. My behavior on that video is inexcusable. I take full responsibility for my actions in that video.”

Howard University, founded in 1867 to educate freed slaves, is a renowned historically Black university. Its notable alumni include Vice President Kamala Harris and Pulitzer Prize-winning author Toni Morrison. Last year, the university awarded honorary degrees to U.S. Rep. James E. Clyburn of South Carolina and Keith Christopher Rowley, the prime minister of Trinidad and Tobago.

“The university is unwavering in its opposition to all acts of interpersonal violence,” Howard University’s board wrote. “Mr. Combs’ behavior, as captured in a recently released video, is so fundamentally incompatible with Howard University’s core values and beliefs that he is deemed no longer worthy to hold the institution’s highest honor.” 

The revocation of Combs’ honorary degree comes amid a cascade of legal challenges for the founder of Bad Boy Records. In March, federal agents raided his homes in Los Angeles and the Miami area as part of a human trafficking investigation. Although no charges have been filed, the raids followed lawsuits by four women, including Ventura, accusing Combs of rape and sexual assault. A man has also accused him of unwanted sexual contact. Combs’ lawyers have been actively filing motions to dismiss these lawsuits.

Reportedly, prosecutors have convened a grand jury in New York and may seek sex abuse and other related charges against the mogul.

Adding to his woes, Combs recently sold his majority stake in his media company, Revolt, as his legal issues intensified. Earlier, he sold his half of the liquor brand DeLeón for approximately $200 million after its parent company cited tarnished reputation concerns. Moreover, a New York charter school network that Combs had been instrumental in expanding has severed ties with him.

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By Aja’ Mallory

Did you know that ground rent is a lease agreement for the use of the land a house sits on? With ground rent, a homeowner owns the house, but not the land it occupies. Therefore, the homeowner must pay rent to the owner of the land. 

A ground rent lease is usually for 99 years and renews indefinitely. Today, ground rent is an investment for ground rent holders who collect small amounts of rent either annually or biannually from multiple properties resulting in a good return on their investment. Read below to find out more about ground rent and how it can impact your wallet.

Does my property have ground rent? 

Maryland law requires that ground rent holders register ground rent leases on the Maryland Department of Assessments and Taxation’s (SDAT) Ground Rent Registry to be able to legally collect them. Ground rent deeds are filed in the land records of the Circuit Court in the county where the property sits. A deed for multiple ground rents owned by one owner is the typical way that the deed will be written. If you are unsure that your property has a ground rent, you can search for a ground registration here: https://sdat.dat.maryland.gov/RealProperty/Pages/default.aspx. 

If you discover that there is no ground rent registered on your property, then there is nothing left for you to do. If you are contacted by a business claiming that you owe them ground rent payments, please contact Maryland Volunteer Lawyers Service or any other legal service agency to help you. Why? This could potentially be a scam or the ground rent holder is attempting to illegally collect monies to which they are not entitled. 

Maryland law requires ground rent holders to register their ground rents. If a ground rent lease is not registered, the holder cannot (1) collect ground rent; (2) bring a civil action to enforce any rights under the ground rent lease; or (3) bring an ejection action against the homeowner. 

If you discover that your property has ground rent. You should contact the owner listed on the registration form to determine how much the ground rent will be yearly or inform the owner that you would like to redeem your ground rent. 

What happens if I do not pay my ground rent or fall behind? 

If you fall behind on your payments, the ground rent holder can sue to collect up to three years of outstanding payments and foreclose on your home. But they first must send you notices indicating the amount due and where to send the payment. If the ground rent holder obtains a ruling for possession, you have six months to pay what’s due, including late fees, interest, collection costs and expenses.

 What does it mean to “redeem” ground rent?

To “redeem” ground rent is to purchase the land (“ground”) your home sits on from the ground rent holder. You can redeem your ground rent unless a ground rent lease was executed before April 9, 1884, and the ground rent holder recorded a “Notice of Intention to Preserve Irredeemability” within the last 10 years. 

How much does it cost to redeem ground rent? 

The Maryland General Assembly determines this cost. So, you should not receive an arbitrary amount from the ground rent holder. 

An example of how ground rent is calculated is based on the legal formula below.

What steps should you take to redeem ground rent? 

• First, determine if the ground rent exists and whether it is redeemable/irredeemable. 
• Notify the ground rent holder so they can either provide you with the redemption amount and next steps or direct you to complete the application for redemption through SDAT. 
• If redeeming through SDAT, mail the items listed below to:  

SDAT Ground Rent Department                                                                                                                Department of Assessments and Taxation                                                                                                             301 West Preston Street, Room 801                                                                                                                Baltimore, MD 21201-2395 

1. Application: https://dat.maryland.gov/realproperty/Pages/Ground-Rent.aspx 
2. Any recorded deed, deed of assignment or other document of transfer that establishes your interest in the property 
3. Any recorded document that establishes the existence of the ground rent         
4. A check made payable to SDAT to cover the processing fee of $20 (regular processing in nine weeks​) or $70 (expedited processing in five weeks) 

• 100 days after you receive notice that your application was approved, mail the following to the SDAT Ground Rent Department:
  1. Affidavit of Certificate​ of Redemption https://dat.maryland.gov/realproperty/Pages/Ground-Rent.aspx 
  2. The lump-sum payment via certified check 

The post Cracking the code on ground rent: A guide to understanding and managing it appeared first on AFRO American Newspapers.

By Denisha Allen

This month marked the 70^th anniversary of the Brown v. Board decision, when the U.S. Supreme Court ruled school segregation as unconstitutional. It is no surprise we’ve yet to achieve the full vision of Brown v. Board. However, scars borne from Brown are healing thanks to education freedom. 

As a longtime advocate for school choice, I’ve seen firsthand the lingering impact of well-intended but flawed policies. Brown’s mandate for desegregation stripped away much of the Black leadership in our schools. Thousands of Black teachers and administrators who were pillars in their communities found themselves without classrooms or were demoted. This loss was profound, affecting more than just those educators; it disrupted the mentorship and representation that is critical for young Black students. 

Today, there have been a number of research studies that speak to the benefits of Black teachers for Black students. 

Growing up, I saw the impacts of having Black leadership in my community. Teachers who looked like me, who could share in my experiences and understand my challenges, were rare. 

I struggled in my traditional public school. But then I went from making D’s and F’s to A’s and B’s because of a Black-founded private school I was able to attend on a school choice scholarship. 

This isn’t just my story, but a common thread in the narratives of many Black families, where schools often feel punitive rather than like places of learning and growth. This is why I am so passionate about school choice today. It’s more than just a policy preference—it’s a lifeline. It’s about putting the power back into the hands of parents and communities to choose schools that not only offer high academic standards but also embrace and reflect our cultural heritage. School choice is helping us rebuild what was lost over decades.

In 2020 I founded Black Minds Matter, where we maintain the only directory of Black founded schools in the country. To date we have more than 500 schools in the directory led by Black school leaders who are changing students’ lives.  

I’m proud to be an advocate of a growing movement of Black school founders who are rising up and creating spaces where our children are not just seen and heard, but where they thrive. We’re not just filling gaps; we’re constructing new pathways of success that resonate with our community’s needs and aspirations. Every day, I witness talented educators determined to make a difference. I am inspired by the resilience of our communities and the drive that our children deserve the best.

School choice has given Black education entrepreneurs the opportunity to lead by example again—to show that schools can be more than just places of learning. They can be safe havens that celebrate our identity and empower our children. In these schools, our students see leaders who look like them, who share their experiences and who champion their success. This representation matters. It rebuilds the trust that was eroded by years of policies that, though well-meaning, often missed the mark on what our children need to succeed.

The rise of Education Savings Accounts (ESAs) and the expansion of charter schools, homeschooling and online learning have all contributed to a broader and more accessible educational landscape. These developments are crucial, offering quality education to students who might otherwise lack access. For instance, the Black Mothers’ Forum in Arizona is using ESAs to establish microschools, helping to break cycles of generational poverty and combat the school-to-prison pipeline.

As we move into 2024, the momentum of school choice is only increasing. It’s creating fertile ground for further innovation in education.

In reflecting on Brown v. Board, I acknowledge the doors it opened, but I also see the paths it unintentionally closed. But, today, thanks to school choice, we are not just choosing schools—Black educators are creating schools where Black students have a future to become leaders, innovators and changemakers.

This isn’t just about education; it’s about empowerment. It’s about reclaiming our narrative and ensuring that our children have the tools to write their own success stories. As we continue to build and support schools that serve our communities, we honor the true spirit of what Brown v. Board aimed to achieve—a truly equitable and vibrant educational landscape for all.

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By Ama Brown
AFRO Editorial Assistant

Morgan State University (MSU) held Spring 2024 Commencement
Exercises May 16 and 18 at Hughes Memorial Stadium, located on the historically Black institution’s Northeast Baltimore campus. Scholars of all different
ethnicities and religious and cultural backgrounds convened with family,
friends and university leadership to celebrate their accomplishments. Not
even the steady downpour of rain could dampen the spirits gathered to
recognize the Black excellence on display.

The keynote address was given by Sir Samuel Esson Jonah, current
chancellor of the University of Cape Coast. Jonah spoke with graduates
about the future they are tasked with, such as the rise of artificial intelligence
and the changes that the advanced technology will bring. Esson was given an honorary doctorate along with Valerie LaVerne Thomas, Ed.D., one of the many Black women who worked at NASA in the 1960s and 1970s. Thomas graduated from MSU in 1964 with a bachelor’s degree in physics, making the 2024 recognition a full circle moment.

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By Darlene Superville, Matt Brown and Bill Barrow
The Associated Press

ATLANTA (AP) — President Joe Biden on May 19 told Morehouse College graduates during his commencement speech that he heard their voices of protest over the Israel-Hamas war, and that scenes from the conflict in Gaza have been heartbreaking.

“I support peaceful nonviolent protest,” he told students at the all-male, historically Black college, some who wore keffiyeh scarves around their shoulders on top of their black graduation robes. “Your voices should be heard, and I promise you I hear them.”

The president said there was a “humanitarian crisis in Gaza, that’s why I’ve called for an immediate cease-fire to stop the fighting” and bring home the hostages taken when Hamas attacked Israel on Oct. 7. 

The comments, toward the end of his address that also reflected on American democracy and his role in safeguarding it, were the most direct recognition to U.S. students about the campus protests that have swept across the country.

“It’s one of the hardest, most complicated problems in the world,” Biden told the graduates. “There’s nothing easy about it. I know it angers and frustrates many of you, including my family. But most of all I know it breaks your heart. It breaks mine as well.”

The speech — and one planned later that day in Detroit — is part of a burst of outreach to Black constituents by the president, who has watched his support among these voters soften since their strong backing helped put him in the Oval Office in 2020.

Biden spent much of his address focused on the problems at home. He condemned Donald Trump’s rhetoric on immigrants and noted that the class of 2024 started college in the wake of the COVID-19 pandemic and George Floyd’s murder. Biden said it was natural for them, and others, to wonder whether the democracy “you hear about actually works for you.”

“If Black men are being killed in the street. What is democracy?” he asked. “The trail of broken promises that still leave Black communities behind. What is democracy? If you have to be 10 times better than anyone else to get a fair shot.”

Protests over the war have roiled America’s campuses. Columbia University canceled its main commencement ceremony. At Morehouse, the announcement that Biden would be the commencement speaker drew some backlash among the faculty and those who oppose the president’s handling of the war. Some Morehouse alumni circulated an online letter condemning administrators for inviting Biden and they solicited signatures to pressure Morehouse President David Thomas to rescind it.

The letter claimed that Biden’s approach to Israel amounted to support of genocide in Gaza and was out of step with the pacifism expressed by Martin Luther King Jr., Morehouse’s most famous graduate.

The Hamas attack on southern Israel killed 1,200 people. Israel’s offensive has killed more than 35,000 Palestinians in Gaza, according to health officials in the territory.

But in the end, there were no major disruptions at the event, and applause for his remarks was muted. 

At least seven graduates and a faculty member sat with their backs turned during Biden’s address, and another student draped himself in a Palestinian flag. Protesters near the ceremony carried signs that said “Free Palestine,” “Save the Children” and “Ceasefire Now” as police on bikes kept watch.

On the stage behind the president as he spoke, academics unfurled a Congolese flag. The African country has been mired in a civil war, and many racial justice advocates have called for greater attention to the conflict as well as American help in ending the violence.

The class valedictorian, DeAngelo Jeremiah Fletcher, said at the close of his speech that it was his duty to speak on the war in Gaza and that it was important to recognize that both Palestinians and Israelis have suffered.

“From the comfort of our homes, we watch an unprecedented number of civilians mourn the loss of men, women and children, while calling for the release of all hostages,” he said. “It is my stance as a Morehouse man, nay as a human being, to call for an immediate and permanent cease-fire in the Gaza Strip.”

Biden stood and shook his hand after Fletcher finished.

Kingsley John, a graduating senior, said “the temperature on campus was expected given we had the president of the United States come and speak.” John said he stood “in solidarity” with his classmate and that Biden “seemed to be reflective and open to hear the feedback.”

The college also awarded Biden an honorary degree. After he accepted the honor, Biden joked: “I’m not going home,” as chants of “four more years” broke out in the audience before he left the stage. He was heading to Detroit to speak at an NAACP dinner.

Georgia and Michigan are among a handful of states that will help decide November’s expected rematch between Biden and Trump. Biden narrowly won Georgia and Michigan in 2020 and needs to repeat — with a boost from strong Black voter turnout in both cities.

Biden spent the back end of the past week reaching out to Black constituents. He met with plaintiffs and relatives of those involved in Brown v. Board of Education, the landmark 1954 Supreme Court decision that outlawed racial segregation in public schools. He also met with members of the “Divine Nine” Black fraternities and sororities and spoke with members of the Little Rock Nine, who helped integrate a public school in Little Rock, Arkansas, in 1957.

In Detroit, Biden planned to visit a Black-owned small business before giving the keynote address at the NAACP’s Freedom Fund dinner, which traditionally draws thousands of attendees. The speech gives Biden a chance to reach thousands of people in Wayne County, an area that has historically voted overwhelmingly Democratic but has shown signs of resistance to his reelection bid.

Wayne County also holds one of the largest Arab American populations in the nation, predominantly in the city of Dearborn. Leaders there were at the forefront of an “uncommitted” effort that received over 100,000 votes in the state’s Democratic primary and spread across the country.

A protest rally and march against Biden’s visit were planned in Dearborn. Another protest rally was expected at the dinner venue.

___

Associated Press writers Joey Cappelletti in Lansing, Michigan and Colleen Long and Mark Sherman in Washington contributed to this report.

___

This story has been corrected to reflect that the first name of Rev. Lea is Claybon, not Clyburn.

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By Mylika Scatliffe
AFRO Women’s Health Writer

Globally, the field of health care is in desperate need of workers.  In the United States, health care workers are retiring, changing careers and experiencing unprecedented levels of burnout– particularly since the COVID-19 pandemic.  

Projections by the Bureau of Labor Statistics indicate the United states will see a shortage of nearly 200,000 nurses by 2031 and openings for home health and personal aides will increase by 37 percent by 2028.

The American population is aging. Patients are living longer and surviving illnesses and diseases that were once terminal. The result is an enormous strain on the medical workforce. 

Now, educators, hospitals and philanthropists are joining forces to ensure the next generation can stand in the gap.

In April 2024, the Children’s Hospital of Philadelphia (CHOP) and Mastery Schools announced a partnership to design a high school that will prepare students for  well-paying health care careers. 

“There is a growing need for professionals in all areas of health care post- COVID, and there are people who are currently interested in going  into those fields.  It’s certainly true in a place like Philadelphia where our primary employers are educational and medical institutions,” said Dr. Saliyah Cruz, chief equity officer and program lead for the CHOP partnership.

Bloomberg Philanthropies was looking to address this concern so they formed an initiative to fund up to 10 partnerships  between health care and education systems across the country.  CHOP is one of those organizations.

“The idea of the partnership is that workers are needed in health care, and we want the ability  to inform the education system what skills are necessary for strong health care employees.  We also want those employees to have jobs that pay a family-sustaining wage and have opportunities for advancement within the health care organization,” Cruz added.

Mastery Hardy Williams High School, a Philadelphia charter school commonly known as Hardy High, will be revamped to fully integrate health care career knowledge and job-training for high school students in Philadelphia, graduating them with qualifications for high demand health care jobs at CHOP.  

The program will begin in September 2025 and will serve approximately 620 students in grades 7-12.  This $250 million initiative led by Bloomberg Philanthropies is the first of its kind. It will connect health care and education systems in 10 urban and rural communities across the county including Boston, Charlotte, N.C., Dallas, Durham, N.C., Houston, Nashville, Tenn., Demopolis, Ala. and six locations across Northeast Tennessee.

“For too long, our education system has failed to prepare students for good jobs in high-growth industries,” said Michael R. Bloomberg, founder of Bloomberg Philanthropies and Bloomberg LP, and 108^th mayor of New York City. “By combining classroom learning with hands-on experience, these specialized health care high schools will prepare students for careers with opportunities for growth and advancement. America needs more health care workers, and we need a stronger, larger middle-class – and this a way to help accomplish both goals.”

The $16.9 million investment from Bloomberg Philanthropies into Hardy High will support the school startup costs like personnel and renovations of classrooms and labs.

Cruz told the AFRO about the pathways that will be available to students in the program. 

“We will have a traditional patient facing pathway; those students will be taking course work for certified medical assistant certification,” said Cruz.  “In addition, we’ll have a pathway for students to pursue courses and certification for sterile processing (preparing and sterilizing instruments for surgery), and a pathway for Information technology (IT).”

Students will meet Pennsylvania state high school requirements, regardless of their chosen pathway.

“We are not changing our core academic model or repurposing electives. These pathways will not preclude any student’s ability to attend a four-year university after graduation,” Cruz confirmed. 

Cruz went on to describe the certified medical assistant (CMA) certification as the “keys to the kingdom.”  The CMA is an entry level certification but opens the door to many options. The entry point for many departments within a health care system is the CMA certification.  An employee can enter the system as a CMA and work and go on to college, or may decide on another area of health care like radiology or working in a lab.

This pathway is an excellent option for students who don’t wish to incur student loan debt. Students who are able to gain entry level employment with a CMA certification can take advantage of CHOP’s tuition reimbursement program to pay for a college.

CHOP is equally enthused about the partnership. 

“The purpose of K-12 education in the United States is to prepare students for careers,” said Alonzo South, assistant vice president of community impact at CHOP. “A proven way to prepare students for careers is a deep partnership between industry and education.”

South emphasized how deeply integrated and committed CHOP is to its place in Philadelphia.

“We are a pediatric institution, and have a long-term commitment to the community. This initiative aligns closely with our mission,” South said.

The advantage to partnering with K-12 institutions is two-fold.  Children are getting early exposure to potential career paths. They will have opportunities to job shadow and complete internships. Once it is time to explore a career, CHOP will already know them and be familiar with their work. 

“Our employees are constantly asking for more opportunities to get involved in the schools. There is a tremendous amount of excitement get into the schools and partner with young people,” said South.

They are also partnering with a CHOP based organization called the Alliance of Minority Physicians. It is a group historically made up of physicians from underrepresented groups, but now has extended to all hospital staff.  They will work to provide mentorship, support students around academics and host students when they are on site at the hospital.   Such a partnership is invaluable to a school like Hardy High, whose student population is about 95 percent Black and Latino.

Wheaton High School, located in Wheaton, Md., is a magnet school made up of several programs to introduce students to bioscience, information technology, engineering and global studies.  

Bioscience students at Wheaton High have a variety of opportunities to engage with local scholars and professionals, as described  on the school’s website.  Wheaton seniors are mentored by Georgetown University students throughout their senior projects while post-graduate students at the University of Maryland provide mentorship for AP biology students. They also have opportunities to hear scientists from The National Institutes of Health speak about a variety of topics on a regular basis.

Three academies make up the bioscience program at Wheaton High: the Biomedical Magnet Program, the Bioscience Academy and the Bioscience Academy. Training for health care professions are also offered via a partnership between Wheaton and Thomas Edison High School of Technology.

The first day of class they walk into a simulated crime scene.

“Our magnet program is the one where the kids are really trying to be pre-med students in college, “ said Lisa Gerhardt, academy and applications coordinator at Wheaton High.

All of the students in the bioscience program have the opportunity to take our bioscience classes. Freshman year, they take Principles of Biomedical Science which provides an overview of health care fields, forensics, DNA, how the heart works, etc.  Sophomore year is more anatomy focused, where students learn about the body systems.

“That’s the year they do dissections, and all the kids  just love it,” said Gerhardt.

Junior year is about biotechnology and students are running PCR tests, which is now a household word– thanks to COVID.  They also talk about gene therapy, organ donation and complete an intense two-week long gene purification lab.  Senior year is called biomedical innovations, where they take the three years’ previous knowledge and try to come up with innovative solutions for health care problems.

By the time students leave they have had an opportunity to experience different parts of health care and what they like and don’t like.

“The kids get the chance to decide ‘you know what–I don’t like dealing with blood and people…let me have micropipettes. Another student might say ‘this pipetting and research is really boring, and I don’t get to talk to anybody–I’d rather be a physical therapist or a radiologist, or get into forensics,’” said Gerhardt. 

In the third program, students are exposed to the clinical aspects where they learn how to take vital signs, work in phlebotomy and properly wear PPE. This can put students on track to have a certified nursing assistant certification upon graduation.

As Wheaton High School has a student body population that is 56 percent Hispanic and 26 percent Black, the program works to create diversity in the health care industry.

“We have a lot of minority and first-generation students and some of them are looking to go into fields like nursing and go to college. They’re often bilingual too– which is definitely needed today in the health care world,” Gerhardt said.

Students can leave the high school with biotechnology and research skills needed in college and lab careers. Programs like those offered by Wheaton High School via the partnership between CHOP and Mastery Schools is an exciting chapter for today’s students. 

“Preparing students to pursue their dreams and achieve postsecondary success is core to everything we do at Mastery Schools,” said Dr. Joel D. Boyd, CEO of Mastery Schools. “By equipping students with the knowledge, experience, and confidence they need to enter the workforce and guaranteeing job placement with one of Philadelphia’s top ranked employers, this partnership benefits our students, families, and communities in incredibly meaningful ways for years to come.”

The announcement of this partnership represents remarkable opportunities for youth in West and Southwest Philadelphia.  

“Bloomberg’s big vision is that the model in Philadelphia can be replicated and potentially brought to cities like Baltimore because there are so many similarities between our cities,” said South. “We’re both blue collar cities: strong union towns, lots of hospitals, urban environments. If we can make it work in Philadelphia, how can we make it work in Baltimore and cities like it?  That is the bigger vision for Bloomberg Philanthropies.”

https://www.chop.edu/news/mastery-schools-chop-announce-innovative-healthcare-high-school-healthcare-bloomberg

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By Ariyana Griffin 
Special to the AFRO 

Five-year-old Zion Phillips has become a part of the less than 1 percent of members to test into Mensa, the largest and oldest national intelligence quotient (IQ) society in the world. 

Due to her high achievement as a kindergartener, she has officially been identified as gifted allowing her to receive support and resources through the Florida Department of Education until the end of her high school matriculation. 

Zion’s love for reading and learning started young; her father, Kevin Clouden, remembers her reading early and often. 

“To be honest, naturally she enjoys reading. She would stay up for hours reading book after book after book,” Clouden told the AFRO. “Her mother, who is an advocate for education, placed her in a position where she was able to naturally show her intelligence.”

Clouden explained that reading is not the only thing she enjoys or has on her schedule. Being musically inclined himself, it was only right that he exposed her to instruments and music early on. But quickly, he realized she naturally had an ear for music. He shared that children usually bang on a piano until they get the hang of things, but Zion was different. She mentally registered sounds and music notes, and eventually started playing things she heard on television. To keep her enriched outside of academics she is in several extracurricular activities.

“Her schedule is one that an adult probably would not be able to keep up with. From ballet to basketball, to swimming and obviously to piano lessons,” said Clouden. “ Her ability to catch on to things very easily and be able to adapt in areas that may not be as straightforward is something we found to be just extremely astonishing.”

According to an assessment by “OCPS School Psychologist Tamika Matthews, her composite IQ is in the top 2 percent, and her non-verbal score is in the top 1 percent.” 

Her mother, Anuli Phillips, shared that when Zion was young she was read to often by family members. By three-and-a-half years old, she was reading on her own. She even found a way to use reading to extend her bed time. 

Around 7 p.m. all technology would be turned off, and instead Zion would pick up a book. 

“She knew that if she was sitting there with a book, I wouldn’t say, ‘Okay, Zion put the book away– time to go to sleep.’ It started off with 10 minutes of reading and then 20 minutes. The next thing you know, she’d be in a room and I would forget she was there. An hour would go by and she’d be in there reading,” said Anuli.

Zion’s grandmother is an early childhood education specialist, and urged her parents to get her tested early on. “I just figured it was grandmother’s love and I didn’t think too much of it,” said Anuli. However, when she entered Zion in pre-K, her teacher started pulling her aside letting her know Zion would be getting extra work due to being ahead. The teacher even allowed Zion to read onstage at the school’s graduation. By kindergarten, Anuli knew the testing had to be done. 

“She was already in the 90th percentile as far as reading, math, language, arts–everything,” said Anuli.

She started the task of reaching out to administration and school boards to see what can be done as far as advancement. The parents realized that she would get bored with the work due to being so far ahead. However, state laws made it extremely difficult.

“In the state of Florida, you can’t go into first grade no matter where you are, no matter what your test scores are, no matter what your IQ is in public schools. At least unless you turn six-years-old by September,” said Anuli. “I went to the school board, I went to the state Florida Department of Education, reached out to them to see if there was any type of exemption that they could grant her. There was not.”

Not defeated, she looked up other resources and options and came across Mensa and other gifted programs. They started the process which included recommendations from psychologists, teachers and three rounds of testing. When Zion got her scores back, she submitted them to Mensa. 

Anuli expressed the importance of resources and networking to help support children who may be gifted. Since Zion became a part the gifted program at her school, another student has joined as well.

Anuli shared that testing into the gifted program relies heavily on teachers and psychologists, which sometimes allows the students’ gifts to go unnoticed if the classroom is over populated. She shared that finding alternative options or outsourcing is vital to ensure that children are getting the best resources.

Mensa has annual conferences to help parents and students alike network, this is what is most important for Anuli, finding community. 

“I wanted her to be able to connect with other young kids that are in the same box as her. [Students] that will have the same challenges that she will have as far as trying to find different programs. I wanted to be able to connect with the moms and dads to see what are you guys doing to challenge them and to keep them engaged with learning and with school,” Anuli shared with the AFRO. “That is what was the most important thing for me, especially her coming in as a kindergartner into Orlando’s gifted program and the state of Florida’s gifted program.”

Zion also has a Youtube Channel, Zaza Read To Me | Story Time for Kids by Kids, where she shares her love for reading and some of her favorite books with other children. She currently has over one thousand subscribers. 

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By Gary D. Robertson
The Associated Press

RALEIGH, N.C. (AP) — Ralph Kennedy Frasier, the final surviving member of a trio of African American youths who were the first to desegregate the undergraduate student body at North Carolina’s flagship public university in the 1950s, has died.

Frasier, who had been in declining health over the past several months, died May 8 at age 85 at the Mayo Clinic in Jacksonville, Florida, according to son Ralph Frasier Jr. A memorial service was scheduled for May 18 in Columbus, Ohio, where Frasier spent much of his working career.

Frasier, his older brother LeRoy, and John Lewis Brandon — all Durham high school classmates — fought successfully against Jim Crow laws when they were able to attend the University of North Carolina at Chapel Hill in the fall of 1955. LeRoy Frasier died in late 2017, with Brandon following weeks later.

Initially, the Hillside High School students’ enrollment applications were denied, even though the UNC law school had been integrated a few years earlier. And the landmark Brown vs. Board of Education decision that outlawed segregation happened in 1954.

The trustee board of UNC — the nation’s oldest public university — then passed a resolution barring the admission of Blacks as undergraduates. The students sued and a federal court ordered they be admitted. The ruling ultimately was affirmed by the U.S. Supreme Court.

The trio became plaintiffs, in part, because their families were insulated from financial retribution — the brothers’ parents worked for Black-owned North Carolina Mutual Life Insurance Co. in Durham, for example. The brothers were 14 months apart in age, but Ralph started his education early.

After the legal victory, it still was not easy being on campus. In an interview at the time of his brother’s death, Frasier recalled that the school’s golf course and the university-owned Carolina Inn were off-limits. At football games, they were seated in a section with custodial workers, who were Black. And the three lived on their own floor of a section of a dormitory.

“Those days were probably the most stressful of my life,” Frasier told The Associated Press in 2010 when the three visited Chapel Hill to be honored. “I can’t say that I have many happy memories.”

The brothers studied three years at Chapel Hill before Ralph left for the Army and LeRoy for the Peace Corps. Attending UNC “was extremely tough on them. They were tired,” Ralph Frasier Jr. said this week in an interview.

The brothers later graduated from North Carolina Central University in Durham, an historically Black college. LeRoy Frasier worked as an English teacher for many years in New York. Brandon got his degrees elsewhere and worked in the chemical industry.

Frasier also obtained a law degree at N.C. Central, after which began a long career in legal services and banking, first with Wachovia and later Huntington Bancshares in Columbus.

Ralph Frasier was proud of promoting racial change in the Columbus business community and by serving on a committee that helped put two Black jurists on the federal bench, his son said.

Relationships with UNC-Chapel Hill improved, leading to the 2010 campus celebration of their pioneering efforts, and scholarships were named in their honor.

Still, Ralph Frasier Jr. said it was disappointing to see the current UNC-Chapel Hill trustee board vote this week to recommend diverting money from diversity programs for next year.

“It’s almost a smack in the face and a step backwards in time,” Ralph Frasier Jr. said. The action comes as the UNC system’s Board of Governors will soon decide whether to rework its diversity policy for the 17 campuses statewide.

Frasier’s survivors include his wife of 42 years, Jeannine Marie Quick-Frasier; six children, 14 grandchildren and three great-grandchildren.

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By Aria Brent 
AFRO Staff Writer
abrent@afro.com 

As commencement season begins, the AFRO spoke with Black graduates from colleges and universities near and far about receiving their degree during a time of protests related to the Israel-Hamas war and the right to freedom of speech. Many students in the class of 2024 also either graduated high school or started college during the 2019- 2020 school year, which was derailed by the COVID-19 pandemic in March 2020. 

For high school students, the contagious illness made it nearly impossible to socialize in group settings–making the cancellation of traditional events like prom and graduation nonnegotiable. For college freshman, the first year experience was curtailed as coronavirus spread from city to city, ultimately making numerous laps around the globe as different strains emerged.

Ja’Miyah Stokes, a recent graduate of Jackson State University, was a high school senior when the pandemic abruptly halted her day-to-today life.

“Not having an actual graduation ceremony was hard,” she said. “I was mad for a while because I had worked hard and had been through so much during my high school experience, so I was looking forward to my big moment.”

Kairee Hunter, 22, a native of West Baltimore, graduated from Penn State with a degree in animal science on May 4.

He started at Penn State’s Harrisburg campus in the Fall of 2019, thinking he would have a full freshman year like so many students before him. Instead, he went home for spring break in 2020 and didn’t return again for more than a year.

“It was kind of weird because we didn’t even finish the first year,” Hunter told the AFRO. “We were on spring break and they told us not to come back.” 

Once the campus reopened with the option to return in his sophomore year, Hunter decided to remain at home with his family. But it was no easy feat. Hunter was trying to matriculate at a university in a degree program that was heavy with lab work for future veterinarians. 

“It was weird transitioning and picking up where we left off –trying to act like nothing would be affected. It was weird in terms of the comfortability levels in the classroom. Some went back, but I stayed virtual from Fall 2020 through Spring 2021,” he said. 

Throughout two years at Penn State’s Harrisburg campus, and three years at the historic institution’s main campus, Hunter overcame mountain after mountain. 

First, there was the aspect of learning how to become a veterinarian– virtually.

“It made me less focused. When I was on Zoom I was more distracted,” he recalled. 

Then there was the isolation. For Hunter, who was already comfortable being by himself and “marching to the beat of his own drum,” the social opportunities missed began to take their toll.

“I definitely missed out on the social aspect,” he said. “It was hard to actually envelop myself. Normally I would talk to different people, we would study together or compare assignments.” None of that was possible in a global pandemic with – at the time– no vaccine to fight it. 

Looking back, Hunter is just glad he made it through and was able to actually have a graduation– something that is eluding more and more students across the nation as protests and calls for a ceasefire in the Israel-Hamas war intensify. 

On Oct. 7 terrorists from Gaza shot, assaulted and kidnapped thousands of Israelis in an early morning attack, prompting an Israeli response that many say is unfairly impacting innocent Palenstinians in Gaza. Now, American college students are protesting, staging sit-ins and calling for the U.S to stop Israel’s plan to wipe Hamas “off the face of the earth,” according to the words of Israeli Minister of Defense Yoav Gallant. 

“It’s not at all fair,” said Hunter, speaking on the canceled graduation ceremonies being canceled as American students demand divestment from Israel and call for the country to stop the brutal attacks in Gaza. 

“I don’t think that schools are responding in the appropriate way by calling the police, tearing down the camps and taking away the graduations. This is our Constitutional right,” said Hunter. “It’s very backwards.” 

President Joe Biden recently spoke on the chaos unfolding across the country on college campuses. “Violent protest is not protected – peaceful protest is,” said Biden. “Vandalism, trespassing, breaking windows, shutting down campuses, forcing the cancellation of classes and graduations – none of this is a peaceful protest.”

Biden also spoke against protestors that threaten or instill fear in others.

“There is no place for hate speech, or violence of any kind: anti-semitism, islamophobia, discrimination against Arab-Americans or Palestinian-Americans,” said Biden. “It’s simply wrong. There’s no place for racism in America.”

The University of California, Los Angeles (UCLA) is one of the universities throughout the U.S. that has canceled their classes due to protests and encampments turning violent.

Jenae Talison is a second year graduate student at UCLA who has watched over the last two weeks as the turmoil on campus has unfolded. As graduation approaches, she noted that the ongoing protests on campus have resulted in an increased police presence and disruptions to campus activities.

“We’ve been virtual for like the last two weeks and it’s been weird having to continue life as a student like people aren’t being attacked and arrested down the street,” stated Talison. “They just randomly emailed us about classes being virtual and the abruptness of it all reminded me of COVID.”

The soon-to-be graduate explained that although she lives off campus, the effects of the protester and police interaction have affected her motivation to finish classes strong this quarter. She recalled the events that happened on campus that led up to the current environment the student body is dealing with. Talison clarified that UCLA is still scheduled to have their main commencement ceremonies the weekend of June 14 to June 16, however she is fearful that they’ll cancel them in the month they have left before the big ceremonies.  

“They canceled USC’s ceremony and I’m a little nervous we’re next. We’re a public university so our policies for protesting are a little different, but they’ve been enforcing similar police protocols for the protesting that’s been happening,” she stated. “We need more security for the students’ safety.”

Although institutes like Columbia University and the University of Southern California have canceled their commencement ceremonies, other colleges, like Lincoln University in Philadelphia, have held their graduation exercises according to plan. On the list of 2024 graduates were two special names: Ericka Alston Buck, the AFRO’s arts and culture writer, and the legendary icon, Stevie Wonder, who received an honorary doctorate of humane letters. Alston Buck has been working on her undergraduate degree in human resources for two decades. On May 5, she walked across the stage and officially earned her degree after the challenges of adult life, parenthood and a global pandemic.

“Lincoln University understands the needs of adult students. Being able to graduate while working full time and being a parent made this 20-year journey possible for me,” said Alston Buck. “Receiving my degree on the same day that Stevie Wonder received his honorary doctorate made the moment all the more special. He is an iconic figure in the music industry and a champion for social causes.” 

“He epitomizes the spirit of excellence and service that Lincoln University instills in its graduates,” Buck continued. “His presence added an extra layer of significance to an already momentous occasion.”

Stevie Wonder’s next commencement stop will be the Peabody Conservatory in Baltimore, where he is set to speak on May 23 after Misty Copeland gives her address at the institution on May 22.

AFRO Political Reporter Tashi McQueen contributed to this article. 

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By Kristen J. Amundson

At this time of year, many preschool parents are worrying about whether their child will be ready for kindergarten. What are the things their child should learn? Do they need to make alphabet flash cards? Invest in worksheets so kids can practice math. I talked with kindergarten teachers to find out what they think kids need to know to be kindergarten-ready. You may be surprised: Readiness for school, teachers say, does not mean that your child will have mastered all the kindergarten skills on day one. Instead, it means that your child will take pleasure in learning how to do things on their own.

One kindergarten teacher said to me, “I can teach kids their ABCs. I can’t teach them —at least not very efficiently—to help them get along with others and to understand that they aren’t going to get their own way all the time in school.” If you always do things for your child, and always tell them what to do, they will not be able to make their own decisions and learn how to be independent. One good rule of thumb for parents of toddlers: whenever possible, avoid doing things for your child that they can do on their own.

Kindergarteners are expected to take responsibility for their belongings. They put their lunch boxes in the right place. They hang up their coats. During the day, they use the restroom and wash their hands by themselves. In the cafeteria, children must put the straw in their juice box or open the milk carton. They must get the foil on top of the applesauce. “The whole first month in the cafeteria, we’re helping children learn to open things,” one teacher said. “They’re always surprised that ketchup packages have a little line that shows you where to tear to get the ketchup out.” So, teach your child how to do those things before the first day of school.

Let your toddler eat (and accept that mealtime will be messy and s-l-o-w, at least at first). Let young children choose what they want to wear—and relax if they choose to wear the polka-dot shirt with the checked pants. Encourage them to use the crayons they want to use in their coloring book and do not be surprised if you see a purple horse or a red elephant.

Follow the rule that teachers use when they are teaching a new skill:

First, I do.

Then we do.

Then you do.

Whether it’s shoe tying or making a sandwich, start by showing your child what to do. Then practice the same skill together, working side by side. Finally, let your child do it alone, first while you watch and then independently. And let me just say one word here about shoes—the bane of every kindergarten teacher. 

Shoelaces do not stay tied. “They drag on the floor. They drag across the restroom floor. They go into kids’ mouths,” a kindergarten teacher told me. “They need my help retying them. If I have 25 students, that’s 50 feet. And at 30 seconds per shoe tie, that’s 25 minutes a day–I’m not teaching them letters or numbers or how to get along with others,” she said. That doesn’t mean children have to be able to tie their shoes before they start kindergarten. “Just put them in different shoes,” the teacher wisely advised. And really, just reread that part about shoelaces that have dragged on the kindergarten restroom floor ending up in the child’s mouth. You’ll probably keep your kid in Velcro shoes until they’re 20.

This article was originally published by NNPA Newswire. 

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By Sharif El-Mekki
Word in Black

We need new Black teachers. Just as important, we need to keep the ones we already have.  

Teachers of all backgrounds are leaving schools at increasingly high rates. In cities like Philadelphia, more than 15 percent of them quit each year, costing a district around $20,000 per lost educator in added recruitment and new training costs, not to mention disruptions to student learning, according to the Learning Policy Institute. 

The overall teacher retention crisis is particularly acute when it comes to Black teachers, whose severe shortage has meant that most Black students go through 13 years of public education without having a single Black teacher — someone who can support and mirror a future of greater possibilities. A figure who continues the legacy of historic Black triumphs against seemingly insurmountable odds.  

Yet, when we of the Pennsylvania Educator Diversity Consortium sought to provide school and district leaders strategies to retain Black teachers, we found a scarcity of resources. Why educators of color leave their schools, if not the profession altogether, is well researched and documented. What’s confounding is there are no strategies focused specifically on their retention. 

White teacher retention, for example, focuses on identifying, building and leveraging opportunities for belonging; experiences that make educators internalize their role in the school community as a part of their professional, if not also their personal identity. Research suggests a higher sense of belonging is directly linked to increased rates in not just retention but also job performance.  

If the dominant school culture, celebrations, and norms skew towards White culture, for example, teachers, students and families of color may not feel welcomed or included. It can be a curriculum that only highlights White authors and heroes and excludes other groups or deems them as irrelevant; or it might be centering pedagogical and instructional frameworks that leverages the status quo but ignores the educational expertise of Black teachers. The result is the marginalization of key contributors with deep roots in the communities that schools across the country struggle to serve justly. 

But does this type of retention strategy, focused on belonging, support educators of color in schools where the administration, faculty and culture are predominantly White and may be working at various points on an anti-racist continuum? Such strategies would work, presumably as designed, but only once a school culture is truly welcoming to all, where the teachers’ racial identities, histories, aspirations, and cultural backgrounds reflect that of the student body and surrounding community.   

Until then, would Black teachers’ sense of “belonging” to the school’s culture make them want to stay more? Could they feel less themselves if they stayed in an antithetical culture? Would they have to compromise, sell out or deny who they are to fit in?   

Based on my review of retention strategies, there was clearly a need for new ones with Black teachers in mind. Which is why we developed The anti-racist guide to teacher retention. 

This toolkit provides school and district leaders with assessments, exercises and practical information to help make the changes that will entice teachers of color to stay in the profession. School leadership can use the strategies to focus on opportunities for respect, rather than belonging, since most schools have not achieved enough of a welcoming culture for their Black teachers to want to belong.  

It is a truism in education that when a school has high staff turnover, that is an indictment of its leadership. Teachers don’t quit their schools, the saying goes, they quit their principals. 

So how does school leadership avoid this? How do they create such a welcoming culture, and thereby create the conditions that would allow them to recruit and retain their Black teachers? How can school (and district) leaders develop policies and ongoing professional learning opportunities and practices that ensure Black teachers are respected, professionally effective, and fulfilled? 

It’s not easy. It requires a commitment to change and a reexamination of all aspects of our schools’ cultures, recruitment and retention processes.  

I recommend schools begin with cultural audits and insight surveys to gauge the current state of their climate. Leadership must model self-reflection in developing an anti-racist culture, directly asking Black teachers: “How are you experiencing my leadership? What should I change to show my respect for your experiences, expertise and aspirations?”  

There must be ongoing professional development for all educators to examine the basic human condition that often enables biases (not only racial) to get in the way of leading classrooms, schools, and districts well. Schools and districts should ensure feedback loops  that actually consider how to implement retention strategies that so many affinity groups recommend. Far too many school and district leaders give space for affinity groups, but block the participants from addressing cultures that undermine healthy, anti-racist working and learning spaces. 

But these are only the first steps in what must be a broad-based approach. We hope school leaders across the country use the toolkit to jumpstart this hard, but meaningful and critical work.  And we hope everyone will help us refine this unique, much needed resource.  

We know how critical it is to rebuild the Black teacher pipeline, the mission of our Center for Black Educator Development. That is because Black teachers can save Black children’s lives, changing their future trajectories.  

Research shows when a Black student has one Black teacher by third grade, they’re 13 percent more likely to enroll in college. With two Black teachers, that jumps to 32 percent. For Black boys from low-income households, their on-time high school graduation rates soar by almost 40 percent.  

In fact, students of all racial identities and ethnicities benefit from increased educator diversity, while energizing the professional development of non-Black educators. An educator workforce that better reflects society brings more opportunities for school experiences that counter racism and negative stereotypes and promote cross-cultural understanding, preparing all our children for life in an increasingly diverse and complex world.   

This article was originally published by Word in Black.

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By D. Kevin McNeir
Special to the AFRO

During the early 1980s, Jawanza Kunjufu, an African American educational consultant, mentor and author, emerged as one of the first educators to take aim at Black male achievement, addressing the system’s flaws and encouraging us to work towards correcting them.

In his highly acclaimed text, “The Conspiracy to Destroy Black Males,” published in 1983, along with dozens of other subsequent works, including “To Be Popular or Smart: The Black Peer Group,” Kunjufu asserted that the greatest challenge facing Black male educational success was neither the race or gender of the teacher but rather teacher expectations, time on task and classroom management.

He further posited that while some Black males choose the road less traveled – academic prowess – they often find themselves at odds with their peers and their community who value popularity and fitting in more than being smart.

Publisher and educator Haki Madhubuti, considered the architect of the Black Arts Movement, continued the conversation sparked by Kunjufu in his seminal text, “Black Men, Obsolete, Single, Dangerous”: The Afrikan American Family in Transition (1991). In his collection of essays and poems, the author confronts the issues plaguing Black men and youth in the late 20th century, including drugs, police violence, poor self-esteem and white supremacy.

More than 40 years later, the playing field for Black students, male or female, has changed for the better – albeit often at a snail’s pace. However, the field remains unlevel.

The numbers bode poorly for Black males

Consider the following statistics aggregated by the Centers for Disease Control and The Journal of Blacks in Higher Education, updated in December 2023:

-Black males in the U.S. graduated at a rate of 59 percent, the lowest among both genders and all racial/ethnic groups in 2019-2020.

-76 percent of Black males have graduated high school compared to 92 percent of White males as of 2019.

-Only 35 percent of Black male high school graduates enrolled in college compared to 45 percent of White males as of 2019; and 

-As of 2016, only 23 percent of Black men aged 25 and older hold a bachelor’s degree or higher, with Black male students representing just 1.8 percent of 2018 bachelor’s recipients despite being 6.5 percent of the U.S. population.

Data related to employment and graduate school enrollment further illustrates the inequities between Black males and their peers with 33.4 percent of Black men, 1-in-3, not enrolled in school or working in 2018. 

Meanwhile, Black women, in 2021, outpaced Black men enrolled in graduate school, 373,000 to 223,000, respectively, with Black women making up 62.6 percent of all African American enrollments in graduate school.

But despite these numbers — and even given a recent study released by Edge Research and HCM Strategists which found that the perceived value of a college degree slipped last year among young people, who expressed more confidence in on-the-job training and certifications — Black males continue to debunk the stereotypes and overcome the less than stellar reports about Black male achievement.

Black males share tales of success

Duane Sedgwick, 22, who graduated in May with a bachelor’s degree in mechanical engineering from Texas Christian University (TCU) in Fort Worth, Texas, now lives in Minneapolis, Minnesota, where he works for a contracting company as a structural engineer. He said he’s always had a propensity for mechanics and mathematics and knew TCU was the right choice.

“I’ve always wanted to do something that involved problem solving and engineering and TCU had a great program, especially in the instruction of the mechanics used in the construction and land development fields,” said Sedgwick, who grew up in Silver Spring, Maryland, and attended Wheaton High.

“My friends were always there when I needed them and I’ve always moved to my own beat,” he said. “I didn’t let outside influences affect my decisions and I was careful not to fall into doing the kinds of negative things that I saw others doing around me or on the news. The greatest support came from my family, especially my dad. I’m the first to graduate from college and that’s meant a lot to him.”

Sedgwick, who started his job on Sept. 11, said his college experience was essential to his success.

“College gave me plenty of opportunities to network and make connections – relationships that I will have forever,” he said. “Of course, I’ve already learned a lot with on-the-job training but there’s no

getting around it – a college degree is essential today.”

Alan Bradford “BJ” Wilson III, 25, recently moved back home to St. Louis, Missouri, with his parents. The former college football standout had hopes of playing in the pros, and after being cut by the Carolina Panthers, playing for the Edmonton Elks and working out with three NFL teams, he was poised to sign with the San Antonio Brahmas (UFL). But his dreams were recently upended after a routine physical revealed a career-ending injury.

“I found out that I had a torn meniscus and basically had no cartilage in my knee, even though I’d been playing on it and didn’t feel any pain,” Wilson said. “I had no choice but to medically retire and I’ve been back home now for about a month.

“I’m still working out and I’m coaching kids in the facility where I once trained,” he said, “but I won’t be

able to play in the pros as no team will take the risk, given the injury.”

Still, Wilson said he remains undeterred. Armed with a college degree from Quincy University (Illinois),  where he studied computer science, criminal justice and minored in cyber security, and after completing an MBA program in organizational leadership last May, the former athlete is mapping out a new future.

“Football was always my dream but my parents taught me the importance of going to college and earning your degree. That was the first order of business,” he said. 

“With professional football no longer an option, it just confirms how important higher education is if you want to do something meaningful with your life,” he added. “In fact, I am preparing to take a security-plus exam so I can become certified in cyber security. That’ll help me get back in the job market faster and easier. I like being home but I want to move out and on my own as soon as I can.” 

Wilson said with both parents in federal law enforcement, he grew up in a home that was stricter than many of friends. And he liked it that way.

“My parents kept me and my sister focused and provided the tools we needed to be successful in school. We became the adults who we are today because of our parents,” he said.

Jared McNeir, 30, currently lives in Chicago after graduating from the University of Michigan (2016) with a bachelor’s degree from Ross School of Business and then from Northwestern University Kellogg School of Management in May 2024 with an MBA in marketing. Despite being only one of five Blacks in his graduating class at Northwestern, McNeir said he found it to be an inclusive community.

“They had a lot of programming that focused on social justice and a culture that both supported and affirmed diversity,” he said. “And while I was in school during the pandemic, it wasn’t as difficult as you might think. Business school is very fluid and by the time you’re in your second year, you’re expected to show that you can be a leader. Some of the traditions were lost because we couldn’t meet or get out in the community like students who did before the pandemic but that was only during my first year in the program.

Now, McNeir is working at PepsiCo as an associate marketing manager, building brands and using them to sell products. 

“I always knew I was interested in marketing. Now I’m using what I learned in school and being creative,” he said. “Some of what I’m doing I’ve learned on the job but my degrees remain my foundation.”

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By Gary D. Robertson
The Associated Press

RALEIGH, N.C. (AP) — Ralph Kennedy Frasier, the final surviving member of a trio of African American youths who were the first to desegregate the undergraduate student body at North Carolina’s flagship public university in the 1950s, has died.

Frasier, who had been in declining health over the past several months, died May 8 at age 85 at the Mayo Clinic in Jacksonville, Florida, according to son Ralph Frasier Jr. A memorial service was scheduled for May 18 in Columbus, Ohio, where Frasier spent much of his working career.

Frasier, his older brother LeRoy, and John Lewis Brandon — all Durham high school classmates — fought successfully against Jim Crow laws when they were able to attend the University of North Carolina at Chapel Hill in the fall of 1955. LeRoy Frasier died in late 2017, with Brandon following weeks later.

Initially, the Hillside High School students’ enrollment applications were denied, even though the UNC law school had been integrated a few years earlier. And the landmark Brown vs. Board of Education decision that outlawed segregation happened in 1954.

The trustee board of UNC — the nation’s oldest public university — then passed a resolution barring the admission of Blacks as undergraduates. The students sued and a federal court ordered they be admitted. The ruling ultimately was affirmed by the U.S. Supreme Court.

The trio became plaintiffs, in part, because their families were insulated from financial retribution — the brothers’ parents worked for Black-owned North Carolina Mutual Life Insurance Co. in Durham, for example. The brothers were 14 months apart in age, but Ralph started his education early.

After the legal victory, it still was not easy being on campus. In an interview at the time of his brother’s death, Frasier recalled that the school’s golf course and the university-owned Carolina Inn were off-limits. At football games, they were seated in a section with custodial workers, who were Black. And the three lived on their own floor of a section of a dormitory.

“Those days were probably the most stressful of my life,” Frasier told The Associated Press in 2010 when the three visited Chapel Hill to be honored. “I can’t say that I have many happy memories.”

The brothers studied three years at Chapel Hill before Ralph left for the Army and LeRoy for the Peace Corps. Attending UNC “was extremely tough on them. They were tired,” Ralph Frasier Jr. said this week in an interview.

The brothers later graduated from North Carolina Central University in Durham, an historically Black college. LeRoy Frasier worked as an English teacher for many years in New York. Brandon got his degrees elsewhere and worked in the chemical industry.

Frasier also obtained a law degree at N.C. Central, after which began a long career in legal services and banking, first with Wachovia and later Huntington Bancshares in Columbus.

Ralph Frasier was proud of promoting racial change in the Columbus business community and by serving on a committee that helped put two Black jurists on the federal bench, his son said.

Relationships with UNC-Chapel Hill improved, leading to the 2010 campus celebration of their pioneering efforts, and scholarships were named in their honor.

Still, Ralph Frasier Jr. said it was disappointing to see the current UNC-Chapel Hill trustee board vote this week to recommend diverting money from diversity programs for next year.

“It’s almost a smack in the face and a step backwards in time,” Ralph Frasier Jr. said. The action comes as the UNC system’s Board of Governors will soon decide whether to rework its diversity policy for the 17 campuses statewide.

Frasier’s survivors include his wife of 42 years, Jeannine Marie Quick-Frasier; six children, 14 grandchildren and three great-grandchildren.

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First reported by HBCU Buzz, the unprecedented financial commitment represents a substantial increase from the previously reported over $7 billion, encompassing significant additional actions already undertaken. The total exceeds $16 billion, inclusive of over $11.4 billion allocated between FY2021 and FY2023 through federal grants, contracting awards, and debt relief tailored specifically for HBCUs.

By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia

(NNPA NEWSWIRE) – The Biden-Harris administration has announced a historic milestone in federal funding and investments for historically Black colleges and universities (HBCUs), surpassing a monumental $16 billion mark from fiscal year 2021 through current data available for FY 2024.

First reported by HBCU Buzz, the unprecedented financial commitment represents a substantial increase from the previously reported $7 billion-plus, encompassing significant additional actions already undertaken. The total exceeds $16 billion, inclusive of over $11.4 billion allocated between FY2021 and FY2023 through federal grants, contracting awards and debt relief tailored specifically for HBCUs.

“President Biden and I have delivered an unprecedented $16 billion to our nation’s HBCUs. We know that when we invest in the success of our HBCUs, we are investing in the strength of our nation—today and for generations to come,” Vice President Kamala Harris told HBCU Buzz.

President Biden echoed this sentiment, emphasizing the administration’s unwavering commitment to sustaining robust investment efforts in HBCUs throughout the remainder of FY 2024.

Officials said the administration’s dedication to HBCUs underscores their vital role in fostering upward economic mobility in the United States. 

“For generations, these anchors of our communities have played a pivotal role in building and contributing to America’s leadership at home and abroad,” Harris said, noting her personal experience as a graduate of historically Black Howard University in Washington, D.C.

The president and vice president said they’ve long recognized the profound impact of HBCUs, and the administration has prioritized furnishing these institutions with the resources necessary to deliver high-quality postsecondary education. With a legacy spanning over 180 years, HBCUs have been instrumental in advancing intergenerational economic mobility for Black families and communities. 

According to HBCU Buzz, despite comprising only 3 percent of colleges and universities nationwide, HBCUs play an outsized role in supporting the economic advancement of African Americans.

In addition to over $11 billion provided to HBCUs, the Biden-Harris White House has provided over $4 billion to support the success of HBCU-enrolled students through:

• $2.8 billion in need-based grants and other federal programs, including Pell Grants, Federal Work-Study and Supplemental Educational Opportunity Grants, to assist HBCU students in affording a postsecondary education; and
• Nearly $1.3 billion to support veterans attending HBCUs through the GI Bill and other college, graduate school and training programs delivered through the Department of Veterans Affairs.

Further, the Department of Defense U.S. Air Force established the first-ever HBCU-led University Affiliated Research Center (UARC), providing $90 million in funding over five years. The focus of efforts will be on advancing the deployment of autonomous technologies for Air Force missions, with Howard University serving as the project leader. The seven other participating schools include Jackson State University, Tuskegee University, Hampton University, Bowie State University, Norfolk State University, Delaware State University, Florida Memorial University and Tougaloo College.

Also, the Department of Commerce established the first-ever Connecting-Minority-Communities program, delivering funding for 43 HBCUs to purchase broadband internet, purchase equipment, and hire IT personnel to tackle the digital divide impacting HBCUs. Several HBCUs also recently launched an HBCU CHIPS Network in collaboration with the Georgia Institute of Technology to increase the coordination of the resources at the colleges and universities and jointly contribute to the workforce development needs of the semiconductor industry.

Administration officials noted that Chips are critical in powering consumer electronics, automobiles, data centers, critical infrastructure and virtually all military systems.

“HBCUs produce 40% of all Black engineers in America, 50% of all Black lawyers, 70% of all Black doctors and dentists, and 80% of all Black judges,” President Biden asserted last fall. “And HBCUs are engineers of economic mobility, helping to increase the Black middle class. When the middle class does well, everybody does well. The poor have a road up, and the wealthy still do well, although they’ve got to start paying their taxes. That’s why it’s critical we invest in these universities.”

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By Gene Lambey
Special to the AFRO

As May is Mental Health Awareness Month, school systems across the country in states like New York and Colorado are taking extra care to provide mental health resources for students. 

In Maryland, Baltimore County Public Schools (BCPS) and the Baltimore City Public School System (BCPSS) partnered with organizations like Talkspace, offering virtual licensed counseling to students suffering from depression or other mental disorders. 

The AFRO spoke with Dr. Kimberly Ferguson, BCPS’ executive director for the department of social and emotional support, about BCPS’ partnership with Talkspace and other programs available to students.

“Talkspace is just one of the opportunities that we have to support student’s mental health. Here in Baltimore County, we recognize the importance of our student’s mental health wellness and safety. Mental health involves emotional, psychological and behavioral wellness,” said Ferguson. 

Ferguson mentioned BCPS’ “tiered-intervention support,” system where all students have access to school counselors, psychologists and social workers. 

“Talkspace is an online therapy service that connects individuals to a dedicated, licensed mental health therapist through private messaging,” said Dr. Ferguson. “Our students can exchange messages with their dedicated Talkspace therapist by way of text from the privacy and convenience of their computer or smartphone.” 

“We partnered with Talkspace and have services available to all of our students in grades 9-12. Every student has the opportunity to login for free and access the self-guided lessons or to connect with a therapist by way of text messaging. We started this project in December and for the next couple years, our students will have access to it.”

“Right now we’re seeing some promising numbers,” she continued. “We have quite a few students who have signed up for the services and Talkspace Go, meaning the self-guided lessons and we also have students who elected to engage in some of the therapy.”

Ferguson also spoke on the year-long campaign, Mind over Matter, which advocates for mental health and wellness for students. BCPS staff, in this campaign, are trained to watch for signs of mental disorders or warning signs of suicide.  

According to Mental Health America (MHA), a mental health research and advocacy organization, in Maryland alone, “16.39 percent of youth age 12-17 reported suffering from at least one major depressive episode (MDE) in the past year.”

Across the country, students are in need. MHA reports state that in 2023, “the state prevalence of untreated youth with depression ranges from 32.6 percent in the District of Columbia to 77.1 percent in South Carolina.”

More and more, school districts are looking to be part of the solution. 

Officials within New York City Public Schools (NYCPS) have been recognized for choosing to partner with community school mental health programs, offering resources to students experiencing depression and other mental disorders. Telehealth services like NYC Teenspace; also developed by TalkSpace, are offered to NYCPS students similar to BCPS students. 

In Colorado, a program called I Matter is changing lives. The initiative provides students with up to six free virtual counseling sessions to speak with a licensed therapist, but funding ends this summer.  

The Mayo Clinic defines depression or major depressive disorder as a condition when patients experience a “persistent feeling of sadness and loss of interest” which can affect “how you feel, think and behave,” leading to more mental and physical complications if left untreated. 

In the U.S. depression is one of the most common mental illnesses. MHA says it affects more than 21 million Americans each year. Roughly 3.7 million youths 12 to 17–or 15 percent–are affected by major depression.  

The AFRO spoke with Jennifer Rothman, director of youth and young adults initiative at the National Alliance on Mental Illness (NAMI) on depression symptoms in schools K-12.

“What you typically find in depression symptoms of sadness, loss of interest in things you enjoyed doing,” said Rothman. “Sometimes you can have a feeling of guilt, loss of appetite, low motivation and a lot of problems with concentration and inattention, which is why our students may have a difficult time with their studies.”

“If you have family members that experienced depression and or other mental health conditions, you are more at risk to have that condition,” Rothman added. 

“For younger children, more like elementary age, what you hear most about elementary students is ADHD and anxiety. Those are precursor to what could possibly be a more serious mental health condition later in life. For depression to show at elementary age, I think you might want to look toward things happening at home.” 

Dr. Sunny Patel, senior advisor for children, youth and families for the Substance Abuse and Mental Health Services Administration (SAMHSA), and Nancy Kelly, director of children and school mental health at SAMHSA, spoke to data on depression and the origin of its causes in young children and teens.  

“From the programs that we worked on, like Project AWARE and our traumatic Trauma-Informed Support Services (TISS) in schools program, common factors for youth depression include bullying and victimization, social media use, climate change and educational expectations. Family conflicts like relationship hardships or a young person discovering their identity can feel incredibly overwhelming.” 

“The rates of adolescence depression increased from 8.1 percent in 2009 to 15.8 percent in 2019,” said Kelly. 

“It is an interplay between genetic predisposition, environmental influences and issues that occur. Depression is a complex interplay of these factors. One of the things that increases this risk include children experiencing physical illness stressful events whether it’s bullying, neglect, trauma, death of a loved one, break up…”

Patel said discrimination against Black and other marginalized groups of youth and teens can also lead to depression. In the past five years, however, a main stressor has been the COVID-19 pandemic. 

“Nearly a quarter million children in America lost a primary caregiver. As a child psychologist, I took care of many of these kids during the acute period of the pandemic,” said Dr. Patel. “I am conscious about this idea that the pandemic caused the youth mental health crisis. I think we have to be very careful. We knew that the kids were not quite alright prior to the pandemic, ” said Patel.

In addition to health concerns, the pandemic also relegated teens and young children seeking social interaction to virtual platforms. 

“ was the way to communicate. Young people and adults were able to stay connected with each other through texting or social media,” said Kelly. But there is a down side. 

Kelly said users should beware they are using social media in the right way because it can attract a lot of attention and, sometimes, cause “shame and guilt, do not lead to healthy behaviors or self efficacy.”

“Links between social media screen time and adolescent mental health through data from American Academy of Pediatrics found that it’s not the – but what they are looking at– the quality and the content,” said Kelly. 

In the NIH  report, an increasing percentage of students experiencing more frequent levels of sadness or hopelessness from 2009 through 2019 increased from 26 percent to 37 percent. Suicidal tendencies in high school students risen up over the last decade to 44 percent with 16 percent having a suicide plan.

“Suicide is the second leading cause of death for young people between the ages of 10-24. In 2021, nine percent of high schoolers reported attempted suicide during the previous 12 months. Suicide attempts were reported most frequently among girls compared to boys; 12.4 percent versus 5.3 percent. We know that risk for suicidal ideation, plans and attempts is greater among youths of certain communities and identities,” said Kelly, discussing the suicide rates and tendencies among youth and teens. 

“There’s a disparity in the rates of depression or persistent feelings of sadness that increased significantly for boys from 21 percent to 29 percent between 2011 and 2021; adolescent girls increased from 36 percent 57 percent so the delta was almost 36 percent.”

Patel said the data is different depending on gender. 

“Girls have internalized symptoms of depression, feeling sad or excessively guilty or feelings of worthlessness. Boys display it externally, often showing anger, irritability or high-risk taking and those are things to be mindful of,” he said, adding that the data from the CDC survey did not include studies on transgendered youth and teens. 

Kelly said addressing mental health issues when they arise can go a long way in helping youth take control of their mental health.

“Getting help in the early stages of their mental illness or at the first signs of minor behavioral health symptoms can help from developing into more serious conditions.” 

“One of the greatest protective factors for youths of all years is having one positive, supporting relationship with at least one trusted adult. That is all it takes,” said Kelly, speaking on ways that parents of youth and teens can help their children with their mental health.    

The best thing a parent, school teacher, or medical official can do for a child or a teen struggling with their mental health is to listen. Communication between parents and schools regarding their children must be maintained. Listening to what children are saying and offering help is a great start. Schools, organizations and medical providers offer several tools to assist students having a difficult time as Dr. Patel and Kelly presented to us. Strategies such as “talk therapy” or psychotherapy and medication can help. All the student needs is a little incentive and a supportive, responsible adult. 

Gene Lambey is a resident of Washington D.C. He is writing for the community.

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By Tashi McQueen
AFRO Political Writer
tmcqueen@afro.com

With 2024 being a major election year, it is imperative that citizens of all ages have a solid understanding of how to exercise the right to vote and engage in civic duties. As the AFRO works to cover the issues and happenings of the current election year, it’s important to consider civic education in a country that boasts a democratic system. 

“Civics education in K-12 prepares students to live in a democracy,” said Nina Kasniunas, an associate professor of political science at Goucher College. “It teaches students how to think critically about our governmental system and gives them the knowledge and ability to think about and address the problems that arise in our society.”

According to Civics for Life, an initiative through the Sandra Day O’Connor Institute for American Democracy, civic education helps to foster a sense of national identity, helps people understand their rights, encourages civic responsibility and helps create meaningful participation in society.

Social studies standards in Tennessee include lessons about American identity as citizens, the various levels of the political system, and its purpose and how it functions. Maryland’s social studies standards include teaching youth the historical development of the foundational processes of authority and power in American society and helping students question them to gain a better understanding of them.

“Research has shown that having a strong foundation in civics education leads to greater civic engagement as adults,” said Kasniunas. “Without a good civics education, we risk a generation that’s unprepared to step up to leadership roles in our democracy.”

It appears that youth in recent years have heard the call, with increased voter turnouts in the 2022 and 2018 midterm elections. They are also exercising their rights by protesting at college campuses over the nation’s stance and involvement in the Israel-Hamas war. 

In addition, younger people are running for notable offices across the country, and some have even won their campaigns, such as Congressman Maxwell Frost (D-Fla.-10) and Maryland State Dels. Jeffrie Long (D-Md.-27B) and Joe Vogel (D-Md.-17). Frost, Long, and Vogel were 25 when they were elected.

“Young people need civics education because it helps them understand their responsibilities and power as citizens,” said Mileah Kromer, director of the Sarah T. Hughes Center for Politics. “A robust civics education is a building block– a necessary foundation– for future change-makers.  You can’t expect to improve this country unless you know exactly how government functions and where power is held.”

Though American schools put an emphasis on preparing youth for their civic responsibilities, it is not common practice for every American school to remind and register 17-18-year-old high schoolers of their civic duty to vote. 

According to a survey by the Center for Information and Research on Civic Learning (CIRCLE) and Engagement, an independent research organization, about two-thirds of respondents, 64 percent, said they were encouraged to vote in high school, while 50 percent say they were taught how to register to vote. CIRCLE found that youth who said they were encouraged to vote or taught how to register to vote in high school are more likely to vote and participate in other civic activities.

According to CIRCLE, about 50 percent of eligible youth, ages 18-29, voted in the 2020 presidential election.

Kasniunas says while adults are important in the process of learning civics, youth can and should take responsibility as well. 

“When students take the initiative, it’s a practice that is more likely to become a lifelong habit,” said Kasniunas. “If you do it for them, it’s not as likely to have the same effect. We want students to have agency to vote because they understand why it’s important.”

Tashi McQueen is a Report For America corps member.

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By Ariyana Griffin 
Special to the AFRO 

Beyoncé’s 2022 house music themed album, “Renaissance,” will be the topic of discussion at Prairie View A&M University this year. The Texas-based historically Black institution has partnered with the Human Rights Campaign (HRC) to provide coursework that highlights queer history and theory, feminism and diversity.

The HRC has been dedicated to meeting people where they are when it comes to advocating for equal rights and ending discrimination against the LGBTQ+ community for decades. 

Since 1980, the organization has put forth the work to expand their programming across the country, to fight for equal rights. Part of that expansion was the creation of an HBCU initiative, which provides students with education, ambassador opportunities and resources. “Renaissance-A Queer Syllabus,” was birthed from this program specifically to educate HBCU students. 

“This syllabus aims to amplify diverse voices, empower communities pushed to the margins, and promote inclusivity and a sense of belonging within education,” the organization states in the syllabus. 

“Renaissance” has tight ties to house music, a genre of music originated by the queer Black and Brown community in the early 1980s in Chicago. The electric beats and feel good rhythms allowed people to move their bodies freely and shed the day off of discrimination, hatred and worries on the dance floor. This era of music is highly connected to the AIDs epidemic, which greatly impacted the queer community. 

Beyonce dedicated the album to her uncle Johnny, who passed away from AIDS. She credits him for exposing her to music that helped make the album. 

“A big thank you to my Uncle Jonny. He was my godmother and the first person to expose me to a lot of the music and culture that serve as inspiration for this album,” she wrote on her website. “Thank you to all of the pioneers who originate culture, to all of the fallen angels whose contributions have gone unrecognized for far too long. This is a celebration for you.”

Justin Calhoun is a 2020 Howard University graduate. During his matriculation, he focused on LGBTQ inclusion and continued his work and activism at HRC. Calhoun also serves as HRC’s HBCU program manager. 

Calhoun explained that the syllabus was created to dig deeper, and provide a way of students to be met where they are and be inclusive. He spoke about the attack on legislation when it comes to queer rights and how it is also integrating with bans in the classroom.

“The Renaissance syllabus is a way that teachers and students can expand their education,” he said. “It’s Black, it’s queer– its really touching on topics that they might not get the chance to do because of some of these like legislative restrictions,” said Calhoun

The syllabus breaks down the album into six lessons: empowerment and self-acceptance; intersectionality and inclusivity; social justice and activism; resilience and overcoming adversity; artistic expression and storytelling and legacy and history. The curriculum is supported by several books, articles, essays and films, including but not limited to bell hooks and Audre Lorde.

Calhoun shared that harm to the LGBTQ community was a big reason he decided to help people gain knowledge of the community and its history.

O’Shae Sibley, specifically, is recognized in the syllabus. Sibley was a man who was murdered at the age of 28 years old queer for “voguing” – which is a highly stylized dance influenced by the 1960s Harlem ballroom scene.

“Simply for dancing somebody took his life and for dancing in our art form that is so Black, so queer. Somebody took his life because they didn’t see that, they didn’t value that. And so in the syllabus, towards the end, we do a tribute to O’Shae Sibley,” Calhoun told the AFRO. 

The course is open to multiple HBCUs in the HRC network, and has kicked off with Prairie View A&M University incorporating the course first. 

Jeanelle Hope, Ph.D., is the director and an associate professor of African American Studies at PVAMU. She has extensive knowledge in Black feminism, Black queer theory and Black art and cultural production. 

“They’ve geared it towards being able to bolster HBCUs teaching of concepts related to gender, sexuality, race and many of the other sort of themes that emerge out of the album,” said Hope, including “self-love, identity, Black LGBTQ rights and issues, intersectionality, social responsibility and social activism.” 

“It’s really exciting to see a major human rights organization invest not only in HBCUs, but also thinking about critical academic work that would be useful for students certainly at the higher-ed level,” Hope shared with the AFRO.

Hope teaches the “Race, Class and Gender in America” course at PVAMU and looks forward to incorporating elements from the syllabus into her course. She expressed that breaking down the history and terms related to the album and syllabus would be beneficial for students because they will be able to combine what they are already familiar with on a deeper level. 

“Sit with a song like ‘Alien Superstar’ for instance. Leaning into this notion that ‘Yes, I’m different, no, I don’t go within the binary or what may be the norm of Blackness, but I’m cozy within my skin. I’m cool with being an alien superstar and all that’s okay,’” Hope told the AFRO. 

She shared that students have already been emailing her to inquire about the course. 

“Many of our students are from Houston because Prairie View is just right outside of Houston. This is someone who is homegrown talent as well, so it holds a little bit more significance for them,” Hope told the AFRO. “I think it’s an opportunity again for us to be able to meet our students where they’re at, to be able to lean into popular culture and get them to have really robust discussions.”

HRC looks forward to hosting virtual courses in the future as well as having in person activities related to the syllabus in the fall at Howard University. 

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The landmark 1954 Supreme Court ruling declared racially segregated schools unconstitutional, but recent data reveals persistent inequities in U.S. education.

By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia

(NNPA NEWSWIRE) – On the 70th anniversary of the historic Brown v. Board of Education Supreme Court decision President Joe Biden emphasized his administration’s commitment to educational equity by announcing new funding and resources aimed at enhancing school diversity and tackling racial segregation. The landmark 1954 ruling declared racially segregated schools unconstitutional, but recent data reveals persistent inequities in U.S. education.

“Every student deserves access to a high-quality education that prepares them to be the next generation of leaders,” Biden stated. 

To further this goal, the Biden-Harris administration introduced several initiatives, including a $20 million investment through the Department of Education’s Magnet Schools Assistance Program (MSAP). This funding will support magnet programs in states such as Arkansas, Colorado and Florida, designed to attract students from diverse backgrounds. Additionally, the administration’s 2025 budget proposal seeks $139 million for MSAP and $10 million for the Fostering Diverse Schools program.

Moreover, a new Technical Assistance Center on Fiscal Equity will assist states and districts in developing fair resource allocation strategies. The initiative aims to address the stark resource disparities that exist between racially and economically segregated schools.

Stephen Benjamin, senior adviser to Biden and former mayor of Columbia, South Carolina, acknowledged the ongoing challenges. 

“There’s an acknowledgment every day with our president that we’re not where we ought to be, but we’re certainly not where we used to be. Still a lot of work to be done,” Benjamin said.

The research underscores the strong correlation between school segregation and racial achievement gaps. The desegregation following Brown significantly boosted graduation rates for Black and Latino students. However, recent decades have seen a reversal, with segregation between White and Black students increasing by 64 percent since 1988, and economic segregation rising by 50 percent since 1991. 

According to the Department of Education’s State of School Diversity Report, racially isolated schools often lack the critical resources necessary for student success.

To combat these trends, the Department of Education announced the release of new data on access to math and science courses, highlighting ongoing racial disparities. The administration said it also plans to launch an interagency effort to preserve African American history, ensuring that students and the public have access to essential historical and cultural resources.

Officials noted that the American Rescue Plan has directed $130 billion to the nation’s schools, with a focus on underserved institutions. This includes nearly $2 billion in additional Title I funding, and a five-fold increase in funding for Full-Service Community Schools, which provide essential services to students and families in need.

Recognizing the importance of teacher diversity, the administration has prioritized efforts to increase the number of educators of color. Competitive grant programs have awarded $450 million to support teacher recruitment and retention, with a particular focus on diversity. Additionally, the Augustus F. Hawkins Centers of Excellence Grant program has provided over $23 million to historically Black colleges and universities (HBCUs), tribally controlled colleges and universities (TCCUs) and minority-serving institutions (MSIs) for teacher preparation.

The president met with family members of the plaintiffs from the Brown v. Board case. Cheryl Brown Henderson, daughter of lead plaintiff Oliver Brown, expressed the ongoing struggle for educational equity. 

“We’re still fighting the battle over whose children we invest in. Any time we can talk about failing underfunded public schools, there is a problem,” Henderson said. 

NAACP President Derrick Johnson, also in attendance, affirmed, “We must continue to fight on all fronts.”

As the nation reflects on seven decades since Brown v. Board of Education, the White House said that the Biden administration’s initiatives signal a renewed effort to fulfill the promise of equitable education for all. 

Schools “remain divided along racial, ethnic, and economic lines,” according to a 2022 report by the U.S. Government Accountability Office. “With around 18.5 million children attending schools where 75 percent or more of students were of a single race or ethnicity.”

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By Frances Murphy Draper
AFRO CEO and Publisher 

In my family, like so many of yours, good grades were expected–no, required. Failing a class, talking back to teachers, disrupting class or any other behavior that caused a teacher to even think about calling your parents was enough to make you do as Nat King Cole sang, “straighten up and fly right!”  

If you went to West Baltimore’s Lemmel Junior High School or Douglass High School like I did, you encountered principals like Ms. Hermione Wharton, who put the fear of God in anyone who dared to even walk on the wrong side of the hallway. She was small in stature, but big on providing an excellent education for all her students. I can still see her standing in the middle of the hallway, with her arms folded and her slightly graying hair in a neat bun. Her strong, crisp voice would ring out the order to “get to class with alacrity and speed.”  At 12 or 13, I had no idea what “alacrity” meant but I knew that in between classes wasn’t the time to stop and talk to my friends. 

Although I was a (relatively) well-behaved student who received excellent grades, it wasn’t because I was so smart but rather because of parents, teachers and administrators who constantly pushed me to be better and to do better. As my mother accurately noted in her oral history, I did well in junior and senior high school – especially in all my French and Spanish classes. 

So, at the ripe old age of 16, I decided I wanted to be a foreign language teacher. I began tutoring groups of my peers after school and before I knew it, I was graduating with honors from Douglass and off to Morgan State University (then Morgan College) to major in Spanish education with a minor in French.  There were very few foreign language majors at Morgan.  It was enough that everyone had to take English 101 and 102 plus three years of humanities classes, all of which were extremely rigorous thanks to professors extraordinaire like Dr. Iva Jones and Dr. Ruthe T. Sheffy. If you enrolled in a foreign language course it was because you really loved learning other languages and cultures, you didn’t find out how hard it was until it was too late to drop the class or it was the only elective that would fit into your schedule. 

However, for me, with teachers like Douglass’ Muriel Callaman (French) and Doris Holtsclaw (Spanish), learning foreign languages ignited a thirst in me– not only to learn the nuances of the language, but to have a better understanding of the culture. I loved the way the letter “r” sounded in Spanish and with French, when spoken with all due dignity and sophistication, amazed me. 

I don’t think my mother was terribly surprised when I announced I wanted to study foreign languages in college.  But other family members weren’t so embracing of my career choice. 

“You mean you want to be a foreign diplomat,” one cousin said.  “You want to travel to Spain and get a job there?”

“Why foreign languages? Can’t you teach English or something else? Everyone needs English, and most people here speak English, so what’s the big deal with a language nobody really cares about?” were all questions that needed answers.

The big deal for me was interacting and communicating with people from different cultures.  As my high school yearbook noted: “Culturally, the foreign language department attempts to open the mind of the student – to broaden ways of thinking. Thus, when a student learns a foreign language, he (or she) is directly introduced to another culture, which he (or she) is encouraged indirectly to understand or respect.” 

Little did I know more than 50 years ago, Spanish-speaking U.S. citizens and immigrants would rise to be an important and necessary part of our society – while also becoming the center of much controversy, political maneuvering and manipulation. 

Although my Spanish is really rusty, I am intentional about using it whenever possible, and I can’t help but notice how appreciative people are when you at least try to speak the same language they speak.  Or when you make an honest attempt to interact with and respect them for who God created them to be. 

After college, I was fortunate to be one of the few (if not the only) foreign language majors to be offered a teaching position in the Baltimore City Public Schools. The paternal side of the family, who all followed in the footsteps of their dad and my grandfather, Dr. Marion Francis Wood (the first Director of ‘Colored Schools’ in Baltimore), were thrilled that I was going to teach. Afterall, I grew up in the era where teaching and nursing were the career paths many women were encouraged to pursue.  

Although I only taught for five years, I encountered and encouraged many students I still interact with today. Students like Brenda Tiller Ransom, Dr. Karen Bethea and Ovetta Smith.  And then there was the recent Facebook message every teacher loves to read: “Dear Mrs. Draper, you may not remember me because it’s been so many years ago. But I wanted to tell you that because of your class and your love and encouragement for ‘kids’ like me, kids who others didn’t think had a real chance to succeed, and your insistence that we “can be more and do more,” I am a successful businessman and a dedicated family man today. Thank you.’” 

This week, Team AFRO put together an insightful and informative edition. There are articles on teacher pay, the 70th anniversary of the desegregation of American schools, acknowledgement of standout students and teachers and a piece on the evolution of HBCUs, from training facilities to full fledged universities. This edition is all about education and it is another keepsake! 

Teachers today are not as revered as they once were and our public school systems seem to be always under attack.  However, I know there are still many dedicated, committed educators who devote their lives to improving the lives of children, teens and young adults. 

So, if you can read this, take the time today and thank a teacher! 

The post If you can read this, thank a teacher today appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer
msayles@afro.com

The National Education Association (NEA), the country’s largest labor union, recently revealed that the average teacher earns $69,544 each year. If you’re just starting out in the profession, that number drops to $44,530. But, inflation is outpacing these salaries, according to the union, putting a strain on the pockets of teachers across the nation, regardless of years served.

“Even with record-level increases in some states, average teacher pay has failed to keep up with inflation over the past decade,” wrote the NEA in its 2024 Educator Pay in America report. “Adjusted for inflation, on average, teachers are making 5 percent less than they did 10 years ago.” 

The report comes as the U.S. battles a national teacher shortage, which was intensified by the COVID-19 pandemic. In its analysis, the NEA asserts that there is considerable work to be done in reducing the teacher pay penalty, a term used to describe the wage gap between educators and professionals with similar levels of education. 

“Chronic low play is plaguing the profession,” wrote the NEA. “A staggering 77 percent of U.S. school districts still pay a starting salary below $50,000— 28.6 percent start out teachers at less than $40,000—while teacher salaries top out over $100,000 in only 16.6 percent of districts.” 

California, New York and Massachusetts offer the highest salaries, on average, to public school teachers at $95,160, $92,696 and $92,307 respectively. Meanwhile, Florida, West Virginia and South Dakota maintain the lowest salaries, doling out $52,870, $53,098 and $53,153 respectively.

These figures come at little surprise, as top-earning teachers also live in some of the most expensive states, while bottom earners live in states with relatively low costs of living. 

Coppin State University (CSU) School of Business Dean Sadie Gregory said it’s critical for people to account for cost of living when assessing salaries. 

“You want your income to be above the cost of living,” said Gregory. “Whatever region you go to get a job, you want to make sure you don’t just look at the paycheck but at how much the paycheck will buy you.” 

Cost of living encompasses essential expenses, like food, clothing, housing, healthcare and childcare according to Gregory. She said states on the West coast and in the Northeast, as well as Alaska and Hawaii, tend to have higher costs of living than those in the South. 

The NEA provided corresponding minimum living wages as part of its report. They represented the income necessary for one parent and one child to attain a modest standard of living in states’ most affordable metropolitan areas. 

This measure is somewhat limited though, as cost of living can be vastly different depending on the given metropolitan area. In California, the NEA estimated that the minimum living salary is $68,182, nearly $27,000 less than the average teacher salary for the state. 

But, for the Los Angeles-Long Beach-Glendale area, the Economic Policy Institute approximates that the annual living costs for one adult and one child total $96,117, just shy of $1,000 more than teachers’ average earnings. 

In some states, the cost of living exceeds what teachers are taking home. In fact, all of the bottom-earning states have average teacher salaries that fall short of the minimum living wage, according to the NEA’s estimates. South Dakota’s shortfall is the starkest of the bunch with more than a $9,000 gap. 

Across the country, Hawaii fairs the worst with an average teacher salary of $70,947 compared to a $100,150 minimum living wage. 

If a teacher, or anyone, finds themselves in a position where their cost of living outstrips their income, Gregory said their quality of life will decline.  

“If you’re barely able to cover the cost of living and you’re living paycheck to paycheck that means no savings, no vacation, no money for your kid’s tuition and no opportunities to do something extra special,” said Gregory. 

Megan Sayles is a Report for America corps member. 

The post Living where you work: Can teachers afford it? appeared first on AFRO American Newspapers.

By Deyane Moses
Special to the AFRO

In a groundbreaking initiative, Harvard University launched the Black Teacher Archive (BTA) in late 2023. This digital treasure trove offers a wealth of primary source materials – journals and newsletters – created by members of the Colored Teachers’ Associations (CTAs) between 1861 and 1970.

Dr. Jarvis R. Givens, a distinguished author and professor at Harvard who co-founded the BTA, reached out to Afro Charities in April about the treasure trove of information housed within the AFRO Archives. He was eager to explore the AFRO’s collection and discover if it held any materials related to the CTAs.

This fruitful collaboration led to a virtual discussion featuring Givens and Senior Project Manager, Micha Broadnax. The conversation delved into the significance of the BTA, particularly how providing access to these historical documents, created primarily by Black educators in segregated Southern schools, will revolutionize research in various fields – from the history of education to African American studies and critical pedagogy.

BTA is based at the Harvard Graduate School of Education in association with the Monroe C. Gutman Library Special Collections and is made possible through the generous support of the Andrew W. Mellon Foundation and the Spencer Foundation.

Moses: Thank you for joining me. Tell me a little about yourself. How did you come to the BTA?

Givens: The BTA grew out of my own research on Carter G. Woodson’s partnership with Black teachers, but also from collaborations with a colleague of mine, professor and co-founder, Imani Perry. Through our respective research we noticed the scattered existence of CTA materials in collections and decided we wanted to make them available in one particular place. Additionally, we are taking advantage of new technologies in terms of preservation when it comes to digital humanities. 

Broadnax: I’ve worked in the archival profession for about 10 years and always wanted to center Blackness in my work. It was really great when I saw the call that Jarvis and Imani put out, recognizing the skill set an archivist or librarian can bring to the project. I’m just fortunate to be working with them to make this history more accessible.

Givens: The history offered through the Black Teacher Archive does two important things when it comes to current educators. First, it helps contextualize the current attacks on teaching truth within a much longer history, while also offering a tradition of teaching and teacher organizing that resisted such conservative factions in America schooling. Second, it allows teachers to go back and study this history. By understanding themselves as part of a much longer tradition grounded in study, scholarship and research, they can cultivate among themselves more empowered and historically informed professional identities.

Moses: Absolutely. The AFRO’s collection has an estimated three million photographs in addition to other ephemera, artwork and physical objects. What’s in the BTA’s collection?

Broadnax: The BTA is a digitally curated collection with material from over 70 institutions. In this first phase we are focused on journal publications. These publications were published at the state and national level, sometimes monthly or biannually. We are looking to expand the material to meeting minutes of these associations and track down any kind of photographs or audio visual materials that may exist that helps tell the story of these teachers associations. 

We’ve been in contact with Afro Charities to help fill those gaps. In the collection, some states are better represented than others–particularly in the South. We are interested in seeing the coverage of northern and border state teachers associations within the Black Press. 

Moses: Why is the BTA crucial for appreciating the ongoing contributions of Black teachers?

Givens: One of the most important things we’ve been finding in this research is the need to tell and retell powerful historical narratives about Black educators, because the archive is filled with them, yet public memory is quite impoverished when it comes to the legacy of Black teachers. The BTA showcases the amazing things Black teachers did to fight for educational justice in African American communities, especially for students. It provides a model of teachers who worked together, organizing to teach against the grain and push back against the aggression, and in many ways, violence they experienced; experiences that resemble what teachers are facing today. The BTA is crucial not just for understanding history, but also for inspiring effective organizing strategies for educators today.

Black educators, in particular, are often social justice-oriented educators within the profession. Many of them are called to the profession because they want to correct experiences they had, or they want to inspire young people the way they were inspired from those who came before them. This is especially important in this moment, when teachers overall are constantly under attack. It’s an unfortunate reality that we live in a time where many are discouraged from entering the teaching profession. We see this with teachers being targeted for teaching an inclusive curriculum, whether it’s African American history, gender or sexuality.

Moses: Is there an example of this in the BTA?

Givens: Of course. Lots of them. For instance, if we look in the 1935 Louisiana Colored Teachers Journal, we’ll see teachers organizing themselves into study groups by grade level where they’re reading emerging scholarship and literature by Black writers and Black scholars– and they’re doing this with the purpose of integrating this new Black scholarship into their classrooms. Of course, this was not formally sanctioned by Louisiana’s Board of Education. We find similar cases in other states.

Moses: How are researchers and institutions using the BTA?

Broadnax: The BTA is publicly available to anyone around the world at https://curiosity.lib.harvard.edu/Black-teacher-archive. Right now we have a lot of traction on our education history timeline. We’ve had K-12 teachers write to us about using it in the classroom and asking questions about how dates might correspond or conflict with their previous understandings.

Givens: There’s a variety of people engaging with the collection. We’ve had some folks inform us about things they’ve found in the BTA which they’re now incorporating in books, other writings, and in the classrooms. These are particularly scholars in higher education who have been able to incorporate the BTA into their courses on the history of African American education. We are hoping to see more of this, in African American studies, teacher education and history courses.  

Broadnax: The BTA is also a resource for genealogical research for both educators and students. I often ask my mom and her friends to tell me about teachers from their school days. The records demonstrate their teachers’ network, organizing, or professional  development and how that might translate to how they experienced those instructors. It’s a wonderful resource. 
Givens: Absolutely.

The post Teaching against the grain: The Black Teacher Archive as a blueprint for educator organizing appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer
msayles@afro.com 

In February, retired Navy veteran John Wright came to his social worker with a new interest. He wanted to learn more about computers. 

Wright, 58, spent much of his career in security and law enforcement and was comfortable performing day-to-day tasks without relying on technology. But, it was time for a change. 

“I noticed I wasn’t as literate in computers as I needed or wanted to be,” said Wright. “I set the goal for myself to learn new things and adapt to them.” 

Wright’s social worker from the Veterans Affairs Department began looking for computer training classes and schools that Wright could join. She landed on Byte Back, a nonprofit working to close the digital divide in Washington D.C. and Baltimore. 

To achieve this lofty goal, the organization provides free digital literacy and tech certification training to residents from underserved communities. In Computer Foundations 1, adults who have limited experience with digital devices learn how to use a mouse, navigate their email and the internet and about computers’ components and processes.  

They build on this knowledge in Computer Foundations 2, learning how to use Microsoft Word, Excel and PowerPoint in their daily lives and in professional settings. 

Wright’s already completed Computer Foundations 1, and he’s enrolled in Computer Foundations 2. 

“I feel more comfortable when I’m navigating the computer as far as using apps. I now know what the terminology means when someone says something pertaining to a computer,” said Wright.  “I actually know how to compose an email, send it and how to use the search bar to recover emails I’ve sent. They’ve helped me to be confident in my abilities.” 

Paying his rent online has also become easier. 

“When I go into my rental portfolio, I know I have to do a left click to go to the next page,” said Wright. “Before, I wasn’t sure if it was a right click or left click.” 

Byte Back’s programming has become increasingly important considering so much of everyday life is now tied to technology. Today, people use devices to pay their bills, book travel, manage their health, shop and more. 

Baltimore site director Wynisha Witt said the COVID-19 pandemic especially shed light on this reality. 

“We came to realize that technology is really at the intersection of everything. It became really transparent with the pandemic, especially with Baltimore City residents needing to access their food stamps, supplemental security income and all of their benefits online,” said Witt. “People were losing their benefits because they weren’t able to do redeterminations on pen and paper and couldn’t go to offices at the time.”  

In 2021, Baltimore Mayor Brandon M. Scott created the Office of Broadband and Digital Equity and tasked it with permanently closing the digital divide in the city by 2030. This includes providing residents with access to reliable, high-speed internet, devices, digital skills training and technical support.

Two years later, the mayor used $1 million in American Rescue Plan Act (ARPA) money, to launch the Digital Equity Fund. The initiative has since awarded grants to 22 organizations working to expand digital inclusion. Byte Back received $74,739 to support its digital literacy curriculum. 

“It’s really important for individuals here in Baltimore City to have access to classes that are teaching them how to navigate the computer and how to do it safely. A lot of individuals that I come into contact with are fearful of using the computer,” said Witt. “Because we’re providing a safe space, we’re able to show them that the internet is not a scary place and that it can be an asset to them.” 

The other class that Byte Back offers is IT Fundamentals (ITF+) through the Computing Technology Industry Association (CompTIA). It’s an entry-level course on basic IT skills and competencies. The organization also offers Network+ and Security+ certifications through CompTIA. 

The classes expose participants to fundamentals for careers in help desks, cybersecurity and network administrators and equip them with industry certifications. 

“It sets them up to identify which pathway they want to take,” said Winn. “These jobs can increase their income significantly, and they are more accessible because a lot of jobs outside of an IT technician are remote. A lot of barriers that people have to employment are alleviated when it comes to transportation and childcare.” 

Baltimore native Beronica Martin discovered Byte Back while working as a home health aide. A client of hers was enrolled in Computer Foundations I, and Martin would take him to the classes. 

Her interest was piqued after listening in on a few sessions, and she decided to enroll herself. Martin has now taken both Computer Foundation I and II, and she’s preparing to enroll in the Security+ training. 

She, like Wright, had limited knowledge of computers. 

“I probably was introduced, but I didn’t grasp it,” said Martin. “I think now that I’m older, I’m able to grasp it.” 

Now a medical assistant, Martin has used some of her new-found skills to design flyers and memos at work. She has also encouraged her aunt, who is an older adult, and a friend, who is a returning citizen, to take the training. 

“You’re going to need technology in every aspect of living now. Everything from going to the market to paying your bills is mostly online,” said Martin. “This training gives you a better opportunity to do these things and to go on a different career path if you want that.” 

Both Wright and Martin said they consider their classmates and instructors at Byte Back as family. They encourage one another and check in when someone is absent. 

“Byte Back has turned into an extended family of mine,” said Wright. “I know if I’m having problems, I can always call them day or night or leave an email, and they will address any concerns that I have. Nothing is too trivial.” 

This year, Byte Back’s Baltimore office is focused on making its classes more accessible. The organization intends to forge partnerships with senior housing facilities to engage more older adults and with organizations in each region of the city. 

Winn hopes this will curb transportation challenges that prevent residents from taking the classes. 

“Because classes are in-person, the constant conversation is about transportation,” said Winn. “Going forward, we’re trying to gain funding so that we’re able to provide a stipend to help support individuals while they’re in classes.” 

Megan Sayles is a Report for America corps member. 

This story is part of the Digital Equity Local Voices Fellowship lab. The lab initiative is made possible with support from Comcast NBC Universal. 

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By Quardricos Driskell

In recent days and weeks, there has been a plethora of protests across college campuses. The Israel-Hamas war has popped up on an increasing number of college campuses following last week’s arrest of more than 100 demonstrators at Columbia University. Students across the country are calling for universities to separate themselves from any companies that are advancing Israel’s military efforts in Gaza — and, in some cases, from Israel itself.

Understandably so, as more than 34,000 Palestinians have been killed, mostly women and children. More than 77,000 have been injured. Every hospital and university in Gaza have been destroyed. None of this would have been possible without the support and sponsorship of longstanding U. S. policy, and this unfortunate reality has caused a stir at my alma mater, Morehouse College. The protest and criticism of alumni, faculty and students of President Biden’s upcoming speech at Morehouse commencement is a direct result of the genocide. And while the murder of innocent lives should keep us all awake at night, this war also holds significant promise in addressing the pressing problems plaguing the higher education sector.

Commencement addresses are not often without purpose. They typically leverage specific platforms to deliver a particular message. As such, do we want to have a substantive foreign policy debate? If so, Morehouse should be able to host the sitting President of the United States and create space for high-quality debate, discussion, and disagreement. The president’s (focus on the office, not the man) invitation does not mean that the Morehouse College community supports or is acquiescent to the genocide of Gaza or any other war in which the U.S. has engaged or supported. There are always significant policy criticisms/disagreements with a sitting president. Presidents are polarizing figures by the very nature of U.S. politics. The invitation is an opportunity for Morehouse, a higher education institution with a long history of protest, to challenge the President on his tactical execution of the long-term policies of U.S. foreign policy and for the College to uplift its moral paragon. 

There are online comments that suggest any college or university that gives its commencement stage to President Biden at this moment is endorsing genocide. We are seeing another phase of the longer-range continuity of U.S.-Israel/U.S.-Middle East policy. If Morehouse has done its job, the graduates should represent the best hope for a new America. I do not believe that a commencement address by the sitting President of the United States (other than Trump) somehow diminishes Morehouse’s stalwart and storied legacy. 

Morehouse College’s sixth president, famed minister, educator and scholar Dr. Benjamin E. Mays said during his charge to a graduating class: “It will not be sufficient for Morehouse College, for any college, for that matter, to produce clever graduates,” but rather honest graduates “who are sensitive to the wrongs, the sufferings, and the injustices of society and who are willing to accept responsibility for correcting the ills.”  

Should students protest peacefully without disrupting their fellow brothers during commencement? Yes. For HBCUs like Morehouse, the imperative to embrace intellectual diversity is paramount, and these institutions have a rich legacy of serving as incubators of American and global thought and leadership, challenging the status quo, and advocating for social justice. By inviting the President, the students can carry the honored legacy and reaffirm their commitment to intellectual freedom and inclusivity while protesting peacefully. 

However, this speaks to a more significant issue: higher education struggles with respect for diversities of viewpoints. Colleges should not be in the business of avoiding controversy. The current political landscape is rough for college and university presidents, but Morehouse’s President David Thomas has said that he will not rescind the invitation, and good for him. John Stuart Mill argued in “On Liberty” that ignoring alternative viewpoints compromises our capacity to pursue truth, to understand other perspectives, to realize when we are wrong, and even to defend our positions when right adequately. 

Colleges and universities– including HBCUs– have a moral and intellectual obligation to uphold the principles of free expression and open inquiry. By actively inviting individuals, including the president with whom they disagree on policies and ideologies, colleges and universities can foster critical thinking and intellectual growth, promote community engagement, and uphold their legacy as beacons of knowledge, enlightenment, civility and student protest. 

I wonder how President Biden might have been received in any other year, but this isn’t another year. It is, in some ways, a repeat of 2020, and Morehouse College, through its invitation of the President, has an opportunity to illustrate, within higher education, that we both can respect the office of the presidency and yet challenge the policies of our government—in doing so, we reaffirm our commitment to the principles of academic freedom, diversity and inclusion that lie at the heart of higher education.

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Sponsored by Pfizer

The following is a paid advertisement from Pfizer Inc.

Incredible progress has been made in the fight against breast cancer, from screening to treatment – but this progress has not reached everyone equally. Compared to white women, Black women are more likely to have metastatic breast cancer – cancer that has spread to other areas of the body – as well as aggressive forms that are challenging to treat. And despite having a lower rate of breast cancer than white women, Black women are 40 percent more likely to die from the disease. There are multiple contributing factors, including that Black women are less likely to receive guideline recommended care. Additionally, there is a lack of racial diversity in clinical research for breast cancer treatments.

“Despite the impact breast cancer has on our community, some studies have shown that as few as 3 percent of breast cancer clinical trial participants are Black,” said Ricki Fairley, Chief Executive Officer of the patient advocacy group TOUCH, The Black Breast Cancer Alliance. “Ensuring diversity in breast cancer research is critical to understanding which treatments are most effective in Black women and addressing the disparities our community faces. Through TOUCH’s initiative When We Tri(al) , we are working to empower Black women to learn more about the clinical trial process and opportunities to participate.”

Types of Studies that Evaluate Breast Cancer Treatments

Randomized clinical trials are considered the gold standard and are reviewed by the U.S. Food and Drug Administration (FDA) to decide if a treatment is safe and effective. However, there are challenges: in addition to Black individuals, older people are underrepresented in clinical trials. Given that a greater number of older adults of color are expected to face a cancer diagnosis in the coming years, improvements in clinical trial diversity are needed. The FDA Oncology Center of Excellence has established Project Equity, a public health initiative working to improve access to oncology clinical trials for underrepresented groups.

Clinical research can be complemented with real-world evidence: information gathered after the FDA approves a medicine to learn more about patients’ experiences. Although real-world evidence is not meant to replace randomized clinical trials, it can be an important consideration for Black women with breast cancer, as it can provide insights into the use of a treatment among a more diverse group. Taken together, clinical trial data and real-world evidence can provide information to help decide on an appropriate treatment plan.

Importance of Self-Advocacy

“After finding a lump in one of my breasts at the age of 32 and being told initially that I was ‘too young’ to have breast cancer, I know firsthand the power of self-advocacy and of empowering others, particularly marginalized communities, which is why I have spent the past 18 years amplifying patients’ voices, and working to ensure that Black women have more equity in healthcare,” said Maimah Karmo, Founder and Chief Executive Officer of the Tigerlily Foundation, which provides breast health, educational, empowerment wellness and transformational programs to young women. “My goal is that every woman facing a breast cancer diagnosis feels empowered to work with their healthcare team to understand their treatment options and get the care they deserve.”

Those diagnosed with breast cancer can consider talking with their doctor about the research results and effectiveness of treatments in both clinical trials and everyday practice. Some questions to ask include:

• How have these medicines been studied?
• What were the experiences of others who were treated with these medicines?
• Have these medicines been studied in people of the same ethnic group or age as me?

More resources are available at ThisIsLivingWithCancer.com. You can learn more about TOUCH at touchbbca.org and Tigerlily Foundation at TigerlilyFoundation.org.

 Please hyperlink to: Working to make a difference in breast cancer research – YouTube

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AFRO Staff

Coppin State University will host its annual gala May 4, beginning 6 p.m. at the Baltimore Marriott Waterfront Hotel. 

Under the banner, “Celebrating and Inspiring the Path to BE MORE,” the 123-year-old historically Black university will celebrate its history and continuing mission of transforming the lives of its current and former students and the West Baltimore community where it is based.

During the gala, honorees will be recognized for significant contributions to the Coppin community or “Eagle Nation”:

– Eagle of the Year Award  – Dr. Tammira Lucas, 2009 graduate
– Blue and Gold Impact Award
– Brian D. Pieninck, president and CEO of CareFirst BlueCross BlueShield 
– Wings of Excellence Award
– Carim V. Khouzami,  president and CEO at Baltimore Gas & Electric
– Eagle Legacy Award
– Joseph H. Lewis Jr., 1972 graduate

The anticipated social event is designed to promote and raise funds for the university’s “BE MORE” campaign, which seeks to solidify and extend Coppin’s legacy of changing lives and positively impacting the broader Baltimore community. The campaign aims to raise $25 million over five years (2021-2025). The funds will be directed towards crucial initiatives: bolstering student recruitment and support, augmenting scholarship opportunities, and broadening academic offerings.

Sponsors for the Coppin State University gala include: BGE, Thompson Hospitality, CareFirst, Truist, and The Baltimore Banner.

For more information about the Coppin State University Gala, visit https://www.coppin.edu/gala.

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By Joseph Williams
Word In Black

It’s been one thing after another with the new-but-not-necessarily-improved Free Application for Federal Student Aid (FASFA), a form that helps students pay for college. 

First, the long-anticipated rollout of the redesigned online application was delayed for three months because it just wasn’t ready. Then, when it finally did appear, a variety of bugs and glitches, including some that could reduce the amount of federal tuition aid, kept students and their families from completing it. Now, Chronicle of Higher Education reports that schools are receiving FAFSA applications with incorrect tax information from families.  

None of this is good news for Black students, some 80 percent of whom depend on FAFSA to help pay for ballooning college costs.

According to the nonprofit National College Attainment Network, roughly 34 percent of all eligible high school seniors have submitted FAFSA applications through March 22, an overall decline of nearly 29 percent since last year. But the problem is most acute, according to NCAN data, among low-income schools and schools with high concentrations of minority students. There, the percentage decline in 2024 FAFSA applications is slightly more than 35 percent.

Besides worsening an already-bad time crunch for colleges and students who needed the financial information weeks ago, the FAFSA fiasco could keep Black students — an outsized number of whom rely on federal aid — out of college classrooms this fall. 

“Because Black students are disproportionately FAFSA filers, this has a huge impact on their ability to make a decision about both where, and if, they go to college,” says Bryan Cook, director of higher education policy at the Urban Institute Center on Education Data and Policy. 

Cook worries that some frustrated Black students, worried that they can’t pay for college without federal assistance, may downgrade their college choice or give up on college completely. Either option, he says, would have negative, long-term effects on their earning power in the job marketplace.

The FAFSA process, which colleges use to calculate their share of financial aid for a student, is already months behind schedule, Cook says. Unless the problems get resolved quickly, he says, ”Black students are going to have to make some really tough decisions about whether or not they continue to stay in this process.” 

The unequal impact on Black college-bound seniors is the latest headache for the federal Ed Department’s FAFSA reboot, which stumbled out of the gate late last year.  

Instead of the FAFSA application being open Oct. 1, enough time for students and colleges to prepare for the fall 2024 semester, the form didn’t launch until Dec. 31, setting off a scramble. The subsequent series of errors and submission problems didn’t help; at last count, only around 20 percent of applications have been processed, resulting in a nationwide backlog of some 6 million applications. 

Even though the Ed Department delayed the rollout to fix problems it knew about, a technicality it overlooked could end up costing students almost $2 billion in aid. And that’s before the cascade of issues that have surfaced in recent months.

Cook says those numbers are exacerbated by the fact that low-income, high-minority schools have fewer guidance counselors who can help guide students through the process. That can be important, experts say, because heads of low-income minority households tend to have lower rates of college degree attainment.

“We know that Black and Hispanic students disproportionately attend high-poverty schools, where their ratio of guidance counselors to students is double what that what they are in more wealthy schools,” he says. “So the combination of Black students disproportionately filing FAFSAs and disproportionately having less access to guidance counselor’s means that this issue with the rollout of the new FAFSA is having a much harder impact on Black students.”

Indeed, studies have found that Black students are 1.2 times more likely than White students to attend a school with a law-enforcement officer but without a guidance counselor. The counselors can be critical to completing the FAFSA. 

And every bit of financing helps: According to a study by College Board, for the 2022-23 academic year, average tuition and fees for a public four-year school averaged $10,940 for in-state students and $28,240 for out-of-state students, according to the latest data from College Board. Private nonprofit four-year schools amassed a much higher $39,400 average. Add room and board, books and other expenses to the mix, and that bill goes up several thousand dollars more.

Given those hurdles, Cook worries that Black student enrollment in college — already on the decline in part because of skyrocketing tuition and the Supreme Court dismantling of affirmative action in school admission decisions — is about to take another hit because of the FAFSA snafu. 

Students depend on the financial aid form to get “a better sense of what schools they can afford,” he says. That matters, he says, because a degree from a more selective college tends to bring higher wages after graduation. 

Without knowing how much federal aid they’ll get for tuition, “high school students may decide  to now go to maybe a regional, public school that’s more affordable, or even a community college that they can afford,” Cook says. “Or — worst case scenario — opting out of pursuing a college education this year, altogether. And we know any sorts of delay for low income students could ultimately mean they choose not to go on to college.”

Fortunately, Cook says, many colleges are doing what they can to help, pushing back deadlines and trying to work with students. But the ripple effects of the FAFSA revamp, Cook says, spotlights the bigger, thornier problem of college affordability.

“I think it just underscores how much of a reliance students have on federal financial aid,” he says. Unfortunately, “there is no silver bullet.”

“My biggest fear,” Cook says, “is that we may have already lost some students.”

The article was originally published by Word In Black.

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By Sabreen Dawud
Special to the AFRO

The time leading up to a child’s enrollment into an academic institution is vital. While it is the responsibility of early education teachers to set the foundation for a child’s academic skill, it is also beneficial to begin introducing educational activities to children early on. From introducing acts of independence to improving literacy, parents can take steps to further ensure the success of their children in school. 

1. It’s never too early to read

A consistent reading schedule has proven to have a long-lasting effect on a child’s literacy skills.

Research has shown that reading one book a day to a child can introduce them to up to 290,000 more words by the time they reach five years old. 

Kathy Hollowell-Makle, executive director for the District of Columbia Association for the Education of Young Children, emphasized how getting in the habit of reading to your child early on is an effective approach to further develop their cognition.

“I tell parents all the time– read in utero, read to a newborn, read to a six month old. Read, read, read to your children! The research heavily supports cognitive development, language development, receptive language expressive language development,” she said.

Hollowell-Makle also noted that exposure to the different books with various storylines can bring new perspectives to a child.

“It opens up the world and it makes them stronger readers as they get ready for school,” she added.

For Washington, D.C. residents who may need assistance in developing their child’s at-home libraries, the District of Columbia Public Library’s “Books from Birth” program allows parents to enroll children under the age of five to a free monthly book subscription. The book is mailed to the subscriber’s mailbox.

2. Consider a head start program

As defined by the U.S. Department of Health and Human Services, a Head Start program supports a child’s growth from birth to the age of five by implementing early learning, development, health and family well-being services. 

Intended to prepare children for schooling, Head Start programs are available at no cost. Some of the core aspects of Head Start learning practices include implementing families into a child’s learning, incorporating learning in play and creativity, and indoor and outdoor physical activities. 

Patricia Dela Torre, president of the District of Columbia Head Start Association, highlighted how effective communication amongst families and Head Start program specialists better educational outcomes.

“We give resources to the parents and at the same time, teach the kids. I think the reinforcement of what they learn from the center can be brought back to home open communication between the parents, the teachers the family engagement specialists,” Dela Torre explained. 

If interested in applying to a Head Start program, parents can visit eclkc.ohs.acf.hhs.gov/how-apply.

“I tell parents all the time– read in utero, read to a newborn, read to a six month old. Read, read, read to your children! The research heavily supports cognitive development, language development, receptive language expressive language development.”

3. Invite language practices

Cristina Encinas, president of the Multicultural Spanish Speaking Providers Association, says early childhood is a sensitive period for learning language. An individual’s childhood can be an effective time to begin learning a language as they may have an easier time absorbing the language.

“We need to be very aware that there are periods of sensitivity for children at that age and one of them is the development of language. Children develop language between zero to six years old.  Use words from the very beginning– not baby talk– but big words. The children are absorbing everything,” Encinas said. 

Encinas also noted methods that parents can introduce to better a child’s language skills. These activities can be included into a parent’s daily routine with their child while leaving a lasting impression on their linguistic abilities.

“Exposing them to rich language environments is the very first thing we need to be aware of,” said Encinas, adding that “reading books and using extensive words– describing everything they see when they go out– singing songs rhymes” can all lead to educational moments.

4. Embrace differences

As your child enters an academic institution, they will likely be met with peers of varying backgrounds. Whether they will be introduced to new languages or cultural practices that differ from their own, there is value in finding unique ways to educate them on the diversity of their surroundings. 

Parents can implement books that feature characters of various communities or invite visual representations of diverse groups through art and toys. Not only will this better your child’s understanding of diversity, but it will also allow for them to build confidence in their own identity. 

“Representation is very important. It’s important for affirmation for the young children, it’s important that children see themselves in the educators that teach them, and it’s also important for children to have diverse educators in their life,” Hollowell-Makle shared. 

Hollowell-Makle said embracing diversity in a child’s educational activities can positively impact character development. 

“They have a tendency to have more of a broad worldview, more empathy, more sympathy and just have a better understanding of how the world works and how all these different cultures and ethnicities play a part in it,” she said. 

5. Establish independence

Though children who have yet to begin school are young, there are many ways parents can introduce small acts of independence. 

Many toddlers have developed motor skills that allow them to try small tasks out on their own. It is common for preschool and kindergarten educators to implement independent tasks into a child’s routine. Practicing routines at home will aid the child in smoothly transitioning to a school environment. 

As described by the National Association for the Education of Young Children (NAEYC), toddlers can complete tasks such as carrying their own lunch boxes, putting toys away, placing their shoes by the door or putting clean laundry into drawers. 

The NAEYC also encourages acts of independence that can be introduced into a child’s daily schedule. These activities can include putting on their shoes, walking to the car, or feeding the family pet. While these acts may seem minor, they aid in familiarizing the child with completing duties on their own.

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By Megan Sayles
AFRO Business Writer
msayles@afro.com

The Wells Fargo Foundation awarded a $200,000 grant to Junior Achievement (JA) of Greater Washington on April 19 to expand the organization’s 3DE program, a four-year educational model designed to connect core classroom subjects to real-world experiences. 

The grant presentation took place at Potomac High School during Market Day, in which 3DE eleventh-graders showcase businesses they’ve created as part of their curriculum. 

“3DE has been seeded by philanthropy, and it’s gifts like Wells Fargo’s that give us the ability to grow. We’re getting to a point where we’re going to be looking for public funding as well because the demand and interest in the area is huge,” said Ed Grenier, CEO Emeritus of JA of Greater Washington. “Wells Fargo’s gift is perfect timing. They’re not just doing it to do it, they’re doing it because they genuinely believe in what we’re doing.” 

3DE was first piloted in Atlanta in 2015. Since then, a number of high schools across the country have adopted it. Maryland and D.C. maintain four 3DE schools. The program employs case methodology, an approach that places students in real-life scenarios to exercise decision-making, collaboration, communication and critical thinking skills. 

Student teams collaborate with the business community to generate solutions for case challenges. In their junior year, students design and launch start-up companies. During their senior year, students are matched with a local business partner to participate in an immersive consultancy project. 

“3DE makes school real— something that can be of tremendous value to students because they can see a pathway into careers and adulthood,” said Lynne Ford, interim CEO of JA Greater Washington. “It makes school feel worthwhile and like an investment that makes sense to students.” 

During Market Day, Potomac High School juniors featured jewelry, apparel, candle, beauty and bakery businesses. Student Autumn Miller’s Infinite Pastries sold homemade baked goods. 

The business is more than supplying customers with a delicious treat. Miller created it to advocate for mental health issues. It encourages patrons to bake as a means to relieve stress and anxiety, and 20 percent of its proceeds are donated to organizations that support mental health. 

“Mental health is very important to me because I know a lot of my friends and myself have a lot of mental health issues,” said Miller. “The main thing I want to do is give back to the community, and that’s what we strive to do here.”

Cedric Wilkerson presented his custom-clothing business, Tailors, which prints personalized T-shirts, sweatshirts and mugs for customers. Wilkerson intends to pursue a business degree to help him grow Tailors. He hopes one day to transform it into an online shop before moving into brick-and-mortar stores. 

Wilkerson said 3DE has taught him how to write resumes and reinvest money back into his business. 

“3DE is something that can teach you about business in a very intelligent way,” said Wilkerson. “It’s something that schools in any county should have. I know a lot of people have business dreams, and it can teach them something very important.” 

Megan Sayles is a Report for America corps member. 

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(Black PR Wire) – The Congressional Black Caucus Foundation (CBCF) proudly unveils a groundbreaking collaboration with the University of Oxford to establish a CBCF Alumni Scholarship, a transformative initiative aimed at closing the financial gap for Black students aspiring to pursue master’s degrees at the prestigious institution.

Tony Bishop, a distinguished CBCF fellowship alumnus from the class of 2018, conceived the scholarship to address the challenges faced by individuals like himself, who possess immense academic and professional potential but encounter financial constraints hindering their pursuit of elite educational opportunities. Bishop, having been accepted into the University of Oxford’s Diplomatic Studies program in 2019, was unable to accept his place due to financial limitations. Determined to pave the way for future generations, he initiated the CBCF Alumni Scholarship to empower young Black scholars and dismantle financial barriers.

Bishop, who is now a White House Advisor based in Washington, D.C., found the allies to secure the partnership after attending one of the university’s executive programs where he met the President of Oxford’s Magdalen College, Dinah Rose KC.  Rose commented, “We are delighted to be working with Tony and the CBCF on this exciting new initiative, which will provide generous financial support to help talented students from the widest possible pool to access the opportunities that Magdalen and Oxford can offer.”

The partnership between Tony Bishop and CBCF was solidified with the enthusiastic support of CBCF President and CEO Nicole Austin-Hillery and Senior Vice President of Resource Development Donna Fisher-Lewis who oversees the CBCF’s Leadership Institute. Austin-Hillery remarked, “This scholarship comes at a crucial time when opportunities for Black students face challenges. We are committed to closing the financial gap and restoring educational opportunities for Black students.”

The CBCF Alumni Scholarship is scheduled to launch in April 2024, with the first students attending Oxford in September 2025.  The scholarship funding was made possible by a generous grant from the Open Society Foundation.      

To learn more about the partnership, visit cbcfinc.org/oxford.

###

About the Congressional Black Caucus Foundation (CBCF)

Established in 1976, the Congressional Black Caucus Foundation, Inc. (CBCF) is a non-partisan, nonprofit, public policy, research, and educational institute committed to advancing the global Black community by developing leaders, informing policy, and educating the public. For more information, visit cbcfinc.org. 

As a 501(c)(3), the CBCF takes no position on legislation or regulatory matters before Congress or any other government agency.

Source: Congressional Black Caucus Foundation, Inc. (CBCF)

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By Ama Brown,
AFRO Editorial Assistant

Associated Black Charities (ABC) recently hosted a Free Teen Financial Literacy Summit for all ages at The Doubletree by Hilton in Pikesville, Md. on April 13. The event, sponsored by SECU, offered all teens in attendance a new account with a free $25 deposit.

Guests enjoyed breakfast and lunch at the summit, which divided attendees into groups that focused on different finance subjects. Breakout sessions included time allocated specifically to topics such as the job search and interviewing skills, entrepreneurship and investing and breaking generational mindsets.

Chrissy M. Thornton, executive director of ABC, welcomed the teens and community stakeholders to the event, which included a keynote address Baltimore City Council President Nick Mosby.

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By Bria Overs,
Word in Black

Will Edmond, vegan chef and travel content creator, had had enough. After spending 13 years living in Atlanta and a couple of years in Louisiana, he decided it was time for a change. It was time to return to his roots.

“Cities are becoming more stressful,”said Edmond, 39, to Word In Black. The appeal of urban living has declined for some due to the traffic, crime and the rising cost of living. 

“I know my family has land back in East Texas. I can go back, clean it up, get it together, and build some unique structures on it. And that’s what led me here,” he said. 

In 2022, Edmond and his partner, Austyn Rich, moved back to Edmond’s ancestral hometown in East Texas, also known as Piney Woods. It’s a rural area known for its beauty, pine trees, lakes, and nature trails. And it’s here that Edmond’s family land — a whole 45-acres passed down through generations — is located.

But this experience, where Black folks keep land in the family, is rare.

Financial experts frequently laud homeownership as the key to wealth building. Yet, the Black homeownership rate has never been above 50 percent — a level other ethnic and racial groups have reached and surpassed. For the Black community, the loss of land and property contributes to the widening homeownership gap and the even wider racial wealth gap.

“The immediate cause of home loss is the lack of estate planning,” says Nketiah “Ink” Berko, an Equal Justice Works fellow at the National Consumer Law Center. “Either someone didn’t write a will, or maybe they did, but in the will, they left the home to five or six people. And by doing that, they’ve fractured the homeownership interests in the property.”

According to a 2022 Consumer Reports survey, one in three Americans has a will, but 77 percent of Black Americans lack one.

Estimates vary on the exact amount of Black-owned land lost. The Land Trust Alliance, a land conservation advocacy organization, estimates that between 1865 and 1919, Black folks in the South owned 15 million acres of land. By 2015, Black Americans had lost 97 percent of their land.

The American Bar Association offers a similar statistic: between 1910 and 1997, Black farmers and families lost more than 90 percent of the 16 million acres they owned — and the organization considers that to be a conservative estimate.

Splitting land between family

Berko says that land initially divided by a few children can become further divided by several grandchildren and even more so by subsequent generations. This division, known as “heirs property” or “tangled title,” creates challenges and difficulties in maintaining and keeping the property within the family.

This phenomenon also affected Edmond’s family. “My family, we own about six acres, and then my cousins up the street own some of the land as well,” he says. “We have all of the land still in our family to this day.”

On his father’s side of the family — which also owns a lot of land — a relative sold off their portion. Selling is one way to lose land, but other ways are incredibly burdensome to families.

A National Consumer Law Center report co-authored by Berko highlights laws and policies that could protect, resolve, or prevent heirs property. According to the report, heirs property owners are at greater risk of property tax lien foreclosure and frequently miss out on benefits or disaster relief.

Or, mortgage companies may refuse payments from “people who are not the borrower, refuse to provide information about how much is owed, and refuse to consider heirs for loan modifications or other foreclosure avoidance options,” according to the report.

“A lot of people lose their land for $4,000 because nobody in the family can agree to even pay anything on it, and then they lose it,” Edmond says. “Well, you only owe that much on it, and the land was worth $100,000. Now somebody else has it. I see that a lot around here.”

Tax and mortgage foreclosures leave families vulnerable to investors who offer to purchase the property for much less than it is worth, adding to the racial wealth gap.

Keeping it in the Family

In 2023, Edmond, Rich, and their family members turned the abandoned land into a homestead and “glamping” destination called Glamping Remote. When the project was complete, they shared their story publicly.

Edmond says it was important for him to share his journey and his family’s story because it can serve as an example of what’s possible for Black people. With it being unlikely that houses and property will get cheaper, Edmond believes if people can work with the property in their family or help pay the property taxes, they should.

“If people want to have any type of wealth or to hold on to land that’s been passed down from generation to generation, they need to come back to their grandfather’s and uncle’s land,” he says. “Land is something that’s only made one time.”

This article was originally published by Word in Black.

The post Why experts say keep land in your family if you can appeared first on AFRO American Newspapers.

By Layla Eason,
Special to the AFRO

In honor of National Financial Literacy Month, the AFRO explored how to build positive, healthy financial habits in youth and how to improve Black representation in the finance world. 

Festina Manly-Spain has made it her mission to aid children in understanding financial literacy. She works to foster generational wealth by exposing youth to finance topics and careers in the finance industry. As a certified public accountant, she spoke with the AFRO about representation in her field, the mentors who put her on the path to success and building financial literacy in the Black community– starting with children.

Entrepreneurship and Black finance professionals 

Q:  How many Black people are in the finance space? And how often do you come across women who are of color in this area of work?

A: There aren’t a lot of us. I believe the statistics say less than [5 percent] are Black. I believe that number is even smaller when it comes to females because finance has been a male-dominated space. You don’t see so you don’t see a lot of females in this space.

 When we’re in college, we’re groomed to get internships and go into the workforce of the world. These are great places to learn but they don’t teach you about entrepreneurship. 

Q: Can you talk about some of the people who helped you get on this path to entrepreneurship? Who were some of your mentors? Who were some of the people who you look up to in this line of work? 

A: Within my own family, my mom is an entrepreneur. She had her own business and I saw that growing up. I was in awe of that. This was when I was very little and it left a lasting impression on me. I never thought I was going to be an entrepreneur, but she left that imprint in my head like “this is what you’re going to do.” 

There are also mentors in my field, people that I’ve worked with as well. Although they didn’t take the entrepreneurship path, they really helped me sharpen up my skills in order to do what I’m doing now.

Q: Can you go back to the business that your mom had? What kind of business was that?

A: We are from Sierra Leone, West Africa, where being an entrepreneur is not an outlier. It is very common for people to venture out into business for themselves, and that’s one of the most common jobs you will see. I think in that context, it wasn’t anything special, but when you flip it and you’re in the United States–and we’ve been here for most of my life–looking back she was doing something great. 

She was a female and she had her own business. She had staff! She was doing something incredible that most people here are not. They may be scared of doing that, they may not be empowered to do that. 

In that context , she was very much empowered, and our family supported her. My dad supported her, her parents supported her. I think that a support system is necessary when you are in the entrepreneurship field.

Q:What can be done to steer Black people toward finance careers? 

A: Historically, Black communities have faced systemic barriers to accessing financial education and opportunities in finance-related career fields. To address this disparity, concerted efforts are needed to increase representation and diversity within the finance sector.

One approach is establishing mentorship programs and networking opportunities specifically tailored to aspiring Black professionals interested in finance careers. These initiatives help bridge the gap between ambition and opportunity by connecting aspiring talent with seasoned professionals who can provide guidance and support. 

Q: Diversity, equity and inclusion (DEI) programs across the country are being cut. Why is it important to keep these programs in the finance industry?

A: Promoting diversity and inclusion within financial institutions is essential for fostering an environment where all individuals feel valued and empowered to succeed. By implementing inclusive hiring practices, offering professional development opportunities and creating supportive workplace cultures, organizations can attract and retain diverse talent.

Cultivating financial literacy in youth and promoting diversity within finance careers are integral steps toward building a more inclusive and equitable financial landscape. Collaborative efforts between families, schools, communities and organizations empower future generations to achieve financial success and create a more diverse, vibrant finance industry.

Financial literacy in the Black community

Q: Where do challenges with money and financial literacy in the Black community stem from?

A: It’s a conversation that is not being had in the household–and especially in Black households. This is not something we’re sitting down and actively talking about. I think that is the biggest gap: we see money as something passive. In reality, money is something that we should be actively seeking and actively talking about–especially for Black and minorities. 

Financial literacy for students

Q: You have a program called “Little Finances,” what inspired you to strike out and start this? 

A: My daughter was a source of inspiration for me. The program “Little Finances” was born to break that taboo mindset of not talking about money with younger children. Studies have even shown that teaching kids about money empowers them. In the program, I try to subconsciously put financial literacy vernacular in their world, which aids them in grasping the concepts of basic finance. This eventually inspired the financial literacy alphabet flash cards.

My daughter was curious about money. She would ask me what the dollar bill was. When we were in the grocery store, she’d be curious about my debit card. So that’s when we created, together with my daughter, the ABC’s of money flash cards. We’re taught that “A is for apple.” We’re never taught that “A is for assets.” Why is that? Because we don’t have the conversation. 

My number one goal is to empower my daughter and little ones by letting them know that money is a positive thing. I found that talking with business owners and adults in general, they speak about money in a negative emotion at times. I aim to change that narrative and reflect a positive emotion towards it because money should be used as a tool that helps us reach our goals. 

Q: How does learning about money at an early age set children up for the future? 

A: Fostering financial literacy begins at home, where parents play a pivotal role in modeling responsible money management behaviors and discussing financial concepts with their children from an early age. This includes teaching the basics of budgeting, saving, and the importance of investing for long-term financial security.

Q: We know that schools teach math- but what can they do to help students build financial literacy?

A: Integrating financial literacy into schools equips students with essential life skills that extend beyond the classroom. Incorporating practical lessons on topics such as banking, credit, taxes, and entrepreneurship helps prepare students to navigate the complexities of personal finance in adulthood.

Some companies are targeting Black youth to teach them how to handle their finances and work within financial industries due to there being such a low number of us in it. 

The responses above have been edited for length and clarity. 

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By Chineu Asadu and John Minchillo,
The Associated Press

NEW YORK (AP) — A Nigerian chess champion and child education advocate played chess nonstop for 60 hours in New York City’s Times Square to break the Guinness World Record for the longest chess marathon.

Tunde Onakoya, 29, hopes to raise $1 million for children’s education across Africa through the record attempt that began on April 17.

He had set out to play the royal game for 58 hours but continued until he reached 60 hours at about 12:40 a.m. April 20, surpassing the current chess marathon record of 56 hours, 9 minutes and 37 seconds, achieved in 2018 by Norwegians Hallvard Haug Flatebø and Sjur Ferkingstad.

The Guinness World Record organization has yet to publicly comment about Onakoya’s attempt. It sometimes takes weeks for the organization to confirm any new record.

Onakoya played against Shawn Martinez, an American chess champion, in line with Guinness World Record guidelines that any attempt to break the record must be made by two players who would play continuously for the entire duration.

Support had been growing online and at the scene, where a blend of African music kept onlookers and supporters entertained amid cheers and applause. Among the dozens who cheered Onakoya on at the scene was Nigerian music star Davido.

The record attempt is “for the dreams of millions of children across Africa without access to education,” said Onakoya, who founded Chess in Slums Africa in 2018. The organization wants to support the education of at least 1 million children in slums across the continent.

“My energy is at 100 percent right now because my people are here supporting me with music,” Onakoya said later April 18 after the players crossed the 24-hour mark.

On Onakoya’s menu: Lots of water and jollof rice, one of West Africa’s best-known dishes.

For every hour of game played, Onakoya and his opponent got only five minutes’ break. The breaks were sometimes grouped together, and Onakoya used them to catch up with Nigerians and New Yorkers cheering him on. He even joined in with their dancing sometimes.

A total of $22,000 was raised within the first 20 hours of the attempt, said Taiwo Adeyemi, Onakoya’s manager.

“The support has been overwhelming from Nigerians in the U.S., global leaders, celebrities and hundreds of passersby,” he said.

Onakoya’s attempt was closely followed in Nigeria, where he regularly organizes chess competitions for young people living on the streets.

More than 10 million school-age children are not in school in the West African country — one of the world’s highest rates.

Among those who have publicly supported him are celebrities and public office holders, including Nigeria’s former Vice President Yemi Osinbajo, who wrote to Onakoya on the social media platform X, “Remember your own powerful words: ‘It is possible to do great things from a small place.'”

This version corrects that Osinbajo is Nigeria’s former vice president, not current vice president.

Asadu reported from Abuja, Nigeria.

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By Nneka N’namdi and Aisha Snead

Nneka N’namdi (left) founder of Fight Blight Bmore and Aisha Snead, coordinator of advance planning for the Maryland Volunteer Lawyers Service weigh in on the importance of securing and transferring generation wealth via death and estate planning. 

Did you know that death facilitates the greatest transfer of wealth? Over the next 25 years, $67 trillion will need to change hands. Death and estate planning are topics that many Black Baltimoreans shudder to think about. However, confronted by the reality of higher rates of mortality, we must be intentional in making plans to handle our affairs in the event of sickness or death. These plans should include what we want to happen with our property after we take our last breath. 

Our mortality rates are high in a country where we were once considered property in an estate. This has a profound impact on how we live.

Are we living in a home that we legally inherited from our ancestors? How did our family members write down their wishes for care if they could not make decisions for themselves? Did they decide what would happen to their belongings once they died? Are we paying the lowest taxes and fees on the transfer of our belongings to our descendants? 

More often than not the answer to all of these questions is “no.” 

Nationwide, roughly 70 percent of Black families surveyed in a study released in 2022 by Consumer Reports revealed they had no will or estate planning documents in place. That means nearly two-thirds of any possible wealth among Black Americans is sitting in limbo with the state and local municipalities. 

In Baltimore, we know from research by Fight Blight Bmore, in partnership with Maryland Volunteer Lawyers Service and Baltimore Neighborhood Indicators Alliance, that there are more than 3,000 properties where one or more owners have died but the deceased person’s name remains on the deed– resulting in future legal difficulties for their heirs. Many of these heirs properties are multigenerational family homes in Black neighborhoods. 

Though many of us aren’t passing down our homes properly, we are passing down the trauma of losing them and suffering repeat displacement. This has our “fight/flight” response in a “frozen” state, an Epigenetic Trauma response that may be keeping us from beginning the process of Estate Planning and costing us more in the long run. 

Are we suffering the subconscious memories of our stolen ancestors and their stolen property? It wasn’t until the 1866 Homestead Act, that all Black people could legally own property in the United States. Prior to that, Black Codes like the 1827 Maryland Occupation Acts made it difficult for Black people to own property of any kind. Despite these difficulties, as early as 1798, there were eight Black property owners in Baltimore. 

However, limited access to lawyers and protection under the law created barriers for Black property owners to leave assets to their heirs. Sadly, this is still the case. How many of us have family stories of loss through “land grabs” like “Ground Rent,” “Squatter’s Rights,” “Tax Sale,” “Eminent Domain” or “Urban Renewal”? Would estate plans have stopped tyranny and terror 150 or even 50 years ago? Probably not, but in the present, the cost of not having an estate plan is too heavy. 

Financial “experts” and Politicians both use buzzwords like “generational wealth,” yet continue to create and support laws that increase vulnerability of property loss for Black people. Black wealth remains in a continual cycle of loss, as Black families are typically starting every generation at zero. 43.8 percent of Black wealth is attributed to homeownership. Not having an estate plan can result in the loss of a family home, any equity and thereby that family’s largest source of wealth.   

If a property owner requires long term or skilled nursing care and they receive Medicaid to cover medical costs, the program can place a lien against their home for the cost of the care and can eventually force the sale of the home in order to “recapture” their money. 

On the other hand, in cases where the homeowner has created a life estate without powers (Life Estate Deed), the deed can protect their home. The catch is you must have the life estate in place for 5 years prior to needing long term or skilled nursing care. Then Medicaid can no longer legally place a lien on the property or force its sale. This is but one example of how not having an estate plan can be too costly. There are also property transfer fees and taxes which can be avoided with proper estate planning. A quick and easy way to avoid the costs and complications of transferring assets after death is through beneficiary designations. These state who should be paid upon death (POD) on all accounts (insurance, retirement, investment and any bank accounts) and who should receive vehicle transfers upon death (TOD).

There is a misconception in the Black community that estate planning is for the wealthy. This is false.  Estate law applies to all without respect for income or net worth. Even if you don’t own property, estate planning can be used to define your care if you’re no longer able to make decisions for yourself (advance medical directive and living will). A financial power of attorney (POA) assists you with legally designating a person to take care of your finances while you are living and unable to, and much like the family Bible, you can use estate documents to create a historical record regarding your life and death, known as a will. 

Taking the time and energy to plan for our death is one of the ways we can begin to address the trauma of property theft and displacement. It also relieves our loved ones of the burden of making these decisions for us so that they may begin to grieve. Without these plans, Black families are left at the mercy of the law to decide who should get what and how much it will cost them to get it. Estate Planning is a kindness to your loved ones, and promotes unity within families. It is planning your legacy. So, let us be self-determining and make choices that support our dignity. We can’t leave it solely to the law. 

You may be eligible for no cost estate planning services. For more information, contact Maryland Volunteer Lawyers Service.

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In a country growing more diverse by the day, we have the power to stop book bans and other attempts to erase Black history.

By Ameshia Cross
Word in  Black

No matter how much the right derides the word, the Black community needs to stay woke. In recent years, we’ve witnessed a disturbing trend that threatens the foundations of our democratic society: the rise of book bans, curriculum censorship and attacks on historical narratives in our educational institutions.

These actions not only threaten the principles of academic freedom and undermine the integrity of our education system, but they also position America as a democracy on the brink of collapse. 

Education is meant to be a journey of unlocking the unknown, expanding critical thinking, and advancing intellectual growth. Central to this journey is the freedom to engage with a diverse range of ideas, perspectives and honest history.

When politicians and officials censor books, sanitize curricula or suppress truths like the harsh effects of slavery, Jim Crow, Reconstruction and various civil rights movements, they are robbing students of the opportunity to grapple with complex issues of the past and design a future that embraces a more just society.

In a country growing more diverse by the day, we cannot let the right whitewash our history or dilute cultures that ignore the multicultural America and world our young people reside in. To do anything other than teach both historic and modern realities is erasure.  

Education should encourage dialogue, debate and the exploration of diverse viewpoints, not shield them from various ideas, uncomfortable truths or controversial topics. And yet, more than 4,200 books were targeted for censorship in 2023 — a 65 percent increase than the previous year,  according to the  American Library Association (ALA) — with 47 percent of them centering the lived experiences of the LGBTQ+ community and people of color.

This isn’t by mistake; it is a deliberate effort to propagate (cis-hetero) White supremacy. As a result, there has been a dangerous domino effect with the rollback of hard-earned civil rights progress. The so-called anti-CRT (critical race theory) and anti-DEI (diversity, equality and inclusion) culture wars have coincided with the downfall of affirmative action in college admissions, the decimation of voting rights, along with amplified White grievance politics and claims of reverse racism. Schools have always been battlegrounds for civil rights…today is no different. 

Black and Latino students are particularly impacted by the erasure of their history and culture. With the majority of students in the U.S. being students of color, they deserve a rich and rigorous education that is culturally relevant to them. Not only is it just, but it has positive effects: Research shows that children are more engaged and have better academic outcomes when they can see themselves in books, learning materials and teachers. In other words, representation matters. 

Similarly, curriculum censorship stifles academic inquiry and hampers educators’ ability to provide a comprehensive and well-rounded education. The right’s attacks on history are particularly insidious, as they seek to rewrite or erase the past to fit a memory of America that no longer represents who we are or where we are going.

History is not static; it is a dynamic and ongoing process of inquiry, interpretation and revision, and it should not be diluted or distorted. And Whiteness should no longer be the default perspective. 

Moreover, book bans, curriculum censorship and attacks on history disproportionately impact marginalized communities and perpetuate systemic inequalities. By silencing voices and perspectives that challenge the status quo or highlight the experiences of marginalized groups, we perpetuate a narrative of exclusion and erasure. Our histories, our heroes, and our experiences cannot be erased.  

That’s why EdTrust and renowned leaders in education and civil rights are hosting Can’t Be Erased: An Event to Rally Against Book Bans and Curriculum Censorship on April 17 at 6 p.m. E.T. Attendees of this free virtual event can learn how to push back against efforts to suppress the teaching of honest history and the diversity of identities and ideas in your community.  

The call to provide every student with a culturally relevant curriculum in a safe, inclusive environment has never been more pressing. Book bans and policies that restrict discussions of race, gender and identity not only stifle academic growth but also obscure students’ understanding of diverse cultures both in the U.S. and the world around them. 

This article was originally published on WordinBlack.com.

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By Aria Brent
AFRO Staff Writer
abrent@afro.com 

Community members filed into the Sollers Point Multipurpose Center in Dundalk, Md. on April 7 to see two of the top candidates in Maryland’s Congressional senate race face off against each other. However, most learned when they arrived that U.S. Representative David Trone had taken ill and was unable to meet his opponent, Prince George’s County Executive Angela Alsobrooks, on the Southeast Baltimore prepared for them.

For two hours Alsobrooks answered numerous questions on her plans for the state, should she be elected to represent the state of Maryland in the U.S. Congress.

Hosted by the Baltimore County and Baltimore City Democratic Parties, the event was set to have a six-person panel, consisting of James Kraft, Charlotte Wood, Olivia M. Lomax, Braxton C. Street, Keisha Allen and moderator, Jayne Miller. Though a table was set for the panel to sit on stage, shortly before the event started the panelists gathered and took reserved seats in the audience, asking their questions with only Alsobrooks and Miller on the stage.

Topics discussed during the debate included crime and public safety, education, climate change and more. Before diving into the many questions the crowd had, Alsobrooks set the tone for the evening by sharing some of the things she’s accomplished throughout her political and judicial career, and how she plans to continue those efforts if elected as senator. 

“As U.S. Senator I will continue to work on prioritizing the families of Maryland and making sure we address the issues that are at your kitchen table,” she stated. 

Public safety 

When it came to crime and gun violence, Alsobrooks shared that she thinks the increasing amount of gun violence is a result of the lack of mental health resources and gun laws throughout the nation.

“We know that gun laws are safe, and we need to take action to put some sensible gun legislation in place. Ghost guns are a huge issue in our community. Gun violence is an epidemic and our children are dying,” Alsobrooks said. “Behavioral health is the number one health issue in multiple communities.We need access to mental health care so that people can have the opportunity to heal.”

Education

Alsobrooks noted that she looks forward to helping students receive equal opportunities to a proper education regardless of their neighborhood, socioeconomic background or learning disabilities. 

 “I’ll be fighting to ensure that we are increasing funding for programs like Title 1, which allows our children who are at a disadvantage in impoverished communities to have an excellent education,” Alsobrooks stated. “I’ll be fighting also for the individuals with disabilities. It is so heartbreaking to know how many of our children with disabilities are left behind.”

Further discussing her agenda for improving education, Alsobrooks addressed the current issues that are shaping our school systems and how it’s impacting our students.  

“Many of our local jurisdictions rely so heavily on local property taxes to fund education. We have created a system where your zip code determines the quality of your education and in my mind there is something so wrong with that,” she said. 

Health care 

When discussing the topic of healthcare Alsobrooks explained how the ever changing expense is both a necessity and a right to all people.  

“I believe every person in our community has a right to quality and affordable healthcare. It should not be a privilege to have health care,  it’s a right,” explained Alsobrooks. “The Affordable Care Act is what we have used to bring down the cost of healthcare. It’s allowed us to have 22 million additional people covered by insurance.” 

Going on to further explain why our nation needs The Affordable Care Act, Alsobrooks discussed some of the changes she’s looking to bring to health care and some of the  progressive efforts that have happened under the Biden administration such as lowering the out of pocket cost of insulin and Medicare’s negotiation with the pharmaceutical industry to cap the out of pocket cost for prescription drug medications.

“I’m looking to build on the Affordable Care Act. Things like dental care and vision care, all of those things added to the Affordable Care Act will bring down the cost of healthcare for our families—this is a huge issue for some families. I’m fighting for health care and to make sure it’s affordable for all families,”she stated. 

Members of the community who attended the event shared their thoughts following Alsobrooks’ impromptu town hall meeting. Some expressed concern for Trone for his absence, but noted that regardless of circumstance being present during your campaign in an election year is vital. 

“I hope that he is well, but I personally thought this was very important and sometimes you have to soldier up,” said Haki Ammi, a board member of the Maryland Black Caucus Foundation. “Sometimes you got to go through the minefield for our community and sometimes outside of true death, you soldier up to make things happen for our community. That’s just how I feel, if it were me I would have been wheeled out here.” 

Though a range of topics were discussed, one thing seemed to be at the forefront of people’s minds: the importance of voting.
“Register and vote. Just vote, get out there,” Lynda Rice, vice president of the Anne Arundel County, West County Democratic Club, told the AFRO. “Let your voice be heard. Please do not think it doesn’t matter. If you think your vote doesn’t matter, turn on the news and see that it does.”

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By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia

(NNPA NEWSWIRE) – A new study conducted by the Government Accountability Office (GAO) and commissioned by U.S. Rep. Bobby Scott (D-Virginia) has unveiled concerning trends regarding the representation of Black and Hispanic faculty members in higher education institutions. Despite modest increases in their numbers over the past two decades, Black and Hispanic individuals remain significantly underrepresented among college faculty.

The study, which examined data spanning from fiscal years 2003 to 2021, found that while the proportions of Black and Hispanic faculty members have seen slight upticks, they continue to lag behind their representation in the broader workforce, particularly among workers with advanced degrees and professionals. Further, the study highlighted a stark disparity between the racial and ethnic composition of faculty and that of the student body, indicating a systemic issue within higher education.

“Addressing the underrepresentation of Black and Hispanic faculty is not only a matter of diversity but also impacts the overall quality of education and student outcomes,” study authors wrote. “It’s imperative that we hold institutions accountable for fostering inclusive environments that reflect the diversity of our society.”

The study identified the processing of employment discrimination complaints as one significant barrier. Both current and prospective faculty members have the option to file complaints with either the Equal Employment Opportunity Commission (EEOC) or the Department of Education. However, the study revealed persistent delays in the referral of complaints from the Department of Education to the EEOC.

In fiscal year 2022 alone, the Department of Education processed and referred 99 complaints alleging employment discrimination at colleges, with an average referral time of 71 days—well beyond the mandated 30-day period. Such delays not only prolong the resolution process but also perpetuate instances of discrimination and inequity within academia.

Additionally, the study uncovered deficiencies in the EEOC’s tracking and processing of complaint referrals. Despite receiving complaints referred to by the Department of Education, the study concluded that the EEOC needs a consistent protocol to ensure the timely receipt and processing of these referrals. 

The lack of accountability poses risks of oversight and further delays in addressing discrimination complaints, the authors stated.

In response to the findings, the GAO has issued recommendations aimed at enhancing accountability and efficiency in the processing of discrimination complaints. Scott has urged swift action from both the Department of Education and the EEOC to address the systemic disparities and processing delays highlighted in the study.

“The good news is that faculty diversity has improved over the last twenty years. The bad news is that faculty diversity is still not representative of the students they teach,” Scott stated.

According to the study authors, historically Black colleges, and universities, among other minority-serving establishments, have had success in nurturing and advancing academic members of color into tenure-track jobs, which offer greater security than adjunct or part-time employment. The authors noted that these schools frequently prioritize the education of students of color in the recruiting and professional development of their professors.

The GAO research suggests that enhancing mentorship, conducting retention studies, and providing leadership opportunities are effective strategies to enhance the retention of faculty members who are of color. The survey also discovered that a positive campus environment affected teachers’ decision to remain at their schools.

The Equal Employment Opportunity Commission and the Department of Education both handle allegations of discrimination at colleges and universities inefficiently, according to the GAO study. The Education Department’s regulation mandates that complaints be sent to the EEOC within 30 days, however, the average time it took to get a referral was more like 71 days.

“As we strive to create more equitable educational environments, it is incumbent upon federal agencies to prioritize the timely and thorough investigation of discrimination complaints,” the authors concluded. “Our nation’s colleges and universities must be bastions of diversity and inclusion, and addressing the underrepresentation of minority faculty is a critical step towards achieving that goal.”

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By DaQuan Lawrence 
AFRO International Writer 
DLawrence@afro.com

During an international diplomacy trip to the United States, Dr. Grace Naledi Mandisa Pandor, who serves as South Africa’s Minister of International Relations and Cooperation, made a visit to Howard University (HU). Pandor is responsible for her nation’s foreign policy, and discussed numerous topics while inside of the HU Interdisciplinary Research Building. 

Under the theme, “Speaking Truth to Power: 30 Years of South African Leadership on Black International Solidarity,” Pandor discussed South Africa’s position on the Israel-Gaza war, international solidarity and her suggestions for improving the efficacy of the United Nations (UN). 

“Our position is with respect to the plight of the people of Palestine, and is not in any way anti-Semitic, nor against the continued existence of Israel,” Pandor said. “[South Africa] clearly has always supported a two-state solution, and we believe this is the only way to arrive at a guarantee of peace and security for both Israel and Palestine.”

Pandor’s diplomatic visit occurs during a unique moment in history and geopolitical affairs, as the U.S. and South Africa, which have strong bilateral relations, find themselves on opposite sides of the political spectrum regarding the longstanding conflict in the Middle East. Both nations are also two of the 64 countries scheduled to hold general elections in 2024. 

The event was organized by students in Howard University’s Department of African Studies and the Center for African Studies, and took place during the eve of the annual commemoration of the Sharpeville Massacre of March 21, 1960. The incident led to the death or injury of more than 200 Black South African protestors who were slain and injured while trying to change apartheid laws. 

During her remarks, Pandor elaborated on the role developing countries and non-Western nations, such as South Africa, can play within the sphere of international affairs. 

“The role that South Africa has assumed, is to try to increase the voice of what we call ‘the Global South,’ in the face of deepening inequalities and divisions in the international system,” Pandor said. “We do this because we believe the Global South is deserving of attention and deserving of support.”

Pandor continued, saying “when we refer to the Global South, we’re talking of those countries, regions and peoples of the world that don’t reflect a forceful power on global affairs and global institutions– [people] who are the victims of institutions that should support them.”

Students said the event left them with much to think about. 

“The event with Minister Pandor was eye-opening,” Jessica Moulite, a third-year Ph.D student at Howard University, said about the conversation. Being one of the three student panelists to engage with her and ask questions of a great world leader was a humbling experience.”

Originally from Miami, Moulite is focused on sociology for her doctoral studies and shared her perspective and takeaways from the event’s esteemed guest speaker. She said she enjoyed hearing “Minister Pandor emphasized the importance of calling out injustices and fighting for the world that we envision for us all.” 

Before her tour of North America, Pandor, who is South Africa’s top foreign policy official, declared that she would focus on business opportunities and international diplomacy, during her trip to the U.S. 

Throughout her visit, the minister held meetings with members of Congress, leaders from the private sector, faith community and advocates at think tanks, such as the Carnegie Endowment for International Peace. She met with anti-apartheid activists and interacted with students at HU, affectionately known as “the Mecca,” before heading to Jamaica for diplomatic meetings. 

The South African Broadcasting Company reported that Minister Pandor’s visit to Howard University would be one of the highlights of her busy schedule. While discussing ways the international economic system can be improved for all nations, Pandor addressed how prestigious multilateral organizations such as the UN, could be enhanced to better serve historically marginalized nations and populations.  

“We really are trying to marshal countries that have suffered under development, racism and colonialism to understand that they do have a collective power, which they can use more effectively, to influence the direction of world affairs,” Pandor said. 

Pandor highlighted the role that multilateral institutions, such as the International Monetary Fund, the United Nations and the World Bank have in upholding current international governance mechanisms via international law. 

“We believe the premier global institution to protect all of us universally and uphold our rights in the Global South, is the United Nations,” Pandor said. “We must address the reform of the UN, and in particular, the Security Council, as well as the Bretton Woods institutions (the International Monetary Fund and the World Bank) that are responsible for international development and finance.”

Moulite noted the importance of such commentary by an international politician and called attention to Pandor’s statements about international solidarity and the historical and contemporary importance of people around the world continuing to seek institutional justice, despite the current iteration of international law and governance.  

“This fight is one that we cannot get tired of fighting,” Moulite said. “Not only are others depending on us– but we also have to fight for our ancestors in the struggle who also wished to see a better, more just world.”

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By Aziah Siid,
Word in Black

Career days happen nationwide at schools, giving students a dose of “if you can see it you can be it” realness. Sure, some kids may see the day as an escape from the academic side of school, but it’s easier to be enthusiastic about career day when the people offering insights into their professions, the hurdles they’ve leaped over, and the milestones they’ve celebrated are actually relatable.

So picture this: Black folks from a range of professions packing a majority-Black school to tell students about their careers — and the skills and education they needed to get there. 

That’s what I witnessed when I participated as a speaker for career day at Brooklyn Laboratory Charter School, a sixth to 12th-grade school in Brooklyn. The school’s second annual “Success Looks Like Me” event saw over 70 professionals from a variety of backgrounds show up to campus with the hopes of inspiring students to pursue jobs they may never have heard of.

“I’ve never seen an event that has captivated the attention of scholars like Success Looks Like Me,” Chuck Jones, the principal for Brooklyn Lab’s high school told me. “We were able to host 70 Black and Brown professionals from across the country, some that come from big social nonprofits like The Black Man Can, handbag buyers from Chanel, marketing professionals, tailors, even a federal judge.” 

Exposure to various careers and the education needed to get there matters for students’ future ability to participate in the workforce or become an entrepreneur. As a recent report from Georgetown University’s Center for Education and the Workforce puts it, to ensure students have good jobs in the future, we need to “help young people pursue and attain their education and career goals simultaneously using career exposure and work-based learning.”

In addition, a 2021 report, “Preparing Students of Color for the Future Workforce” from the Center for American Progress recommended partnerships between local employers and schools to “help students build knowledge on various career options.” Ideally those would be long-term partnerships that create a pipeline for students from school to the workplace, but in the meantime, career day creates a vision of success in the minds of kids. 

Brooklyn Lab’s CEO, Garland Thomas-McDavid, who was born and raised in one of Brooklyn’s toughest neighborhoods in the 1980s, is all about vision.

“I really want it to expose children to success that looks like them, success that was tangible to them,” Thomas-McDavid previously told Word In Black. “I just like to think that I’m going back for my people. Like, it’s not just about my success, where I am, or me being a woman and arriving somewhere, but how am I widening the path and creating access, and showing even the adults around me how to get there and how to develop in order to be successful.”

Representation makes a difference

Brooklyn LAB is nearly 92 percent  Black, and according to data from New York City Public Schools economic need index, nearly 80 percent of Brooklyn Lab students come from families facing economic hardship, in turn many of them qualify for reduced or free lunch. 

In looking at Thomas-McDavid’s ideology about all students believing they can reach the highest level of success, Jones agrees their career day touched the LAB community, “in a way that was transformative.” He says that after talking to a marketing professional from George P. Johnson, one of the world’s leading experience marketing agencies, the student said that he “never realized that the experiences that I saw on TV were made by people that look like me.” 

Another high school student told Jones how enthusiastic she was about not only hearing about Historically Black Colleges and Universities, but also learning about themes from a person who attended and could explain how much the experience impacted their life.

Career days like this one signify the need for students to have first-hand exposure to opportunities — , like knowing they can attend an HBCU rather than settling for an in-state college or university.

“The thing that made it so transformational is because, at the end of the day, you want to be able to build bridges across lines of adversity, and oftentimes, adversity at an all-Black school can be just a thought, right?” Jones tells Word In Black. He says events like their annual career days help teachers distinguish between students who believe they can overcome adversities they face, and ones who need a bit of help achieving their goals

Although the number of participants doubled in just one year, Jones is looking forward to building partnerships with the companies who sent representatives and getting even more folks from a wide range of careers.  

“I would love for us to have a chef that comes on-site, and the portion of the mini-lesson is actually a mini cooking class,” Jones says. “I think the sky is really the limit, and the possibilities are endless.” 

This article was originally published by Word In Black.

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The Associated Press

ST. LOUIS (AP) — The Association of Black Students at St. Louis’ Washington University on April 5 held a sit-in at a dining hall where a group of students last month allegedly threw eggs, stood on tables and used racial slurs in front of primarily racial minority workers.

University spokesperson Julie Flory in a statement said the private college does not “share information about any specific incident or investigation involving our students or other members of our community.”

“We are working directly with our students and other members of our community to address their concerns,” Flory said.

Dining hall workers felt intimidated and uncomfortable when students on March 21 jumped on tables, spit at each other and used racial slurs, the president of a local food workers union, David Cook, told the St. Louis Post-Dispatch.

The Association of Black Students told the newspaper that most of the workers that night were racial minorities.

St. Louis Democratic state Sen. Karla May in an April 5 statement said she reached out to student advocates and campus leaders “to ensure steps are being taken to address these overt acts of racism.”

The Association of Black Students met at the cafeteria April 5 to write thank-you notes and show support for workers who were present during the alleged incident, which the group said was “not an isolated instance of violence.”

“It shows how racism is still a part of the culture and has been fostered at Washington University, elite institutions, and historically white organizations for far too long,” the group said in a statement posted on the social media platform Instagram.

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By Ariyana Griffin 
Special to the AFRO 

Tuskegee University (TU) has announced $6.7 million in federal funding aimed at the launch of a new aviation degree program in the fall. The funding was sponsored by Sen. Katie Britt (R-Ala.). 

According to information released in a statement, the Tuskegee aviation degree program will grant students the opportunity to earn a bachelor’s degree in aviation science  on a pilot track. The program will begin with a cohort of 25 students and is expected to expand to over 200. 

The aviation degree will consist of two components. Students must first understand the general education core and aviation science related courses in aerodynamics, aircraft structures, aircraft propulsion, performance stability and control as well as meteorology. They then will begin flight training where students will be able to take the appropriate FAA certification for private and commercial pilot certificates. Students will get the unique opportunity to earn their flight hours on Moton Field, the same area where the historic Tuskegee airmen flew. 

The program is still awaiting approval from the Southern Association of Colleges and Schools Commission on Colleges. A main goal of the degree program is to not only introduce aviation to a new generation of students but to also help aid the shortage of pilots which is expected to increase. 

 “This program  is important because at Tuskegee the history of the Airmen shows that learning trades and skills is fundamental in building a self-sufficient lifestyle,” said Angelo Burrell, a junior at TU. “I believe this flight school will open doors and opportunities that minorities never had. I personally do not know any pilots back home in Los Angeles so to be able to participate in this and show my community they can do it too is everything.”

According to the U.S. Bureau of Labor Statistics, “about 16,800 openings for airline and commercial pilots are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.” Commercial pilots are mandated to retire at 65 years old.

“The most exciting part is the opportunity to train our students to become pilots,” said S. Keith Hargrove, Ph.D., provost and senior vice president for TU. “In the tradition of Gen. Chappie James and the Tuskegee Airmen, we will continue the tradition of excellence in Aviation.”

Gen. Daniel “Chappie” James Jr. served as a fighter pilot during his time in the United States Air Force. In 1975 he made history by becoming the first African American to reach the rank of four-star general in the Air Force.

“We look forward to starting the program this fall after our proposal to the Southern Association of Colleges and Schools Commission on Colleges, our accrediting body, is reviewed,” said University President Dr. Charlotte P. Morris. “This program will create opportunities for young aviators who dream of spending their lives soaring through the skies – here and around the world. I think Gen. Chappie James and Capt. Alfred Anderson would both be proud.”

Charles Alfred Anderson Sr. is credited to be the father of Black Aviation, he was also the chief flight instructor of the Tuskegee Airmen.  

“The most exciting part is the opportunity to train our students to become pilots,” said Hargrove. “In the tradition of General Chappie James and the Tuskegee Airmen, we will continue the tradition of excellence in aviation.”

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Black PR Wire) Washington, D.C. – The Congressional Black Caucus Foundation (CBCF) announced its collaboration with Paramount Pictures for the highly anticipated BOB MARLEY: ONE LOVE film which hit theaters on February 14, 2024. The CBCF has been selected as the film’s nonprofit partner to provide The Bob Marley: One Love Social Impact Scholarships to support students pursuing degrees in social justice related programs.

“The message of unity and love in the Bob Marley: One Love movie reinforces the resolve required to meet the generational challenges faced by diverse emerging leaders through a steadfast commitment to progress,” said Nicole Austin-Hillery, CBCF President and CEO. “Developing future leaders is central to our mission of advancing the global Black community by preparing the next generation to lead in public service and policy development. We are proud to add the One Love Social Impact scholarship opportunity as another option to help relieve financial barriers to higher education for students of color.”

The Bob Marley: One Love Social Impact Scholarships honor Marley’s legacy as a cultural icon and his message of unity by supporting ten rising sophomore, junior, and senior students with $5,000 scholarships in pursuit of degrees in community organizing, nonprofit management, public policy, or social justice related degree programs who are attending selected Historically Black Colleges and Universities (HBCUs).

Paramount Pictures is giving $50,000 to support the ten scholarships that will be awarded to students attending Bowie State University, Clark Atlanta University, Dillard University, Florida A&M University, Hampton University, Morehouse College, Morgan State University, Spelman College, Texas Southern University, and Xavier University of Louisiana. 

Applications are open April 1 through April 30, 2024. To apply, students can visit https://cbcfinc.academicworks.com/.

“Bob Marley’s commitment to creating a better world is the driving force behind his musical legacy,” said Marc Weinstock, President Worldwide Marketing and Distribution for Paramount Pictures. “Empowering a new generation to take the reins on shaping that world is one way to honor the values that Bob embodied, and we are proud to partner with the Congressional Black Caucus Foundation to move that mission forward.” 

BOB MARLEY: ONE LOVE celebrates the life and music of an icon who inspired generations through his message of love and unity. On the big screen for the first time, discover Bob’s powerful story of overcoming adversity and the journey behind his revolutionary music. Produced in partnership with the Marley family and starring Kingsley Ben-Adir as the legendary musician and Lashana Lynch as his wife Rita, BOB MARLEY: ONE LOVE premiered February 14, 2024.

For additional information on CBCF and to learn more about The Bob Marley: One Love Social Impact Scholarships, visit cbcfinc.org.

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By Megan Sayles
AFRO Business Writer
msayles@afro.com

The Federal Reserve System Board of Governors recently elected Coppin State University (CSU) President Anthony L. Jenkins, Ph.D., to the board of directors of the Baltimore branch for the Federal Reserve Bank of Richmond. The bank serves Maryland, North Carolina, South Carolina, Virginia, West Virginia and Washington D.C.

Beginning this March, Jenkins will serve a three-year term. He is the first Maryland university president to be appointed to the board. 

“It’s critical for monetary policymakers to understand the communities we serve, and Coppin State University is a vital institution in Baltimore,” said Jessie Romero, assistant vice president and corporate secretary for the Federal Reserve Bank of Richmond. “We’re very excited about the insights and connections Dr. Jenkins will be able to bring from the people who live and work here.” 

Jenkins said the position was not something he sought. Instead, the board reached out to gauge his interest in the role. He thought it would be a unique opportunity not only for him, but for CSU. 

Jenkins said the appointment speaks volumes about the reputation of the West Baltimore anchor institution. 

“I think the Fed really acknowledges how Coppin is a leader in urban higher education and appreciates what we can bring as far as insight and value as an anchor institution,” said Jenkins. “I think they also acknowledge that in order for Maryland to be strong, Baltimore has to be strong. Coppin, as the hometown university, really has its thumb on the pulse of what’s going on in Baltimore.”

Jenkins became president of CSU in 2020. When Jenkins arrived on campus, CSU’s retention rate was about 57 percent compared to 74 percent today. Enrollment increased 5 percent last fall, with students hailing from 37 states and 31 countries. Last year, the university invested more than $14.1 million in research, up from $1.5 million in 2019. It also raised $6 million, up from $1.2 million in 2019. 

“We did that with the backdrop of a global pandemic. You can’t underscore how much we moved this university in a short period of time during a global pandemic,” said Jenkins. “Imagine what we’re going to continue to do now that that’s behind us.”

Since assuming his board position, Jenkins said his perspective on the U.S. economy has shifted. Instead of thinking about the economy from a consumer perspective, he’s considering its sustainability and its impact on the rest of the world. 

“This board is really responsible for creating a healthy and more sustainable economy for this nation, understanding that what we do has a trickle effect on the rest of the world,” said Jenkins. “For me, it’s about bringing insight, information and expertise of what’s happening in Baltimore to strengthen the economy, policies and regulations and to put families in a much better place.” 

Megan Sayles is a Report for America corps member.

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By Megan Sayles,
AFRO Business Writer,
msayles@afro.com

Associated Black Charities (ABC), a Baltimore-based racial equity organization, will hold its first Teen Financial Literacy Summit on April 13 at the DoubleTree Baltimore North Hotel in Pikesville, Md. The free event builds on the success of ABC’s six-week Teen Financial Literacy summer series that took place last summer. 

Baltimore area youth aged 12 to 16 are welcomed to attend the summit, alongside a guardian aged 18 and over, to learn about critical subjects, including entrepreneurship, budgeting, assets, liabilities, debt management, investing and philanthropy. 

“As Black people, we’ve been disenfranchised from information on how to build wealth, how to have multiple streams of income and how to become investors,” said Chrissy Thornton, president and CEO of ABC. “As we are training the next generation, we need to make sure that the current generation not only has the information, but that they are positioned to be supportive of their children.” 

Baltimore City Council President Nick Mosby will open the summit with a keynote address. Attendees will then participate in breakout sessions on finance essentials. During one session, guardians and youth will separate. Adults will take part in a discussion about breaking generational mindsets around money while youth will learn about job seeking and interviewing skills.

The program employs curriculum from Morgan State University alumnus Kerwyn Phillip’s book, “Malik’s First Job.” The story follows Malik who has his first job interview at a local sneaker store. During his employment journey, he seeks his father’s guidance to learn how to manage money and become financially responsible. 

Phillip said he was inspired to write the book because he wanted to prevent young people from facing the same financial challenges he did. 

“Coming out of college I didn’t know how to properly manage money. A lot of the things that I’m teaching now, I didn’t do myself,” said Phillip. “It caused me to get into debt and to struggle financially. I just wanted to share what I’ve experienced so that the next generation doesn’t go through the same thing I did.” 

Without comprehensive financial education, Phillip said people are unable to create generational wealth and pass it on to their children. He cited a study conducted by The Williams Group that revealed 70 percent of wealthy families lose their wealth by the second generation. 

“We’re hoping that with this program, we help spark conversation within households,” said Phillip. “These children are still in their teen years. We hope once they get older they’ll already have a basic understanding and appreciation of finance.” 

Megan Sayles is a Report for America corps member.

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By Maxine J. Wood, Ed.D

“HomeWork: Lessons Learned in the Home for Success in School and Life,” released in May 2023, marked the publication of the second edition of a book fifteen years in the making. 

It reflects a composite view of my observations, recommendations and motivations for encouraging parents and parenting adults to give continued, consistent and welcomed attention to their roles as their children ‘s first teachers in the home. Depending on one’s age, ethnicity, experiences and other factors, a number of folks can readily acknowledge having grown up under conditions that reflected their parents, family and other adult’s values. Our advisors, mentors, role models influenced our behaviors, activities and learning, and so it is among today’s children, as they grow.

During almost five decades in public education, pre-K thru 12th grade as a classroom teacher, administrator and an advocate of lifelong learning, I have always given deference to the guidance that parents can have on their children’s learning.

Experiences as a mother and grandmother, and my continued role as mentor and advisor, gives further personal significance to encouraging the positive impact of parents on their children’s behavior in the home, school, community and beyond. 

The COVID-19 pandemic suggested a need to revisit the importance of parent influences on children’s learning, with attention being given to character education, behavior and values. Children and youth are appearing more prominently as victims and perpetrators of crime and violence. Currently, the response to the chronic question “Where are the parents?” The answer should be “Here! — present, willing and able.” 

“HomeWork” has been developed to revive, inspire and encourage renewed awareness of the significance of parent involvement. HomeWork consists of ten defined lessons focused on life-skills and values: Learning, responsibility, encouragement, persistence, honesty, creativity and talent, cleanliness and respect for self and others, self-motivation and heritage and legacy. 

Priority attention is given to “Lesson One: Learning” as a critical area for a good beginning, and to “Lesson Ten: Heritage and Legacy,” with emphasis on recognized family values, remembered and shared over time. This is a valuable opportunity. An enriching process of bringing parents and children together in learning situations can cultivate strong relationships between them.

In his foreword to “HomeWork, 2023 Edition,” researcher at Johns Hopkins University School of Education, Dr. Robert Balfanz states “More than 50 years ago, James Coleman showed that home contributions to students’ learning and achievement were as significant, if not in some circumstances, more significant than what students did at school. More than 100 years ago, John Dewey and others argued that the best teaching and learning environment was one which integrated home and school learning in Community Schools. For millennia societies in Africa and elsewhere have organized education as a communal responsibility, where it takes a village to raise a child. Yet in recent decades, the role of parents as their children’s first educator, beyond the pre-school years, has been downplayed.”

This deficiency and concerns about its effect— particularly on children and youth— is prompting researchers and educators to identify responses and solutions. It is warranted relative to potential suicides, disruptive behavior, bullying and situations in this population. Cultivating an enriched role for parenting adults as their children’s first teachers can contribute to ongoing nurturing relationships and learning. “HomeWork” is a practical resource for educators, teachers and other professionals who support parent’s success in this important role.

When reflecting on personal learning experiences many can recall how and when they were taught some basic, practical information. We know where these experiences occurred— they happened in the home. They were part of family expectations. We were taught how to do numerous things, from the ordinary to the unusual. We might remember being present when a parent or relative prepared a special meal, dish or desert “made in the home” and enjoyed for their qualities and flavors. 

Under the guidance of parents, grandparents and other parenting adults, distinctive characteristics learned at home followed us in our behaviors, attitudes, and actions, outside of home and reflected what we had been taught. In some instances, these teachings were as recognizable as the special dishes.

The Ghanaian proverb, “The ruin of a nation begins in the homes of its people,” gives authentic credit to the long-term impact of valuable experiences, activities and events cultivated in the home. A simple, honest analogy of the teaching that parents provide for children, whether compared to a special meal or the development of a child, can have a lasting significance. When people choose to reflect on and share elements of their lives and those that favorably influenced their accomplishments and successes or the ordinary things that they remember fondly or with pride, they think about home.

We are homemade! Whether embellished or critiqued, reflections on our homes and what we learned there – or failed to learn there – should give us pause to encourage others, particularly parents or parenting adults, to give sincere attention to their children as they grow in the home. The foundation they create can be a lifelong recipe for success that is homemade.

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By CREWBaltimore, a member of CREW Network, an organization founded in 1989

Despite the opportunities for women in commercial real estate, women represent only 36.7% of the industry, according to CREW Network’s 2020 Benchmark Study on Gender and Diversity in Commercial Real Estate.  CREW Network Foundation has been working to change that statistic for over 25 years through programs like CREW Careers, a program that has introduced thousands of high school girls to the many career opportunities available to them in the commercial real estate industry, and UCREW, which helps college students find opportunities and develop their skills in commercial real estate.

The commercial real estate field is home to too many potential careers for women to count. These include architecture, engineering, construction, economic development, law, finance, banking, accounting, property management to name a few. In addition, there are a host of careers in trades that support commercial real estate, such as commercial cleaning, fireproofing, elevator maintenance, and more.  These careers are often overlooked by young women because they aren’t taught in schools and focused on in social media or press.  CREWBaltimore aims to change that. These careers offer exciting opportunities for young women to be part of a vibrant community of people that impacts the world around them every day. When you work in these fields, you can make an impact on the environment where people live, work, and play. You can also contribute in a meaningful way to environmental and social stewardship through sustainable development. This field thrives on collaboration, innovation, and is a place where young women can hone their adaptability skills and develop resilience.

CREWBaltimore was founded in 1985 as the area’s local chapter established to further CREW Network’s mission to bring together women in commercial real estate as the industry’s premier business network dedicated to accelerating success for women in the industry globally. CREWBaltimore is committed to strengthening and expanding diversity, equity, and inclusion and promoting professional development throughout the Greater Baltimore area.  We partner with local organizations, such as Morgan State University and Junior Achievement, to promote the opportunities for women in commercial real estate and facilitate the network connections vital to succeed.  CREWBaltimore hosts events throughout the year to educate our members and the community on the local and national real estate market, support leadership development, and provide opportunities for networking and connection. If you are a young woman interested in exploring commercial real estate fields, or a seasoned professional keen to make meaningful connections, reach out to CREWBaltimore at CREWBaltimore@crewnetwork.com. Join us as we propel women in commercial real estate forward and shape skylines. CREW Network Foundation is the only organization dedicating its resources solely to accelerating success for all women in commercial real estate globally. It is committed to bringing more women into the commercial real estate fields with programs that educate women and girls about the career opportunities available to them and providing mentoring for those new to, and currently in, the industry

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By Ariyana Griffin 
Special to the AFRO 

For over 150 years, Bennett College, a private historically Black liberal arts institution, has advocated for education for women of color preparing them to excel and lead post graduation. 

Bennett College was founded in 1873 in the basement of Warnersville Methodist Episcopal Church, which is now known as St. Matthews United Methodist Church. This historical college lies in the heart of Greensboro, North Carolina and was established with the vital goal to provide education to formerly enslaved people.  During its formative years, Bennett’s mission was to educate men and women to become the teachers of future generations.  

In 1926 the college underwent a significant change and became a four-year women’s college. Bennett became one of two Historically Black College and Universities (HBCUs) solely dedicated to empowering and educating women in the United States, with Spelman College being the other institution. 

The college continues to be a hub for Black excellence and innovative ideas, taking their motto, “Education for your future, Sisterhood for Life,” to new heights. 

Funding has been a major issue for several HBCUs and Bennett College is one that is also affected. Deemed to have inadequate financial resources, Bennett has been appealing motions for them to lose their accreditation, and the fight has been a long one. The college found overwhelming success with a fundraising campaign and proved to be a resilient institution. 

According to Bennett College, on April 28, 2023 the college’s president, Suzanne Walsh, announced that the school was “awarded accreditation status by the Transnational Association of Christian Colleges and Schools (TRACS).”

“If you care deeply about the next generation of women of color leaders, Black women leaders, there are only a couple of places in the country where you can go and really focus on that group. I wanted to see if there was something that I could add to help to begin to address stabilization and matters related to enrollment and accreditation,” said President Walsh who joined Bennett College in 2019. “I didn’t come here to save Bennett— I came to help to think about whether we could stabilize and then to help reimagine this incredible institution, to build on a fabulous legacy of women who are out in the world leading.”

The Bennett College campus is small by design. In 2021 there were 201 students enrolled and it is considered to be a microcollege, meaning having less than 1,000 students enrolled. For the Bennett Belles, in this intimate learning environment, the sisterhood and bond created at the institution continues to be unwavering. The institution also has a 90 percent retention rate and in 2022 the institution was named number one in social mobility amongst all national liberal arts institutions by US News and World Report.

“Our smallness is our strength. It allows us to be nimble and flexible. Bennett College was not built for more than about 840 students. We’ll never be in the 5,000-student place. This is who we are, and we are proud of it,” said Walsh. “Everybody usually focuses on the number as if the number tells them something. But, if you’re not keeping the students or they’re not graduating, something’s not working. It’s not about size, it’s about what kind of services you can provide.”

“A microcollege is about wrapping yourselves around students and giving them all the things that you would want in a boutique environment,” she continued. 

The school focuses primarily on leadership, civic engagement, global citizenship, innovation, entrepreneurship and communications. President Walsh explained the importance of these pillars and how they are all needed in order for the institution to run smoothly. The faculty/student ratio of 7 to 1 allows students to get a personalized college experience while building relationships and bonds with faculty and staff.  

A smaller campus has a unique advantage of enabling students’ voices to be heard.  For example, after the pandemic, students expressed that mental health support was crucial in returning to campus. They created  a list of needs, and all were met. President Walsh even added more to the list to ensure the students felt  supported and heard. Students also expressed the importance of sustainability and created a  “Green Team.”

The institution showed their support by making the campus more environmentally friendly including dining options. 

“They have really led the campus in rethinking our energy bills and looking at healthy food choices, including setting up a garden on campus. They are just phenomenal leaders, and those students have been recipients of numerous grants,” said Walsh.

Tiara Allen, a freshwoman from Prince George’s County, Md. explained that when she began researching colleges to attend, she was recommended to look into Bennett by a high school counselor. 

“I loved that Bennett is a small college and has a very tight-knit family vibe going on,” said Allen.

Since stepping foot on campus and integrating into the culture, she shared that the feeling of family has not changed. Being the first person in her family to attend an HBCU, she appreciated Bennett’s support during her matriculation, but the sisterhood is something she will forever cherish.

“The sisterhood at Bennett College to be one of the most unique things to ever exist. These bonds hold a very special place in our hearts. Just walking around campus with our sisters, attending each other’s events, and planning things with one another is an experience you can talk about for days and days,”Allen expressed. “ I also really love the way we are so quick to help each other. You can always ask your sister for anything and not be ashamed. As sisters we have our moments where we might not always agree with each other, but we always have each other’s backs on campus and outside of campus. That’s why Bennett College will always be unique when it comes to sisterhood and bonding.”

Kaliyah Henry, a sophmore from Washington, D.C. majoring in journalism and media arts had similar things to say about the sisterhood, and was inspired to attend by her mother. 

“I came to Bennett College due to my mother. She attended here and told me how much she loved it here and the friends she made, especially since she even still talked with them to this day,” said Henry. “ On the plus side, I never wanted to attend college in the first place, but I wanted to have that college experience, so Bennett was my first choice.”

To help continue its rich legacy, Bennett College was selected to be a part of the Beyoncé, Jay-Z, and Tiffany and Co. scholarship fund, About Love Scholarship program. This partnership is between Tiffany and Co., the BeyGOOD and Shawn Carter foundations. The program provided $2 Million in scholarships to give HBCUs and Bennett will receive a total of $400,000 from 2021 until 2025. 

The school also celebrated the 150th Founders event and announced about $2 million plus investments in Bennett. 

“One was an investment from the estate of a woman who did not even attend Bennett,” said Walsh. “ She had been watching Bennett in the news and wanted to make sure that she helped Bennett to continue on a positive path. And that investment is really helpful to support the success of our students.” 

Another major investment was $1 million from the state of North Carolina as announced by the Board Chair and State Senator, Gladys Robinson. President Walsh explained the investment was to focus on revitalizing, revamping and rehabilitating our science building. 

“Biology is our largest major. Our recent graduates are attending fabulous graduate schools like Columbia, Brown and Duke. Imagine what our students could do if our facilities or infrastructure was up to date,” she shared. 

Keeping the support going and raising awareness is major for Bennett College. Helping them continue their legacy can include spreading the amazing accomplishments the students and institution are achieving, supporting monetarily and loaning talent. One of the things they would like to provide for students would be a 24/7 chat box and they are looking for someone to lend a hand in helping them establish it. 

President Walsh explained the importance of unrestricted investments to support the college in ways they see fit. 

She mentioned,“The flexibility to be able to address the stabilization pillars is really important and it is rare that we receive large unrestricted investments. Unrestricted investments in Bennett College allow us to address things like deferred maintenance or important upgrades that are needed for IT infrastructure, or for addressing the unexpected.”

The post Sustaining the sisterhood: A look at the women of Bennett College  appeared first on AFRO American Newspapers.

By Tawanda W. Johnson
Special to the AFRO

Concerned about the education achievement gap in Howard County, a group of volunteers decided to form an organization to ensure that African-American children in the county are ready to succeed in kindergarten. 

Now, five years later, the group, known as the “Bronze Villagers,” is still fulfilling their mission to improve academic support for the students just beginning their time in the classroom. 

“The Bronze Villagers are excited to celebrate five years as an organization making a difference,” said Gerry B. Taylor, chair of the organization’s board of directors. “We have toddlers saying the sounds of the alphabet and three- and four-year-olds reading on first- and second-grade levels.”  

The Bronze Villagers meet virtually twice a month with parents of young, African-American children – birth to age five – to help them instill a love of learning and enhance school readiness within their children. Specifically, they help the parents instruct their children on topics such as understanding sounds for reading, recognizing math quantities and learning information about science and Black historical figures. 

The organization has 14 volunteers who regularly serve about 30 families with a total of nearly 60 children. The program is free and called Parents of African American Children Kollege (PACC Kollege). In addition to the learning activities, the program provides parents with resources that they can access to further aid their children. 

Rachel Cook, a volunteer with Bronze Villagers, is proud that her grandson Simon, age 3, is a participant in the school readiness program and now an advanced reader. During a recent community event showcasing the Bronze Villagers’ activities, she was thrilled to share important tips for parents to help educate their children. 

“You can use these basic words to help with reading activities,” said Cook, while pointing toward small placards that contained the words “head,” “nose,” and “eye.” She added that parents should consult the book, “The Formula: Unlocking the Secrets to Raising Highly Successful Children.” It features the latest scientific research on child development, learning, and brain growth and highlights the success stories of ordinary people. For example, the book includes the story of how a hardworking farmer taught his child math and science, despite their grueling lifestyle. 

Autumn L. Johnson, another volunteer, said she, too, enjoys coaching parents on reading activities to help their children. 

“It’s so wonderful to watch the children as they improve their literacy skills,” she said. “These foundational activities will go a long way in helping them to become successful not only in kindergarten but also later in life.” 

Dawnita Burton, another volunteer with the Bronze Villagers, also spoke about her experience. 

“It’s very rewarding to see the children grow and to watch their progress,” she said. 

During the Bronze Villagers community event, Burton demonstrated how household items, such as paper bags and cotton balls, can be used to design and teach children about their digestive system and other bodily functions. 

Rashidat Oliwo, a parent who attended the community event, said she was eager to learn how to help her children.

“I’m always looking for a way to engage my children,” she said. 

Taylor said parents play crucial roles in aiding their children’s educational development. According to the U.S. Department of Health and Human Services, “by five years of age, our brains have grown to about 90 percent of their adult size, but it’s important to note that while a five-year-old’s brain may be 90 percent of adult size, this does not mean that a child’s brain is 90 percent finished developing by age five.”

Given that information, there’s little time to waste in preparing children for success in school. Taylor said that the Bronze Villagers want to see the educational achievement closed in Howard County.

“The parent is the first teacher in a child’s life,” she said. “We must begin at home.” 

To learn more about the Bronze Villagers, visit their website: https://bronzevillagers.org/

The post Women on the move: How the Bronze Villagers are tackling the literacy gap, one family at a time  appeared first on AFRO American Newspapers.

By Joseph Williams,
Word In Black

For years, as test scores fell and teachers fretted, educators and analysts rang the alarm: the U.S. is facing a grade-school reading crisis. If left unaddressed, they say, Black children could fall even further behind. 

Now, college professors are sounding an alarm of their own. They say college students are entering college unprepared to read anything more than a few pages, and struggle to understand and interpret what they’ve read. 

“Professors are also discussing the issue in academic trade publications, from a variety of perspectives,” Adam Kotsko, a humanities and theology professor, wrote in an essay in Slate, an online magazine. “What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation.”

But along with COVID-19 learning loss, social media addiction, and attention-draining cell phone scrolling, researchers and educators have identified a new culprit: state and school officials who are stripping diverse books from library shelves and curbing the teaching of Black history.

“This is actually a very preventable problem,” says Allison Rose Socol, vice president for P-12 policy, research and practice at Education Trust. Studies show that “if (students) are given access to texts in which they see themselves reflected, that they will not only want to read, but they will develop a love of reading.” 

But “the access and availability of culturally relevant, rich texts are not happening in a lot of schools,” Socol says. “And that is disproportionately affecting the fundamental reading skills of many students of color.”

Data tells part of the story. 

According to the National Assessment of Educational Progress, in 2022, average scores decreased for both literary and informational texts at both the fourth- and eighth grade level, compared to 2019. 

Eighteen states or jurisdictions scored lower on literary reading in 2022 than in 2019, according to NAEP, while 29 states scored lower on informational reading at grade 4. In eighth grade, 22 states scored lower in 2022 on literary reading, and 30 states scored lower for informational reading.

“And when you look at the data for certain groups of students — particularly marginalized students — the numbers are so much more concerning,” Socol says. 

The data shows “just 17 percent of Black students, 21 percent of Latino students, 11 percent of students with disabilities, and 10 percent of multilingual learners in fourth grade are found to be proficient” in reading, she says. “Those numbers are just unacceptable.”

And yet, despite research that should encourage reading diverse texts, “there are states and districts that are putting in place legislation and regulation and policy that removes or penalizes teachers, for teaching honest, accurate history, for using books that represent the diversity of our country and for doing things that we know are important for opening up students,” Socol says. 

Those books are key to “engaging hearts and minds and creating critical thinkers and engaged citizens,” Socol says. 

Kotsco, the humanities professor, agrees the book bans are doing damage to the students he’ll eventually have to teach, depriving them of the ability to read long texts and think for themselves. 

“Motivated by bigotry, it has already done demonstrable harm and promises to do more,” he wrote. “But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies.”

“That is already beginning to happen in many places,” he wrote, “and I hope those successes will continue until every banned book is restored.”

This article was originally published by Word In Black.

The post Another downside of book bans: They stunt reading ability appeared first on AFRO American Newspapers.

By Megan Sayles
AFRO Business Writer 
msayles@afro.com

Dr. Sherita Hill Golden has exited her post as vice president and chief diversity officer for Johns Hopkins Medicine (JHM), according to an email sent by Dean and CEO Theodore L. DeWeese and Executive Vice President Kevin W. Sowers on March 4. As the medical institution prepares to conduct a national search for a new, permanent diversity lead, Chief Human Resources Officer Inez Stewart will assume the role in the interim. 

Golden’s departure comes after she received public criticism over her definition of “privilege” in an email sent out to the JHM community, which she later retracted. 

“We are writing to share the news that after a great deal of reflection, Dr. Sherita Golden has decided to step down from her role as vice president and chief diversity officer for Johns Hopkins Medicine,” wrote DeWeese and Sowers in the email. “She has been a valuable member of the Johns Hopkins Medicine leadership team, and, like many of you, we wanted her to stay in her role, but we respect her decision.”

In a digital January newsletter, Golden defined privilege as “a set of unearned benefits given to people who are in a specific social group.” She proceeded to list White people, males, Christians, heterosexuals and able-bodied people—among others— as part of those groups. 

After the email was shared beyond the JHM community, an X account titled “End Wokeness” posted a screenshot referring to it as a “hit list of people automatically guilty of privilege whether they know it or not.” The viral post sparked a number of negative comments about diversity, equity and inclusion (DEI) and calls for Golden to be fired. 

JHM rebuked the language used in Golden’s definition, saying it ran counter to its values and commitment to serving everyone equally. The medical institution said Golden acknowledged her mistake and retracted the definition. 

Students and employees of JHM expressed their disappointment over the renouncement in an open letter to DeWeese and Sowers. They contended that the pushback on the definition was a part of a broader effort to spread disinformation about the importance of DEI at colleges and universities. 

Golden is not the first Black woman to resign from a prominent position in higher education in the wake of public backlash this year. In January, Claudine Gay, the first Black president of Harvard University, resigned from her position after coming under fire for her response to questions about Anti-Semitism in the wake of the Oct. 7 Hamas attack on Israel. 

“Surely discussions about privilege can be challenging. The word is easily misinterpreted or taken to mean that people who benefit from systems of advantage are immoral or unworthy,” wrote JHM students and employees.

“However, it is important for our institution to respond to assaults on our commitment to DEI with courage and conviction. In the face of bad-faith attacks, Johns Hopkins Medicine and Johns Hopkins University must state clearly, loudly and proudly that we value diversity, equity and inclusion.” 

JHM leadership did not address the controversy in their announcement of Golden’s resignation. Instead, they praised her dedication to health equity and efforts to recruit and retain diverse talent across the institution. 

Golden will remain on JHM faculty as the Hugh P. McCormick Family Professor of Endocrinology and Metabolism.

Megan Sayles is a Report For America corps member. 

The post Dr. Sherita Hill Golden, chief diversity officer for Johns Hopkins Medicine, resigns after ‘privilege’ controversy  appeared first on AFRO American Newspapers.

By Moriah Balingit,
AP Education Writer

WASHINGTON (AP) — In some ways, Doris Milton is a Head Start success story. She was a student in one of Chicago’s inaugural Head Start classes, when the antipoverty program, which aimed to help children succeed by providing them a first-rate preschool education, was in its infancy.

Milton loved her teacher so much that she decided to follow in her footsteps. She now works as a Head Start teacher in Chicago.

After four decades on the job, Milton, 63, earns $22.18 an hour. Her pay puts her above the poverty line, but she is far from financially secure. She needs a dental procedure she cannot afford, and she is paying down $65,000 of student loan debt from National Louis University, where she came within two classes of getting her bachelor’s degree. She dropped out in 2019 when she fell ill.

“I’m trying to meet their needs when nobody’s meeting mine,” Milton said of teaching preschoolers.

Head Start teachers — 70 percent of whom have bachelor’s degrees — earn $39,000 a year on average, far less than public school teachers with similar credentials. President Joe Biden wants to raise their pay, but Congress has no plans to expand the Head Start budget.

Many have left the job — about one in five teachers turned over in 2022 — for higher-paying positions at restaurants or in retail. But if Head Start centers are required to raise teacher pay without additional money, operators say they would have to cut how many kids they serve.

The Biden administration says the program is already turning kids away because so many teachers have left, and not enough workers are lining up to take their places. And officials say it does not make sense for an anti-poverty program, where people of color make up 60 percent of the workforce, to underpay its employees.

“We have some teachers who are making poverty wages themselves, which undermines the original intent of the program,” said Katie Hamm, a deputy assistant secretary in the Office of Early Childhood Development.

Head Start, created as part of President Lyndon Johnson’s “war on poverty,” serves some of the neediest children, including those who are homeless, in foster care or come from households falling below the federal poverty line. With child care prices exceeding college tuition in many states, Head Start is the only option within financial reach for many families.

The Department of Health and Human Services, which administers the program, estimates a pay hike would not have a huge effect on the number of children served because so many programs already struggle to staff all their classrooms. Altogether, Head Start programs receive enough funding to cover the costs of 755,000 slots. But many programs can’t fully enroll because they don’t have enough teachers. It’s why the department estimates only about 650,000 of those slots are getting filled.

The proposed change would force Head Start programs to downsize permanently because they would not be able to afford as many teachers.

That worries Head Start leaders, even though many of them have been back raising pay for their employees, said Tommy Sheridan, deputy director for the National Head Start Association. The association asked the Biden administration to allow some programs to opt out of the requirements.

“We love this idea, but it’s going to cost money,” Sheridan said. “And we don’t see Congress appropriating that money overnight.”

While a massive cash infusion does not appear forthcoming, other solutions have been proposed.

On Feb. 26, the Biden administration published a letter urging school districts to direct more of the federal money they receive toward early learning, including Head Start.

On Feb. 29, U.S. Reps. Mikie Sherrill, D-N.J., and Juan Ciscomani, R-Ariz., filed a bill that would allow Head Start to hire community college students who are working toward their associate degrees in child development.

The stakes are perhaps highest for rural Head Starts. A program outside of Anchorage, Alaska, is closing one of its five sites while struggling with a shortage of workers. Program director Mark Lackey said the heart-wrenching decision allowed him to raise pay for the remaining workers in hopes of reducing staff turnover.

“It hurts, and we don’t want to do it,” Lackey said. “But at the same time, it feels like it’s kind of necessary.”

Overall, his program has cut nearly 100 slots because of a staffing shortage. And the population he serves is high-need: About half the children are homeless or in foster care. The Biden proposal could force the program to contract further.

Amy Esser, the executive director of Mercer County Head Start in rural western Ohio, said it’s been difficult to attract candidates to fill a vacant teaching position because of the low pay. Starting pay at Celina City Schools is at least $5,000 more than at Head Start, and the jobs require the same credentials.

But she warned hiking teacher pay could have disastrous consequences for her program, and for the broader community, which has few child care options for low-income households.

“We would be cut to extinction,” Esser wrote in a letter to the Biden administration, “leaving children and families with little to no opportunity for a safe, nurturing environment to achieve school readiness.”

Arlisa Gilmore, a longtime Head Start teacher in Tulsa, Oklahoma, said if it were up to her, she would not sacrifice any slots to raise teacher pay. She makes $25 an hour and acknowledges she’s lucky: She collects rental income from a home she owns and shares expenses with her husband. The children in her classroom are not so fortunate.

“I don’t think they should cut classrooms,” Gilmore said. “We have a huge community of children that are in poverty in my facility.”

Milton, the Chicago teacher, wonders why there has to be such a difficult trade-off at all.

“Why can’t it be, ‘Let’s help both’? Why do we [have] to pick and choose?” Milton said. “Do we not deserve that? Don’t the kids deserve that?”

___

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

The post Head Start preschools aim to fight poverty, but their teachers struggle to make ends meet appeared first on AFRO American Newspapers.

By Joseph Williams
Word In Black

For years, as test scores fell and teachers fretted, educators and analysts rang the alarm: the U.S. is facing a grade-school reading crisis. If left unaddressed, they say, Black children could fall even further behind. 

Now, college professors are sounding an alarm of their own. They say college students are entering college unprepared to read anything more than a few pages, and struggle to understand and interpret what they’ve read. 

“Professors are also discussing the issue in academic trade publications, from a variety of perspectives,” Adam Kotsko, a humanities and theology professor, wrote in an essay in Slate, an online magazine. “What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation.”

But along with COVID-19 learning loss, social media addiction, and attention-draining cell phone scrolling, researchers and educators have identified a new culprit: state and school officials who are stripping diverse books from library shelves and curbing the teaching of Black history.

“This is actually a very preventable problem,” says Allison Rose Socol, vice president for P-12 policy, research and practice at Education Trust. Studies show that “if (students) are given access to texts in which they see themselves reflected, that they will not only want to read, but they will develop a love of reading.” 

But “the access and availability of culturally relevant, rich texts are not happening in a lot of schools,” Socol says. “And that is disproportionately affecting the fundamental reading skills of many students of color.”

Data tells part of the story. 

According to the National Assessment of Educational Progress, in 2022, average scores decreased for both literary and informational texts at both the fourth- and eighth grade level, compared to 2019. 

Eighteen states or jurisdictions scored lower on literary reading in 2022 than in 2019, according to NAEP, while 29 states scored lower on informational reading at grade 4. In eighth grade, 22 states scored lower in 2022 on literary reading, and 30 states scored lower for informational reading.

“And when you look at the data for certain groups of students — particularly marginalized students — the numbers are so much more concerning,” Socol says. 

The data shows “just 17 percent of Black students, 21 percent of Latino students, 11 percent of students with disabilities, and 10 percent of multilingual learners in fourth grade are found to be proficient” in reading, she says. “Those numbers are just unacceptable.”

And yet, despite research that should encourage reading diverse texts, “there are states and districts that are putting in place legislation and regulation and policy that removes or penalizes teachers, for teaching honest, accurate history, for using books that represent the diversity of our country and for doing things that we know are important for opening up students,” Socol says. 

Those books are key to “engaging hearts and minds and creating critical thinkers and engaged citizens,” Socol says. 

Kotsco, the humanities professor, agrees the book bans are doing damage to the students he’ll eventually have to teach, depriving them of the ability to read long texts and think for themselves. 

“Motivated by bigotry, it has already done demonstrable harm and promises to do more,” he wrote. “But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies.”

“That is already beginning to happen in many places,” he wrote, “and I hope those successes will continue until every banned book is restored.”

This article was originally published by Word In Black.

The post Another downside of book bans: They stunt reading ability appeared first on AFRO American Newspapers.

By Aria Brent 
AFRO Staff Writer 
abrent@afro.com

The Thurgood Marshall College Fund (TMCF) is gearing up for the eighth Presidents and Chancellor’s HBCU Fly-In on Capitol Hill from March 6th to March 8th. This three day event is focused on bringing together HBCU administrators, members of congress and policy makers to discuss the issues that are directly affecting the nation’s 107 HBCUs. 

Since its conception in 2017 this annual event has been attended by presidents, vice presidents and agency secretaries. TMCF has 55 public HBCUs in their network of partnering schools, however for this event they’ll be inviting unaffiliated HBCUs as well to ensure that all of these historical institutions benefit from this event. In addition to the many HBCU administrators and political figures that are invited to this event, a series of our nation’s top business executives are invited to help create more opportunities for HBCUs.

“From the standpoint of engaging with top CEOs in the United States, this is an opportunity for potential partnerships. It’s an opportunity to build capacity at our institutions, and put them in a position to educate and train our students so that they’re prepared to take on the jobs of tomorrow,” stated David Sheppard, chief business and legal officer for TMCF.

Sheppard went on to further explain some of the events that have been happening within the last four years that have brought an increase in attention for HBCUs and how that has created a space for more policy to be created for the betterment of them. Things such as the election of U.S. Vice President Kamala Harris has provided a space for HBCUs to be represented and recognized like never before. While all eyes are on HBCUs, TMCF has been using this newfound exposure to highlight issues such as a lack of sourcing institutional infrastructure. 

For those who have attended an HBCU, it’s no secret that many of these institutions–especially public ones, are severely underfunded, under-resourced and undermined. Sheppard explained that this issue has even affected land-grant institutions, despite the required federal laws that have been put in place for their protection. 

“Our institutions have largely been under-resourced. In fact, the public institutions have never been supported by their state’s in the way that the flagship institutions– which are predominantly White institutions have been,” explained Sheppard. “It is a particular issue of significance as it relates to our land grant institutions.There is a set of HBCUs that are land grant institutions and they have never been treated similarly by their states despite the requirements of federal law.”

There’s a total of 21 land grant HBCUs including Virginia State University (VSU). Founded in 1882, VSU is the fourth oldest institution within the Virginia commonwealth and despite their lengthy existence they’ve never been funded in the same way public predominantly White institutions throughout the state have been. VSU’s president, Makola Abdullah spoke with the AFRO about why events like the TMCF fly-in are necessary and how we can further promote our HBCUs.

“It is an opportunity for us as presidents to advocate for our respective institutions as a whole at the federal level. It’s a way for us to really make an impact for HBCUs in Washington,” Abdullah explained.

Abdullah truly believes in HBCUs and what they have to offer. Noting that he thinks of them as some of the best institutions in the country, the head trojan in charge explained how he thinks the Black community can support and promote HBCUs even without attending them. 

“In order for our HBCUs to be around, we all have to support them no matter where we went to school. I don’t believe that every young person should go to an HBCU but I believe that every young person should visit an HBCU before they make a choice. They should put our institutions up against any other institution,” stated Abdullah. “Every Black person should donate to an HBCU because if our institutions go away, then we don’t have a choice to choose HBCUs. Right now we have the freedom to not choose an HBCU. That freedom should always be there, whether people choose to go or not.”

It seems as though the choice to attend an HBCU is one that is being chosen at an all time high these days. Sheppard shared that there’s been a 44 percent increase in applications submitted to HBCUs within the last year, even before the Supreme Court’s decision to overturn affirmative action. It was also reported by the National Center for Education Statistics that between 2020 and 2023 there was a seven percent increase in HBCU enrollment. 

As HBCUs continue to pique the interest of young scholars all across the nation and enrollment increases, TMCF is continuing to provide opportunities to the students at these special institutions of higher learning. From scholarships to internships, fellowships and jobs, TMCF is showing just how much your education can pay off when attending an HBCU.

“I started this program when I was a junior in college and since then the program has offered me the tools I needed to prepare me for being an educator. I feel that this program has jump started me into my profession and it equipped me with the qualities that I wasn’t necessarily learning from my program but I was in need of,” Kaylee Pinson stated, a fellow in the TMCF teacher quality and retention program and an alumna of Morgan State University. 

Pinson recognizes the need for an event like the fly-in and is hoping the policies created and discussed will help HBCUs further develop secondary education programs and fix issues like the lack of housing on many campuses. 

“I would love to see them create some policies that can secure funding for more secondary programs. More HBCUs deserve the chance to offer more masters and doctoral programs,” Pinson exclaimed. “Housing is also a  really big issue. There isn’t enough of it or the housing provided is in need of some major renovations so I hope they focus on that as well, especially with the increase in enrollment.”

The post Thurgood Marshall College Fund welcomes HBCU administrators to Capitol Hill for policy discussions  appeared first on AFRO American Newspapers.

AP Education Writer

WASHINGTON (AP) — In some ways, Doris Milton is a Head Start success story. She was a student in one of Chicago’s inaugural Head Start classes, when the antipoverty program, which aimed to help children succeed by providing them a first-rate preschool education, was in its infancy.

Milton loved her teacher so much that she decided to follow in her footsteps. She now works as a Head Start teacher in Chicago.

After four decades on the job, Milton, 63, earns $22.18 an hour. Her pay puts her above the poverty line, but she is far from financially secure. She needs a dental procedure she cannot afford, and she is paying down $65,000 of student loan debt from National Louis University, where she came within two classes of getting her bachelor’s degree. She dropped out in 2019 when she fell ill.

“I’m trying to meet their needs when nobody’s meeting mine,” Milton said of teaching preschoolers.

Head Start teachers — 70 percent of whom have bachelor’s degrees — earn $39,000 a year on average, far less than public school teachers with similar credentials. President Joe Biden wants to raise their pay, but Congress has no plans to expand the Head Start budget.

Many have left the job — about one in five teachers turned over in 2022 — for higher-paying positions at restaurants or in retail. But if Head Start centers are required to raise teacher pay without additional money, operators say they would have to cut how many kids they serve.

The Biden administration says the program is already turning kids away because so many teachers have left, and not enough workers are lining up to take their places. And officials say it does not make sense for an anti-poverty program, where people of color make up 60 percent of the workforce, to underpay its employees.

“We have some teachers who are making poverty wages themselves, which undermines the original intent of the program,” said Katie Hamm, a deputy assistant secretary in the Office of Early Childhood Development.

Head Start, created as part of President Lyndon Johnson’s “war on poverty,” serves some of the neediest children, including those who are homeless, in foster care or come from households falling below the federal poverty line. With child care prices exceeding college tuition in many states, Head Start is the only option within financial reach for many families.

The Department of Health and Human Services, which administers the program, estimates a pay hike would not have a huge effect on the number of children served because so many programs already struggle to staff all their classrooms. Altogether, Head Start programs receive enough funding to cover the costs of 755,000 slots. But many programs can’t fully enroll because they don’t have enough teachers. It’s why the department estimates only about 650,000 of those slots are getting filled.

The proposed change would force Head Start programs to downsize permanently because they would not be able to afford as many teachers.

That worries Head Start leaders, even though many of them have been back raising pay for their employees, said Tommy Sheridan, deputy director for the National Head Start Association. The association asked the Biden administration to allow some programs to opt out of the requirements.

“We love this idea, but it’s going to cost money,” Sheridan said. “And we don’t see Congress appropriating that money overnight.”

While a massive cash infusion does not appear forthcoming, other solutions have been proposed.

On Feb. 26, the Biden administration published a letter urging school districts to direct more of the federal money they receive toward early learning, including Head Start.

On Feb. 29, U.S. Reps. Mikie Sherrill, D-N.J., and Juan Ciscomani, R-Ariz., filed a bill that would allow Head Start to hire community college students who are working toward their associate degrees in child development.

The stakes are perhaps highest for rural Head Starts. A program outside of Anchorage, Alaska, is closing one of its five sites while struggling with a shortage of workers. Program director Mark Lackey said the heart-wrenching decision allowed him to raise pay for the remaining workers in hopes of reducing staff turnover.

“It hurts, and we don’t want to do it,” Lackey said. “But at the same time, it feels like it’s kind of necessary.”

Overall, his program has cut nearly 100 slots because of a staffing shortage. And the population he serves is high-need: About half the children are homeless or in foster care. The Biden proposal could force the program to contract further.

Amy Esser, the executive director of Mercer County Head Start in rural western Ohio, said it’s been difficult to attract candidates to fill a vacant teaching position because of the low pay. Starting pay at Celina City Schools is at least $5,000 more than at Head Start, and the jobs require the same credentials.

But she warned hiking teacher pay could have disastrous consequences for her program, and for the broader community, which has few child care options for low-income households.

“We would be cut to extinction,” Esser wrote in a letter to the Biden administration, “leaving children and families with little to no opportunity for a safe, nurturing environment to achieve school readiness.”

Arlisa Gilmore, a longtime Head Start teacher in Tulsa, Oklahoma, said if it were up to her, she would not sacrifice any slots to raise teacher pay. She makes $25 an hour and acknowledges she’s lucky: She collects rental income from a home she owns and shares expenses with her husband. The children in her classroom are not so fortunate.

“I don’t think they should cut classrooms,” Gilmore said. “We have a huge community of children that are in poverty in my facility.”

Milton, the Chicago teacher, wonders why there has to be such a difficult trade-off at all.

“Why can’t it be, ‘Let’s help both’? Why do we to pick and choose?” Milton said. “Do we not deserve that? Don’t the kids deserve that?”

___

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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The post Head Start preschools aim to fight poverty, but their teachers struggle to make ends meet appeared first on AFRO American Newspapers.

By Ron Taylor
Special to the AFRO

A group of former colleagues gathered recently to commemorate and share the distinction of being part of a rare fraternal order. But this wasn’t just another governmental or corporate sub-unit meeting for drinks and chit-chat.

Assembled in a Martin Luther King Jr. Library conference room, were roughly 60 Howard University alum who were reporters, editors, photographers and business staff of The Hilltop, Howard ’s student newspaper, created 100 years ago, the largest student-run newspaper at a historically Black college or university in the U.S.

“We were the student voice of Howard University,” said Adrienne Mann-Israel, a Hilltop editor in the early 1960s who later served as acting editor of the Baltimore AFRO American.  

She and other Hilltop alumni echoed that sentiment about their time as student journalists. 

“It was a special time. It was a special place,” said Alonzo Robertson, a production editor in the late 1980s. “And I’m happy to a part of it.”

“We were part of the people, walking the street,” said Robertson. “We were reporting it and recording it. That’s what the Hilltop is.”

As students, they watched the Civil Rights Movement blossom  and evolve into a national change agent, they documented student protests that were at the heart of the Vietnam anti-war movement blossom, they reported on higher education’s growing pains and watched D.C.’s population become more Black than White in the 1960s, and, after the District burned in riots, become White again at they end of the 20th century.

And there were world events to cover. As student journalists Hilltop staffers covered the march of Vietnam anti-war demonstrators as protesters crossed the Potomac River to the Pentagon.

Hilltop reporters were once challenged for being “too passive” amid student protests that forced Republican National Committee Chairman Lee Atwater to step down from Howard’s board of trustees. 

While non-journalist classmates claimed Hilltop reporters weren’t  radical enough in the 1960s, some alumni said, sometimes Howard administrators told The Hilltop they were going “too far,” former editor Adrienne Mann-Israel said.

Howard administrators denied press credentials to students when Rev. Dr. Martin Luther King Jr. when he was  to appear at Howard’s Cramton Auditorium and when vulgar language showed up in print in a feature about student attitudes, Mann-Israel said she was summoned to the university president’s office to explain the Hilltop editor’s judgment.

She said she was pleased with the commemoration of The Hilltop hitting the centennial mark and impressed that today’s Hilltop staff of 60 would dwarf the staff of 10 that she oversaw in the 1960s. 

Like many Hilltop top editors, she came to D.C. from  a mostly White background in Masselon, Ohio. Howard nurtured her eagerness to thrive in a Black background for her and others who came to Howard from White backgrounds. 

Jazmine Goodwin, an Arizona native who was on The Hilltop Editor-in-Chief in 2018, said her time in D.C. helped develop her. 

“I was able to build my skills, build my craft and really just see what everything looked like up close and person,” she said. “From the day I arrived at Howard there was, like, a protest, Black Lives Matter.”
Mann-Israel said the experience of handling competing demands prepared her to step up her game in journalism after Howard. She went to the Washington Daily News and then the Washington Post before being hired by Elizabeth Murphy Moss to write and edit the AFRO as a 23 year old.

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By Megan Sayles,
AFRO Business Writer,
msayles@afro.com

Several experts in artificial intelligence (AI) gathered at the 2024 Becoming Everything You Are (BEYA) STEM Conference, organized by Tyrone Taborn’s Career Communications Group, on Feb. 16 to discuss the power and potential of the emerging technology. The seminar addressed the importance of AI adoption, its impact on the workforce and barriers to implementing AI. 

Fear, triggered by misconceptions and a lack of education, was named as one of the most significant challenges to individuals embracing AI. 

“The first problem is education. There’s a lack of information around what these technologies can and can’t do,” said Marcus Finley, CEO and digital director of FIN Digital. “The first thing people think of is ‘Terminator,’ the end of the world or that their data is insecure if they use AI tools or technologies.” 

Without proper education about AI, individuals– especially those who are underserved– may refuse or be unable to use the technology. This could delay tech equity, preventing people from having equal opportunities to utilize and benefit from emerging technologies. 

“Tech equity is a major issue across our nation when it comes to minorities leveraging technology and being aware of technology,” said Howard R. Jean, CEO and co-founder of Black Meta Agency. “Creating partnerships with BEYA and corporations [is important] to addressing equity.” 

Tonia Bledsoe, a certified AI consultant and strategist, recommended that people test AI tools, like ChatGPT and Perplexity, before making judgements about the technology. She said AI could be especially beneficial in the education sector. 

“AI is here. Students will use these tools, but we now have to figure out how we can get back into the classroom and show them how to use it correctly and how to research with it,” said Bledsoe, owner of Bledsoe Legacy Management. “Then, because teachers are not doing so many administrative tasks, they can talk to their students and engage with them in a more educational way.”

As AI emerges, many have raised concerns about its potential to replace jobs across industries, as the technology has the ability to automate tasks and reduce labor costs. But, experts on the panel said AI can be designed to augment workers’ capabilities and increase productivity rather than put them out of a job. 

“I think you should be less worried about AI taking your job and more worried about the person who knows AI taking your job,” Finely shared. “If you don’t understand the technology, the people you’re competing with who do understand it will get the job you’re looking for because they’re working faster and getting more things done. They can be more useful to a company than someone who doesn’t understand these technologies.” 

Bledsoe acknowledged that some jobs will be lost to AI, but overall the technology will create more jobs than those lost in the future. That being said, workers must have experience and knowledge in AI to be prepared for these roles. 

“If you’re not using AI within the next two years, your businesses and the things you’re doing are going to be far behind,” said Bledsoe. “You will feel like people are leapfrogging over you if you’re not employing this technology.” 

Megan Sayles is a Report For America corps member. 

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By The Associated Press

The Supreme Court on Feb. 20 left in place the admissions policy at an elite public high school in Virginia that some parents claimed discriminates against highly qualified Asian Americans.

The court’s order, over the dissent of Justices Samuel Alito and Clarence Thomas, ended a legal challenge to a policy that was overhauled in 2020 to increase diversity, without taking race into account.

A panel of the federal appeals court in Richmond had earlier upheld the constitutionality of the admissions policy at the Thomas Jefferson High School for Science and Technology, a school frequently cited among the best in the nation. 

The high court’s consideration of the case followed its decision in June that struck down admissions policies at colleges and universities that took account of the race of applicants.

The Fairfax County School Board overhauled the Thomas Jefferson admissions process in 2020, scrapping a standardized test. The new policy gives weight in favor of applicants who are economically disadvantaged or still learning English, but it does not take race into account.

The effect in the first freshman class admitted under it was to increase the percentage of Black students from 1 percent to 7 percent and Hispanic students from 3 percent to 11 percent. Both groups have been greatly underrepresented for decades. Asian American representation decreased from 73 percent to 54 percent.

For the current school year, Black and Hispanic students made up 6.7 percent and 6 percent, respectively, of those offered admission, the school board said. Asian Americans represented 61.6 percent of those admitted, the board said.

“We have long believed that the new admissions process is both constitutional and in the best interest of all of our students. It guarantees that all qualified students from all neighborhoods in Fairfax County have a fair shot at attending this exceptional high school,” said Karl Frisch, Fairfax County School Board chair.

In 2022, a federal judge found the school board engaged in impermissible “racial balancing” when it overhauled admissions. The appeals court reversed that ruling.

Alito wrote that the district court got it right. The appeals court essentially ruled that “intentional racial discrimination is constitutional so long as it is not too severe,” he wrote.

The parents who challenged the policy say it discriminates against Asian American applicants who would have been granted admission if academic merit were the sole criteria, and that efforts to increase Black and Hispanic representation necessarily come at the expense of Asian Americans.

“The Supreme Court missed an important opportunity to end race-based discrimination in K-12 admissions,” said Pacific Legal Foundation senior attorney Joshua Thompson, who represents the parents who challenged.

This article was originally published by The Associated Press.

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By Juan A. Lozano
The Associated Press

ANAHUAC, Texas (AP) — A Black high school student’s monthslong punishment by his Texas school district for refusing to change his hairstyle does not violate a new state law that prohibits race-based hair discrimination, a judge ruled on Feb. 22.

Darryl George, 18, has not been in his regular Houston-area high school classes since Aug. 31 because the district, Barbers Hill, says the length of his hair violates its dress code.

The district filed a lawsuit arguing George’s long hair, which he wears in tied and twisted locs on top of his head, violates its policy because it would fall below his shirt collar, eyebrows or earlobes when let down. The district has said other students with locs comply with the length policy.

After about three hours of testimony in Anahuac, state District Judge Chap Cain III ruled in favor of the school district, saying its policy is not discriminatory because the CROWN Act does not say that exemptions for long hair can be made for hairstyles that are protected by the law, including locs. And he said courts must not attempt to rewrite legislation.

“Judges should not legislate from the bench and I am not about to start today,” Cain said.

The CROWN Act, which took effect in September, prohibits race-based hair discrimination and bars employers and schools from penalizing people because of hair texture or protective hairstyles including Afros, braids, locs, twists or Bantu knots.

The judge encouraged George to ask the state Legislature or the school board to address the issue.

George’s family has also filed a formal complaint with the Texas Education Agency and a federal civil rights lawsuit against Gov. Greg Abbott and Attorney General Ken Paxton, along with the school district, alleging they failed to enforce the CROWN Act. The lawsuit is before a federal judge in Galveston.

Allie Booker, George’s attorney, said she planned to seek an injunction in the federal lawsuit to stop George’s punishment and that she also would appeal this week’s decision.

For most of the school year, George, a junior, has either served in-school suspension at Barbers Hill High School in Mont Belvieu or spent time at an off-site disciplinary program.

“The Texas legal system has validated our position that the district’s dress code does not violate the CROWN Act and that the CROWN Act does not give students unlimited self-expression,” Barbers Hill Superintendent Greg Poole said in a statement.

The district did not present any witnesses, instead only submitting evidence that included an affidavit from the district’s superintendent defending the dress code policy. Its attorneys argued that the dress code policy does not violate the CROWN Act because the law does not mention or cover hair length.

Before the trial, George and his mother, Darresha George, said they were optimistic.

Wearing locs is “how I feel closer to my people. It’s how I feel closer to my ancestors. It’s just me. It’s how I am,” George said.

After the ruling, George and his mother cried and declined to speak with reporters.

Candice Matthews, a spokesperson for George’s family, said the 18-year-old asked her as he left the courthouse: “All because of my hair? I can’t get my education because of my hair?”

Testifying for George, Democratic state Rep. Ron Reynolds, one of the co-authors of the CROWN Act, said that while the protection of hair length was not specifically mentioned in the CROWN Act, it was inferred.

“Anyone familiar with braids, locs, twists knows it requires a certain amount of length,” Reynolds said.

It is “almost impossible for a person to comply with this (grooming) policy and wear that protective hairstyle,” he said.

Reynolds said he was disappointed by the ruling, and that he would file a bill for a new version of the CROWN Act that specifically mentions protections for hair length.

“The purpose of the legislation is to protect students like Darryl … the same students that Barbers Hill has discriminated against because of their locs, their braids and their twists,” Reynolds said.

U.S. Rep Bonnie Watson Coleman, a New Jersey Democrat who has tried to get a federal version of the CROWN Act passed, called the Feb. 22 decision “a terrible interpretation of the CROWN Act.”

“This is what we mean by institutional racism,” Coleman said on X.

In his statement, Poole pushed back against allegations that the district’s dress code is racist, saying such allegations undermine “efforts to address actions that violate constitutionally protected rights.”

In a paid ad that ran in January in the Houston Chronicle, Poole wrote that districts with a traditional dress code are safer and have higher academic performance, and that “being an American requires conformity.”

Barbers Hill’s hair policy was also challenged in a May 2020 federal lawsuit filed by two other students. Both withdrew from the high school, but one returned after a federal judge granted a temporary injunction, saying there was “a substantial likelihood” that his rights to free speech and to be free from racial discrimination would be violated if he was barred. That lawsuit is pending.

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By Beverly Richards
Special to the AFRO 

If you have driven by the North Avenue side of Coppin State University, at the corners of Warwick and West North avenues within the past five months or so, you probably noticed this covered anomaly posted in front of the campus’ new College of Business. You were not alone. Faculty, staff and students felt the same way. The shape seemed to have no rhyme or reason. But on Feb. 22, the Coppin community, members from the Maryland Arts Council, alumni and friends gathered for the dedication ceremony of the latest edition to the State of Maryland’s public art collection.

The anticipation of the unveiling was worth the wait. Entitled “Community of Stars,” the bronze sculpture consists of people, collectively reaching, embracing, and holding each other up, creating a symbiotic bond, despite their individual narratives. 

Artist Nnamdi Okonkwo created the large-scale piece to symbolize the students as stars shining light on the Coppin community. It is also more than a moment of artistic achievement, but a celebration of community, faith and hope for all who pass by.

Nnamdi currently resides in Atlanta, but prior to beginning work on the sculpture, he paid a visit to the campus. He said he purposely studied the corner on which the sculpture would stand and felt the energy of the community. Nnamdi went back to Georgia and created what he described as a “three-dimensional statement” on the commonalities of humanity.

“I wanted to create something that wasn’t just an art piece. I wanted to create something that was living– that has a soul–because I felt that there are people here that will need to be inspired,” he said.

The sculpture was funded by the Maryland State Arts Council. The Council uses public dollars to invest in communities across the state, giving them access to the transformative power of art. “We do this,” said Steven Skerritt-Davis, executive director of the Maryland State Arts Council., because public art gives us a sense of who we are. Art communicates our values and I think this is an amazing example of that type of communication.” Nnamdi was selected for this commission through the state’s Percent-for-Art program. 

“This institution and this art are bigger than what people will ever imagine,” said Coppin State University President Anthony L. Jenkins. “As I looked at this, I saw the spiritual piece that was talking about – the intertwining of the struggle of people of color. And yet the struggle is beautiful– and it’s bold. It is a representation of excellence.”

Unbeknownst to Nnamdi, the sculpture ties right into Coppin’s path to BE MORE for each other, our students, and the communities we serve. “Community of Stars” is a true symbol of West Baltimore…it is rising. It is this type of vision that allows us to continue to do that unapologetically,” said Jenkins. “And it will serve as a sign of welcome for all.”

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By Jonathan Mattise and Geoff Mulvihill
The Associated Press

Lower-income families with school-age kids can get help from the federal government paying for groceries this summer, unless they live in one of the 14 states that have said no to joining the program this year.

The reasons for the rejections, all from states with Republican governors, include philosophical objections to welfare programs, technical challenges due to aging computer systems and satisfaction with other summer nutrition programs reaching far fewer children.

The impact falls on people like Otibehia Allen, a single mom of five in Clarksdale, Mississippi, who makes too much to qualify for some public assistance programs. She could have received $480 in aid over three months this summer if her state participated.

“It would have helped us a whole lot, especially with the boys,” Allen said. “They’re growing children. They eat a lot.”

Many states have rejected federal funds on principle or for technical reasons. In 2021, for example, 26 states cut short the enhanced unemployment benefits people received during the coronavirus pandemic. Twenty-two states have turned down the mostly federally funded expansion of Medicaid eligibility to provide health insurance to more lower-income adults. A dozen of those states have reconsidered and expanded Medicaid.

The Summer EBT program, a response to increased child hunger when school is out, involves much less money. The federal government launched pilot versions in 2011, expanded it nationally during the pandemic and then Congress made it permanent within a spending bill adopted in December 2022. States must split the administrative costs 50/50, and the federal government funds the benefits, which are expected to cost $2.5 billion this year and help feed 21 million children.

Another 10 million eligible kids live in states that turned down the funding.

For each of three summer months, families with children in free or reduced-price school lunch programs will get $40 per qualifying child on an electronic benefits transfer — or EBT — card. It can only cover groceries and food from farmers’ markets.

Family size determines the income limits. A family of three making under about $46,000 would qualify in most of the country.

States had until the end of 2023 to decide whether they would join this summer. They can enroll in future years even if they skip it in 2024. Vermont plans to do that after replacing a state computer system.

The spending measure provided some broad outlines a year earlier and the U.S. Department of Agriculture shared details with the states throughout 2023. But the interim final rules were not published until Dec. 29, timing that some states said proved problematic for deciding whether to join.

The Texas Health and Human Services Commission said late rulemaking factored into its opting out, along with needing lawmakers to approve funding for the state’s administrative cost share. Texas lawmakers aren’t scheduled to convene this year. Spokesperson Thomas Vazquez said via email that Texas would consider joining later.

It’s the other way around in Tennessee, which opted into the lunch program for 2024 but doesn’t plan to continue in 2025.

Like leaders in other states, Republican Gov. Bill Lee’s office said the initiative is a pandemic-era benefit and that other food programs already exist.

But Food Research and Action Center, an advocacy group targeting hunger, has found that the main federally funded summer nutrition program doesn’t reach most qualified children. During the summer of 2022, it fed only one of every nine children served by the free or reduced-price lunch program nationwide during the 2021-2022 school year.

Wyoming Superintendent of Public Instruction Megan Degenfelder said she turned down the Summer EBT card funds because she wanted to prioritize the current summer meals programs, which require minimal state funding.

“I generally prefer those meals getting directly to kids,” she told The Associated Press. “At the feeding sites, we know that’s happening.”

Still, she said the summer sites in her rural state need improvement. In 2022, they served about 9,400 summer lunches daily, which is only one-fifth of the daily average for free and reduced price lunches in the 2021-22 school year. Six of Wyoming’s 23 counties have no sites. And even though the federal government last year started letting families take home a week’s worth of meals for children, Wyoming sites offered only in-person meals.

Wyoming’s share of administrative costs this year would have been about $1.1 million, and about $690,000 annually in the future, Defenfelder said.

Republican governors currently lead all the rejecting states, but Louisiana had a Democrat with one week left in his term when the deadline hit.

In some places, the rejections have had a partisan edge.

In Mississippi, one of the states with the most food insecurity for children, some 324,000 children — including four of Allen’s — would have been eligible.

Republican Gov. Tate Reeves’ office declared it an unnecessary big government program, saying that if Washington, D.C. Democrats had their way, “Americans would still be locked down, subjected to COVID vaccine and mask mandates, and welfare rolls would’ve exploded.”

Allen, who works as a transportation dispatcher and scheduler, thinks Reeves’ priorities are misplaced. She pointed to the state’s implementation of an abortion ban in 2022.

“Why do you care so much about my uterus and how many babies I’m having or aborting?” Allen said. “Why is that a concern when I still have to feed this child, but you’re not helping me do that?”

The rejections have drawn backlash.

In Nebraska, Republican Gov. Jim Pillen sparked a firestorm of criticism when he justified rejecting the money by explaining, “I don’t believe in welfare.” But he reversed course on Feb. 12 and said the state would join the program after a Democratic lawmaker introduced a bill to require participation. He said he was swayed by hearing stories about hunger from high school students.

Lisa Davis, senior vice president of the No Kid Hungry Campaign for Share Our Strength, said she believes all the states can be persuaded to join in the coming years.

“Childhood hunger is one of the few issues that brings everyone together,” she said.

The remaining holdouts are Alabama, Alaska, Florida, Georgia, Idaho, Iowa, Louisiana, Mississippi, Oklahoma, South Carolina, South Dakota, Texas, Vermont and Wyoming.

Officials in Iowa’s two most populous counties are requesting the state-rejected funds anyway, though the program offers no pathway to fund local governments instead of states.

In Iowa’s rejection, Gov. Kim Reynolds said it was not a long-term solution.

“An EBT card does nothing to promote nutrition at a time when childhood obesity has become an epidemic,” the Republican said in a statement.

But Crystal FitzSimons, director of school programs at Food Research and Action Center, cited research that families buy more nutritional food when their grocery subsidies increase.

“It’s a missed opportunity when kids are going hungry,” she said.

___

Mattise reported from Nashville, Tennessee, and Mulvihill from Cherry Hill, New Jersey. Associated Press reporters Sean Murphy in Oklahoma City and James Pollard in Columbia, South Carolina, contributed. Pollard is a corps member for the Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues.

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By Roger House
Word in Black

James Pierson Beckwourth is a pioneer of the American West largely erased from history lessons. Recovering his story, however, can help us to better understand current debates over historical revision versus woke education — which is to say that, if he had been White, people likely would have learned about him in school.

Beckwourth was an American original, at times a slave, miner, fur trapper, leader of the Crow Indians, Army scout and guide to the California gold mines in the 1800s. He opened a vital trading post and hotel in the Sierra Nevada mountains that became Beckwourth, Calif.

Historians have enshrined White “mountain men” like Kit Carson, Thomas Fitzpatrick and William Sublette in American folklore, but not so with Beckwourth. Because of racism, writers disparaged his feats and ridiculed his name. However, his keen observations of frontier life could spark discussions on colonial ideologies of ethnic displacement like manifest destiny, slavery and miscegenation, White settler violence against Indigenous people, and commercial exploitation of the land.

His controversial exploits were investigated by historian Elinor Wilson in 1976 in “Jim Beckwourth: Mountain Man and War Chief of the Crows.” She argued that he “was a figure suited to the making of Western legend” had it not been for his race. She found that “racial prejudice inspired much of what early writers said about his life,” and that he was branded a “gaudy liar” — even in a culture that valued the tall tale — an unfair indictment that has been recycled in contemporary times.

His accomplishments were preserved in a memoir, as well as physical landmarks, on websites, and in documentary treatments. Central is his colorful autobiography, but unlike the frontiersman Davy Crockett, students don’t learn about the “Black King of the Wild Frontier.”

Yet, his story would seem appropriate for educators today. For example, it fits with several of the topic sections in the revamped AP African American history framework issued by the College Board. The “Unit 2” sections on Black identity, freedom, autonomy and living in Indigenous territory would seem particularly relevant.

And the Beckwourth story could be a vehicle for an action movie or television treatment. In fact, his name is used teasingly for a character in the 2021 Netflix Western, “The Harder They Fall.” And there is a documentary, “Jim Beckwourth: War Chief of the Crow,” in the 2022 Apple TV series, “Into the Wild Frontier.” Surely, his story could be relevant to controversies over racial representation in Hollywood.

Beckwourth’s wild frontier  

Born into slavery in about 1798 in Fredericks County, Va., Beckwourth was a product of rape and the legal property of a tobacco plantation owner. The violence shaped his racial identity in conflicting and accommodating ways. His pioneer outlook was fueled by the opportunities of the Louisiana Purchase. About 1805, his master took him to work at a St. Louis fur trading post; he was later hired out for a lead-mining expedition to Illinois on the Mississippi River.

With money earned from the mines, he returned to St. Louis to buy his freedom. His story from that point sheds light on the incorporation of the wild frontier into Western capitalism. His work as a trapper in the dangerous but lucrative fur trade is a window into the diverse people, places and cultures of the old west, and the systems of colonization and slavery that made America an economic power.

For instance, he was hired by the Rocky Mountain Fur Company to supply animal pelts for fashionable wear. At the same time, as he trekked about the frontier, his freedom was subject to challenge under the fugitive slave laws of 1793 and 1850. Like other free Black people, he lived at risk of kidnapping and enslavement; his former master testified to his legal emancipation in courts several times.

Over the years, Beckwourth gained a reputation as a skilled hunter, fur trapper and courageous mountaineer. His assignments took him to Iowa, Colorado, Utah and New Mexico. He witnessed — and participated in — skirmishes among indigenous nations and with White settlers. About 1828, he was captured by warriors of the Crow Nation in Montana.

Tribal leaders evidently saw value in his understanding of White culture, fluency in English, and bravery in combat. In the tribe, he rose to the position of a war chief. Today, his observations of their way of life before displacement by White settlers are valued as precious anthropology.

Witness to continental expansion

Beckwourth was a rare Black witness to the Seminole Nation and runaway slaves in Florida. He participated in the second of three wars from 1835 to 1842. During the conflicts, he served as a messenger delivering instructions between army forts. He observed the deadly Battle of Okeechobee on Christmas Day 1837, involving about 800 troops under the command of Col. Zachary Taylor.

Though Taylor, who later became president, proclaimed the battle a victory, many historians tend to agree with Beckwourth’s assessment that the Seminoles got the better of the fight. He recounted: “I could not see that Ok-ke-cho-be was much of a victory; indeed, I shrewdly suspected that the enemy had the advantage; but it was called a victory by the soldier, and they were the best qualified to decide.”

Beckwourth also provided insights into the opening of California during the gold rush. In 1850, he located a passage through the Sierra Nevada mountains known as Beckwourth Pass. Then, he organized a team to prepare a road for wagon trains between Reno and northern California, known as the Beckwourth Trail, which enabled thousands of settlers to reach the fertile central valley in safety — and allowed Beckwourth to achieve a measure of commercial success.  

This fascinating pioneer lived to see the end of slavery; he died around 1866, shortly after the Civil War. But he never enjoyed the rights of citizenship, even though he was an authentic product of the American experience. As such, the rediscovery of his story can provide an engaging springboard for re-envisioning the wild frontier.

This article was originally published by Word In Black.

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By Jake Coyle
AP Film Writer

NEW YORK (AP) — Ed Dwight grew up in segregated 1930s Kansas on a farm on the edge of town. An airfield was within walking distance, and, as a boy, he’d often go to marvel at the planes and gawk at the pilots. Most were flying back from hunting trips and their cabins were messy with blood and empty beer cans on the floor.

“They’d say to me, ‘Hey kid, would you clean my airplane? I’ll give you a dime,'” Dwight, 90, recalls. But when he was 8 or 9, Dwight asked for more than a dime. He wanted to fly.

“My first flight was the most exhilarating thing in the world,” says Dwight, smiling. “There were no streets or stop signs up there. You were free as a bird.”

It would be years before Dwight entertained the idea of himself becoming a pilot. “It was the White man’s domain,” he says. But while in college, he saw in a newspaper, above the fold, an image of a downed Black pilot in Korea.

“I said, ‘Oh my God, they’re letting Black people fly,'” Dwight says. “I went straight to the recruitment office and said, ‘I want to fly.'”

With that decision, Dwight set in motion a series of events that would very nearly lead to him being among the first astronauts. As Dwight progressed through the Air Force, he was handpicked by President John F. Kennedy’s White House to join Chuck Yeager’s test pilot program at Edwards Air Force Base in California’s Mojave Desert.

That fabled astronaut breeding ground, site of “The Right Stuff,” might have turned Dwight into one of the most famous Americans and the first Black man in space. But at Edwards, Dwight was discriminated against even with Kennedy championing him. Dwight eventually departed for civilian life and largely receded from history.

But in recent years, Dwight is finally being celebrated. The new National Geographic documentary “The Space Race,” which premieres Feb. 12 on National Geographic Channel and streams Feb. 13 on Disney+ and Hulu, chronicles the stories of Black astronauts — and their first pioneer, Dwight.

“When I left, everyone said, ‘Well, that’s over. We got rid of that dude. He’s off the map,'” Dwight said in an interview by Zoom from his home in Denver. “Now it comes back full force as one of these I-didn’t-know stories.”

It wasn’t until 1983 that the first African American, Guion Bluford, reached space. But two decades earlier, Dwight found himself at a fulcrum of 20th Century America, where the space race and the struggle for social justice converged.

In “The Space Race,” astronaut Bernard Harris, who became the first Black man to walk in space in 1995, contemplates what a difference it might have made if Dwight had become an astronaut in the tumultuous ’60s.

“Space really allows us to realize the hope that’s within all of us as human beings,” Harris says. “So to see a Black man in space during that period in time, it would have changed things.”

“Ed is so important for everyone who’s followed after, to recognize and embrace the shoulders they stand on,” says Lisa Cortés, who directed the film with Diego Hurtado de Mendoza. “There’s the history we know and the history that’s not had the opportunity to be highlighted.”

In 1957, when the Soviet Union launched Sputnik into orbit, it jolted its Cold War rival into action.

As the U.S. began pursuing a space program, political leaders were conscious of the image its astronauts could project of American democracy. The first astronauts, the Mercury Seven, were all male and White.

When the Aerospace Research Pilot School was established that November, the White House urged the Air Force to select a Black officer. Only Dwight met the criteria.

That November, Dwight received a letter out of the blue inviting him to train to be an astronaut. Kennedy called his parents to congratulate them.

Despite reservations, Dwight joined up. He was celebrated on the covers of Black magazines like Jet and Sepia. Hundreds of letters hailing him as a hero poured in. But in training, he was treated with hostility by officers.

“They were all instructed to give me the cold shoulder,” Dwight says. “Yeager had a meeting with the students and the staff in the auditorium and announced it — that Washington was trying to shove this N-word down our throats.”

Yeager, who died in 2020, maintained Dwight simply wasn’t as good as the other pilots.

Dwight was among the 26 potential astronauts recommended to NASA by the Air Force. But in 1963, he wasn’t among the 14 selected. Dwight’s astronaut future took a more drastic turn when Kennedy was assassinated on Nov. 22, 1963.

Kennedy was killed on a Friday. By Monday, Dwight says, he had papers in his mailbox shipping him out to Germany. He quickly met with Bobby Kennedy in Washington, who had the Pentagon cancel those orders.

Ultimately, Dwight was stationed at Wright-Patterson in Ohio in January of 1964. He graduated the program and totaled some 9,000 hours of air time, but never became an astronaut. He left the Air Force in 1966.

Asked if he was bitter about his experience, Dwight exclaims, “God no!”

“Here you get a little 5-foot-4 guy who flies airplanes and the next thing you know this guy is in the White House meeting all these senators and congressmen, standing in front of all these captains of industry and have them pat me on the back and shake my hand,” Dwight says. “Are you kidding me? What would I be bitter about? That opened the world to me.”

In 1977, he earned his master’s of fine arts degree in sculpture from the University of Denver. Much of his work is of great figures from Black history such as Louis Armstrong, Duke Ellington and Barack Obama. Several of his sculptures have flown into space, most recently one aboard the vessel Orion. NASA named an asteroid after him.

Dwight is filled with gratitude. His one recommendation is that every congressman and senator be flown on a sub-orbital flight so they can see the Earth from above. Everyone, he thinks, would realize the absurdity of racism from that height.

“I’d advise everybody to go through what I went through, and then they’d have a different view of this country and how sacred it is,” Dwight says. “We’re on this little ball flying around the galaxy.”

The post Ed Dwight was to be the first Black astronaut. At 90, he’s finally getting his due appeared first on AFRO American Newspapers.

By Ariyana Griffin 
Special to the AFRO

Howard University’s Ice Skating Club has created a 10-week program for community members who want to learn the sport.

Howard is the first HBCU to have an intercollegiate ice skating team in the country with the goal of diversifying the figure skating industry. In February, the team is taking part in its first competition at the University of Delaware.

Every Monday the team meets at Canal Park Ice Rink, 200 M St SE, Washington, D.C. 20003. The lessons, which began Jan. 29, are open to everyone; however, they are on a first-come, first-served basis for participants who are not members of the organization. Members of the organization can join for free, and nonmembers must pay $15. 

The lessons will be from 7 p.m. – 8 p.m. The participants will earn badges to show their achievement in ice skating skills and fundamentals. All levels are welcome and encouraged to come out.

To learn more about the organization follow them on Instagram, @hu_iceskating

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By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia

(NNPA NEWSWIRE) – Renowned businesswoman and philanthropist Ronda Stryker and her husband, William Johnston, chairman of Greenleaf Trust, have bestowed a monumental gift of $100 million to Spelman College. The extraordinary donation is the largest single contribution ever made to a historically Black college or university (HBCU).

According to a news release, Stryker, a devoted Spelman College trustee since 1997, has dedicated decades of her life to the advancement of women through higher education, championing opportunities for marginalized groups. The $100 million gift coincides with Spelman College’s commemoration of the 100 years since its official naming in 1924, marking a historic occasion in the institution’s rich legacy.

Officials said 75 percent of the donation is earmarked for establishing endowed scholarships to support future students. That move aligns with Spelman College’s commitment to attracting the brightest minds and dismantling financial obstacles that may impede qualified students from pursuing education at the esteemed institution, officials said. The remaining $25 million will go towards initiatives such as the development of an academic focus on public policy and democracy, enhancements to student housing, and the provision of flexible funding to address critical strategic needs.

“We are invigorated and inspired by this incredible act of generosity,” said Dr. Helene Gayle, president of Spelman College. “This gift is a critical step in our school’s mission to eliminate financial barriers to starting and finishing a Spelman education. We can’t thank Ronda Stryker enough for her selflessness and support as both a trustee and friend. There’s no doubt that Spelman College is better because of her.”

The post  Spelman College receives record-breaking $100M gift for scholarships and academic advancement appeared first on AFRO American Newspapers.

By Aria Brent 
AFRO Staff Writer 
abrent@afro.com

A social media post featuring an audio clip of what seems to be a high school administrator speaking ill of Black students, a Black faculty member and the Pikesville Jewish community was shared on Instagram. 

The audio clip was shared along with a photo of Pikesville High School principal Eric Eiswert and the school’s assistant principal Kathy Albert—suggesting the comments being made came from a conversation between the two administrators. 

An Instagram user by the name of @murder_ink_bmore shared the post along with a caption stating: “Voice recording of Pikesville High Principal Eric Eiswert rant about Black students and faculty, including D.J, the new Athletic Director. He also mentions Jews. He was talking to the new AP Kathy Albert … she’s allegedly a well known racist AP from Dundalk high who just got to Pikesville. They worked together at New Town High. He was also accused of racist comments years ago when he was at Catonsville High School.”

The comment section of the post was flooded with a variety of opinions regarding the language used in the audio clip, the commentary made and the track record of the Baltimore County Public Schools (BCPS) administrator that allegedly was caught on tape saying these things. 

Many people argued that the complaints being made in regards to the students’ behavior and academic success were fair, and the uproar was due to the fact that the person accused of saying these things was White. Meanwhile others noted that if any action were to be taken it would be a result of the anti-Semitic comments made—not the ones about Pikesville’s Black students and faculty.  

A statement was released on Jan. 17 by BCPS superintendent, Myriam Rogers in which she said the alleged comments are not reflective of BCPS’ core values and that an investigation was being launched.

“These statements are deeply disturbing and do not reflect the core values of our school system.  Although BCPS cannot confirm the veracity of this recording at this time, we are taking this matter seriously and have launched an investigation. Once we have determined the facts, we will swiftly address this incident,” Rogers stated. “I understand how upsetting this recording is for many members of the Team BCPS community.  I want to reiterate our unwavering commitment to our 110,000 students, 20,000+ staff members, and our richly diverse community members who all help make BCPS an incredibly special school system.  We will not tolerate disparaging remarks about any member of the Team BCPS community.”

The AFRO reached out to Pikesville High for a response to the issue and was told, “There is no commentary to be said about this.”

Although Eiswert’s current school didn’t have anything to say about his alleged statements, several of his former students from his time at Catonsville High did. 

“Mr. Eiswert, he’s one of those people who you know doesn’t like Black people. He was so mean for no reason. He didn’t know how to talk to us , or how to discipline us,” recalled Rickia Oglesby, a 2016 graduate of Catonsville High. 

Oglesby explained that she and Eiswert had a very unpleasant interaction her senior year of high school that ultimately led to him attempting to press charges against her and her being suspended from Catonsville for the entire academic year. The former Comet further shared that when she was made aware of the situation that’s currently being investigated by BCPS she wasn’t surprised and considered this kind of behavior “on brand” for Eiswert.

“This is nothing new. He’s not a nice person, and growing up I thought ‘maybe it is me’ but seeing this I know it’s him,” Oglesby said. “Even though it’s just an audio recording I know that’s him on the recording because I know his voice. You have to watch his actions and how he deals with people. That’s the only way you’re going to really know if these allegations are true.”

Eiswert seems to have a reputation for being unpleasant and covertly racist, but leading up to these allegations there isn’t any documented proof of these characteristics. Another Catonsville alum who had Eiswert as an administrator discussed his behavior towards Black students.

“He had a reputation around school for being a rude guy and kind of just knew something was off,” said Tyrone Peoples, a 2014 graduate of Catonsville High. “It’s like when he would come into school he’d put on a mask and he would take it off when he left, but I could see right through that.”

Peoples didn’t have an altercation with Eiswert like Oglesby did but he shared similar sentiments to hers, noting that this kind of commentary and these accusations aren’t out of character for him.

“It absolutely seems on brand for him, if you ask me. I always saw through him and how he acted so I always expected there to be another layer to him. I was always given a bad vibe from him,” Peoples shared.  “The way I would see him approach Black students and White students, it was different and it was really weird.”

This investigation is still being conducted by BCPS and there has been no confirmation of who was speaking in the audio clip shared on social media. 

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By Amelia Uduafemeh
Special to the AFRO

This week, the AFRO continues to celebrate members of the community that are making a difference. Justin Naylor is a junior at Joppatowne High School, in Harford County, Md. who has found numerous ways to better his school and community.

Naylor told the AFRO that he enjoys being a member of the school community. The teen says “showing leadership, sportsmanship and teamwork” are important to him, along with setting an example by “being a team captain, friend and mentor to many.” 

Naylor has participated in numerous community service projects as an Eagle Scout, making a significant contribution to the school and the larger community. His scouting-derived leadership abilities have been put to use in projects that encourage positive change, such as planning neighborhood clean-ups, volunteering or running educational initiatives.

“I am most motivated to get engaged in my community because I enjoy witnessing great changes that occur in other people, the community and the environment,” Naylor said. His motivating factor is going to bed at night knowing that he made a positive difference in someone’s life by uniting people and improving the environment.

“In order to make my community better, I needed other people to help me,” Naylor explained. 

Although it is true that one individual can change the world, having assistance makes things much easier. Naylor was able to organize events like a food drive, and environmental clean-up after he found like-minded people who wanted to give back.

Despite the fact that Naylor gives a lot to the community, he often faces many challenges such as time constraints, balancing commitments and coordinating efforts. His principles have been shaped, his leadership abilities have grown and his general perspective on life has improved as a result of this. He has discovered after many years of giving back that there is always a person or thing in need of a little assistance, and he wants to be the one who provides it.

As he frequently receives support from his school, fellow Scouts, coaches, teammates and even locals who offer information, encouragement, or help, the community is always eager to lend a hand. This assistance can take many different forms, such as taking part in activities, donating money for projects or even just being recognized for his hard work.

“My Eagle Scout Project is one of my personal triumphs. It required six months of planning, organizing and totaling over 200-man hours,” Naylor shared. “Guiding my community to construct four picnic tables for Joppatowne Elementary School was my mission, and on July 31 the project was completed.” 

His project was a huge success because a large portion of the community helped out, and the tables turned out great.

Keeping up community involvement while balancing education and other obligations might be challenging, however, with Naylor’s time and knowledge, it becomes more achievable and is something he wants to do rather than something he has to do. He also learned that people may find a way to make things work if they think it essential enough to include in their schedule. It takes responsibility and efficient time management for him to continue being involved in his community.

“My advice for others who want to make a difference is if you’re aiming to change the world, first, find something you’re passionate about, and it has to resonate with you. Commit to it. Dive deep into your cause,” said Naylor. “Stay authentic and be persistent. Embrace challenges as opportunities for growth. Remember, the world needs more than talk, it needs action. Remember that someone has to change the world and if not you then who?” 

The post Justin Naylor shines as a role model in school and community  appeared first on AFRO American Newspapers.

By Aziah Siid
Word In Black

In the spring of 2018, Los Angeles two mothers, Kawanna Brown and Lisa Johnson, sparked a transformative movement. Frustrated by the racial isolation their children faced in private schools, they dreamed of a community where Black private school kids could connect and families could support each other. 

Johnson, having experienced being one of the few Black students in her Atlanta independent school, was dismayed to find little progress decades for her own children. 

“As a parent of two children, who are also in an independent school here in California, they were living the same experience that I lived as a student, many decades ago,” Johnson tells Word In Black. “It is this experience of isolation. It is an experience of being the only one or one of a few. It’s an experience of a lot of ‘othering.’”

Determined to break this cycle, Johnson and Brown organized a casual park playdate, inviting Black families from various schools across L.A. What started off as a simple electronic invite to Black and Brown families as a way to connect, turned into a movement.

“We booked this park that had a capacity of only 50 people. I asked four other friends of mine who are in other private schools if I put their name on an Evite, and we sent this thing around, and it went around to 75 people,” Johnson says. “By the time the event rolled around, the RSVP was at 500.”

The overwhelming response marked the birth of Private School Village.

This grassroots effort, formalized as a nonprofit in September 2018, goes beyond mere social gatherings. PSV aims to transform the private school experience for Black families into one of inclusivity and empowerment. Recognizing the unique challenges Black students face, including heightened anxiety, depression, and feelings of alienation, PSV works towards creating a supportive and racially literate community.

PSV’s mission is broad and profound: to foster parental engagement, advocate for equitable policies, and build a network where Black students see themselves reflected and supported. The organization underscores the necessity of a communal approach to counter the often-isolating private school environment for Black families, emphasizing the power of unity in shaping a more inclusive future.

Private school truths

“What I’ve found in the past five years is people make a lot of assumptions about private school families and kids,” Johnson says.

Like most establishments in the United States, private schools — often called independent schools — were not initially designed for Black students. In the South, private schools were “established, expanded and supported to preserve the Southern tradition of racial segregation despite federal courts’ dismantling of “separate but equal,” according to the Southern Education Foundation. White students left public schools in droves to both traditional and newly formed private schools, and from 1950 to 1965, private school enrollment grew at unprecedented rates all over the nation. 

As recent as 2018, an elite school in New York City, Little Red Schoolhouse, came under fire after students were segregated by race as a means of self-exploration and self-affirmation. 

Federal data shows that in Fall 2019, the most recent year available, about 49.2 million kindergarten through grade 12 (K–12) students were enrolled in public schools. Significantly fewer students — 4.7 million — were enrolled in private schools, with Black students representing 6 percent of the enrollment. 

According to the National Association of Independent Schools, during the 2019-2020 school year, the median private school tuition was $26,866, and the average financial aid award was $11,500. 

Part of the ongoing discussion between private and public school supporters are controversial school vouchers and educational savings account programs that allow families to use public taxpayer money to send their kids to private schools. 

With vouchers, this money goes directly from the government to a school. Federal data shows 15 states and the District of Columbia  have adopted school voucher programs.

Educational savings accounts are a newer phenomenon, where taxpayer funds go directly to parents, who can use them to pay for tuition to private schools, homeschooling supplies, curriculum materials, educational therapy services, and more. In Arizona, for example, the universal ESA program puts $7,000 per student into a family’s bank account.

“In the short term, mostly it’s just going to be a funding giveaway to families that were already sending their kids to private schools,” Douglas Harris, an economist at Tulane University who studies education policy, told Vox. 

Changing the system

The realization Johnson came to was that instead of trying to change the entire system, she’d work with what she and the parents around them could control, which was the quality of education, getting students proper mental health resources and increasing parent engagement. 

“I was raising my children saying, well, you’re there for the education, and I keep you rooted and grounded in the Black community outside of school,” Johnson says. “But what I realized as a parent, which was different from my parents, was that we spend so much time in school. These are the most important developmental years of your life, when your identity development is most impressionable.” 

Johnson says the first step in shifting the private school experience for Black kids is getting parents together to figure out what their students and environments need. One way Johnson is doing so at her organization is “primarily focusing on racial socialization, increasing racial socialization, racial literacy, representation and research.” 

“I think the American education system is hugely flawed, and in my dream world, we would start over from scratch tomorrow,” Johnson says. “So to me, there’s really no one fit or solution. I believe that the strongest indicators for a child’s success have nothing to do with whether or not they’re in public charter or private. It is parent engagement.”

This article was originally published by Word In Black.

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By Aria Brent 
AFRO Staff Writer 
abrent@afro.com

Over a decade ago, Josh Stevens started his academic journey at Morgan State University (MSU). On Dec. 15, he received his bachelor’s of science in finance, officially becoming a Morgan State alumnus. 

Through financial hardships, family matters and even stage four cancer, Stevens never lost interest in finishing his degree and graduating from the historic institution. The scholar recalled the conversations he had with himself and his family regarding how important it was that he complete his degree. 

“I always had in the back of my head that I would go back to school when I had the opportunity,” said Stevens. “My dad and I had a conversation and he encouraged me to go back and finish what I started at the very least, or look into obtaining some sort of degree in another way. At the time, I wasn’t sure what to do. I wanted to go back to school, but I didn’t think I could afford the time or the financial part of it.” 

As Stevens was graduating from Eastern Technical High School in Essex, he was unsure of where to attend college. However he was encouraged by AFRO publisher and CEO, the Rev. Dr. Frances “Toni” Draper to attend her alma mater, Morgan State.

Steven enrolled for the fall 2012 semester and, during his freshman year, he walked onto the football team, lived off campus and kept to himself mostly. 

When he first attended Morgan he accomplished some great things on the field, including a conference championship during his last season playing for the Bears. Upon his return to MSU, the former athlete also succeeded, but this time, Stevens flexed his mental muscles by participating in a national academic contest with his department.

“When I came back, it was my second semester back and I was in a finance class. The guy in charge of our capital markets lab came to talk to our class about a competition they were having in Boston in the spring,” Stevens explained. “I got to be a part of the stock pitch competition and we had to pitch a stock to Wellington. We were competing with other HBCUs and we got third place.”

After playing for MSU for three years during his first matriculation, and having a different position coach every year, Stevens grew frustrated with the football program. He also found himself struggling to balance his personal life along with his studies, so he decided to take a break from school. 

While away from school, Stevens worked and did what he’s always done—serve his community. Volunteer and faith-based work is a big part of his life and, even through times of difficulty, Stevens continued to make helping his community a priority. 

“Josh has grown up serving the community alongside us. It’s not something that we would do occasionally, it’s just kind of how we lived our life,” explained his father, Matt Stevens. 

 “I think part of his worldview is in his faith (Christianity), but also in serving and helping others. It was as important as anything else. It was also something that he could draw from while he worked through the things at school and work.” 

During his time at Morgan, Steven’s peers, teammates and friends would join him for community service. During Steven’s first week at MSU, he met Clarence Swain III. The two were initially just teammates but that has since grown into a brotherhood that has now lasted more than 10 years. 

“My dad encouraged me to ask the guys I was working out with and spending time with if any of them want to come be involved, so I did. I asked Swain,” Stevens fondly recalled. “He got another teammate to drop him off and it was like after that, he wanted to be around and be a part of just about anything we’re doing ministry-wise. Through that, he and I became best friends, kind of like brothers.”

In addition to Swain, Stevens found other friends at Morgan who became part of his innermost circle. 

Steven’s father spoke on how vital and valued his son’s friends were as life’s challenges began to intensify.

 “A big piece of Josh’s story at Morgan was him meeting a handful of really good men and ladies, who became really good friends,” the elder Stevens said. “When he came into the challenging times, our faith, our family and the friendships that he had were a big part of that as well. I don’t know how anybody can make it through something like that without those things in place. His community at Morgan was really strong.”

In September of 2019, Josh Stevens was diagnosed with stage four Hodgkin’s Lymphoma. Throughout his battle with cancer, he faced a series of health complications, including the development of a brain tumor. To combat his disease, Stevens went through several rounds of different types of chemotherapy, along with CAR-T cell therapy, a cancer treatment that consists of cells being taken from the body, fused with medicine to fight the cancer and then put back into the body. By 2020, he was able to get the fusion. As of Dec. 16, the Morganite has been in remission for three years. 

Although he stands at a towering 6 feet, 4 inches, Josh Steven’s heart still seems to be the biggest part of him. Noting how dedicated he is to Charm City, he’s focused on continuing to serve Baltimore in any way that he can. 

“Truth be told, Baltimore is probably my biggest focus in life at this point. I knew coming out of high school that I wanted Baltimore to be where I put my ministry efforts more than anything,” he said. “I really care a lot about the people in Baltimore, and it hurts when I see things like violence rates, carjackings, and all this craziness happening on a regular basis.” 

Since graduating, he is now working as a logistics coordinator for Somebody Cares Baltimore, and he’s excited for all the opportunities that await him as he furthers his career with the non-profit organization. 

The recent grad shared that the work he’s doing now is preparing him for future business endeavors that will allow him to pursue the intersection of ministry and the business industry. 

“I’ve had the ability to oversee not only this warehouse happening, but, in the future, other businesses too,” Josh Stevens shared. “God really spoke to my spirit and gave me some insight and vision on some things that could really help benefit the city. Ever since then, I’ve just been convinced that  this is the first step in opening multiple businesses that are invested in ministry and the industry.” 

The post AFRO Spotlight: MSU Student proves that delayed is not denied  appeared first on AFRO American Newspapers.

By Aria Brent 
AFRO Staff Writer 
abrent@afro.com

The National Newspaper Publishers Association (NNPA) held their Mid-Winter Training Conference Jan. 24-27 at the B Ocean Resort and Hotel in Ft. Lauderdale, Fla., where they hosted representatives of the 250 Black-owned newspapers and media companies of their membership. The theme for this conference was “Empowering in 2024: The Black Press, The Black Vote and Black America,” and throughout the conference there was a heavy focus on how vital the Black and Jewish community have been to each other throughout history.

On the first day of the conference, the NNPA National Town Hall Meeting titled, “Reaffirming the Relationship between Blacks and Jews in America” was held at the African American Research Library and Cultural Center. The town hall was kicked off by NNPA Chairman Bobby R. Henry and was facilitated by NNPA CEO and President Rev. Dr. Benjamin Chavis Jr. During the town hall a series of members from the Black and Jewish community spoke on a panel about the need for the two groups to come together for the progression and empowerment of each other. 

“We all need to take personal responsibility to make sure that we lean in on restrengthening the relationships between the Black and Jewish communities,” said U.S. Rep. Debbie Wasserman Schultz (D-Fla.) “Make it our personal responsibility to have dialogue in the parlors of our homes and in the community organizations. to decide to host programming that can bring our communities together, and make sure that we’re there for each other in non-stressful and non-violent times.” 

Schultz furthered her sentiments by mentioning past instances of Jewish and Black communities standing united, including the Civil Rights Movement and post World War II. 

“Be there for one another, like when Jewish community leadership instinctively came down to the South to fight for the civil rights of Black people who were being discriminated against and harmed and beaten,” Schultz said. “Or like HBCUs did in the ‘30s and ‘40s when there were no universities in America that would employ Jewish refugee professors who had come from Europe. Our ties go back even further than that so it’s essential.”

The issues that Black and Jewish people fought against together haven’t disappeared–they’ve evolved and modernized themselves, still making them a threat to these communities. Congresswoman Sheila Cherfilus-McCormick (D-Fla.) discussed how modern-day issues such as voter suppression can be combated with intentional behavior and education. 

“How do we restore and teach our children, who are disconnected, about the history of our ties and why these alliances are necessary? How do we teach our kids in this generation that you could never win alone–you have to have a coalition,” McCormick said.

Sharing the experiences she’s had with her own children, McCormick went on to discuss how she’s noticed how the youth struggle with taking a step back to look at who is standing with them during times of oppression and hardship.

 “Somehow along the line, there’s been a disconnect with the generations, and I see this when I talk to my children and I ask them about different situations going on and they feel like there’s a distance,” said McCormick. “They said, ‘You know what mom, we’ve been fighting this by ourselves for so long’ and I said,  ‘You know, you only feel like you’re fighting alone because you’re not stepping away and seeing where your comrades are.’ And I think it’s going to take a level of intentionality for us to fight that.”

McCormick encouraged the Black community to take a generational approach to committing themselves to reaffirming their ties with the Jewish community. Noting that in the age of social media and technology it’s become harder for young people to see past what’s in front of them, she believes that has created a huge divide amongst the two communities. 

“Every generation has to understand that we must recommit ourselves to partner with each other every single time. That means my generation has to realize that we can’t win alone, the Jewish community has been here with us, and they will be with us moving forward,” McCormick said. “Our children have to learn now to recommit. What scares me is that I feel like our children are more divided than others. I remember when we grew up, we had more mixed people in our communities or where we went to work, but now they’re able to shelter themselves in the social media world.”

Along with McCormick’s point about emphasizing education amongst Black youth, the importance of using empathy and emotions during those lessons was mentioned as well. Longtime professor, historian and anthropologist Marvin Dunn shared how he’s taught interactive lessons that were done with the intention of making his students feel the emotions of the oppressed, noting that facts and feelings are equally important when learning history. 

“In Miami we have the Holocaust Museum. I used to take my classes there and it’s incredible. We also have, in irony, the old slave ports where the slaves were in Miami. I think the Dade County School system should require every student in high school to go to the Holocaust Museum and that slave building because there they may experience feelings that relate to these experiences,” Dunn said. “Educate kids to go beyond just knowing the facts but also being able to identify the feelings.”

Dunn further explained that although Black and Jewish people know of each other’s sufferings, have found common ground within them and have even helped one another fight against them, there is a level of understanding the two communities need to reach by feeling what the other has endured. 

“What do Blacks and Jews have in common? Suffering. We need to understand the feelings each other suffer. Which means we need to go to the places where we suffered or at least that represent that suffering so that education comes back with feelings and not just facts.”

The fight for civil rights, freedom and equality is one that is shared between Black and Jewish people. Just as the Black community is constantly fighting against systemically racist issues like voter suppression, the Jewish community is facing alarming rates of anti-Semitic hate crimes. However, the Anti Defamation League (ADL) has been a pillar in helping minority communities combat the agendas of White supremacists. 

“What we have measured at ADL over the past three months since October has been alarming. We accounted for over almost 4,500 incidents of anti-Semitism over the past three months, that is almost a 300 percent increase,” said Max Sevillia, senior vice president of national affairs for ADL. “It’s not a unique experience the Jewish community is facing. Yes, these past three months have been unique but a little less than two years ago, the Black community was targeted in upstate New York by an extremist who was first looking at going after and killing Jews. ADL was one of the first organizations to go to Buffalo, be on the ground and show support for the Black community.”

Sevillia shared that following that mass shooting in May 2022, the ADL did exactly what was being discussed throughout the entire town hall–they bridged the gap and reaffirmed the unity amongst minority communities. Not only did they bring together civil rights organizations from Black and Jewish communities but Asian and Latino, as well, to create a coalition that aims to address all forms of hatred and oppression. 

“We were one of the first communities to come together and build a coalition with the National Urban League, the NAACP, the Asian American community and the Latino community. We called for the White House to pay attention to the level of hate and extremism and how it was affecting all of our communities,” Sevillia recalled. “ADL with the leaders from the diverse coalition went to President Biden to reflect on the level of hate and it caused action. We came together at the White House for a summit, United We Stand, and that summit led to a commitment to have the sort of forums that you’re hosting today. It’s so important to take action together. Through action, through commitment and through allyship we are working towards building a better tomorrow.”

The battle against injustice, oppression and White supremacy is one that is best fought together. History shows how impactful the union of Black and Jewish communities was and the time to reaffirm it is now, reiterated Terry Sanders, publisher of the Omaha Star News and the town hall’s mistress of ceremonies.  

“We believe a refocus on that relationship is warranted, given the assault on voting rights and diversity, equity and inclusion initiatives and a rise in anti-Semitism,” Sanders said. “The Civil Rights Movement and the Holocaust taught both groups about the lifecycle of hate–it simmers like a pot of greens and it has never died. It takes all of us to be vigilant in fighting the ugliness in all of its forms.”

The post NNPA highlights the rich civil rights history between Black and Jewish communities during Mid-Winter Training Conference  appeared first on AFRO American Newspapers.

By Deborah Bailey
AFRO Contributing Editor 
dbailey@afro.com

Seated humbly in a chair on the platform of the Washington National Cathedral, former United Nations Ambassador and Congressman Andrew Young preached extemporaneously Jan. 14. King confidante, friend, collaborator and fellow pastor, Young is among a dwindling number of activists who worked and served full time in the Civil Rights Movement of the 1960’s. 

Young knew King from the start of the Civil Rights Movement and was at King’s side as he died in 1968 on the balcony of the Lorraine Motel in Memphis, Tenn. As few movement veterans can, Young is still able to offer a first-hand account of times that transformed both him as a man and the world. 

Young’s recollections of King as the young, inexperienced pastor of the conservative Dexter Avenue Baptist Church in Montgomery, Ala.  in 1955, set the tone for the conversation.

“Martin had no time. He received the announcement one hour before the start of the meeting. He rose to the occasion with less than one hour to prepare himself and made one of the better speeches of his career,” Young said, referring to the speech made at Montgomery’s Holt Street Baptist Church, urging the continuation of the bus boycott. 

Young said the Montgomery bus boycott was originally planned to last one day, but persisted for 381 days until November 1956, when the U.S. Supreme Court ruled segregation illegal on public transportation systems. 

History changed King’s trajectory as well, said Young, who spoke about his involvement in a series of civil rights campaigns King led in Georgia, Alabama, Washington, D.C  and Alabama. But Young said the campaign in Chicago, Ill. Introduced King to another side of the American cultural dilemma. 

“More and more he began to see the problems we were having in Northern cities were not just social; they were economic,” said Young. “That commitment led him to Memphis,” he added, noting that  sanitation workers were preparing to strike after the accidental deaths of sanitation workers Echol Cole and Robert Walker. 

 “I think he knew his days were numbered. I think he had decided if he gave his life had decided if he gave his life, he wanted it to be for the least of these, God’s children. The sanitation workers, the garbage workers were a perfect example of ‘the least of these.’ The garbage workers had no benefits, no retirement,” Young said. “They were still virtual slaves in our modern democracy. I think he knew. Everything about the way he acted in those next several days led us to believe that he knew he was going to his death.”

 “When I heard that shot, I looked up at Martin Luther King and ran to the top of the steps. realized that…the bullet moved faster than his feelings,” said Young. 

The grand sanctuary of the National Cathedral became pin-drop silent. “He probably never felt that bullet,” he said. “I think that’s the reason why, 50 something-odd years later, we’re still gathering all over the world to celebrate him…and the values for which he gave his life,” Young said of King. “He probably never heard that bullet. I thought that maybe it’s true that someone can go straight from this life to heaven on a flaming chariot.”

Randolph Hollerith, dean of the National Cathedral, captured the sentiments of the parishioners and visitors who came to hear Young’s presentation. 

“Sir, you honor us today. Wherever I go and whatever I do I’ll always remember these words and you sitting in this chair offering them,” Hollerith said to Young, before the entire congregation. 

Others attending felt a similar sense of awe following the service.

“I’m so grateful for Rev. Young’s account of MLK’s life, in which he breathed new life,” said Natalie Doyle. 

Georgianne Thomas was also grateful to be in attendance.

“Thank you, Ambassador Young, for your long committed service to our community,” said Thomas. “We live Black – daily. Unless you live it, you will never understand it.”

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By Holly Edgell 
The Midwest Newsroom

Antonio Lewis was surprised to see an email from Antoinette “Bonnie” Candia-Bailey in his inbox on the morning of Jan. 8. Lewis, president of the Atlanta chapter of the Lincoln University Alumni Association, had never met Candia-Bailey, but knew she was the university’s vice president for student affairs and an alumna.

After scanning the first few lines of the email, his surprise turned to alarm.

“The first paragraph says, ‘Lincoln, where it all started and where it all ends.’ That paragraph made me alert to what could happen,” said Lewis, who said he immediately sent Candia-Bailey a message via Facebook.

“I said, ‘Whatever you’re doing, please don’t do it. Give me a call.’”

The email came in the form of a letter addressed to Lincoln University President John B. Moseley. Candia-Bailey sent the message from her personal account to family, friends and Lincoln alumni, hours before she died by suicide.

Running more than 10 pages and nearly 6,000 words, the email called out Moseley for a litany of actions that Candia-Bailey said exacerbated her existing mental health condition, which she did not explicitly describe.

“It was a manifesto,” Lewis said. “She was very direct with what she wanted to happen and what had happened to her. She didn’t mince any words.”

In the email, which the Midwest Newsroom has reviewed, Candia-Bailey gives Moseley 18 recommendations for how to improve his job performance as university president. She includes accusations of micromanagement, failure to provide clear directions, inconsistency and arrogance.

She also pointed to jail time, DWI offenses and criminal charges by a key leader on Moseley’s staff–citing case numbers and other details from public records. She said the leader was disruptive and created a toxic work environment.

She outlined several occasions when she talked about her mental health struggles with Moseley and asked for help, only to be rebuffed.

“I think the entire email shows the culture of bullying and go-along-to-get-along, and it is sickening,” Lewis said. 

As word of Candia-Bailey’s death and her email spread, blame and criticism grew among alumni and students–most of it directed at Moseley, who fired Candia-Bailey the week before she died. Her termination letter read, in part, that she “was being fired ‘due to your continued failure to appropriately supervise your staff and continued failure to properly supervise the area of student affairs at Lincoln University.’”

Candia-Bailey’s email addresses her firing, admits to mistakes and details the times she tried to work within the university’s processes and seek ways to improve.

Moseley took voluntary paid leave within days of Candia-Bailey’s death, and on Jan. 12, Lincoln University’s Board of Curators announced it would “engage a third-party expert to fully review potential personnel issues and concerns recently raised regarding compliance with the university’s established policies and procedures.”

In response to requests to interview Moseley as well as a representative of the Lincoln University Board of Curators, the Midwest Newsroom received two statements from the university’s marketing and communications department. One is the same statement released on Jan. 12. The second, dated Jan. 18, provided more details about the review. It said the university has hired attorneys led by Ronald Norwood and Jerina Phillips in the Higher Education Practice Group of Lewis Rice in St. Louis to conduct the independent review “of recent issues raised regarding compliance with the University’s established policies and procedures.”

Lewis, a 2011 graduate of Lincoln, is eager to learn what the review reveals. Regardless of the findings, however, he thinks Moseley’s voluntary leave is not sufficient and that he should resign immediately.

He referred to Claudine Gay, who stepped away from the Harvard University presidency in early January amid criticism about her remarks about anti-Semitism and accusations of plagiarism.

“I saw the grace that Dr. Gay showed. She showed a different level of maturity,” Lewis said. “And to see the way that our president is acting shows me the privilege that he thinks he has. I hope he steps down for the betterment of the university.”

Sherman Bonds, national president of the Lincoln University Alumni Association, asked for even more definitive action in a letter he wrote to the Board of Curators president.

“The university’s institutional care has been breached,” he wrote to Victor Pasley. “The present administration has become a liability to the mission and health of the institution. I have become compelled to demand a change to the Office of the Presidency of the university effective immediately.”

Bonds, who earned a bachelor’s degree from Lincoln in 1980 and a master’s degree from the school a year later, told the Midwest Newsroom neither Pasley nor anyone else from the Board of Curators has responded to his letter.

Pasley did not respond to Midwest Newsroom requests for an interview.

On Moseley’s watch

Lincoln University, one of two Historically Black Colleges and Universities (HBCUs) in Missouri, has struggled with funding shortfalls and declining enrollment. In late 2023, federal officials estimated Missouri had underfunded the college, located in Jefferson City, by almost $361.6 million for three decades.

The Missouri Independent reported that Lincoln University’s funding woes grew “over years of the state not meeting its obligation to match federal funds and school administrators dipping into the university’s other revenue streams.”

Lewis said he was dismayed by the way Moseley responded to his questions about securing money for Lincoln University shortly after he took office.

“I immediately gave him a call,” Lewis said. “I said, ‘Congratulations, President Moseley. Now can we work on getting that Lincoln University funding?’”

Lewis said Moseley made a remark that caught him off guard.

“He told me asking for that funding is like asking for reparations.”

Moseley’s university biography touts the securing of the much-needed funding: “For the first time since it was federally mandated in 2000, the University received nearly $10 million, the full state match for its federal land grant funding, in May 2022 and maintained the full funding following the 2023 legislative session.”

Bonds said it’s no accident that Moseley, who is white, was able to do what Black Lincoln University presidents over decades could not.

“African American presidents came through this era where we did not receive this funding,” he said. “The entitlement to the funding was always there. The state just decided to release it on Moseley’s watch.”

Moseley’s biography says he has more than 20 years of higher education experience, “including 14 years on HBCU campuses.” His LinkedIn profile shows few examples of university administration experience, however. It lists an assistant head basketball coach position at North Carolina Central University, followed by the head basketball coach role at Lincoln. From there, Moseley was the school’s athletic director for nearly six years. After nine months as interim president, Moseley officially got the job in 2022.

“He just walked out of the gym and into the president’s office,” Bonds said.

Lewis did not discount Moseley’s experience as a basketball coach or athletic director, but he did question why the Board of Curators selected him for the position in the absence of academic and administrative leadership roles.

“Dr. James Franks was our basketball coach, became our athletic director, became our president,” Lewis said. “He went on to become the first Black man to be the president of the NCAA. And so I’ve seen a basketball coach become a president, and I understand and respect it.”

Lewis said that Moseley’s race was not a key factor in his concerns, pointing out that Lincoln University’s founding president, Richard Baxter Foster, was white. Lewis called Moseley a novice, based on his resume.

Bonds also called Moseley a novice and said the Board of Curators tapped him to lead Lincoln University because he had strong relationships with lawmakers and officials in Jefferson City.

“There was always concern about his ability to mentor faculty and students, to provide direction to others,” Bonds said. “His ability to provide scholarly leadership is limited.”

In her email, Candia-Bailey urged Moseley to get to know the alumni and partner with them for the good of the university. Bonds said that, unlike previous presidents, Moseley seemed uninterested in connecting with alumni, who number thousands around the country and actively fundraise and recruit on behalf of their alma mater.

“Our feedback was not received with any value,” said Bonds, who’s been active in the alumni association for decades. “So we’ve always, from the time that Moseley’s been in the position, been at a position of, you know, feeling that indifference toward what we believe and our input.”

Bonds said the indifference has continued in the wake of Candia-Bailey’s death.

“It would be interesting if the Board of Curators would want to have a listening session with us,” he said. “They said they want a listening session with the faculty and a listening session with the students, but they didn’t say they want a listening session with the alumni.”

A student speaks

On Jan. 12, the day Lincoln University announced the independent review, a group of students gathered outside a Board of Curators meeting, hoping to question leaders about the university’s response and plans.

“We were just trying to have a conversation just to get some type of answers or just to be heard,” Kenlyn Washington, Lincoln’s Student Government Association president, told local television station KRCG. “When they said, ‘OK, we’re having a closed meeting now,’ it was very frustrating.”

Washington, a political science major from St. Louis, told the Midwest Newsroom she became acquainted with Candia-Bailey through her work in student government.

“She was a great woman,” she said. “She was about her business. She made a significant impact on campus, and she impacted many lives.”

As for Moseley, Washington said he maintained close relationships with student-athletes and athletic department staff but was perceived as “distant,” by the wider student body.

She said a reckoning at Lincoln University is the last thing she expected going into her senior year.

“For everything to happen in such a short period of time and to have this much attention and the spotlight, it’s really been an eye-opener,” Washington said. “But we students continue with the things that we need to get done.”

Among those things, Washington said, is pressing the Board of Curators for information about how Candia-Bailey was treated and her firing.

The Jan. 18 statement from the Board of Curators said, “…we want to prioritize the mental health of everyone here and make sure each employee and student is treated with dignity and respect.”

Like Bonds and Lewis, Washington is ready to see Moseley gone–whether by termination or resignation.

“We should hold everyone accountable on behalf of the student body,” she said.

‘Our university is suffering’

Stevie Lawrence II, Lincoln University’s provost and vice president of academic affairs, is now acting as interim president of Lincoln University. DeNeia Thomas, dean of professional studies, now serves as acting vice president for student affairs, the position Candia-Bailey held until her firing.

The next Board of Curators meeting is scheduled for Feb. 8. Students will be there, Washington said, to take a stand for the university they love.

“For me, coming to Lincoln made me who I am,” she said.

Lewis, who has not visited the Lincoln campus for two years, said he will also be at the meeting in Jefferson City. He’s eager to resume the fundraising and recruiting efforts he suspended during Moseley’s tenure.

“The person I became at Lincoln University is the person I am now,” he said. “I was taught how to speak up in times like this. Our university is suffering.”

Bonds, a special education teacher in Georgia, said he will not attend the Feb. 8 meeting, but he and other alumni will gather in Jefferson City for their annual meeting later in the month. He said the occasion could be an opportunity for university leaders to engage with alumni.

Bonds, born and raised in Sikeston, in Missouri’s rural “Bootheel,” said Lincoln University has long served as a beacon for Black students, and he worries that the school’s current troubles are detracting from its brand and reputation.

“What the whole underpinning of the institution is about is bringing individual students and faculty to a platform that engages them and uplifts them,” Bonds said.

If you’re having thoughts of suicide or self-harm or know someone who is, the 988 Lifeline provides free and confidential support all hours, seven days a week.

This story comes from the Midwest Newsroom, an investigative journalism collaboration including IPR, KCUR 89.3, Nebraska Public Media News, St. Louis Public Radio and NPR.

This article was originally published by Word In Black. 

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By Megan Sayles
AFRO Business Writer
msayles@afro.com

In the midst of the COVID-19 pandemic, Sydney Newton, like so many others, found herself out of a job. She had been working as a server at The Capital Grille, but was laid off as restaurants were forced to shut down their dining rooms. 

The Northwood, Baltimore native became an unofficial teacher for her two children, supporting them during virtual learning. In an effort to stave off depression and boredom brought on by the long hours inside and social isolation, Newton began making ice cream with her children. 

“They loved it, and I did too. I loved that you could do so many things with ice cream. You can experiment with flavors, textures, smells and colors,” said Newton. 

“We started delivering the ice cream to my sister and my mom, and they told me I should put it on Instagram to deliver it to more people, and we did.” 

Now, Sydney’s Ice Creams is serving the public two days a week in Northeast Baltimore’s Belair-Edison neighborhood at 3432 Belair Road. A grand opening is being prepared for the brick-and-mortar store in Spring 2024. Newton’s flavors range from birthday cake, to cherry cheesecake to s’mores, and she’s also in the process of finalizing some sorbets. 

Newton hopes the ice cream shop will bring the community together in a positive way. She expects to host a grand opening on April 1, and in the interim she will be hosting ice cream parties and events for testing new flavors. 

“I think something as fun as an ice cream shop where people can come together and enjoy each other’s company is what the neighborhood needs,” said Newton. “I think it’s going to help revitalize the neighborhood, and hopefully it will encourage other business owners to come into the neighborhood.” 

John Watkins, community real estate development manager for Belair-Edison Neighborhoods, met Newton a few years ago while she was searching for a space to open a brick and mortar for Sydney’s Ice Creams. As part of his role, Watkins identifies properties to purchase, renovate and rent to small business owners on the neighborhood’s main street, Belair Road. 

His team executed a $280,000 rehabilitation of 3432 Belair Road to house Sydney’s Ice Creams. They also paid for the installation of a kitchen hood so Newtown can sell baked goods. 

“I think it will definitely impact the neighborhood in a positive way. We have about 50 businesses on Belair Road, and Sydney’s ice cream parlor is the first of its kind,” said Watkins. “A lot of our residents want to be able to spend money in the neighborhood that they live in. I think it’s going to be a great addition.” 

He explained that the Belair-Edison neighborhood has about 18,000 residents, and nearly 65 percent of them are homeowners— a fact he thinks demonstrates the pride residents take in the neighborhood. 

“To be able to go to an ice cream parlor—a brand new facility at that— and get your ice cream or your baked goods is a blessing,” said Watkins. “I think it’s also a great opportunity for employment where she could hire some of the youth to work in the store.” 

Newton noted that an ice cream shop was something she wished she had in her neighborhood while growing up. She recalled that as an elementary student she could go to Eddie’s Market, but the kids from her school, Roland Park Elementary/Middle School, were forced to wait outside in a line, while kids from the area’s private schools could go inside immediately. 

She said she thinks about that memory every day. 

“I’m excited to have my ice cream shop so close to so many schools and to see kids come in after school and be treated fairly,” said Newton.” 

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By Juan Lozano
The Associated Press

ANAHUAC, Texas (AP) — A judge ordered Jan. 24 that a trial be held next month to determine whether a Black high school student in Texas can continue being punished by his district for refusing to change a hairstyle he and his family say is protected by a new state law.

Darryl George, 18, has not been in his regular classroom in Barbers Hill High School in Mont Belvieu since Aug. 31. Instead, he has either been serving in-school suspension or spending time in an off-site disciplinary program.

His Houston-area school district, Barbers Hill, has said George’s long hair, which he wears in neatly tied and twisted locs on top of his head, violates a district dress code that limits hair length for boys. The district has said other students with locs comply with the length policy.

George, a junior, said Jan. 24 that he has felt stress and frustration over what he sees as unfair punishment, but that he was grateful to soon be getting his day in court.

“I’m glad that we are being heard, too. I’m glad that things are moving and we’re getting through this,” George said after the hearing in Anahuac, with his mother, Darresha George, standing next to him.

State District Judge Chap Cain III in Anahuac set a Feb. 22 trial in a lawsuit filed by the school district regarding whether its dress code restrictions limiting the length of boys’ hair violates the CROWN Act. 

The new Texas law, which took effect in September, prohibits race-based hair discrimination and bars employers and schools from penalizing people because of hair texture or protective hairstyles including Afros, braids, locs, twists or Bantu knots.

Darresha George said she was disappointed the judge did not consider granting a temporary restraining order, which would have halted her son’s punishment until next month’s trial.

“I have a son, 18 years old, that wants to go to school, that wants to get his education, and y’all messing with him. Why?” she said.

In an affidavit filed last week in support of the temporary restraining order, Darryl George said he is being subjected to “cruel treatment.”

“I love my hair, it is sacred and it is my strength,” George wrote. “All I want to do is go to school and be a model student. I am being harassed by school officials and treated like a dog.”

A spokesperson for the school district didn’t speak with reporters after the hearing and didn’t immediately reply to an email seeking comment.

In a paid ad that ran this month in the Houston Chronicle, Barbers Hill Superintendent Greg Poole maintained the district is not violating the CROWN Act.

In the ad, Poole defended his district’s policy and wrote that districts with a traditional dress code are safer and had higher academic performance and that “being an American requires conformity.”

“We will not lose sight of the main goal — high standards for our students — by bending to political pressure or responding to misinformed media reports. These entities have ‘lesser’ goals that ultimately harm kids,” Poole wrote.

The two Texas lawmakers who co-wrote the state’s version of the CROWN Act — state Reps. Rhetta Bowers and Ron Reynolds — attended the Jan. 24 hearing and said the new state law does protect Darryl George’s hairstyle.

The district “is punishing Darryl George for one reason: his choice to wear his hair in a protective style which harms no one and causes no distraction in the classroom,” Bowers said.

George’s family has also filed a formal complaint with the Texas Education Agency and a federal civil rights lawsuit against Gov. Greg Abbott and Attorney General Ken Paxton, along with the school district, alleging they failed to enforce the CROWN Act. The lawsuit is before a federal judge in Galveston, Texas.

Barbers Hill’s policy on student hair was previously challenged in a May 2020 federal lawsuit filed by two other students. Both students withdrew from the high school, but one returned after a federal judge granted a temporary injunction, saying the student showed “a substantial likelihood” that his rights to free speech and to be free from racial discrimination would be violated if not allowed to return to campus. That lawsuit remains pending.

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Follow Juan A. Lozano: https://twitter.com/juanlozano70

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By Rev. Dorothy S. Boulware
Word In Black

A student who misbehaves in Houston, Texas, might find himself in the library — or what used to be the library.  Nowadays, students looking for reading resources from a library would find no librarian, only a few books, and the space occupied by students who are in trouble. They might find what used to be the library is now an in-school detention center.  

This is the situation that has captured the attention of the social justice ministry of Wheeler Avenue Baptist Church in Houston.

“With all of the challenges that face Brown and Black children, their education should not be subjected to these sorts of roadblocks,” the Rev. Dr. Angela Ravin-Anderson, head of the ministry, tells Word In Black.  

She says their first instinct was to put a stop to the detention libraries as soon as possible.

“So we began a writing campaign to make our voices heard, to let the powers-that-be know they don’t know what they’re doing. We went to the school board meeting and presented close to two thousand letters we’d collected at church.”

Ravin-Anderson says there was such an outpouring of support at the church that they’ve now started a second campaign.

“We know how critical it is for children to be on point with reading by third grade, so we were very concerned.”

Rev. Ravin-Anderson says books would be in the library, although the librarians would not be there.

“How do you associate something fun with someplace you go when you’re in trouble? The libraries were reconfigured into detention centers.”

Houston neighbor Sandra Thomas initially thought it might be a good idea when she heard about it, but that soon changed.

“It was presented to me as a way to keep children in school, where they’d be safe, rather than send them home because they misbehaved,” Thomas says. “But when I realized it meant the librarians were losing their jobs and the children would be left to their own devices for help with their reading, that was an entirely different story.”

She says it was a real shock to the entire community.

Wheeler Avenue’s outrage is equally shared by the Houston branch of the NAACP.

“Nelson Mandela stated that the clearest depiction of a nation’s character is seen in how it treats its children. That needs to sink in deeply because what we are witnessing presently in HISD are actions towards our children that are beyond egregious,” said NAACP Houston President Dr. James Dixon, according to the Houston Defender.

“The thought of closing and repurposing libraries in schools is not only insulting, but it’s also repulsive,” Dixon said. “It reveals a measure of disrespect and disregard for our children’s need to have access to the best and most functional libraries and schools available. And that includes professional staff.”

This article was originally published by Word In Black. 

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On Jan. 23 CareFirst BlueCross BlueShield (CareFirst), one of the country’s largest not-for-profit healthcare organizations, announced plans to lease approximately 20,000 square feet of space at The Village at Mondawmin at Mondawmin Mall. The move is designed to double down on their investment in West Baltimore and workforce development initiatives.  

“We believe anchor institutions in our region have a meaningful responsibility to support Greater Baltimore’s economic growth,” said CareFirst President and CEO Brian D. Pieninck. “With this initiative, we are demonstrating that when we join together to invest with our communities and support the development of local talent, we can create a path to shared opportunity and success where health outcomes improve, economic prosperity improves, and we’re all better for it.” 

CareFirst will utilize its space to host workforce development training and expand the wraparound support services available to reduce barriers to gainful employment, as well as for employee workspace and community engagement initiatives focused on expanding opportunities for city residents. The first cohort of their West Baltimore Workforce Development Program, a groundbreaking effort focused on creating career opportunities in West Baltimore in partnership with Coppin State University and Center for Urban Families, just graduated last month launching graduates into careers in community health, sales and more. 

CareFirst joins Whiting-Turner, an expanded and relocated TouchPoint Baltimore, and Edenbridge PACE as future tenants in the building. These tenants represent nearly sixty percent of the leasable space in the project. Discussions are ongoing with other potential tenants, including a daycare provider, a medical service provider, and several restaurants. Interested businesses are invited to consider joining the community. The Village at Mondawmin leadership along with community leaders will continue to work to lease space to tenants that fill important community needs. 

The Village at Mondawmin redevelopment is being undertaken by TouchPoint Empowerment Center, LLC, an entity personally owned by Tim Regan, CEO of The Whiting-Turner Contracting Company.  

“We are excited that the vision for this project is becoming a reality and thrilled that CareFirst has signed on as a tenant. Their plans in workforce development will continue to position the community for the future,” said Regan. “The investment made in 2022 to develop The Village at Mondawmin is spurring even more investment as businesses see the incredible opportunity in this special community. Meaningful tenants are signing on that will continue to benefit West Baltimore’s neighborhoods. We look forward to continuing our collaboration with community leaders as we vet and welcome more tenants in the future.” 

“This is a game-changing investment for us, and we’re excited to see it thrive,” Pieninck shared. “It’s about the community, spurring momentum, and creating a vessel for the area’s vibrancy to shine.” 

About The Village at Mondawmin

In March of 2022 Tim Regan, Whiting-Turner president and CEO, purchased the former Mondawmin Mall Target store with the aim of creating an active community hub that would revitalize the historic West Baltimore neighborhood and Mondawmin Mall.  Prior to this acquisition, Regan and President and CEO of Exelon Calvin Butler co-founded Mondawmin’s TouchPoint Baltimore – now a tenant at The Village at Mondawmin – a unique collaboration space developed and funded exclusively by Whiting-Turner and BGE that is now home to several nonprofit organizations.  Like TouchPoint Baltimore, the nearly 125,000 square foot space, now named The Village at Mondawmin is being developed in consultation with local community leaders with the goal to unlock untapped talent in the neighborhoods of West Baltimore and advance growth within the city.  For more information visit www.villagemondawmin.com 

About CareFirst BlueCross BlueShield 

In its 86th year of service, CareFirst, an independent licensee of the Blue Cross and Blue Shield Association, is a not-for-profit healthcare company which, through its affiliates and subsidiaries, offers a comprehensive portfolio of health insurance products and administrative services to 3.5 million individuals and employers in Maryland, the District of Columbia and Northern Virginia. In 2022, CareFirst invested $24.1 million to improve overall health, and increase the accessibility, affordability, safety and quality of healthcare throughout its market areas. To learn more about CareFirst BlueCross BlueShield, visit www.carefirst.com.

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By Megan Sayles
AFRO Business Writer

Baltimore City’s Office of Broadband and Digital Equity (BDE) hosted the first in a series of monthly meetings on digital inclusion for 2024 on Jan. 9. The session invited community members to learn more about the resources in Baltimore’s digital ecosystem and to share feedback on technology accessibility and affordability in the city. 

William Honablew, digital equity coordinator for Baltimore, led the meeting and started by addressing the city’s effort to distribute 30,000 Chromebooks to low-income households. 

“One of the challenges that we had at the end of last year was Pratt Library opened just under 20,000 appointments, and they were all taken. That’s a wonderful problem to have because it means people are actually accessing the resources that are available,” said Honablew. “On the flip side, a lot of people wanted more appointments, but they were not available. over the break Pratt pulled together some resources and opened up more appointments. ” 

Residents can schedule appointments to pick up a Chromebook on Enoch Pratt Free Library’s website. To qualify, they must have a photo ID and proof of Baltimore City residency. They must also have an income at or below 200 percent of the Federal Poverty Level, be enrolled in the federal Affordable Connectivity Program or participate in a government assistance program. 

Honablew highlighted Baltimore’s Digital Inclusion Strategy for 2024 to 2029, in which the city is setting out to provide reliable, high-speed internet, technology and device, digital skills training and technical support to residents across the city. 

He also discussed Baltimore’s public Wi-Fi initiative, FreeBmoreWiFi, which Mayor Brandon M. Scott announced in December. BDE will implement the program, which is set to provide residents with free internet access at recreation centers and senior centers across the city. 

He pointed out that 73 percent of White households have wired broadband in Baltimore compared to 50 percent of Black households and 46.4 percent of Hispanic households. 

“In our Digital Inclusion Strategy, we’re very focused on targeting those who are most often left behind in Baltimore,” said Honablew. “Baltimore City has highlighted four communities that we will be focusing the majority of our digital equity efforts on: racial and ethnic communities, individuals who are living with disabilities, older adults and those who are experiencing unstable housing or homelessness.” 

Representatives from NPower, the organization responsible for running Baltimore’s free community tech support desk, also shared resources during the meeting. Diamond Staley, alumni engagement manager for NPower, encouraged young adults, military veterans and their spouses to apply for its tuition-free programs, which encompass tech fundamentals, cybersecurity, cloud computing and IT support. 

“Participants have the opportunity to get paid internships and project-based learning experiences,” said Staley. “They also have the opportunity to gain industry-recognized certifications, such as CompTIA IT Fundamentals Plus and Google IT Support.” 

Craig Addison, national community help desk director for NPower, said residents should contact 

Baltimore’s tech support desk with any technical problems. Even if the desk does not have a solution offhand, he said they will research to resolve the issue. 

“You’ll rarely get a “no” from the help desk. If you have a question, we’re going to find an answer and resolution for you,” said Addison. “We can help you with everything from getting your printer connected to installing Smart TV apps. We have a very robust knowledge-based system.” 

Residents can contact the Baltimore community help desk at 410-724-1101 from 10 a.m. to 6 p.m. BDE will host the next virtual digital inclusion community meeting on Feb. 13 at 6 p.m. 

Megan Sayles is a Report For America corps member. 

msayles@afro.com

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By José Luis Vilson

Claudine Gay was the first Black president in Harvard University’s history and, as such, stewarded the work of the world’s most prestigious university over a six-month tenure. I’ve read dozens of opinions, and no one has any illusions about the nature of working for a university like Harvard. Creating a space where intellect and fierce debate flourish while keeping funders, academics and policymakers happy is no small feat, even less so when the leader embraces her Black heritage. 

High-level jobs of this nature already look difficult without layering international conflicts, fascism and growing social stratification across the board, but here we are. 

So in December, when Rep. Elise Stefanik interrogated three college presidents about the role of antisemitism on college campuses, it couldn’t have come at a worse time. In speaking to current Harvard students and reading posts from current Harvard students, many of them didn’t feel like Gay did enough to protect students who support Palestinian rights from doxxing, harassment and other forms of ostracization for exercising the right to protest a mass genocide. Other students didn’t feel like she could have done more to quell the protests and the anti-Jewish provocations that spiked post-Oct. 7. Then, Congress compelled Claudine Gay and two other college presidents to testify about a stormy situation on campus that no one’s gotten pitch perfect. 

Rep. Stefanik asked, “Does calling for the genocide of Jews violate your university’s rules or code of conduct?” 

University of Pennsylvania President Elizabeth Magill, MIT President Sally Kornbluth and Gay each gave responses based on their code of conduct. Knowing how they would respond, Stefanik jumped on the moment to charge each of the presidents and their institutions with antisemitism. 

To critics, this moment required an answer that placated the general public, not the lawyers. It didn’t matter that Stefanik’s use of “intifada” was imprecise or that she currently supports a presidential candidate with openly anti-Jewish sentiment. It also didn’t matter that a consortium of Black Harvard alumni rejected initial calls for her ouster. 

A small set of well-organized and well-funded malcontents could galvanize their coalition to oust university leadership and chip away at the credibility of higher education.

Of course, none of this helps college students, just the folks who openly plot against legitimizing a democratic plurality under the guise of plagiarism. A few months later, the day after Haitian Independence Day, Gay resigned. 

As a Dominican-Haitian American, I saw what she did there. People who empathized with Gay understood that her mental health and personal well-being mattered way more than this esteemed position. Yet, Black women and other women of color saw how the nonsense solidified the glass ceiling on their prospects again. Legions of conservatives and their devotees celebrated the move, but as I scanned through those who celebrated, I didn’t see anyone who would directly benefit from her stepping down. 

Well, besides a few cheerleaders whose plan had come to successful fruition. Then it hit me: too many people look for any reason to tell Black people — and so many “others” — that they’re inferior as opposed to figuring out why they don’t love themselves enough. 

For instance, people have charged Gay with plagiarism, but her doctoral advisor shot the accusation down, as have most scholars who followed 1990s editions of APA citation styling. With the advent of ChatGPT and the plethora of college essay writers and black-market test-prep companies, charging plagiarism at a moment’s notice only makes college entry harder for everyone. Amid hundreds of formulaic essays detailing prospective students’ accomplishments and sob stories, admissions offices may be more inclined to lean toward essays that don’t sound like the writer checked off the typical checkboxes.

If admissions become even more opaque for prospective students, that serves no one. But dissenters don’t care that their own people do it; they just know that Claudine Gay can be charged with it, and enough people believe it. Billionaires worry not about the hypocrisy games, just about whether they can restrict the referees. Mainstream media shares the blame here, too.

They’ll say Black people have the lowest GPAs when matriculating in colleges and universities but rarely account for how prospective Black and Latinx students generally have higher GPAs than the average GPA just to get in. They proclaim that DEI and other identity-based initiatives have deteriorated academic expectations, but students of various backgrounds provide evidence that we’re not even close to achieving equality– much less equity– on campuses large and small. They shout about how inclusivity programs, including affirmative action, have subverted notions of merit, but merit has always been a subjective measure, and affirmative action programs were an effective corrective measure. 

They’ll say professors fear “cancel culture,” but the only “canceling” we’re seeing is the work of people that a select few have deemed as “the other.” Because the same folks who took advantage of diversifying neighborhoods have retrofitted this narrative to college campuses they deem too inclusive. 

After Gay’s resignation, Gay still sought to uphold Harvard’s values. Time and again in American history, the people least likely to get the largesse of what America has to offer continue to hold this country accountable to its purported values. Ivy League schools shouldn’t have so much power over how we discuss college, but they do. In this light, universities of all statuses should take a real stance about the movement to delegitimize the pluralism so many people have fought to attain. The motives for using academic tools against someone matter just as much as the purported offense.

I also know exclusivity and prestige are part of the game, but hear me out. Rather than placate white supremacists who wish to narrow curricula, college and university presidents should look for more ways to advance a truly shared humanity where we can better redefine and characterize education. With all the intellectual and societal resources that these institutions have, colleges can also build coalitions that set better expectations for everyone’s prospects. Taking a page from K-12 teachers and communities, we need to open up more of the works happening in the ivory towers and commission more professors to do public-facing work.

Placating fascists only makes that movement grow.

Oh, and institutions of higher education should prepare to defend themselves and each other. Because dictatorships usually come for the intellects of their most marginalized, then everyone else. We’re seeing it now.A version of this post originally appeared at The José Vilson.

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By Dr. Benjamin F. Chavis Jr.

Earlier this year the U.S. Department of Education sent all colleges and universities across the nation a notice, reminding them that they need to comply with the newly updated cybersecurity regulations published by the Federal Trade Commission (FTC).

The regulations – which include specifications such as implementing critical controls for information security programs, maintaining oversight of service providers and designating an individual to oversee a school’s cybersecurity infrastructure – came in response to an uptick in ransomware attacks on schools around the United States.

While these regulations are certainly warranted in an age where personal data is becoming increasingly vulnerable to cyber-criminals, the penalties for failing to comply with the regulations – especially the withholding of federal needs-based funding under Title IV – pose an existential threat to schools operating under tight budgets.

Take historically Black colleges and universities (HBCUs), which have throughout their existence struggled to find the substantial funding that many state and private predominantly White institutions (PWIs) of higher education enjoy and who are already steeling themselves to deal with an expected surge of applicants following the Supreme Court’s regressive decision to effectively end affirmative action admission programs.

The loss of Title IV funding would drastically affect around 80 percent of the student bodies at HBCUs and would have a consequential negative impact on the future of these vital institutions of higher education.

Endowments at HBCUs pale in comparison to those at the U.S.’s top ranked colleges and universities, with the overall endowments at all the country’s HBCUs accounting for less than a tenth of Harvard’s.

The gap in funding between PWIs and HBCUs isn’t just because of smaller endowments, it’s also because state lawmakers keep funds off HBCU campuses – in North Carolina, for example, legislators awarded N.C. State an extra $79 million for research while N.C. A&T – the nation’s largest HBCU – was given only $9.5 million.

When it comes to access to technology, HBCUs also face an uphill battle with 82 percent of HBCUs being located in so-called “broadband deserts.”

Despite their struggles with funding, and the fact that these schools constitute only 3 percent of four-year colleges in the country, HBCU graduates account for 80 percent of all Black judges, 50 percent of Black lawyers, 50 percent of Black doctors, 40 percent of Black members of Congress and our country’s current vice president.

HBCUs truly know how to do more with less, but they cannot be saddled with costly regulations that pose an existential crisis to their ability to operate and be given no help to deflect some of the costs. Fortunately, however, there are businesses and individuals who see the importance of HBCUs to the Black community and are willing to lend their hands – and their dollars – to support them.

The Student Freedom Initiative (SFI), a non-profit chaired by philanthropist and entrepreneur Robert F. Smith and funded by major tech companies like Cisco, has raised millions of dollars to help HBUs comply with the Education Department’s mandates. Cisco alone donated $150 million to the SFI with $100 million allocated to bringing HBCU cybersecurity system upgrades and $50 million going to establish an endowment to offer alternative student loans.

With $89 million already distributed to 42 HBCUs across the nation, the initiative has already saved around $1.5 billion in needs-based funding to these colleges and universities and is making strong inroads to helping these institutions meet the new cybersecurity regulations, but more is required if all HBCUs are to be saved.

Given the empowering impact HBCUs have on the nation’s Black community and the future promise of a more inclusive America, it is imperative that more companies support the work the Student Freedom Initiative is doing to ensure these vital higher education schools can continue to educate and inspire future generations.

As Vice President Harris said, “What you learn at an HBCU is you do not have to fit into somebody’s limited perspective on what it means to be young, gifted and Black.”

We in the National Association for Equal Opportunity in Higher Education (NAFEO) https://www.nafeonation.org/ stand in strong support of the Student Freedom Initiative. We all should work together to ensure the sustainability of HBCUs in America.

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By Gene Lambey
Special to the AFRO

During the National Blood Donor Month of January, the AFRO is taking a moment to acknowledge the importance of blood donation and concerns regarding the service in the Black community.

Donating blood at blood banks, blood drives or hospitals may in fact save someone’s life. 

In the Black community, there is often skepticism on donating blood or worries based on a lack of information. To combat this, the AFRO spoke with Dr. Cyril Jacquot, director of the Hematology Laboratory and the Blood Donor Center at Children’s National Hospital in Washington, D.C., along with Janie Parrot, a recruiter for the Blood Donor Center at the same institution.

“People from historically underserved communities, especially people who are Black or African American and Hispanic or Latino, tend to hesitate more. It’s important to get information out about the need to donate in their communities. Each person has different antigens (for example, proteins and sugars) on their red blood cells. A diverse blood donor population ensures the blood bank can find compatible blood for all patients.”

In a study from the American Red Cross, sickle cell disease is the most common “genetic blood disease in the U.S., most commonly affecting individuals of African descent.” 

People who have sickle cell disease regularly receive blood transfusions to suppress sickle cell complications such as organ failure, stroke and other devastating conditions. 

According to this same study from the American Red Cross, one in three African Americans are possible matches for a sickle cell patient.  

“Research shows that the mutation causing sickle cell disease arose in Africa thousands of years ago to help protect against malaria, a historically major cause of death there. Over time, as sickle cell disease emerged, it became known by various names in different tribal languages in Africa, long before it was discovered in western medicine,” states the American Red Cross, on their website. “While sickle cell disease affects people across the world of all backgrounds, the greatest number of affected patients in the U.S. are those with African ancestry.”

The Centers for Disease Control and Prevention (CDC) reports that “sickle cell disease (SCD) is a group of inherited red blood cell disorders. In SCD, the red blood cells become hard and sticky and look like a C-shaped farm tool called a ‘sickle.’”

People with the sickle cell trait do not have the complications of someone who has sickle cell disease. For Black or African-American babies, one in thirteen are born with the sickle cell trait. 

Information from the CDC, shows that sickle cell disease “occurs among about one out of every 365 Black or African-American births,” compared to “one out of every 16,300 Hispanic-American births.”

In a report from the American Blood Center, “approximately 3 percent” of the eligible U.S. population donates blood on an annual basis, highlighting the need for donors. 

“Blood donation absolutely helps the community. There is no artificial source of blood. All life-saving transfusions come from generous donors.”

Dr. Jacquot and Parrot told the AFRO that many patients in need of blood transfusions include, “trauma patients, surgery patients, cancer patients, and sickle cell disease patients.” A blood donation does not add direct health benefits to the donor however, it does give the donor a sense of purpose and achievement.

The American Red Cross reports that there are multiple methods of blood donation, including whole blood donations, power red donations, platelet donations and plasma donations.

A whole blood donation defined by the American Red Cross is, “the most flexible type of donation.” In this process, the blood can be transfused in its original form, or used to help multiple people. The blood can be separated into specific components of red cells, white cells, plasma and platelets.

The whole blood donation procedure takes approximately one hour and it takes a pint or half a liter of blood from the donor. Whole blood donations are needed for patients fighting cancer, life-threatening injuries, blood disorders and many more conditions. All blood types can be used for whole blood donations.

In the process of a power red donation, the patient gives a concentrated dosage of red cells in the blood. The American Red Cross states that red cells are used “every day for those needing transfusions.” 

Power red donations use a process which separates the donor’s blood cells from the bloodstream. After the red blood cells have been extracted, the remaining blood components are returned back into the donor’s bloodstream. The name of this process of extracting a certain component of a donor’s blood is apheresis. An apheresis, described by the Mayo Clinic is when the donor “is hooked up to a machine that collects and separates different parts of your blood.”

Power red donations, according to the American Red Cross, are given to patients under trauma, emergency transfusions after childbirth, patients with sickle cell disease, anemia or anyone suffering blood loss.

The time frame for a power red donation takes up to an hour and thirty minutes. The ideal blood types are O-positive, O-negative, A-negative and B-negative.

The platelet donation process concentrates on extracting the platelets in the donor’s blood. The platelets, stated by the American Red Cross, are “tiny cells in your blood that form clots and stop bleeding.” 

A platelet donation uses an apheresis machine to extract the platelets from the donor’s blood and then returns the remaining elements of the blood back to the donor.  The process of a platelet donation takes approximately three hours. The ideal blood types that the American Red Cross prefers for platelet donations are A-positive, A-negative, B-positive, O-positive, AB-positive and AB-negative.

The platelets are a vital element for cancer treatments, organ transplants and surgical procedures. Platelet donations are separate from standard blood donations under American Red Cross Donation Centers. 

These are appointment based donations and are only offered at a select number of donation centers.

Plasma donations are also known as AB Elite donations. These donations extract the plasma from the donor’s blood, which is used for emergencies. 

Plasma donations use the apheresis machine to extract the plasma, separating the components within the donor’s blood. After the plasma has been extracted through the apheresis machine, the remaining components within the donor’s blood are returned. 

The donation process takes approximately an hour and fifteen minutes. The ideal blood type that the American Red Cross prefers are AB-positive and AB-negative.

In preparing for a blood donation, the AFRO advises readers to comply with the American Red Cross’ guidelines. Donors that are above the age of 17, weigh at least 110 lbs and in good health are eligible for blood donations.

Dr. Jacquot and Parrot presented to the AFRO the statistics on blood types within the U.S.

“The universal blood type for red blood cells is O. The universal blood type for plasma and platelets is AB. However, all blood types are needed to support our patient. In the U.S., about 45 percent of donors are O, 40 percent are A, 10 percent are B and 5 percent are AB.” 

Experts advise donors to rest well the day before their blood donation and to eat a well-balanced meal. They should also be well hydrated before their appointment. 

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By Ericka Alston Buck
Special to the AFRO

The Black Engineer of the Year Award (BEYA) is making a grand return to Charm City Feb. 15-17 at the Baltimore Convention Center. The “Welcome Back to Baltimore” reception took place on Jan. 16 with a remarkable turnout, despite adverse weather conditions.

The organization last held their conference in Baltimore in 2010. The well-attended event symbolized the anticipation and excitement regarding the comeback of this prestigious conference to the city.

Amidst a snowstorm that had much of the city shut down, the Reginald F. Lewis Museum of Maryland African American History and Culture was filled with hundreds of attendees, including high-ranking military officials, corporate leaders, representatives from engineering firms, elected officials and aspiring young minds in the STEM industry. The evening commenced with accolades for Dr. Tyrone Taborn, chairman and CEO of Career Communications Group (CCG), and the driving force behind the 38-year success of BEYA.

The Rev. Dr. Alvin Hathaway expressed his pride as a partner and emphasized the significance of the new partnership between BEYA and the Thurgood Marshall Amenity Center. Baltimore City Council President Nick Mosby, a self-proclaimed “recovering engineer,” shared personal anecdotes of attending BEYA as a young student and presented Taborn with a citation for creating opportunities in the field. Mosby thanked Taborn for creating an opportunity in BEYA that allowed him as a student to  “explore the field, knowing that we were underrepresented.”

A representative from Congressman Mfume’s office, presented Taborn with a citation, thanking the CCG chairman for  his “steadfast commitment to STEM,”  and Mayor Brandon M. Scott  also acknowledged Taborn’s commitment to the field. 

“Everything Black and successful should be celebrated in our city– all the time,” said Scott, during his speech, which led to a standing ovation for CCG and the return of BEYA to Baltimore.

Taborn, in his closing remarks, reiterated the significance of BEYA in Baltimore, spotlighting its roots in the city. 

He spoke about the commitment of BEYA to teaching students in Baltimore. He also emphasized that BEYA is not just a conference but a trusted community partner. Taborn reminded all in attendance that BEYA originally stood for “Becoming Everything You Are.” 

“BEYA never left Baltimore, Baltimore is home, my office is and will be right across the street,” he said, speaking on his commitment to the city and the new partnership with Hathaway, which extends his reach to West Baltimore. 

Stephanie C. Hill, the highest-ranking Black woman at Lockheed Martin Corporation, reflected on the growth of BEYA over the years. Her words echoed the sentiment that BEYA has evolved into something truly remarkable, stating “ Seeing what BEYA has grown into in 38 years is nothing short of amazing.”

Organizer Larian Finney, of the Finn Group, pledged to raise $2 million to ensure that the conference remains in Baltimore, setting ambitious goals for the 40th-year celebration.

The return of BEYA to Baltimore marks a triumphant celebration of excellence in STEM. 

Taborn’s commitment, coupled with partnerships and enthusiastic support from the community, sets the stage for a promising future. As BEYA continues to evolve and adapt with the Digital Twin Experience, it remains a beacon of inspiration for the STEM community, both in Baltimore and beyond.

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By Jannette J. Witmyer
Special to the AFRO

Knicole Mosby-Taylor, founding and executive director of Empowering Minds of Maryland’s Youth (EMMY), planted the seeds of her mission to uplift Baltimore’s young people in 2003. At the time, she was organizing an informal mentoring program for nine young girls in the living room of her home. In 2009, EMMY officially became a 501(c)(3) organization, providing outreach programs for youth, mentorship programs, anti-bullying conferences, historically Black college and university (HBCU) tours, after school programs and a variety of other services.

Mosby-Taylor traces her passion for community service back to experiences as a child volunteering at church and organizations like Our Daily Bread, alongside her late mother and role model, Eunice Orange. She says that she began as most kids do: she did as she was told. But, after a while, she found that really enjoyed it. 

She attributes her interest in working with youth to another childhood experience: being bullied in middle school. She describes it as “relational aggression.”

“I always felt like I was an outsider and that really affected me,” said Mosby-Taylor. “Then, God just put something in my heart when I went to high school. I was able to not only stand up to the bullies for myself, but I also was able to stand up to them for other people.”

Mosby-Taylor, who earned a bachelor’s degree in social work, says EMMY has worked to address a variety of issues faced by young people, far beyond bullying.

“We started doing our anti-bullying campaign, where we hosted a one-day conference centered on anti-bullying,” Mosby-Taylor shared. “From there, we turned to dating and domestic violence and interpersonal relationships. We did a leadership symposium as well.”

“Right now, we’re in the process of planning our first annual cotillion on April 13. With the cotillion, we’re teaching the girls etiquette, poise, how to love themselves, how to truly love themselves, how to give back to others and things of that sort,” said Mosby-Taylor.

EMMY stresses the importance of role models and mentors to empower its girls, and in January 2023, the group traveled to Atlanta and participated in Marjorie Harvey’s Girls Who Rule the World Mentoring Program. Locally, in partnership with Inspiring Change Mental Health Services, EMMY created a retreat filled with activities ranging from archery to making prom dresses out of newspaper and holding workshops on self-esteem. The retreat ended with an affirmation and an open-flame ceremony, which allowed the girls to symbolically throw unwanted behaviors into the fire, leaving them behind. 

Mosby-Taylor takes great pride in the organization’s Annual Foster Care Drop-off Suitcase Drive, now in its third year, and how it allows EMMY to uplift youth in a sorely underserved community. 

“Foster-care youth go from home to home with trash bags. So, we wanted to bless them with a brand new suitcase that they can carry to make their travel and their transition just a little easier,” she explained.

She is especially appreciative of the support that the Steve and Marjorie Harvey Foundation has provided for the past two years by partnering with EMMY for the drive and supporting its mission. The brainchild of EMMY board member Lorraine Hanson, the drive honors the memory of her mom, Delores Hanson, and aunt, Ella Mae Ford.

For Mosby-Taylor, it’s extremely important for the girls to see that they can succeed, and they’ve seen it firsthand when meeting and working with past EMMY participants like Cynthia Johnson, now a cosmetics engineer with her own company, Cindy J Labs. 

“Basically, we have been able to live up to our name by just empowering our youth, whatever that looks like, partnering with other organizations or doing it ourselves,” she said.

Mosby-Taylor wants their empowerment to translate into success.

 “The impact that I want to make on these young ladies is an everlasting opportunity to change some of their trajectories. To help them to be able to dream and realize that those dreams are nothing, if they don’t follow through,” she said. “We want to help them to be able to establish SMART goals, and we’re working to help them learn how to do that.”

To learn more about EMMY and its programs, visit their website at https://www.empoweringyouthusa.net/. 

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By Catherine Pugh
Special to the AFRO

Celeste Iroha has been a self-proclaimed activist since the age of 15 years old. 

“I lost one of my cousins when I was 12 in D.C. His funeral was the first I would have to go to,” recalls Iroha. “I am also a survivor of a shooting, resulting from domestic violence. I was 14 years old in an abusive relationship.  I was targeted because they did not want me to share what was going on in that relationship.  I was able to get out.”

Over the years, Iroha has lost some of those closest to her due to gun violence–including a best friend and a favorite uncle.

Now 27, she serves as president and founder of the organization, Enough of Gun Violence, an advocacy platform to end gun violence in America.

“I started Enough of Gun Violence because I wanted to create something that is youth led and survivor led,” said Iroha. “I want our voices to be heard. America has to see that we are tired of this violence.”

As of Jan. 5 Iroha is a proud graduate of Trinity College, and she is now planning to pursue a law degree.  She has already appeared on various national platforms to advocate for gun safety.  

On March 14, 2023, she spoke at a rally organized by Generation Lockdown, where she shared her story on how gun violence had impacted her life.

“We are planning a funeral type of rally and demonstration on Capitol Hill from March 18 -21, in Washington, D.C.  We will have body bags so that Congress can see what they are doing to our families,” she said, speaking on the need for a visual representation of what gun violence does to the community.

Iroha considers Congresswoman Lucy McBath (D-Ga-7), who lost her son in 2012 to gun violence, a strong advocate and supporter of her cause for stronger gun laws. She also includes Congressman Jaamal Bowman (D-N.Y.-16) of New York, and Congressman Maxwell Frost (D-Fla.-10) of Central Florida, as allies in the fight for adequate gun control laws.

“President Biden has done a lot with the establishment of the Office of Gun Violence Prevention, but we need the ban on assault weapons,” Iroha told the AFRO. “The federal assault weapon ban enacted in 1994 expired in 2004.  They are being used in mass shootings. No one needs an AR15 or an AK-47 to protect themselves.”

Iroha is also the president of the Unified Foundation, which she started in October 2023. The organization is focused on giving back to communities that face disasters– to include homelessness. 

“This organization will also raise money for scholarships for our young people,” said Iroha.

As a full-time employee in the healthcare field, Iroha still finds time to dedicate energy to the causes that matter to her.

“Every day when I come home, I work on these issues– changing gun legislation, advocating against domesticviolence and better healthcare provisions.” 

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By Tawanda W. Johnson
Special to the AFRO 

Before Corryn Grace Freeman accepted the role of executive director at Future Coalition in 2023, her friend sent her the job description and told her, “this looks like you.”

The mission of the organization, which began in 2017 as March On/Future Coalition, is to provide resources to help young people effect change in their communities. The organization was instrumental in helping mobilize events such as March on for Voting Rights, Earth Day Live and March on the Polls. 

“I decided to be an executive director of an organization like this because I genuinely believe that younger people deserve a seat at the table,” said Freeman. “A lot of the innovation that we need is in young people.” 

Freeman, 34, who resides in Fort Lauderdale, Fla., beams with pride as she discusses some of Future Coalition’s programs. For example, its Future Incubator helps youth-led and grassroots groups with professional tools to operate organizations that focus on social movements. 

“We have Abundant Beginnings in California, a school that is nurturing the next generation of young activists,” she said with a bright smile. 

“There’s also the Youth Direction Action Fund, which provides grants to young organizers leading community justice work.” 

“We service about 500 people a year and give out about $800,000 annually in grants through our Youth Direction Action Fund grant,” she explained.  

The organization’s work has had a profound impact on Zero Hour, which works to elevate the voices of young people in the fight against climate change. 

“It gave Zero Hour a home to plan and build the U.S. climate strikes in 2019, and the virtual mobilization for Earth Day in 2020,” said Zanagee Artis, a founding member and executive director of the organization. 

Freeman’s passion for helping young people make a difference in their communities can be traced back to her upbringing in Columbia, Md. 

Her parents – the Rev. Dr. Bowyer G. and Terri Lee Freeman – stressed to their family the importance of lending a helping hand to those in need. 

They also taught by example. 

Rev. Bowyer was a longtime pastor in the Baltimore region and served as the former NAACP president in the Howard County Chapter. Terri Lee Freeman has held various high-profile roles at museums, including her current position as president of the Reginald F. Lewis Museum. 

“They made it very clear to us that we had a responsibility to not only stay where we are but to bring the collective with us,” she said, adding, “None of us are free until all of us are free.”

In addition to her parents, Freeman said her experience as a Howard University student played an integral role in her development as a social activist. 

“I learned a lot about our history and was able to connect with different types of activists,” she recalled. “I believe in liberation, and I take a Black feminist approach to my organization, which is about inclusion, hearing other people’s voices, and not necessarily abiding by hierarchical structures.” 

Follow Future Coalition on Instagram or email the organization at futurecoaliton.org. 

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By Stacy M. Brown
NNPA Newswire
Senior National Correspondent
@StacyBrownMedia

President Biden continues to make significant strides in alleviating the student loan debt crisis, announcing the approval of debt cancellation for an additional 74,000 student loan borrowers. The latest action contributes to the record-breaking relief the administration has provided to more than 3.7 million Americans.

Earlier this month, Biden announced the accelerated implementation of a crucial provision under the Student Aid for Voluntary Education (SAVE) plan, which the administration said has helped 3.6 million Americans by canceling their student debt. Biden said the plan aims to create a more affordable student loan repayment structure while providing life-changing support to students and their families.

“Today, my administration approved debt cancellation for another 74,000 student loan borrowers across the country, bringing the total number of people who have had their debt canceled under my administration to over 3.7 million Americans through various actions,” Biden said in a statement on Jan. 19.

The beneficiaries of the latest round of relief include nearly 44,000 teachers, nurses, firefighters and other public service professionals who have earned forgiveness after a decade of dedicated service. Additionally, close to 30,000 individuals who have been in repayment for at least 20 years without receiving relief through income-driven repayment plans will now see their debts forgiven.

Biden credited the success of these relief efforts to the corrective measures taken to address broken student loan programs. He asserted that these fixes have removed barriers preventing borrowers from accessing the relief they were entitled to under the law.

The president outlined the broader achievements of his administration in supporting students and borrowers, including achieving the most significant increases in Pell Grants in over a decade, aimed at assisting families with incomes below approximately $60,000 per year. Other accomplishments include fixing the Public Service Loan Forgiveness program and introducing the most generous income-driven repayment plan in history, known as the SAVE plan, he said. Borrowers are encouraged to apply for this plan at studentaid.gov.

In response to challenges, including the Supreme Court’s decision on the student debt relief plan, Biden affirmed the administration’s commitment to finding alternative paths to deliver relief to as many borrowers as possible, as quickly as possible.

“From Day One of my administration, I vowed to improve the student loan system so that higher education provides Americans with opportunity and prosperity, not the unmanageable burdens of student loan debt,” Biden asserted. “I won’t back down from using every tool at our disposal to get student loan borrowers the relief they need to reach their dreams.”

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University officials take issue with chief diversity officer’s definition of ‘privilege’ in ‘Diversity Digest’ newsletter

By Megan Sayles 
AFRO Business Writer
msayles@afro.com

Employees and students at Johns Hopkins Medicine (JHM) have sent a letter to President Kevin W. Sowers and Dean Theodore L. DeWeese expressing their disappointment over the institution’s response to its chief diversity officer’s definition of “privilege” in a monthly newsletter shared with the school community.  

In the January issue of JHM’s “Diversity Digest,” Dr. Sherita Hill Golden defined “privilege” as a “set of unearned benefits given to people who are in a specific social group.” She went on to list White people, males, Christians, heterosexuals and English-speaking people –among others– as part of those social groups. 

JHM’s leadership renounced this language, saying the definition ran counter to its values and commitment to serving everyone equally. 

“The January edition of the monthly newsletter from the Johns Hopkins Medicine Office of Diversity, Inclusion and Health Equity used language that contradicts the values of Johns Hopkins as an institution,” wrote a JHM spokesperson in an email to the AFRO. “Dr. Sherita Golden, Johns Hopkins Medicine’s chief diversity officer, has sincerely acknowledged this mistake and retracted the language used in the message.” 

According to the open letter, students and employees believe this retraction was provoked by pushback from individuals external to the JHM community who claimed that the definition was discriminatory. 

An account on X (formerly known as Twitter), titled “End Wokeness,” posted a screenshot of the newsletter on Jan. 10, drawing a number of negative comments about diversity, equity and inclusion (DEI) and demands for Golden to be fired. Tesla Motors CEO and X owner Elon Musk quoted the post, writing “This must end,” in reference to the newsletter. Conservative-leaning tabloid the Daily Mail referred to the newsletter as a “diversity hit list.” 

“The pushback about the article was not part of a commitment to building an inclusive and fair community at Hopkins. Rather it was part of a strategic effort to disseminate disinformation about the importance of ensuring diversity, equity, and inclusion at institutions of higher learning,” wrote JHM students and employees in the letter. 

They continued, taking issue with those responding to Golden’s statements with the line that “not all White men have privilege.” They clarified that Golden did not claim all or only White men have privilege– but that there are certain unearned privileges that accompany White and male identities. 

“Surely discussions about privilege can be challenging. The word is easily misinterpreted or taken to mean that people who benefit from systems of advantage are immoral or unworthy,” wrote JHM students and employees.

“However, it is important for our institution to respond to assaults on our commitment to DEI with courage and conviction. In the face of bad-faith attacks, Johns Hopkins Medicine and Johns Hopkins University must state clearly, loudly and proudly that we value diversity, equity and inclusion.” 

Megan Sayles is a Report For America Corps member. 

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By Ashleigh Fields
AFRO Assistant Editor
afields@afro.com

Howard University officials are looking into a recent break-in at Benjamin E. Mays Hall, which housed the institution’s School of Divinity from 1987 to 2015.

A viral video shows the individuals breaking into the building through the mechanical entrance. Vandals recorded themselves deploying a dry ice fire extinguisher inside, roaming through the stairwells, hallways and empty classrooms in a post on the @urbexjetz account via social media. 

Upon posting the exploit, the trespassers received significant backlash online and defended their actions, before ultimately deleting the recording. 

“One of the individuals that I was with was an African-American who was also curious on the history of his relative’s school. (you can see him for a split second in the video) ,” wrote the Instagram user. “I do not make these videos to diminish the institutions who the property belongs to, but rather to raise awareness on these type of things. I am always working with people who have the power and will to restore these historic buildings and everything that rests inside.”

Further posts went on to state that the video was taken a long time ago and that the conditions of the building have since deteriorated. 

“The entire building can still be restored and repurposed. I hope that after raising awareness on this issue, proper precautions will be taken to secure the building from any further vandalism and theft,” the account owner shared in a separate post.

Rev. Kenyatta Gilbert who serves as the dean of Howard University’s School of Divinity issued a statement on the matter shortly after viewing the video, which has since been removed.

“While DPS (Department of Public Safety) continues to investigate, we want to make it abundantly clear that the University condemns the unlawful entry of this group of misinformed individuals,” Gilbert wrote. “In 2015, the School of Divinity was relocated from Mays Hall on the University’s East Campus to its current home at the University’s West Campus, as the East Campus site was planned for redevelopment.  At that time, all primary instructional content necessary for maintaining the school’s coursework and accreditation was transferred to the school’s new location.”

The university shared that monthly check-ins were occurring prior to the trespassing incident but have now increased to a daily patrol and 24 hour surveillance. 

Numerous copies of the Christian Recorder, the nation’s oldest continuously published Black newspaper, full sets of the 1868 British and Foreign Evangelical Review in addition to awards from the Bishop Ministers Conference of Philadelphia and Vicinity were combed through in the recording. 

“When the team went in in 2015 to do the assessment, they made an inventory of what’s taken out, where it was going and then what’s remaining. Items that were deemed less significant for instruction and research remained there; most of those materials were European field theology, divinity text and White American text. Things that weren’t tied to Howard’s mission, which is the global Black experience,” said Benjamin Talton, director of the Moorland-Spingarn Research Center at the University. “ We have off-site storage for collections that are not often sought after by researchers and patrons of the library. We have multiple storage facilities on our main campus, and we have multiple storage facilities off campus. Once they removed the relevant material from the Divinity School, the collections that remained there that we saw as not tied to the global Black experience that for all intents and purposes became a storage facility.These materials were not abandoned. They weren’t thrown away. They’re not being neglected. They were just deemed as being in storage.”

Talton said any Black texts that remained on site are likely items that the University has duplicates and triplicates of in addition to mentioning that President Ben Vincent and Dean Gilbert recently visited the hall. The Moorland-Spingarn team also visited the building to conduct a reassessment of artifacts during the week of Jan. 8.

“The individuals were intruders who made the conscious decision to take actions that were harmful and of no regard,” said Jennifer Early, president of the Graduate Student Council at Howard. “Our history is one of pride and importance, archival materials give voice and breathe life into our rich history and the Black experience. These experiences deserve to be respected, protected and preserved.”

The East Campus is where notable graduates studied to earn their degrees, including Barbara Williams Skinner, D. Min., founding executive director of the Congressional Black Caucus Foundation, Carla Brailey, Ph.D., executive director of community affairs and senior advisor for religious affairs for the District of Columbia and Bishop Alfred Owens Jr., D.Min., dean of the Joint College of African American Pentecostal Bishops. The building was named after Mays, who was a Black educational and spiritual maverick that served as the dean of the School of Religion from 1943 to 1940 and president of Morehouse college for 27 years.

“In a moment where Black History is under attack on multiple fronts– ranging from book bans to whitewashing and obfuscation of Black lived experience, protecting primary sources is vital as we maintain and build institutions that provide Black students the freedom to learn about our history,” said Michael Franklin, former student body vice president. “I trust in Howard University’s leadership to put in the necessary work to protect and preserve the archives.”

Howard’s School of Divinity currently stands as one of only six Historically Black Theological Institutions accredited by the Association of Theological Schools.

“Despite the University’s efforts to remove historically relevant materials from the site in 2015, the actions of those who trespassed and broke into Mays Hall remind us how some are willing to violate the sacred boundaries of our beloved HBCU campuses and threaten to embolden others with similar actions,” read the statement from the current dean. “In light of this incident, Howard University’s Department of Public Safety will ramp up existing patrols of the site and the University will work to reassess the contents of the building and secure it from unlawful access.”

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By Mylika Scatliffe
AFRO Women’s Health Writer

January is Cervical Cancer Awareness Month and if nothing else, Dr. Jamie Ware wants women to remember that unlike many other cancers, cervical cancer can be prevented.

“There is a screening test to detect cervical cancer and with regular screening at the proper intervals, we can take measures to diagnose and treat the dysplastic cells before they become cancerous,” said Ware.

The pre-cancer stage of cervical cancer makes it somewhat unique.  By the time other cancers are diagnosed, the cancerous cells have developed into full-blown cancer.  With cervical cancer there is dysplasia, or abnormal cells which have not yet progressed to cancer, and they can be treated.

Most adult women at some time in their lives have had conversations about the dreaded annual pelvic exam, commonly known as the PAP smear.  Dreaded though it may be, it is one of the easiest and quickest methods of preventive screening for women to endure. Dysplasia can be detected with a PAP smear.

The Centers for Disease Control and Prevention (CDC) reports that in 2020 there were an estimated 604,000 new cases of cervical cancer and 324,000 deaths from cervical cancer throughout the world.  All women are at risk, but data shows it occurs most often in women over the age of 30.  Human papillomavirus (HPV) is an extremely common family of sexually transmitted viruses that causes almost all cervical cancers.

Most individuals under the age of 30 can clear the virus on their own, but some infections last longer, and in addition to cervical cancer it can cause cancer of the vagina, vulva, penis, anus or the back of the throat, called oropharyngeal cancer. Oropharyngeal cancer includes the base of the tongue and tonsils.

“Certain risk factors like smoking, multiple sexual partners, and a compromised immune system can increase the chance of re-exposure to HPV, or a different strand of the virus which can lead to a progression or resurgence of abnormal cells,” said Ware.

There are over 100 different strains of HPV.

In addition to proper screenings, cervical cancer can be prevented with the HPV vaccine. Vaccination can begin at nine years of age, but the CDC recommends two doses of HPV vaccine between the ages of 11 and 12. The vaccine is most effective when it is given prior to exposure to the virus and before becoming sexually active but is still recommended if a person has already been exposed. The HPV vaccine is approved by the Food and Drug Administration to be given up to the age of 45, and the CDC recommendation is that everyone through age 26 years get the HPV vaccine if not already fully vaccinated.

Unfortunately, Black people and other people of color may have increased barriers to obtaining care– which includes cervical cancer screenings.

“Historically, women are the primary caregivers in their families and communities. This leads to women putting themselves last and not prioritizing their health,” said Ware. 

There are other barriers for Black women when it comes to caring for their reproductive health. Financial constraints. Lack of insurance or underinsurance. Even lack of provider availability.

The current political implications surrounding health care for women as well as the high malpractice risk means there are geographical areas where a dearth of providers exists.

“Many doctors are opting not to enter this area of practice,” said Ware.

As a provider of color, Ware believes it is her responsibility to dispel myths and encourage open and honest dialogue around these topics, and to encourage women to prioritize themselves.

“Reproductive and sexual health are often taboo, particularly in the Black community.  Early in my career I became interested in the social aspects of educating teens in particular; I wanted them to have a better understanding of their bodies, how it functions and how to care for it,” said Ware.

“That is what I enjoy about gynecology; we see women from each era of life from adolescence into their mature senior years. I really appreciate the opportunity to care for women across all those spectrums,” Ware continued.

To that end, Ware cannot emphasize enough the importance of preventive care when it comes to cervical cancer.

“The current recommendations for cervical cancer screenings, or PAP smears, are every three years beginning at age 21 for a woman of average risk. By age 30, a woman can do co-testing, which is a PAP smear and HPV test. If they are both negative,  and she remains of average risk, she can be screened every five years,” said Ware.

There is also a high-risk test for HPV that an individual can get every five years beginning at age 25.  It is FDA approved but not yet readily available. 

“In this instance high-risk refers to high risk strains of the HPV virus, not an individual’s high-risk behaviors or personal characteristics,” said Ware.

If a woman receives abnormal results, then she and her provider will decide what pathway to consider in terms of future screening and treatment.

What are the signs/symptoms of cervical cancer?

·  Bleeding during or after sexual intercourse.

·  Abnormal bleeding.

·  Changes in menstrual cycle including prolonged bleeding, heavy bleeding,     and more than one menstrual cycle per month.

If a woman experiences any of these symptoms, she should see her doctor at once.

Ware encourages women to have honest and forthright conversations with their providers about cervical cancer and their general reproductive health.

“Don’t be afraid to inquire about all of your options for treatment and caring for your health. Lack of insurance doesn’t have to be a barrier for obtaining screenings and treatment.  Your local health department is a good place to inquire about resources if you are underinsured or have no insurance,” said Ware.

For Ware, cervical cancer awareness means remembering that with proper screenings, it can be prevented.

The post Meet Dr. Jamie Ware, the woman advocating for more cervical cancer education and preventive screenings appeared first on AFRO American Newspapers.

By Anne D’Innocenzio and Alexandra Olson
AP Business Writers

NEW YORK (AP) — Opponents of workplace diversity programs are increasingly banking on a section of the Civil Rights Act of 1866 to challenge equity policies as well as funding to minority-owned businesses.

Section 1981 of the act was originally meant to protect formerly enslaved people — or Black people specifically — from economic exclusion. But now the American Alliance for Equal Rights — a group run by Edward Blum, the conservative activist who challenged affirmative action in higher education and won — is citing the section to go after a venture capital fund called the Fearless Fund, which invests in businesses owned by women of color. A federal appeals court temporarily blocked funding for Fearless Fund’s grant program as the case proceeds.

Conservative activists have brought lawsuits using the 1981 section against other companies and institutions, including insurance company Progressive and pharmaceutical giant Pfizer. The cases are being monitored carefully as the battle over racial considerations shift to the workplace following the U.S. Supreme Court’s June ruling ending affirmative action in college admissions.

While the 1981 statute had been used well before the latest affirmative action ruling to prove reverse discrimination, Alphonso David, Fearless Fund’s legal counsel who serves as president and CEO of The Global Black Economic Forum, said that there’s a “coordinated use of Section 1981 now that we did not see before.”

Here’s what’s happening and what the impact could be:

What is Section 1981?

The 1866 Civil Rights Act is a federal law prohibiting discrimination on the basis of race, color, and ethnicity when making and enforcing contracts. Section 1981 specifically grants all individuals within the U.S. jurisdiction the same rights and benefits as “enjoyed by white citizens” regarding contractual relationships.

However, the Supreme Court’s 1976 McDonald v. Santa Fe Trail Transportation decision broadened those protections, ruling Section 1981 prohibits racial discrimination in private employment against White people as well as people of color.

“It’s a very clever game plan,” said Randolph McLaughlin, a civil rights attorney and law professor at Pace University, referring to the use of the 1866 law. “They want to turn civil rights law upside down.”

The standard of proof for the 1981 section is high. That’s because of the Supreme Court’s 2020 decision in Comcast v. National Association of African American-owned Media establishing that the plaintiff who sues for racial discrimination under the section bears the burden of showing that race was the central cause in denying a contract opportunity — as opposed to merely a motivating factor.

Why not rely on Title VII instead?

Title VII of the 1964 Civil Rights Act protects employees and job applicants from employment discrimination based on race, color, religion, sex and national origin. If the plaintiff opts to sue via Title VII, then he or she needs to file a charge with the Equal Employment Opportunity Commission. That’s a process that takes up to 180 days. After that, the plaintiff can file a lawsuit. Choosing the 1981 route is much quicker.

Section 1981 is also broader than Title VII, which generally applies to employers who have 15 or more employees, legal experts said. Also under Title VII, a plaintiff can recoup only up to $300,000 in compensatory and punitive damages total. Section 1981 has no limitation.

Title VII does have a lower standard of proof than Section 1981. Plaintiffs only have to show race was a motivating factor, not a central cause.

Why is the case against the Fearless Fund potentially significant?

In its lawsuit, American Alliance For Equal Rights seeks relief by arguing that the fund’s Fearless Strivers Grant Contest, which awards $20,000 to Black women who run businesses, violates Section 1981 by excluding some people from the program because of their race.

Attorneys for the Fearless Fund have argued in court filings that the grants are donations, not contracts, and are protected by the First Amendment.

David, the Fearless Fund’s legal counsel, says that if these types of grants are considered contracts, one can make the argument that grants issued in many other forms and contexts could also be considered contracts.

“Think of every foundation out there that issues grants,” David said. “They issue grants to people of different demographic groups. They issue grants only to women. They issue grants to survivors of earthquakes. Are those all contracts?”

Angela Reddock-Wright, an employment and Title IX attorney and mediator based in Los Angeles, believes it is “very possible” that the case could end up at the Supreme Court.

“Ideally, the court would decline to hear this matter on the grounds that Section 1981 was not intended to cover matters such as this, but this court appears to operate under different rules and standards,” she said.

What impact have similar lawsuits had?

Some companies have already changed their criteria for their diversity fellowship programs.

Law firms Morrison Foerster and Perkins Coie opened their diversity fellowship programs to all applicants of all races in October, changes the companies said were in the works before Blum filed lawsuits against them. He subsequently dropped them. Previously, the programs for first year law students had targeted students in historically underrepresented groups.

Morrison Foerster’s fellowship program now caters to students with demonstrated commitments to equity and diversity. Perkins Coie announced that it had opened its fellowship programs to all applicants, regardless of their race, gender or LGBTQ identity. In a statement, Perkins Coie said the changes arose as part of updates to its diversity and inclusion policies following the Supreme Court’s ruling on affirmative action.

Last February, Pfizer dropped race-based eligibility requirements for a fellowship program designed for college students of Black, Latino and Native American descent. A judge had dismissed a lawsuit filed by the conservative nonprofit Do No Harm, which claimed Pfizer’s program violated Section 1981, but Do No Harm is appealing the ruling.

“What would work in (companies’) favor is to lower their profile,” said University of Virginia’s Distinguished Professor of Law George Rutherglen. “Which means they do not explicitly consider race in making these decisions. Look to other conditions and requirements that might achieve the same objective.”

______

AP Business Writer Haleluya Hadero in New York contributed to this report.

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The co-anchor of CNN News Central announced her stage 3 diagnosis on-air, emphasizing how the disease impacts Black women.

By Alexa Spencer
Word In Black

CNN anchor Sara Sidner announced on Jan. 8 that she is undergoing treatment for stage 3 breast cancer. During an emotional segment on CNN News Central, she told viewers she is in her second month of chemotherapy and will receive radiation and a double mastectomy. 

“I have never been sick a day of my life. I don’t smoke. I rarely drink. Breast cancer does not run in my family. And yet, here I am with stage three breast cancer,”  Sidner, 51, said on air.

FACT: Black women get breast cancer less, but die more often

As Sidner explained, “stage 3 is not a death sentence anymore for the vast majority of women.” But as she researched the condition, she learned about a harrowing disparity.

“If you happen to be a Black woman, you are 41 percent more likely to die from breast cancer than your white counterparts,” she said. 

An estimated 13 percent of women in the United States develop breast cancer in their lifetime, and about 2.5 percent die from it, according to the American Cancer Society. Further, the organization reports that Black women have a 4 percent lower incidence rate compared to White women but a 40 percent higher death rate.

Black women are also more likely to develop breast cancer before age 40, but when diagnosed at any age, it’s often more advanced and aggressive forms of the disease, such as triple-negative and inflammatory breast cancers. 

FACT: Breast cancer is a mental battle too. Community can help

Living with breast cancer impacts the mind, just as it does the body. Sidner told viewers that every single day that she “breathes another breath,” she celebrates because she’s still here with others. 

“I am here with my co-anchors, my colleagues, my family. And I can love and cry, and laugh, and hope. And that, my dear friends, is enough,” she said.

One-in-four women with breast cancer experience depression and are more likely to experience one or more of the following conditions: addiction, anxiety, fatigue, insomnia, memory loss, mood swings or post-traumatic stress disorder. 

The mental illnesses can be more severe if a person was diagnosed at a younger age, had prior traumatic experiences of mental illness diagnoses, lacked access to higher education, or had a lower income. 

Lacking social support from family, friends, or community could also contribute to mental challenges among women living with breast cancer. On the contrary, those who complete treatment and survive breast cancer could have a better quality of life if they’re supported socially. 

RESOURCES: Where to get a free exam 

Sidner urged women to get examined annually to prevent advanced diagnoses. “To all my sisters — Black and White and Brown — out there, please, for the love of God, get your mammograms every single year. Do your self-exams. Try to catch it before I did,” she said.

Whether performed at home or a clinic, breast examinations are accessible. Here are two free resources for preventative care: 

• The Centers for Disease Control and Prevention (CDC) sponsors free breast cancer screenings and diagnostic services for low-income, uninsured, or underinsured women. To find out if you’re eligible for care at a location near you, visit the program’s website.
• According to the National Breast Cancer Foundation, Inc., adult women of all ages should perform self-exams at least once a month. Visit their website to learn three techniques for self-examination.

This article was originally published by Word in Black.

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