Presentation on theme: "Today’s Face, Tomorrow’s Future Friends of Talladega College Meeting New York, NY October 11, 2005 NYC ACS 06/24/08, 07/17/08, 09/17/08."— Presentation transcript:
Today’s Face, Tomorrow’s Future Friends of Talladega College Meeting New York, NY October 11, 2005 NYC ACS 06/24/08, 07/17/08, 09/17/08
Overview of the Day Toolkit Assumptions, Definitions, POV Glimpse of Toolkit Components We Will Use: Child Welfare Fact Sheet What’s Race Got to Do With It? Racial Equity Impact Analysis How to Talk About Race Q and A and Next Steps 2
3 Our Starting Assumptions... Class Matters. Poverty is a significant obstacle to success. Yet, within-class racial disparities remain. Race Matters, too. Almost every indicator of well-being shows troubling disparities/ disproportionality by race within class groupings. Place Matters. Access to resources is connected to spaces (rural, urban, suburban), and these spaces may be “racialized.” Personal Responsibility & Self Determination Matter. Everyone should have a voice in matters that affect them.
4 Our Starting Assumptions (continued) Disparities are often created and maintained through policies and practices that contain barriers to opportunity. The only way to close gaps is with an intentional focus on race. Given the right message, analysis, and tools, people will work toward racial equity.
5 Definitions/Distinctions Race -- a social/political construct used to confer advantage and disadvantage Social identity (what others assign) and self identity (how we name ourselves) Ethnicity and culture -- shared history, values, language, traditions that are sources of strength; these also can be “racialized”
6 Doing Work Around Race: Various Valuable Approaches Our Approach: Anti-racism (focus on policies and practices) Other Valuable Approaches: Prejudice reduction Healing and reconciliation Diversity/multiculturalism Democracy building
7 What is Racial Equity?: Racial equity is achieved when advantage and disadvantage cannot be predicted by race This can be measured!
8 What are Embedded Racial Inequities? The effects of public and private sector policies and practices that produce: the accumulated advantages for whites as a group the accumulated disadvantages for people of color as a group
9 What are Embedded Racial Inequities? (continued) These effects are reinforced by: Differential perceptions and images of people of color and whites (stereotypes) Dominant U.S. norms and values
10 Back Stories to Racial Disparities/Disproportionality often involve inequitable policies and practices So….. to demonstrate how policy advantages & disadvantages accumulate: POP QUIZ!
11 What Single Policy from Decades Ago Contributed to These Present- Day Outcomes? Homeownership disparities Neighborhood disparities Surveillance & assessment disparities Health disparities Wealth disparities
12 What Single Policy from Decades Ago Contributed to These Present- Day Outcomes (continued) In short, what policy strongly contributed to opportunity-rich or opportunity-poor settings/circumstances for raising kids & the judgments accompanying each?
13 The GI Bill: A Story of Embedded Racial Inequity
14 Philip’s Story Child Born Father’sGI Bill: FHAConsequences Consequences Right After Status & VA loansfor Child’sfor Child’s WWIIEducationWell-being in Adulthood Low-income,WhiteAble to useFamily borrowedPhilip gets Whiteveteran, highlow-interestfrom home equityprofessional schoolmortgageto support child’sjob, buys own diploma, fromprovisions tocollege educationhouse, Philadelphia move family(first in family toinherits from publicgo to college)appreciated housing tohouse segregatedwhen suburbanfather home ownershipdies
15 Thomas’s Story Child Born Father’sGI Bill: FHAConsequences Consequences Right After Status & VA loansfor Child’sfor Child’s WWIIEducationWell-being in Adulthood Low-income,BlackCould not accessFamily could notThomas works Blackveteran, highhome loan b/c ofafford to sendin minimum schoolracially-restrictivechild to college;wage jobs, diploma, fromunderwritinghigh schoolcontinues to Philadelphiacriteria; familydiploma is fromlive in family remained in rentalunder-resourcedhome, housing in the citysegregated schoolconsiders joining the Army, has to borrow $ when father dies to give him decent funeral
16 Juan’s Story Child Born Father’sGI Bill: FHA Consequences Consequences Right After Status & VA loansfor Child’sfor Child’s WWIIEducationWell-being in Adulthood Low-income,LatinoCould not accessFamily could notJuan works Latinoveteran, highhome loan b/c ofafford to sendin minimum schoolracially-restrictivechild to college;wage jobs, diploma, fromunderwritinghigh schoolcontinues to Texascriteria; familydiploma is fromlive in family remained in ruralunder-resourcedhome, rental housinglanguage marries segregated and newcomer raciallyLatina, sends segregatedpart of schoolfamily’s limited income to her extended family in Mexico
17 Fast Forward to Today... Philip’s Children:Thomas’ and Juan’s Children: Philip gives children his father’sThey have no houses to appreciated houseinherit They live in thriving communitiesThey live in disinvested communities Their college education’s paidAt work, they complete college on work study and by home equity student loans, with subsequent starting debts to pay back Philip establishes trust fundThomas and Juan have few personal assets to leave for grandchildrengrandchildren
18 Fast Forward to Today... Neighborhood-Based Opportunities include good schools, accessible jobs, affordable quality services, fair financial & retail outlets, safe recreational space, etc. How Do “Opportunity-Rich” and “Opportunity-Poor” Neighborhoods Affect the Kids/Families You Serve Today?
19 GI Bill Racial Segregation, City & Suburbs Desegregation Produces Class Separation w/in Communities of Color Out-migration of Jobs from Inner City, Resource Disinvestment from Schools, Infrastructure Opportunity-Poor Neighborhoods for Lower-Income Families of Color Heightened Surveillance & Stigma from Authorities: Hospitals, Child Welfare, Juvenile Justice, Police, School Administrators, Etc. Disproportionate Expulsion from Mainstream Institutions (Schools, Homes) & Intake into Deep End Systems Disproportionate Expulsion from Mainstream Institutions (Schools, Homes) & Intake into Deep End Systems Drugs & Drug Law Disparities Disparities in Family Supports & Individual Treatment, Which Lengthen Stay in Deep End Systems POSSIBLE PATHWAY FROM THE GI BILL TO CURRENT CHILD WELFARE/JJ/EDUCATION DISPARITIES
20 Era of Equal Opportunity Policies (50s, 60s, and 70s) Opportunity Victories...But Inequitable Outcomes Mendez vs. WestministerSchools today Brown vs. Board of Educationremain racially segregated and still unequal in terms of access to resources. Fair Housing Act of 1968Discrimination persists in zoning, real estate practices, and lending. Affirmative ActionLargest beneficiaries have been White women. Voting Rights Act of 1965More elected officials of color but w/o adequate resources in urban areas to govern effectively; redistricting to erode political power; ballot box inequities.
21 Era of Retrenchment (80s, 90s, 00s) Challenge to Opportunity VictoriesInequitable Outcomes English Only Laws as state referendaDeprives civil rights (e.g. vote, legal proceed- ings, and education) for those with limited English proficiency “Racial Privacy” Act as state referendaIf it had passed, no data for accountability to promote equity in education, public contracting, or employment Anti-affirmative action legal challengesErode the small employment and education gains that have been made and increase the likelihood of return to previous practices
How do Child Welfare Policies Map in Terms of Victories & Retrenchment for Racial Equity? Adoption & Safe Families Act 1997– quicker permanency but quicker termination of parental rights (impact on incarcerated mothers, who are disproportionately women of color) Family Preservation & Support 1994/Promoting Safe & Stable Families 1997 – Do disparities exist in terms of who gets services? Multi-Ethnic Placement Act 1994/Interethnic Adoption Provisions 1996 (MEPA-IEPA) – “Diligent recruitment largely ignored” (Race Matters Consortium: MEPA-IEPA) Others?
23 Bottom Line Being classified as Black, Asian, Native American or Latino has never carried, and still doesn’t carry, the same advantages as being classified as White.
24 Reasons for Hope FEDERAL POLICIES and POLITICS GAO report on disproportionality in CW DMC work within JJ STATE & LOCAL POLICIES Subsidized guardianship (disproportionately supports caregivers of color) Disproportionality and Disparity child welfare efforts ORGANIZATIONAL PRACTICES Your work!
25 What’s different about work that uses an embedded racial inequities lens?
26 What’s different about work that uses an embedded racial inequities lens? Makes the case differently Does the actual work differently Shapes the message differently
28 Making the Case: Telling a different story of race TOOL: Fact Sheets Different from what? Typical focus on the individual How is it different? Focus on structural explanations for racial disparities (i.e., policies and practices) (e.g., News magazine report on pedestrian fatality and racially-drawn public transportation routes)
29 Making the Case: Looking at data and analyzing the problem differently TOOL: What’s Race Got To Do With It? Different from what? Across the board aggregated data or quick assumptions on the basis of simple disaggregation How is it different? Data are always disaggregated by race and deeply analyzed (e.g., school suspensions and expulsions)
What’s Race Got to Do with It?: Value of the Tool Prompts the need for disaggregated data & guides what to do with it Organizes discussion to uncover the “back stories” for disparities Identifies possible intervention points for change 30
31 The Tool: What’s Race Got to Do With It? For data that show disproportionality and disparities across racial/ethnic groups, what are the possible explanations? Do these explanations themselves contain disparities? If so, what causes those? How can we unbundle diversity and equity issues? How can we focus on structural rather than individual issues? What does this discussion suggest for possible policy or practice interventions to reduce racial disparities/disproportionality?
33 Doing the Work: Defining success differently TOOL: Racial Equity Impact Analysis Different from what? Generic, across-the-board outcomes How is it different? Equitable outcomes (e.g., juvenile detention)
34 Juvenile Detention Alternative Initiatives Detention rate for Latino youth decline by 43% from 1997–1998 to 1999– 2000. During that time, the average daily population of the detention center dropped from 49 to 37.
The Racial Equity Impact Analysis: Value of the Tool Encourages broad participation in discussion Turns generally good ideas into ones that can close racial gaps (Move from necessary to sufficient policies and practices) 35
Are all racial/ethnic groups who are affected by the policy/practice/decision at the table? How will the proposed policy/practice/decision affect each group? How will the proposed policy/practice /decision be perceived by each group? Does the proposal ignore or worsen existing disparities? Based on the above responses, what revisions are needed in the policy/practice/decision under discussion? The Tool: Racial Equity Impact Analysis
RACE MATTERS Slides for DVD Shaping the Message
38 Shaping the Message: Talking about issues differently TOOL: How to Talk About Race Different from what? Divisive, rhetorical, and individually focused messages How is it different? Leading with values that unite instead of divide; bundling solutions with problem descriptions; leading with structural and embedded issues (e.g., community good over interest group; predatory lending before financial literacy)
How to Talk About Race: The Value of the Tool Helps frame discussions on racial equity in a way that engages diverse audiences Organizes a story that focuses on the structural explanations behind disparities Bundles possible solutions to address disparities with the problem
40 The Tool: How to Talk About Race Start the message with a value or “big idea” that virtually everyone shares related to the issue Identify the barriers standing in the way of that big idea Provide the data that document the consequences of the barriers Identify strategies to address the barriers
How the Race Matters Tools are Used Use Toolkit Fact sheet as a template to develop your own fact sheets Improve publications – lift up racial inequities and communicate about them effectively Improve policies & practices – ensure that these are more likely to have racially equitable results “Hard-wire questions” about racial equity into staff guidelines for shaping policy priorities and presenting data Train partners to use racial equity lens Request Racial Equity Impact Analysis on all legislation affecting kids
42 Q & A How might the Race Matters Toolkit help you? The entire toolkit is available at: http://www.aecf.org/KnowledgeCenter/PublicationsSeries/RaceMatters.aspx