How Does Race Affect Academic Achievement?
Like many people, when I was a child I used to think that going to school was the same for everyone. I believed that there was some uniformity in the education system in the United States. However, growing up I realized that this was far from the truth and that an individual’s academic achievement is prematurely affected by their race.
Before addressing the educational barriers ethnic minorities face, it is important to consider how these barriers came to be in the first place. It all boils down to the neighborhoods that most people of color live in. Unfortunately, most low-income communities are predominantly people of color, specifically Black and Hispanic families. Surprisingly, according to a study done by Northwestern University sociology Professor Lincoln Quillian, “[African Americans] and Hispanics with an annual household income exceeding $75,000 are more likely to live in poor neighborhoods than are whites with an annual household income under $40,000” (Quillian). So even if people had the means to leave these neighborhoods, it is immensely difficult due to their race. Additionally, Quillian describes that “the gap results from the combination of a substantial racial gap in poverty rates combined with high levels of racial residential segregation” (Quillian). The key phrase to all of this is “racial residential segregation.” Essentially, there are forces to keep people of color in these low-income neighborhoods, ranging from gerrymandering at the national level to local policies that keep the neighborhoods segregated.
Alongside the segregation of low-income neighborhoods comes the poor allocation of funding to schools in these neighborhoods, which is the root cause of how racial minorities are at a disadvantage when it comes to receiving an education, relative to those in higher-income residential areas. School funding is determined by the property tax rate of the neighborhood the school is in. Neighborhoods that are mostly inhabited by minorities tend to be low-income neighborhoods and have lower property tax rates so that people can afford to pay them. The lower the property tax of the neighborhood, the lower the funding the school receives, which means the lower the number of resources available for students in these neighborhoods. These resources range from basic technology such as laptops, projectors, etc. to counseling for teachers. In essence, every single aspect of school you think of is at a much lower availability and quality at these schools. Essentially, these students have overcome additional barriers and struggle to get to the same professional and educational goals as a person who isn’t an ethnic minority. It’s been proven that with enough money and resources you can get anywhere in life from college to your first job.
Creating a solution to this problem is a much bigger issue itself. The neighborhood segregation that we see between white communities and those of other races was no mistake. It was a thorough and planned process from the early stages of our country, and is another piece of institutionalized racism. As a result, it is going to take a lot of civic engagement and government policies to provide these communities with the same resources and opportunities as affluent neighborhoods, which are mostly white-dominated. These are examples of hard and long processes that cost a lot of money. Although these are plans we should implement, there are things that we can do right now to help these underserved communities. This is why MAPS exists; to bridge the gap between underserved communities and educational achievement. MAPS is an opportunity for anyone to help do their part and make a difference in the educational system, regardless of race, class, or gender. Even the biggest projects start with baby steps and MAPS is the perfect opportunity for all of us to take one step forward in this issue.
This reflection was written by Ibrahim Hussain, a part of the 2022 Internship class. “Poverty, Neighborhood, and School Setting” by Lincoln Quillian is linked below!
https://www.irp.wisc.edu/publications/focus/pdfs/foc332e.pdf
