Diversity won't happen by itself
“There’s no black perspective on chemical thermodynamics,” University of Nebraska-Lincoln chemistry Professor Gerard Harbison told the Lincoln Journal Star in April.
He was explaining his view that promoting racial and gender diversity in education is misguided. “Thermodynamics don’t care what color you are.”
Well, I’m no rocket scientist, just an elementary school teacher. I understand that 2 + 2 = 4 no matter who teaches it. But experience also tells me that student learning depends a great deal on who is doing the teaching. And that teaching is enhanced for all students if it’s done by a staff that is diverse in race and gender.
More than 22 percent of Lincoln Public Schools students are nonwhite. That figure continues to grow significantly each year.
Our district faces the challenge that the teaching staff is only a little more than 3 percent nonwhite.
What is LPS doing to increase racial diversity among its staff? I asked LPS multicultural school community administrator Thomas Christie.
First of all, he told me, the public needs to know that all teachers LPS hires are well-qualified.
LPS works to “grow our own” future multicultural teachers with programs at area colleges and in the high schools, Christie explained. “We’re more likely to get people of color who graduate from here to stay than attract people from other areas.”
Among other efforts, the school district organizes future multicultural teacher-student clubs in high schools. These are for all students, with a focus on students of color.
“We line up mentors for them,” Christie said, “with teachers and university students of color.”
Christie also described steps LPS is taking with Hispanic, Native American and African-American students “to encourage the kids from the communities that have the lowest graduation rates to stay in school.“
Research shows that to support these students, “developing relationships is key, along with the feeling that they belong in school and can be successful.
“If you have a high-quality teacher who is Native American, it’s more likely that the student will identify with that teacher. It’s not enough to be of color; a teacher must be able to teach well. But it helps students if they see a person like them.
“It’s not just important for students of color but for majority kids, as well, to see people of color in leadership positions. If you grow up and you never see anyone different than you, that’s the only world you know, and you develop certain perceptions based on that. How you see the world is different,” Christie said.
Unfortunately, these important efforts are threatened by the Nebraska Civil Rights Initiative. You likely will run into people petitioning to get this proposed change to our state constitution on the November ballot.
With a title like that, you might think NCRI would support diversity efforts. It turns out that under the guise of opposing “preferential treatment,” this misleadingly named proposal would ban Nebraska’s public institutions from taking steps for the specific purpose of fostering racial and gender diversity.
I asked Christie what impact NCRI would have on LPS. He replied, “LPS’ diversity programs will be in jeopardy.”
What about activities that specifically address the needs of girls?
My oldest daughter has been a part of some excellent programs operating in the Lincoln Public Schools. What will happen to SMART, which inspires girls to develop an interest in science, math and related technology, or Girls on the Run, a fitness program that helps girls develop a positive self-image and leadership skills? Will they be around when my 2-year-old enters school?
Supporters of NCRI will tell you that these concerns are overblown. They say the impact on diversity programs would not be as great as feared. But their reassurance doesn’t match the experience in other states where similar bans have become law. They’ve had a very chilling effect on diversity efforts.
While programs to foster racial and gender diversity focus on specific populations, society as a whole benefits from them. If we value diversity, we’ve got to do the work to make it possible. It doesn’t happen by itself.
In the interest of all our children, let’s not turn the clock back. Say “no” when petitioners ask you to sign for NCRI.
Mark Weddleton encourages you to find out more about the Nebraska Civil Rights Initiative at www.nebraskansunited.org.
He was explaining his view that promoting racial and gender diversity in education is misguided. “Thermodynamics don’t care what color you are.”
Well, I’m no rocket scientist, just an elementary school teacher. I understand that 2 + 2 = 4 no matter who teaches it. But experience also tells me that student learning depends a great deal on who is doing the teaching. And that teaching is enhanced for all students if it’s done by a staff that is diverse in race and gender.
More than 22 percent of Lincoln Public Schools students are nonwhite. That figure continues to grow significantly each year.
Our district faces the challenge that the teaching staff is only a little more than 3 percent nonwhite.
What is LPS doing to increase racial diversity among its staff? I asked LPS multicultural school community administrator Thomas Christie.
First of all, he told me, the public needs to know that all teachers LPS hires are well-qualified.
LPS works to “grow our own” future multicultural teachers with programs at area colleges and in the high schools, Christie explained. “We’re more likely to get people of color who graduate from here to stay than attract people from other areas.”
Among other efforts, the school district organizes future multicultural teacher-student clubs in high schools. These are for all students, with a focus on students of color.
“We line up mentors for them,” Christie said, “with teachers and university students of color.”
Christie also described steps LPS is taking with Hispanic, Native American and African-American students “to encourage the kids from the communities that have the lowest graduation rates to stay in school.“
Research shows that to support these students, “developing relationships is key, along with the feeling that they belong in school and can be successful.
“If you have a high-quality teacher who is Native American, it’s more likely that the student will identify with that teacher. It’s not enough to be of color; a teacher must be able to teach well. But it helps students if they see a person like them.
“It’s not just important for students of color but for majority kids, as well, to see people of color in leadership positions. If you grow up and you never see anyone different than you, that’s the only world you know, and you develop certain perceptions based on that. How you see the world is different,” Christie said.
Unfortunately, these important efforts are threatened by the Nebraska Civil Rights Initiative. You likely will run into people petitioning to get this proposed change to our state constitution on the November ballot.
With a title like that, you might think NCRI would support diversity efforts. It turns out that under the guise of opposing “preferential treatment,” this misleadingly named proposal would ban Nebraska’s public institutions from taking steps for the specific purpose of fostering racial and gender diversity.
I asked Christie what impact NCRI would have on LPS. He replied, “LPS’ diversity programs will be in jeopardy.”
What about activities that specifically address the needs of girls?
My oldest daughter has been a part of some excellent programs operating in the Lincoln Public Schools. What will happen to SMART, which inspires girls to develop an interest in science, math and related technology, or Girls on the Run, a fitness program that helps girls develop a positive self-image and leadership skills? Will they be around when my 2-year-old enters school?
Supporters of NCRI will tell you that these concerns are overblown. They say the impact on diversity programs would not be as great as feared. But their reassurance doesn’t match the experience in other states where similar bans have become law. They’ve had a very chilling effect on diversity efforts.
While programs to foster racial and gender diversity focus on specific populations, society as a whole benefits from them. If we value diversity, we’ve got to do the work to make it possible. It doesn’t happen by itself.
In the interest of all our children, let’s not turn the clock back. Say “no” when petitioners ask you to sign for NCRI.
Mark Weddleton encourages you to find out more about the Nebraska Civil Rights Initiative at www.nebraskansunited.org.
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