Creating Opportunities for Black Youth: A Collaborative Mission for Change
As a classroom teacher, I fought for my students to have access to experiences and resources that not only met their immediate needs but also prepared them for the future I envisioned. Technology evolves rapidly, and there are key skills and concepts that are vital for students to understand, develop, and integrate into their daily lives to ensure they are not left behind. My concern with today's educational climate is the lack of advocacy for communities of color, particularly in providing access to essential tools and training. Many of our educators are not adequately trained in the technological demands of modern classrooms, which leaves Black and Brown students without the necessary literacy and fluency in technology to compete in industries and academic institutions driven by technological advancements (Stanley 2020a, 2020b; Farinde, Allen, & Lewis 2016).
During my time in Broward, I faced numerous challenges. Leadership questioned my decisions: "Why are you ordering expensive equipment?" "Why are you taking students on that trip?" and "Why are you developing your own curriculum?" My response was, "Why not?" Why are we not preparing our students for the future by training them in fields like technology, engineering, and biochemistry? It is the role of educators to guide students in identifying as the next generation of innovators. Blaming teachers for the failures of the education system is no longer sufficient; instead, we must recognize that community is the foundation of educational institutions. Historically, Black communities relied on churches and homes to educate children before formal schools were established (Stanley & Crawford, 2022).
The educational system today is in disarray, and our students are at the mercy of a structure not designed to train them for success. This is my call to action: to the Black community, Black churches, and Black officials—help our Black educators support our Black youth. Without intervention, the Black communities we love may look very different in the next five to ten years. Is a historically Black community still "historic" if its original residents are pushed out and its history is erased?
The Black church has a critical role to play. Many of our churches are empty or underutilized, and we must reclaim these spaces for programming and development, returning to the original mission of serving the community (Stanley & Crawford, 2022). Black officials at all levels, this mission is not about personal legacy but about the impact you leave behind. Buildings age and fall, but your legacy will endure through the people you empower. If our students are not supported in gaining the necessary skills, they will be doubly disadvantaged—illiterate in both traditional and digital literacies.
As a Black woman educator, I see my students as the solution, but it is my responsibility to guide them toward the skills, knowledge, and practices they need to succeed. In a racist and sexist society, the concept of a Black woman empowered by God is a radical one. As Tate (1992) notes, Black women often frame their teaching as a mission, fueled by spiritual resources that sustain them in the fight for their students’ futures (Beauboeuf-Lafontant 2002). To my fellow Black educators: help is on the way. To parents and community members: now is the time to support these educators, regardless of their race, as they teach our children. Consider adopting a classroom, or partnering with Dillard High Alumni Association by supporting our keep the C.O.D.E commitment. You can start by supporting our technology initiatives, as we aim to purchase items like VR headsets, digital media resources, and provide innovative community PD. Our students need more than internships, or to be passed off as free labor for real estate bids. They need skills, identity, and role models to help bridge the gap in underfunded schools Stanley and Crawford (2022).
References:
- Stanley, D. A. (2020a). I want to leave ASAP: Black women teachers discuss the role of administrative support and teacher turnover. Journal of School Leadership, 31(3), 209-226.
- Stanley, D. A. (2020b). Blood, sweat, and tears: Black women teacher’s organizational experiences in schools. International Journal of Qualitative Studies in Education, 35(2), 194-209.
- Farinde, A. A., Allen, A., & Lewis, C. W. (2016). Retaining Black teachers: An examination of Black female teachers’ intentions to remain in K-12 classrooms. Equity & Excellence in Education, 49(1), 115-127.
- Stanley, D., & Crawford, B. H. (2022). A charge to keep I have: Black women teachers' spirituality and the implications for educational leadership. Gender and Education, 34(7), 821-837.
- Tate, C. (1992). Domestic Allegories of Political Desire: The Black Heroine’s Text at the Turn of the Century. New York: Oxford University Press.
- Beauboeuf-Lafontant, T. (2002). A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review, 34(1), 71-86.