Tag: education

Child Marriage in Niger: A Deep-Rooted Crisis and the Path Forward 

 

Map of Niger
Image 1: Map pointing to Niger. Source: Yahoo! Images

Overview  

Niger has the highest frequency of child marriage globally, with 76% of girls getting married before turning 18 and 28% married by the age of 15. The health, education, and opportunities for girls are all significantly impacted by this prevalent practice. Although the problem is sustained by cultural customs, financial constraints, and gender norms, initiatives by regional authorities, global organizations, and civic leaders are encouraging hope for change. The causes, effects, and strategies for ending child marriage in Niger will all be covered in this piece.  

Understanding the Root Causes of Child Marriage  

Poverty and Financial Pressures  

One of the primary causes of child marriage in Niger is economic hardship. Many families struggle to support their children while living in poverty. In these situations, marrying girls at an early age often seems like a sensible solution. To help with their immediate financial burdens, families may get dowries or other financial benefits. However, young brides are often denied access to education, reducing their future earning potential; this exchange keeps females trapped in poverty cycles.  

Cultural and Social Norms  

Child marriage is mainly influenced by cultural customs and societal standards. Early marriage is viewed as a way to maintain family honor in many communities. In an effort to preserve their virginity and avoid premarital pregnancies, which might shame their family, girls tend to get married before they experience their first menstrual cycle.
These societal standards usually limit women’s duties to that of mother and wife, which deters people from funding their education.  

Limited Access to Education  

One of the most effective ways to prevent child marriage is through education, yet many Nigerien girls still lack access to it. There are often no schools in rural areas, and cultural norms favor boys’ education. Families who believe that females’ primary job is in the home may consider education unimportant, even in cases where it is available. This restricted access perpetuates early marriage and poverty cycles.  

The Harsh Consequences of Child Marriage  

Health and Maternal Mortality  

There are serious health risks for child brides, especially during pregnancy and childbirth. Adolescent pregnancies and early marriages are directly associated with Niger’s high maternal death rate. Due to their underdeveloped bodies, girls are more susceptible to complications, including obstetric fistulas and even death. Health issues not only endanger young moms but also affect their children, who have a higher likelihood of experiencing newborn complications and mortality.  

Psychological Impact  

Equally important are the psychological repercussions of child marriage. Many child brides suffer from depression, anxiety, and loneliness. They miss opportunities for personal growth and lack autonomy in their relationships because they are forced to leave their childhoods behind. These girls frequently experience abusive relationships, which adds to their trauma.  

Economic Disempowerment  

Economic disempowerment cycles are perpetuated by child marriage.  Girls who marry at a young age often abandon their education, limiting their access to jobs and financial independence. Leaving abusive or exploitative situations can be very challenging. As a result, this cycle continues, making their children more likely to experience poverty.  

Nigerian children
Image 2: Nigerian children. Source: Flickr

Ongoing Efforts to End Child Marriage  

Governmental and Legislative Measures  

In accordance with global commitments, such as the Sustainable Development Goals (SDGs), the Nigerian government has taken action to combat child marriage. The legal marriage age has been raised to 18 by legislative reforms, but enforcement is inconsistent because customary law is still so prevalent. The government has adopted policies to enhance girls’ access to education and healthcare, recognizing these as essential elements of its national development plans.  

Community-Based Interventions  

Local leaders, including religious and traditional figures, play a crucial role in the fight against child marriage. Programs that engage these leaders help challenge and change the cultural norms that support this practice. Awareness campaigns and community discussions highlight the importance of education for girls and the health risks associated with child marriage.  

Education and Empowerment Initiatives  

Education is central to eliminating child marriage. Organizations working in Niger have implemented life skills programs to empower girls, providing them with knowledge and confidence to make informed decisions about their futures​.  Additionally, initiatives to make schools safer and more accessible encourage families to prioritize their daughters’ education over early marriage.  

Economic Support Programs  

To address the economic causes of child marriage, families need financial support. Programs that provide financial aid or micro-loans lessen the pressure on daughters to marry young. By supporting families to reach financial stability, these programs allow them to invest in their children’s education and long-term welfare.  

Challenges and Future Directions  

Even with improvements, there are still major obstacles.  Laws against child marriage are not strictly enforced, especially in rural areas where customs predominate. The ongoing commitment to conventional values held by many families and community leaders undermines legal reforms. Change is also still hindered by economic disparity and restricted access to high-quality education. A comprehensive strategy is required to effectively combat child marriage. This includes:  

-Strengthening Law Enforcement: It is essential to ensure that laws against child marriage are continually enforced, especially in remote areas. To effectively handle situations of child marriage, local authorities and court officials must undergo training.  

– Expanding Educational Access: Education infrastructure should be invested in, especially in rural areas. Offering financial aid and other incentives may encourage parents to continue sending their girls to school.  

– Empowering Girls: Girls can oppose early marriages and fight for their futures with the support of empowerment programs that enhance their self-esteem and awareness of their rights.  

– Economic Development: The financial strains that lead to child marriage can be lessened by increasing family livelihood opportunities. Potential channels for economic development include agricultural assistance, small business grants, and vocational training.  

– Community Engagement: Local communities must support sustainable change. To alter societal norms, it is necessary to educate the public and engage religious and traditional authorities in the fight against child marriage.  

Path Forward  

In Niger, child marriage is a complex problem with roots in gender disparity, cultural customs, and poverty. In addition to devastating the lives of innumerable girls, the practice hinders the nation’s larger goals for development. Reform can occur through the collaborative efforts of local communities, international organizations, and the Nigerian government. Niger can end child marriage and provide a better future for its girls through offering economic assistance, education, and empowerment. Every action—whether it’s a family deciding to support their daughter’s goals, a community leader pushing for change, or a girl reclaiming her right to an education—brings the nation one step closer to this critical milestone.  

 

Brighter Futures for Little Blazers at UAB: A Youth Mentoring Program

Introduction

The clamor of tiny voices filled the UAB lecture hall, a space usually reserved for undergraduates and professors. At the front of the room, a small hand shot up. “What’s college like?” one of our mentees asked, eyes wide with curiosity. In that moment, I realized the importance of our work—not just mentoring but planting the seeds of possibility in young minds.

In a previous blog, How Youth Mentoring Can Instill Resilience in the Next Generation, I shared the story of my time mentoring a young girl through Big Brothers Big Sisters (BBBS). That experience illuminated the transformative power of mentorship and the deeper systemic barriers that prevent many children from accessing quality education. Today, I want to expand on those themes, exploring how these barriers represent a fundamental human rights issue and how initiatives like my student organization, Brighter Futures for Little Blazers at UAB (BFLB), are working to address these inequities.

A youth mentor helps guide a Little through a stem activity.
Image 1: A youth mentor helps guide a mentee through a stem activity. Source: Yahoo Images

The Inaccessibility of Education

The Universal Declaration of Human Rights declares that “everyone has the right to education.” Yet, for millions of children in the United States, this right remains elusive, especially those from marginalized communities. According to the U.S. Department of Education, students from the lowest income quartile are five times less likely to complete a bachelor’s degree than those from the highest.

For children experiencing Adverse Childhood Experiences (ACEs), such as poverty, neglect, or violence, the barriers to education are even more significant. These experiences correlate with reduced academic performance, lower high school graduation rates, and limited access to higher education. The Centers for Disease Control and Prevention (CDC) reports that nearly 61% of adults have experienced at least one ACE, and these adverse experiences disproportionately affect children of color and those living in low-income households. 

Systemic inequities further compound these challenges. Schools in underfunded districts often lack essential resources, such as experienced teachers, extracurricular programs, and adequate infrastructure. A study by the Education Law Center found that schools serving predominantly low-income and minority students receive $1,800 less per student annually than those in wealthier districts despite having greater needs.

These inequities not only violate the principles of equality and non-discrimination but also perpetuate cycles of poverty. Without access to quality education, children face limited career opportunities, which in turn limits their earning potential and ability to improve their socioeconomic status.

The Role of Brighter Futures for Little Blazers at UAB

I founded Brighter Futures for Little Blazers at UAB (BFLB) in the Fall of 2023 in response to the systemic challenges children in Birmingham face. As a student at UAB and a mentor with BBBS, I saw firsthand how a lack of volunteers, compounded by logistical barriers like transportation, limited children’s access to mentoring opportunities. BFLB was designed to bridge these gaps by leveraging the resources and enthusiasm of college students.

Big Brothers Big Sisters pairs Bigs (mentors) with Littles (mentees) to connect kids who have faced ACEs with mentors who can provide an extra support system. BFLB is not an isolated initiative but rather a tailored offshoot of BBBS’s Beyond School Walls program. This program connects youth with workplace mentors to help them develop professional skills, explore career opportunities, and build confidence. At its core, Beyond School Walls is about exposing children to environments that inspire and prepare them for the future. While BBBS traditionally partners with corporations and businesses for this initiative, BFLB brings the concept to a university setting. Instead of pairing Littles with corporate employees, BFLB pairs them with college students, creating a relatable and aspirational mentoring dynamic. This modification aligns perfectly with Beyond School Walls’s goals while addressing our community’s specific needs.

Our program buses Littles to UAB twice a month, creating a space where mentorship and education intersect. While the primary goal is to instill resilience and emotional support, BFLB also seeks to inspire children to envision a future that includes higher education. During their visits, Littles participate in STEM activities, career preparation workshops, and campus tours, helping them associate college with possibilities rather than obstacles.

This image is an example of one of the STEM activities Bigs and Littles worked on together. Their goal was to produce the balloon that could travel the fastest on a string.
Image 2: This image is an example of one of the STEM activities Bigs and Littles worked on together. They aimed to produce a balloon that could travel the fastest on a string. Source: Natasha Fernandez

This approach aligns with research showing that mentoring programs tied to real-world experiences significantly improve youth outcomes. Exposure to higher education environments substantially increases the likelihood that children from low-income backgrounds will aspire to attend college. A study by the National Mentoring Partnership found that mentored youth are 55% more likely to enroll in college and develop career aspirations than their non-mentored peers.

Education as a Tool for Change

The systemic inequities necessitating programs like BBBS and BFLB are deeply rooted in broader social and economic disparities. In the United States, low-income children are often concentrated in underfunded schools, where limited resources exacerbate the challenges posed by poverty and ACEs. These inequities are not accidental but are the result of decades of policies that have prioritized affluent communities over marginalized ones.

Mentorship programs like BFLB are not a substitute for systemic reform but serve as an intervention to mitigate the immediate effects of these inequities. For example, Schools with mentoring programs report 52% higher graduation rates compared to those without. However, the impact of mentorship extends beyond individual success. Programs like BFLB and Beyond School Walls challenge the systemic barriers that perpetuate educational inequities by building community partnerships and advocating for policy changes.

While education cannot single-handedly solve systemic inequality, it remains one of the most effective tools for breaking the cycle of poverty. Each additional year of schooling increases an individual’s earning potential by an average of 10%. Yet, for education to serve as a pathway to economic mobility, it must be accessible to all. 

Initiatives like BFLB illustrate how community-driven efforts can address accessibility challenges. By combining mentorship with exposure to higher education, BFLB helps Littles overcome the psychological and logistical barriers that prevent many low-income students from pursuing college. At the same time, these initiatives highlight the need for systemic change. Policymakers must prioritize equitable funding for public schools, expand access to mental health resources, and invest in programs that support children facing ACEs. These changes are essential for ensuring that the right to education is not just an ideal but a reality for all children.

In This activity, Bigs helped Littles plan out and the build the tallest tower out of household supplies.
Image 3: In this activity, Bigs helped Littles plan and then build the tallest tower out of household supplies. Source: Natasha Fernandez

Conclusion

The right to education is a cornerstone of human dignity and progress, but systemic barriers deny this right to many children. Initiatives like BBBS’s Beyond School Walls program and BFLB demonstrate the power of mentorship to address these challenges and inspire hope for a brighter future.

However, achieving true educational equity is not a task for one person or organization. It demands a collective effort to dismantle systemic inequities and create a society where every child, regardless of their background, has the opportunity to succeed.

As individuals, we can contribute by volunteering, donating, or advocating for policies that promote educational access. Together, we can ensure that the transformative power of education is available to all, fulfilling its promise as a fundamental human right. As we work toward a more equitable world, civil society organizations must continue to intervene where systems fail. 

It takes just one mentor, organization, or program to light the spark that can transform a child’s life.

How Youth Mentoring Can Instill Resilience in the Next Generation

Introduction

The summer heat made itself known even as the AC blew full blast. Amidst the brown, dilapidated apartments, the heat waves emitting off the asphalt appeared like an endless ocean. I exited the car and made my way toward the school tucked among the federal housing apartments. The playground equipment was rusty, trash floated down the streets, and the smell of smoke burned my nose. A secretary greeted me with a toothy smile and asked me to sit while I waited. 

Then, she walked in. Her braids bounced off the sides of her head as she looked everywhere in the room except into my eyes. This was my first interaction with my Little (To protect her privacy, I will use a fake name, Shae, to refer to her). Shae is the sweetest, most curious, and energetic person I know. Whenever we meet, she asks me questions, eager to learn about my life, college, hometown, and family. 

Yet, getting to this point took work. As we sat together in an empty classroom that first day, she did not speak once. I watched her curious eyes soak me in as she looked me up and down. She studied the intricate embroidery of my purple keychain and spent minutes staring at my hair. I gave her crayons and paper, and while she hesitantly heeded my request to color with her, she did not look into my eyes. I first tried to engage with her by asking questions about her life. Yet, receiving no response each time, I realized I needed to earn her trust first. So, I talked to her about who I am, what I am doing here, and what my life is like.

 

In this image, Shae is smiling with a christmas cookie we decorated together at her school
Image 1: This was the first picture I took of Shae. We decorated the Christmas cookie together, and she was proud of herself, so I asked if I could take a photo of her holding it. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

Adverse Childhood Experiences

I met Shae as part of Big Brothers Big Sisters (BBBS), an organization that seeks to connect kids who have faced adverse childhood experiences (ACEs) with mentors who can provide an extra support system. According to the CDC‘s (Centers for Disease Control and Prevention) definition, ACEs refer to potentially traumatic events that occur during childhood, such as abuse, neglect, or household dysfunction (e.g., domestic violence and substance abuse). These experiences can have long-term effects on physical and mental health, increasing the risk of chronic illnesses, mental health disorders, and negative behaviors such as substance abuse, as well as impacting educational and socioeconomic outcomes in adulthood.

Certain demographics are more at risk of experiencing ACEs due to a range of socioeconomic, familial, and community factors. Studies have shown that these experiences disproportionately impact children from specific backgrounds, often due to systemic inequalities, lack of access to resources, and heightened exposure to stressors. Children from low-income households are significantly more likely to experience ACEs. Financial instability often results in chronic stress, food insecurity, limited access to healthcare, and housing instability—all of which can exacerbate family conflict and increase exposure to violence or neglect. In addition to economic status, research consistently shows that children from Black, Hispanic, and Indigenous communities have a higher likelihood of experiencing ACEs. In the United States, 61% of black non-Hispanic children and 51% of Hispanic children have experienced at least one ACE. In comparison, 40% of white non-Hispanic children and 23% of Asian non-Hispanic children have experienced at least one ACE. ACEs are more prevalent among racial minorities because of issues like housing discrimination, limited healthcare access, and higher exposure to community violence. These groups are often more vulnerable due to systemic racism, discrimination, and fewer opportunities for economic and social mobility.

Mentoring programs like BBBS show evidence of academic and social benefits for mentees. These relationships encourage academic engagement, improving grades and attendance while reducing dropout rates. A mentor’s encouragement instills a belief in the child’s ability to succeed academically, directly impacting self-esteem and future aspirations. Additionally, social guidance helps children navigate relationships, develop empathy, and build trust in others—all critical components for lifelong success and resilience. At BBBS, 91% of our Littles reported feeling a strong sense of belonging among peers, and 93% plan to graduate high school and attend college. 

My Personal Experience

 

This image depicts my first picture with Shae. We are on the playground and smiling
Image 2: This is the first picture Shae and I took together. When we were playing on the school’s playground she asked to take a selfie. (Shae’s parent authorized authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

 

I completed an initiation process with BBBS, including a background check, references, an interview, and training. Once everything was in order, I was paired up with Shae. 

On that first day, I was filled with a mix of nerves and uncertainty. As I sat in my car, I couldn’t help but wonder, did I do a good job? Does she even like me? However, after a reassuring conversation with my match support coordinator at BBBS, I realized that my experience was not unique. I needed to stay strong and committed to my work, and with time, I would earn Shae’s trust.

Week by week, with each visit, coloring activity, game, and snack, Shae started to warm up to me. She slowly took down her barriers, starting by looking into my eyes. Then, she responded to my questions with yes or no answers and later in complete sentences.

The day Shae started asking me questions about my life, I was overwhelmed with joy. My Little took the lead, instructing me to ask her a question, and then she would reciprocate. We engaged in a lively back-and-forth for almost an hour. It was at that moment that I truly felt our bond had formed. Despite the three-month journey to reach this point, the reward was immeasurable. 

Over the next year, Shae opened up, and we formed a close friendship. When the new school year began, her third-grade teacher said they were starting a new school-wide program, and I could only visit my Little during restricted time periods. Finding the perfect time to visit her was difficult with my already packed schedule. Somedays, upon arrival at the elementary school, the secretary would inform me that her mother did not bring her in that day. Somedays, when I brought Shae to the multipurpose room, they were holding a conference, and I could not bring her to the playground because another class was using it. At one point, the school completely repurposed the multipurpose room, and I could only visit on the days the school counselor was not using her office. For the next two months, I was not able to meet with Shae due to the problems with the resource-poor school. Therefore, I requested to transfer to BBBS’s community program, where I could bring Shae to my home. Through this program, I can engage in even more exciting activities with her that she normally wouldn’t be able to do at her home or school. She loves to bake, so we’ve made just about everything from cupcakes and cookies to homemade ice cream and caramel apples.

 

In this image, Shae is eating a candy apple she insisted would taste better if it was dyed blue
Image 3: This image depicts Shae eating a candy apple that she insisted would taste better if it was dyed blue. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

 

I have been with Shae for almost four years now and have seen dramatic changes in her behavior and demeanor. She is prone to emotional outbursts, especially if she is losing a game. But, while she hasn’t completely lost this behavior, I have noticed differences over time. For example, last week, when we were playing Roblox, she became frustrated because the game started before she could finish getting ready. I started to calm her down, but before I could say a word, she said, “It’s okay because I will still have fun.” This brought tears to my eyes because she used my exact phrasing to self-soothe. I have also noticed an improvement in Shae’s communication and ability to express her needs. She now verbally expresses her emotions to me instead of becoming withdrawn or aggressive. 

The Effects of Youth Mentoring

Youth mentoring can play a transformative role in the lives of children who have experienced ACEs. These children often lack consistent, supportive relationships with adults. A mentor provides a stable, caring figure who models positive behavior, emotional regulation, and healthy decision-making. Studies show that mentors offer critical emotional support, which can counterbalance the effects of past trauma by reducing feelings of isolation and promoting a sense of belonging. For instance, a meta-analysis on youth mentoring found that children with mentors exhibit better psychological adjustment and emotional well-being than their non-mentored peers.

According to Harvard’s Center on the Developing Child, “The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult.” Through mentorship, children are exposed to new coping strategies and problem-solving skills vital for resilience. Mentors can guide mentees in identifying their strengths, expressing emotions healthily, and navigating challenges. For children facing stressors, learning to manage emotions and reframe experiences can reduce anxiety, depression, and the likelihood of developing mental health disorders. Coping mechanisms gained through mentoring contribute to a child’s adaptability and perseverance in the face of adversity. 

Children with ACEs are more likely to engage in risky behaviors as a coping mechanism. Mentoring relationships offer an alternative by providing a positive outlet and reducing the likelihood of substance abuse, delinquency, and violence. Mentors provide accountability and serve as advocates for healthier choices, which contributes to improved quality of life and fewer risk factors associated with ACEs.

 

In this picture, Shae and I are sitting in my car and she asked me to take a picture of her trying on my sunglasses.
Image 4: This is the first time I took Shae to my apartment. We were sitting in my car, and she asked me to take a picture of her trying on my sunglasses. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

Conclusion

There is a profound sense of satisfaction that comes with watching someone grow and knowing that a part of your best self lives in that person. I continue to meet with Shae weekly, and while some days are challenging and draining, I wouldn’t trade my time with her for anything. The progress she has made fills me with a deep sense of pride and accomplishment. It doesn’t take a lot to make a change: just one hour a week and enough love to share.

Factors Affecting Poverty in Alabama

by Jordan Price

A child with no shoes, pink pants, and a light pink jacket sits on a red, blue, and yellow hard plastic toy. She is in a backyard surrounded by gray dirt, trash, and other junk. Her face is dirty, and her hair is messy.
Financial stress in the home can have negative psychological effects on young children. Source: Yahoo Images

One day, in the cafeteria of my small-town Alabama high school, my friend asked if I could sneak some extra snacks from the cafeteria as I went through the line, “Anything that I can put in my backpack for later.” I wondered why her question was asked so defeatedly but brushed it off as her just wanting some extra Rice Krispies treats. So I hid an extra snack in my pocket and grabbed a banana that I knew I wasn’t going to eat. As we sat down, she reached deep into her pockets and pulled out packs of carrots, an orange juice, two Rice Krispies treats, and an apple, quickly shoving it all in her backpack. I handed her what I had gotten and I didn’t ask any questions. This went on for the rest of the semester and it gradually became clearer that her love for Rice Krispies was not the driving force. Her mom had lost her job, and she had suddenly been hit with something that over 16% of Alabamians are facing: poverty. 

In this article, I will lay out some aspects of Alabama’s society based on my research that may correlate to the economic disparity of the state. 

Cultural Emphasis on the Free Market

Because of the biodiversity of the state and the emphasis on agriculture, many people have found success and stability in small-scale agricultural labor. When the main means of production in a community are small, family-owned-and-operated farms, most people in society have access to the means of production. Small farmers tend to pay their workers well and keep prices fair in order to compete with the many other small farms. Customers are willing to pay a fair price for the products because they trust that it is good quality due to the competition. This is how many communities in rural Alabama have historically operated, and it has fostered a strong sense of hospitality and community. This research from Auburn University in 1987 shows the cultural perception of farming and agriculture in Alabama at that time. Many people supported small family farms over larger, more industrialized farms. Many of these small farms were focused on manual, hands-on labor, wherein the employees worked closely with the means of production and saw the outcomes of their labor. This is why many people in the South hold onto values of a completely free market, with little regulations on employment, wages, and worker protections. When I mention the “shift in the industry,” I am referring to the shift from hands-on labor working directly with the Earth’s resources to more industrialized factory work and white-collar office jobs. 

When the means of production become larger and farther removed from the laborers, this type of economic setup becomes an issue. The shift in industries in which Alabamians make money has privatized the means of production and reduced competition. People now are more likely to work indoors in offices, factories, and businesses, far removed from the means of production of the goods and services that they facilitate. This shift has led to many of the problems of an industrialized unregulated system to show themselves in the economic struggles of Alabamians. Employers are farther removed from their employees, meaning they are less likely to directly see all of the work being done by them. Also, under an industrialized free market, salary and wages are often set by huge company employers with little to no competition. Many people must accept these lower wages or be unemployed, making no wages. This is not to say that the free market is necessarily bad. In many ways, Alabama still relies on small businesses and agriculture. There are many ways in which the free market is fundamental to the rights we enjoy, but when a market like this gets into the hands of greedy employers with little regulations on the minimum wage and maximum workload they can give to their employees, it can be used to contribute to the economic struggles of the working class.

Cardboard boxes full of bright orange peaches sit on shelves. The boxes read "Headley's Big Peach. Chilton County I-65 Exit 212. Located under Alabama's largest peach." There is a sign saying, "$9.99 per box, Do not mash on peaches."
In Chilton County, where I am from, the economy still relies heavily on farming, particularly peaches, which play a huge role in the culture of the county. Farming in Chilton County still maintains many of the good qualities that I mentioned in the first paragraph of this section. Source: Yahoo Images

In Alabama, many people have the attitude that if they earn their money or belongings through work, then they deserve to hoard all of the benefits of it. The “bootstraps” view of work is heavily valued in Southern culture, which has its benefits, but ultimately fails to bring fair wages and labor conditions to the middle class post-industrialization. By the “bootstraps” view of work, I am referring to the saying that one can or should “pull themselves up by the bootstraps” when they are of lower economic class. This promotes the idea that working hard is the best way to move up in one’s socioeconomic class; however, people can be of lower economic class for a multitude of reasons, not limited to merely work ethic. This view of work rarely has the intended effect in industrialized fields. It also often excludes people with disabilities whose work opportunities are limited. Watch this Tedx Talk, where Antonio Valdés explains the logistical issues with this view and the statistics surrounding the issue. Additionally, in a strictly free-market worldview, it is often hard to justify social welfare programs, since funding for them must come from the hard-earned tax dollars of people who claim that they deserve their money, and go to people who they claim do not. Although this view does encourage people to work hard and pull their own weight in society, this system can often be manipulated to benefit a few people while pushing a large portion of the population underneath the poverty line. 

Education 

Another factor that is affecting the wealth of Alabamians is the education system. Alabama consistently ranks in the bottom half – mostly in the bottom 10 – of states in every area regarding education. This article puts some numbers to these statistics. There is no doubt that education correlates to economic mobility, and the education that Alabama students are receiving does not prepare them to compete in a national – much less international – job market. With the industrialization of the workforce, it is important that Alabama puts more resources into improving the quality of our education system if we want to grow economically. 

During my research, I came across an article titled Alabama’s Education System was Designed to Preserve White Supremacy – I Should Know. It explains the history of the education system of Alabama and how – rather than designing schools for students to flourish through knowledge – the designers of the system were preoccupied trying to push a white supremacist political agenda. Effects of this can still be found in Alabama’s K-12 education system today, making Alabama school history and social studies curriculum a battleground of political ideologies rather than a place where children can gain a better understanding of their society. I highly recommend giving this article a read, as it was incredibly informative and helpful in my understanding of the pitfalls of the education system in which I was raised. 

Slavery, Segregation, and Civil Rights

For many of its first decades, Alabama’s economy was fully held up by unpaid enslaved Black laborers. The soil in this region was the perfect conditions for cotton to be grown, so cotton, along with tobacco, were the main crops that were produced by these laborers. Once the Emancipation Proclamation was carried out in Alabama, the economy took a big hit. Rather than blaming themselves for not working “labor wages” into their finances, plantation owners blamed the formerly enslaved people for not working for free anymore. Slavery grounded our state’s history directly into the soil of race-based hatred, prejudice, and power imbalances from which we have never recovered. Segregation immediately followed emancipation and lasted for 91 years. Following this, Alabama was a significant site for the Civil Rights Movement of the 1950s and 60s. In Selma, an event called Bloody Sunday occurred when a group of police officers used whips, clubs, and tear gas to attack protesters. In Montgomery, Rosa Parks notably refused to give up her seat to a white man, for which she was arrested. In Birmingham, Martin Luther King Jr. wrote, “Letter from Birmingham Jail,” one of the most famous pieces of writing from this movement. Still today, Alabama is one of the most socially segregated states in the United States. 

Two similar emblems, each centering a black and white drawing of a rooster with a banner above and below. The banner above the first says, “white supremacy” and below, “for the right.” The banner above the second says, "Democrats" and below says, "for the right."
The emblem on the left served as the official emblem for the democratic party of Alabama from 1904-1966, appearing on all ballots, official government materials, and some government buildings. In 1966, they switched to the emblem on the right. Important note: the parties switched sides in the 1970’s, so the democratic party for which this emblem stood is now called the republican party. Source: Yahoo Images

It is unsurprising that a state so steeped in racism would have such a large percentage of people in poverty. When entire groups of people live in an area but cannot work certain jobs, access an equal education, earn equal wages, or make big purchases, the entire area suffers. Economies are reliant on the ability of people to participate in them, which is the reasoning behind stimulus checks. If people don’t, or can’t, make or spend money, a free-market economy will not be strong. Not only are people of color in Alabama denied from higher-paying jobs at a much higher rate, but when they do get these jobs, they are often paid significantly less than their white counterparts. This economic inequality leaves entire communities impoverished, more likely to find themselves without a house, and more likely to commit petty crimes for survival. This creates a harsh cycle of poverty, imprisonment, and stereotyping that is incredibly difficult to escape. 

Mass Incarceration

All it takes is a quick search on the Institute for Human Rights Blog to see just how many posts have been written about Alabama’s prison system. Anybody unaware of the prison crisis would think that we are beating a dead horse. They would be shocked to hear about the horrors occurring in prisons right down the road from where many of these posts were written. Maybe then, they would understand why we write so much. Because of the wealth of information on this topic, I will link a few articles written by my colleague Kala Bhattar here if you would like to learn more:

The Ongoing Alabama Prison Crisis: A History

The Ongoing Alabama Prison Crisis: From the Past to the Present 

 

It is not a stretch to link mass incarceration to poverty. Recidivism rates (the rate at which people who have spent time in prison return to prison) are high in Alabama. Roughly 29% of people released from prison re-offend within the first three years. The Alabama government seems to attribute this statistic to these people being morally depraved, that they are just “bad people” (whatever that means) rather than to the fact that their needs are not being provided for. The classic example of the link between poverty and crime is a parent stealing bread to feed their family, when the only other option is to go hungry. Technically, stealing is a crime, but most people would agree that the parent who steals bread for their kids should not be punished as harshly as someone who steals for other, more selfish reasons. Of course, poverty does not totally excuse or account for all crime, but there is no doubt that necessity mitigates moral culpability.

A graphic labeled “Incarceration Rates: Comparing Alabama and Founding NATO Countries.” The graphic is made of 13 horizontal bars representing the number of people per 100,000 that are incarcerated in each place. The first two bars, representing Alabama and the United States, are so long that they extend outside of the graphic. The specific numbers per place are as follows: Alabama - 938. United States - 664. United Kingdom - 129. Portugal - 111. Canada - 104. France - 93. Belgium - 93. Italy - 89. Luxembourg - 86. Denmark - 72. Netherlands - 63. Norway - 54. Iceland - 33.
Alabama has a seven times higher incarceration rate than any founding NATO country, excluding the United States. Source.

This is not an extensive list of reasons why Alabamians are having the amount of economic struggles that they are having. Some others include: political polarization, excessive legal fines and fees, the fentanyl and opioid crisis, and the social disenfranchisement of pretty much every minoritized group. As an Alabamian, it is incredibly upsetting to see my state fall short in so many ways. It often feels like there is not much to be proud of, but it is important to remember that pride in one’s homeland does not mean blindly defending everything about the state. Pride in one’s homeland comes from genuinely caring for the communities that live here, criticizing the government when warranted, and guiding the culture to a more harmonious place. And caring, criticizing, and guiding is what we will do until our state sees better days. 

Femicide in Kenya: A Silent Crisis

 

by Grace Ndanu

 

An image with a group of people holding up a banner that reads, "There is no honor in killing!"
An image with a group of people holding up a banner that reads, “There is no honor in killing!” Source: Yahoo Images (free to share and use)

 

In recent years, Kenya has witnessed a horrifying increase in cases of femicide. The alarming statistics paint an ugly picture of the state of women’s safety in the country. This issue goes beyond simple statistics as it represents a deep-rooted problem that demands urgent attention. Femicide in Kenya is not just a crime against women but also a violation of basic human rights and an assault on the fabric of society.

Understanding Femicide

Femicide is not a new phenomenon, but the magnitude of the problem in Kenya is shocking. The term encompasses various forms of violence against women, including domestic violence, rape, honor killings, and dowry-related deaths. These acts are driven by deep-seated beliefs and cultural norms that perpetuate gender inequality and elevate toxic masculinity.

According to a 2020 report by the World Health Organization, Kenya experiences one of the highest rates of femicide in Africa, with an estimated 47 women killed each week. Shockingly, this represents a 50% increase in femicide cases over the past decade. Furthermore, the majority of these cases go unreported or unnoticed due to social and cultural factors, making the situation even more alarming.

The Cultural Factors Behind Femicide

An image of a Maasai woman from Kenya holding her baby at her hips.
An image of a Maasai woman from Kenya holding her baby at her hips. Source: Wikimedia Commons through Yahoo Images (free to use and share)

 

To tackle femicide in Kenya, it is crucial to dig into the cultural factors that contribute to this crisis. Some of these factors include gender roles, traditions, economic disparities, and the normalization of violence.

Gender roles deeply rooted in Kenyan society perpetuate a patriarchal system that devalues women. Women are expected to be submissive, nurturing, and bound by societal norms. Patriarchy creates a culture of power imbalance, where men feel entitled to control and dominate women, both within and outside the household.

Traditional practices, such as female genital mutilation (FGM), child marriages, and wife inheritance, further perpetuate the vulnerability and defeat of women. These practices condone violence against women in the name of cultural preservation and perpetuate harmful gender norms.

Economic disparities play a significant role in intensifying femicide in Kenya. Poverty and lack of access to education, healthcare, and employment opportunities disproportionately affect women. When women are economically dependent on their partners or families, they are often trapped in abusive relationships with no means of escape.

Society’s normalization and acceptance of violence against women contribute to the perpetuation of femicide. Many cases of domestic violence go unreported due to fear, stigma, or lack of trust in the justice system. In some cases, many people, instead of helping, tend to record videos of women being wronged and post them on social media.

Addressing Femicide in Kenya

An image of a group of women from the Women's Ministerial Breakfast in Nairobi, Kenya.
An image of a group of women from the Women’s Ministerial Breakfast in Nairobi, Kenya. Source: Natalia Mroz; UN Environment Programme through Flickr

 

To address femicide in Kenya, a comprehensive approach is necessary. It requires collaboration between the government, civil society, community leaders, and individuals alike. Here are some key steps that can be taken.

Legal Reforms and Enforcement

Restoring the legal framework surrounding violence against women is paramount. Stricter laws targeting offenders, along with their effective implementation, are crucial. Adequate training for law enforcement officials and judicial personnel is also essential to ensure cases are dealt with sensitively and expeditiously.

Education and Awareness

Comprehensive educational programs should be implemented from an early age to challenge harmful gender norms, promote gender equality, and raise awareness about women’s rights. This includes teaching both boys and girls, as well as women and men, about healthy masculinity and respect for women.

Empowerment and Economic Independence

Efforts must be made to empower women economically. This can be achieved through vocational training, access to micro-financing, and opportunities for entrepreneurship. Women who are financially independent are better equipped to escape abusive relationships and have control over their lives.

Support Services and Safe Spaces

Accessible support services, including helplines, shelters, and counseling centers, are crucial for survivors of femicide and domestic violence. These safe spaces provide survivors with the support they need to rebuild their lives and break free from the cycle of abuse.

Community Mobilization

Community leaders, religious institutions, and local organizations play a vital role in challenging harmful cultural practices, promoting gender equality, and raising awareness about femicide. Mobilizing communities to change attitudes and behaviors towards women is essential to create a safer environment for all.

Conclusion

Femicide in Kenya is an urgent crisis that requires immediate attention. It is a reflection of deep-seated gender inequalities and cultural norms that perpetuate violence against women. Addressing this issue demands a comprehensive approach encompassing legal reforms, education, empowerment, and community mobilization. Only through collective efforts can we hope to build a society where women can live without fear, violence, and the threat of femicide. Together, we must strive to create a country that embraces gender equality, respect, and the protection of basic human rights for all.

The Impact of Overturning Affirmative Action on Low-Income and First-Generation Students—and What Colleges Can Do to Move Forward

Tote Bags Path to Graduation First Gen Campus Green 241108-001-2861.jpg
Totes given out to students during a first generation college event at UAB. Source: UAB Image Gallery.

In 2023, the Supreme Court made a landmark decision to end race-based affirmative action in college admissions, stirring deep debates across the nation about equity, opportunity, and the role of higher education. While many view this decision as a step towards “merit-based” admissions, the change also raises significant concerns about how universities will maintain diverse and inclusive student bodies. This shift is particularly troubling for low-income and first-generation students, groups that historically face the highest barriers to accessing higher education.

Affirmative Action and Access: Why It Matters

For decades, affirmative action has played a crucial role in broadening access to higher education, particularly for marginalized and underrepresented groups. Low-income and first-generation students, many of whom come from minority backgrounds, often face multiple barriers in the admissions process, including limited academic preparation, financial constraints, and a lack of resources. Affirmative action policies have helped bridge these gaps, creating pathways for students who might otherwise be overlooked by traditional admissions standards.

Research supports the impact of affirmative action on promoting diversity and opportunity. For example, a study by Arcidiacono, Lovenheim, and Zhu (2014) found that affirmative action policies significantly increased enrollment for minority and low-income students at selective institutions, contributing to a more inclusive campus environment. Furthermore, studies like those by Bowen and Bok (1998) in The Shape of the River demonstrate that affirmative action has long-term benefits, improving career outcomes for beneficiaries and fostering broader societal advantages.

However, with the new ruling against race-based admissions, these pathways to opportunity are under threat. Without affirmative action, the risk is that colleges will revert to a status quo where students from privileged backgrounds have a disproportionate advantage, while low-income and first-generation students lose out on critical opportunities for social and economic mobility.

 The Unique Challenges for Low-Income and First-Generation Students

Low-income and first-generation students are some of the most vulnerable to inequities in the admissions process. These students often attend under-resourced schools, where they have fewer Advanced Placement courses, extracurricular options, and college-preparatory resources. Financial constraints can further limit their ability to attend college tours, participate in extracurriculars, or afford costly application fees, creating an uneven playing field from the outset. 

In states that have previously banned affirmative action, such as California and Michigan, minority enrollment at selective universities dropped significantly following the bans. The UC Office of the President (2016) reported that, after Proposition 209, African American and Latino enrollment at California’s top universities declined sharply. This pattern suggests that, without targeted policies, selective colleges may struggle to maintain a diverse student body, which is essential for fostering inclusive learning environments and preparing students for a multicultural workforce.

Moving Forward: Policy Alternatives

In light of the ruling, colleges must rethink their admissions strategies to continue supporting low-income and first-generation students. Below are some alternative policies and innovative practices that could help universities uphold diversity in a post-affirmative action era.

  1. Socio-Economic-Based Affirmative Action

One promising approach is to focus on socio-economic affirmative action, which targets students from disadvantaged backgrounds regardless of race. Research by Reardon et al. (2018) suggests that socio-economic diversity can improve outcomes for underrepresented students, though it may not fully maintain racial diversity. Socio-economic-based policies could help address barriers faced by low-income students, providing them with the support and access they need to succeed in college.

  1. Holistic Admissions Processes

Holistic admissions, which assess applicants based on a broad range of criteria beyond grades and test scores, offer another pathway for promoting diversity. By evaluating factors like personal background, leadership, community service, and resilience, colleges can better identify students who have overcome significant obstacles. This approach requires time and training but could help universities maintain a more inclusive admissions process. A study by Espenshade and Radford (2009) highlights the importance of looking beyond test scores, showing that holistic review can be an effective tool in creating diverse, dynamic student bodies.

  1. Test-Optional Policies

Standardized tests like the SAT and ACT often disadvantage low-income and minority students, who may lack access to test preparation resources. Many universities have already adopted test-optional policies, and this trend is likely to continue. Research by Hoxby and Avery (2013) indicates that test-optional admissions can expand access for high-achieving, low-income students who otherwise might not apply to selective institutions. Removing or de-emphasizing test scores can reduce barriers for first-generation students and create a more level playing field.

  1. Expanded Financial Aid and Support Services

To truly support low-income and first-generation students, universities must offer robust financial aid packages and ongoing support. Increased need-based scholarships, grants, and living stipends can make higher education more affordable, while services like academic advising, mentorship programs, and mental health resources can help students thrive once they’re on campus. According to Kahlenberg (2014), financial support is essential for retaining low-income students, who are more likely to face financial pressures that lead to dropping out.

  1. Targeted Outreach and Recruitment

Finally, universities can increase their outreach efforts to underrepresented communities. Many low-income and first-generation students are unaware of the opportunities available to them at top institutions. By working with high schools, community organizations, and nonprofit groups, universities can help ensure that more students from disadvantaged backgrounds apply and are well-prepared for college life. Expanding outreach can also help address the “hidden supply” of talented, low-income students, as highlighted by Dynarski (2016) in her research on college access.

 Conclusion: Upholding the Values of Diversity and Inclusion

The end of race-based affirmative action is a critical juncture for higher education in the United States. As colleges grapple with how to move forward, they must prioritize policies that will continue to support low-income and first-generation students. A commitment to diversity and inclusion in education not only benefits individual students but also strengthens society as a whole by fostering a more equitable and dynamic workforce. By adopting new, legally permissible approaches to admissions, colleges can uphold the spirit of affirmative action and ensure that higher education remains an accessible ladder of opportunity for all.

Reference Sheet

  1. Arcidiacono, P., Lovenheim, M. F., & Zhu, M. (2014). “Affirmative Action and the Quality-Fit Tradeoff.” Journal of Economic Literature, 52(3), 493-517.  
  2. Bowen, W. G., & Bok, D. (1998). “The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions.” Princeton University Press.  
  1. Espenshade, T. J., & Radford, A. W. (2009). “No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life.” Princeton University Press.  
  1. Hoxby, C. M., & Avery, C. (2013). “The Missing ‘One-Offs’: The Hidden Supply of High-Achieving, Low-Income Students.” Brookings Papers on Economic Activity, 2013(1), 1-65.  
  1. Kahlenberg, R. D. (2014). “The Future of Affirmative Action: New Paths to Higher Education Diversity After Fisher v. University of Texas.” The Century Foundation.  
  1. Reardon, S. F., Weathers, E., Fahle, E., Jang, H., & Kalogrides, D. (2018). “What Levels the Playing Field Between High- and Low-Income Students?” Educational Evaluation and Policy Analysis, 40(4), 593-615.  
  1. UC Office of the President (2016). “Effects of Proposition 209 on California Higher Education.” UCOP Report.  

   Dynarski, S. M. (2016). “The Trouble with College Rankings.” Journal of Economic Perspectives, 30(4), 167-190.  

  1. Long, M. C., & Tienda, M. (2008). “Winners and Losers: Changes in Texas University Admissions Post-Affirmative Action.” Education Next, 8(1), 70-76.  

   

Shackling and Psychosocial Disabilities

by Blue Teague

An empty room with three windows, all with long, sheer curtains. The two ceiling lights are off. Nothing but light can be seen outside the windows.
An empty room with three windows, all with long, sheer curtains. The two ceiling lights are off. Nothing but light can be seen outside the windows. Photo by Hans Eiskonen on Unsplash.

Mental Health, Autonomy, and Psychosocial Disability

In 1887, Elizabeth Seaman—better known as Nellie Bly—published Ten Days in a Mad-House, a collection of articles she had previously written for Joseph Pulitzer’s New York World. Along with cementing her status as a World journalist, her raw, unfiltered reporting offered thousands of readers a rare glimpse into a mysterious frontier: American mental asylums.

A Pennsylvania native, Bly’s anonymous newspaper pieces championing women’s rights soon evolved into a career based on investigative journalism. However, complaints from her subjects resulted in newspaper executives assigning her to less controversial topics. After years of rejection and gender discrimination, Bly made a last-ditch attempt to save her career by approaching Pulitzer directly and weaseling her way into a novel undercover assignment. Critics had called her insane her entire life for her risky stories, and now she had to play the part.

Bly’s articles quickly garnered attention for numerous reasons. For one, the story itself was sensational. After successfully feigning insanity with odd mannerisms and facial expressions, Bly found herself in New York City’s Women’s Lunatic Asylum after a medical professional declared her clinically insane. There she remained for ten days despite immediately dropping the act. During this period, staff allegedly attributed her every move, including normal behavior, to her supposed mental illness. This would have perpetually prevented her release had outside contacts not stepped into vouch for her sanity. By this time, Bly had risen to minor celebrity as New York questioned where this “pretty crazy girl” had even come from.

However, it was Bly’s description of the institution’s conditions that quickly spread through the masses. Her multi-page articles detailed the physical abuse, gross negligence, and psychological harm patients endured.

Sanitation was poor. Disease was rampant. Food and potable water were scarce, and the staff frequently resorted to physical and verbal beatings when dealing with those under their care. Upon her exit, Bly stated that she believed many women there were as sane as herself. If anything, the asylum’s treatment of already vulnerable women caused insanity.

Eventually, a grand jury launched its own investigation into Blackwell Island’s institution, the parent of the Women’s Lunatic Asylum. Despite immense budget increases, the institution shut down a few years later in 1894.

 

A dilapidated wooden shed with some white paint on the door and bottom boards. It has two windows with broken glass and rusty frames. Behind it its dense woods.
A dilapidated wooden shed with some white paint on the door and bottom boards. It has two windows with broken glass and rusty frames. Behind it its dense woods. Photo by Lilartsy on Unsplash.

Life in Mental and Physical Shackles

Despite Bly’s work sparking outrage over a century ago, inhumane treatment of those with mental health disorders—or psychosocial disabilities—continues today. According to the World Health Organization, 1 in 8 people live with mental health issues. Without adequate support and resources, these conditions can quickly become disabling. Psychosocial disabilities share strong correlations with higher poverty rates, increased medical discrimination, occupational inequity, and other factors contributing to a generally lower quality of life.

In 2020, Human Rights Watch released 56-page document reporting rights violations of the mentally ill. “Shackling,” a recurring theme, was found in 60 countries across six continents.

Shackling is an involuntary type of hyper-restrictive housing. Although it does not include shackles specifically, restraints such as ropes, chains, and wires are commonplace methods in keeping the victim in extremely close quarters. These areas can be sheds, closets, or even caves. Similar to the asylums in Bly’s era, sanitation is a luxury. The detained person often eats, drinks, and defecates in the same space with little ability to prevent contamination.

The motives and background around shackling is a complex cultural issue. Some offenders tend to be family members who, despite loving the person, lack the resources and/or education to deal with mental health crises. Keeping the person confined can appear to be the safest option when confronted with the possibility of them hurting themselves or others.

Additionally, social stigma can create even more danger for the family as a whole as well as the mentally ill individual. Instead of risking exile or ostracization from the community, families may seek alternative healing methods at home, such as herbal remedies, that lack significant medical backing. This, in turn, can intensify psychosocial disability, leaving the family overwhelmed and confused with few options.

A photograph of a medical IV stand holding and empty IV bag on a dark background.
A photograph of a medical IV stand holding and empty IV bag on a dark background. Photo by Marcelo Leal on Unsplash.

Abuse at the Systemic Level

However, abuse does not just occur at the familial level. Mistreatment and abuse flourish in large institutions. The institutions go by many names: asylums, mental hospitals, psychiatric healing centers, etc. These are establishments, often state-funded, purposefully keeping those with psychosocial disabilities away from the general population. Although the institutions usually operate under the pretext of healing and protecting the mentally ill, many criticize the asylum system for blatant human rights offenses.

The abuse is systemic when many perpetrators organize and hide the mistreatment of victims. One such man, “Paul,” shared his experience with reporter Kriti Sharma from HRW’s Disability Rights Division. Paul had lived for five years in a religious healing center in Kenya. He said, “It makes me sad…It’s not how a human being is supposed to be. A human being should be free.”

Paul and his companions walked in chains—literal shackles—and were not allowed clothing. His restroom was a bucket.

In the USA, a wave of deinstitutionalization in the 1970s shuttered many mental asylums, and psychiatric facilities still operating do so with varying levels of success. New York City’s mayor Eric Adams recently announced an expansion of a law allowing months-long involuntary commitment to hospitals for those who, due to mental illness, failed to acquire “basic needs” such as shelter and food. Hospitalization would, in theory, provide the psychosocially disabled with the time and education to recover and start anew.

Opponents quickly pointed out flaws in this process.

As with shackling, involuntary hospitalization represents a loss of autonomy. In a 2022 article in The Guardian, Ruth Sangree reflects on the USA’s changing legislation by connecting it to her own experiences. She describes the monotonous isolation, undercurrent of fear, confusion resulting by the sudden loss of control over her own life. As a nineteen-year-old with no idea of when she would be “set free,” Sangree focused on appearing normal in fear of indefinite hospitalization, regardless of the effectiveness of treatments.

There stands the argument of many critics of institutions: the system is ineffective at best and traumatic at worst. Still, rebuttals exist. In one Times piece, retired employees from a California asylum vouch for the happiness of their patients, stating they “blossomed” when provided with regimen and shelter. This view forms the defense for New York’s law revision, which frames involuntary hospitalization as a compassionate action for the patient’s own well-being.

Objectively, both sides claim to want the same thing: a better quality of life for those with psychosocial disabilities. It has always been the how that stirs debate.

Eight people of varying skin and sleeve colors standing in a circle with one hand each stacked on top of each other's.
Eight people of varying skin and sleeve colors standing in a circle with one hand each stacked on top of each other’s. Photo by Hannah Busing on Unsplash.

The Future of Mental Health Care

One factor in the corruption of institutional systems lies in language. Terms like “healing center” and “asylum” have historically protected potential perpetrators from legal action. Nellie Bly’s work helped lift the veil around mental health and disability, peeling away the euphemisms to reveal the abuse of a vulnerable population.

Today, watch groups exist for this reason. Organizations such as the Alabama Disability Advocacy Program (ADAP) examine the care of people with disabilities in facilities like hospitals, nursing homes, and schools, where caregivers can easily take advantage of those under their care. If rights violations are found, they can work with the facility to improve conditions or take legal action. These organizations exist on a state and national level in the USA.

Individuals can make a difference by simply learning about mental health and advocating for equal treatment of those with mental health conditions. #BreakTheChains is a movement led by Human Rights Watch with goals of educating communities to prevent the chaining of men, women, and children with psychosocial disabilities.

Additionally, awareness is key—October is recognized as mental health awareness month, and invisible disabilities week is in late October. Psychosocial disability month specifically takes place in July.

France’s New Ban on The Abaya in Public Schools

by Caileigh Moose

Since the 1960s, the demographics of immigrants entering France have shifted. In 1968, the largest immigrant groups included Spaniards, Italians, and Portuguese, and were primarily Christian in faith. Today, the majority of these groups come from North African nations like Algeria, Morocco, and Tunisia, where Islam is the predominant religion. Thus, with these immigration shifts, in recent years, Islam has become the second largest faith in France, accounting for 10 percent of the French population, second to Christianity, which rests at almost 30% percent.

This diversification of society has unleashed reactive backlash, with many on the French right driving up what many have called anti-Islam and Islamophobic policies. Recent examples include the 2004 French law forbidding “conspicuous” religious symbols in France and the 2021 French separatism law, which extended the “neutrality principle” (under which civil servants are, among other things, prevented from wearing religious symbols like hijabs) to all private contractors of public services. One political science researcher with the National Centre of Scientific Research has deemed current French president Emmanuel Macron’s first term “gloomy” for French Muslim citizens, referring to the ever-darkening outlook for religious protections that has colored the tone of French policy during Macron’s time in office.

All these fears have culminated in the newest piece of legislation targeting France’s growing Muslim population, so that this year, as French schools started back earlier this September, their female students faced a new, highly controversial restriction: a ban on the abaya.

 

Four teen girls in hijabs paired with modern clothing are leaning against a wall, looking at their phones.Source: Yahoo Images
Four teen girls in hijabs paired with modern clothing are leaning against a wall, looking at their phones. Source: Yahoo Images

 

The abaya, which is sometimes simply referred to as the aba, is most commonly known as a loose, typically black, floor-length dress worn primarily by Muslim women. The word itself, translated from Arabic, means simply “dress.” The abaya is mainly popular in the Middle Eastern region of the world, in nations like Saudi Arabia or Yemen, where the garment’s prevalence can be attributed to its alignment with cultural and religious preferences towards modesty within the area.

Its ban was justified by French Education Minister Gabriel Attal through the French concept of “laïcité.” This term essentially defines the ardent secularism that France has in relation to its public institutions, arguably much stricter than an average American’s idea of what the separation of church and state looks like. For example, this idea of laïcité has previously led to the ban of all overtly religious symbols within French public schools, including large Christian crosses, Jewish kippahs, and Islamic hijabs. Now, it is being used to target the abaya. French Education Minister Gabriel Attal attempted to explain the decision through the reasoning that “when put in the framework of a school, it is very clear: you enter a classroom, and you must not be able to identify the religious identity of students just by looking at them.”

Those who celebrate the law are quick to draw this religious connection between the abaya and Islam. However, it is important here to recognize that the abaya is not itself directly connected to the religion of Islam but to select Muslim cultures. Despite what the French Ministry of Education claims about how wearers of the abaya are “immediately recognizable as belonging to the Muslim religion” and, as such, violate the standards for secularism within the French educational system, opponents of the ban have protested that the abaya has no direct religious affiliation. Its wearing is not mandated by any Islamic text, nor is it compulsory dress for the religion; it merely fulfills the religion’s requirements regarding modesty.

 

A woman gazing out into the desert, dressed in a black abaya and hijab.Source: Yahoo Images
A woman gazing out into the desert, dressed in a black abaya and hijab. Source: Yahoo Images

 

In 2018, a Saudi senior religious scholar of Islam drew mixed reactions when he stated that the abaya shouldn’t be expected or necessary dress for Muslim women, citing the statistic that over ninety percent of practicing Muslim women do not, in fact, wear the abaya. Instead, most women will simply choose to wear loose-fitting dresses, ankle-length skirts, long-sleeved shirts, and anything else that meets the modest standards of their religion, all of which are typical in Western culture and all of which are completely acceptable to wear inside a French school. This may lead some to ask the question: Is this ban truly in keeping with France’s educational goals of secularism, or does it simply originate from a xenophobic attitude surrounding Muslim culture and the modest standards they practice?

Many members of France’s Left would argue the latter. Jean-Luc Mélenchon, a 2022 French presidential candidate, accused the ban of initiating an “absurd, entirely artificial religious war about a woman’s dress,” and Clémentine Autain, one of La France Insoumise’s MPs, called it “characteristic of an obsessional rejection of Muslims.” The ADM (Action Droits des Musulmans), a group that advocates for the rights of Muslims within France, expressed concerns about the risks of ethnic profiling in schools and how the ban might create a target on the backs of Muslim children, especially since the ban includes no clear legal definition of what an abaya is. It will now be up to the school officials and administration to determine what constitutes an abaya and what does not, further fueling speculation that the ban is discriminatory in nature and will only encourage one-sided racial and ethnic stereotyping based on “the supposed origin, last name or skin color” rather than what they wore.

However, despite bringing legal challenges and these concerns over its implementation, France’s highest administrative court, The Council of State, upheld the law in early September, finding that the abaya “was part of a process of religious affirmation” based on the comments from student discussions. France’s new school year has already seen some resistance to the new legislation, with almost 70 Muslim girls sent home on the first day of school for refusing to change their attire in accordance with the new dress code. Whether it serves to reinforce or deteriorate the rights of all French students, time will tell.

If you would like to learn more about the potential social justice impact of this new legislation and what resistance the ban will see in the future, you can visit ADM’s website.

 

Where is the Equity? How States Have Disproportionately Underfunded Historically Black Colleges and Universities.

by Jayla Carr

A group of logos of Historically Black College & University teams. Source: Yahoo Image

 

According to the United States Department of Education and Agriculture, sixteen states have underfunded their state’s land-grant, Historically Black Colleges and Universities (HBCUs), by more than $13 billion over the last thirty years. A land grant college or university is an institution designated by the state legislature to receive benefits under the  Morrill Acts of 1890 and 1994. The act’s passing was to ensure that higher education would be accessible to all and not only wealthy individuals, being that before 1892, many of the United States institutes for Higher Education were privately funded and selective of who they allowed. It gave states the power to sell federal land to establish Public Institutions.

If HBCUs do not receive equitable funding, it can perpetuate inequities in educational outcomes and opportunities for underrepresented minority students. Understanding the history of HBCUs is essential to appreciate the significance of addressing underfunding. Many of these institutions were founded to address historical injustices, and chronic underfunding perpetuates these disparities, reinforcing the notion that Black students deserve fewer resources and opportunities than their white counterparts.

Two black students looking at a device in a classroom
Two students are looking at a device in a classroom. Source: Yahoo Images

The History of HBCUs

Historically Black Colleges and Universities (HBCUs) have a rich history of providing education to Black men and women in the United States. They emerged in the early 19th century, with institutions like Cheyney University of Pennsylvania in 1836 and Lincoln University in 1854 initially focusing on teacher training.  Over time, these institutions broadened their curricula and became vital education centers for Black individuals, offering various academic programs.

During the Jim Crow era, which lasted from the late 19th century into the mid-20th century, racial segregation laws enforced strict separation of Black and White individuals in public facilities, including schools. Predominantly white institutions were often closed to Black students, and even if they were nominally open, they were often unwelcoming and discriminatory. HBCUs filled this void by providing Black students access to higher education when other options were limited or nonexistent. These institutions offered a safe and nurturing environment where Black individuals could pursue education and intellectual growth. However, these institutions have faced persistent challenges, including funding disparities that hinder their mission of providing equitable education. State funding policies that allocate resources to public higher education institutions are at the heart of these disparities.

A group of people wearing graduation gowns and caps standing in front of a building.
A group of people wearing graduation gowns and caps stands in front of a building. Source: Yahoo Images

Addressing the Disparities

In the letters sent to the governors of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, Oklahoma, South Carolina, North Carolina, Texas, Tennessee, Virginia, and West Virginia. The Department of Education highlights the importance of HBCUs. The underinvestment of these institutions should be addressed, given that these institutions generate close to $15 billion and have considerable impacts on the predominantly black communities they serve.

The letter addressed to Governor Kay Ivey of Alabama, the Department of Education highlights the stark contrast between Alabama A&M University, the state’s first land-grant institution for African Americans, and Auburn University, the state’s first original land-grant institution, noting the differences in infrastructure and researching which Miguel Cardona, U.S Secretary of Education talks on saying that “Unacceptable funding inequities have forced many of our nation’s distinguished Historically Black Colleges and Universities to operate with inadequate resources and delay critical investments in everything from campus infrastructure to research and development to student support services.”

Since the COVID-19 pandemic, HBCUs have seen a massive enrollment increase despite a national decrease in college enrollments. During an interview with PBS News Hour, the President of Spelman College, an HBCU all-women’s college, Dr. Helene Gayle, attributed the increase in enrollment to an entire generation of young African Americans who have witnessed historic events. The inauguration of the first Black President of the United States, and the rise of movements such as Black Lives Matter and numerous instances of social injustice have motivated and encouraged young people to seek higher education in environments where they are surrounded by their community.

The increase in enrollment has caused some issues for many HBCUS, one being the need for more housing spaces to accommodate the influx of students. Tennessee State University has the most known case, with the university having to rent out five hotels for the 2022-2023 academic year. This has caused the Tennessee State Comptroller to come in and audit the University and their financial practices. Their report found that TSU had a “lack of planning, management, and sound decision-making.” TSU’s financial decisions play a part in the case. Still, one cannot deny that Tennessee underfunding Tennessee State University $2,147,784,704, the most of any other state, plays a role in their shortcomings. The University of Tennessee, the state’s original land grant-funded institution, has sixteen housing halls in Comparison to Tennessee State’s eight housing halls, including one that just opened in August of 2022.

A white building with a star and a blue graduation cap
A white building with a star and a blue graduation cap. Source: U.S Department of Education

Why HBCUs Matter

HBCUs have a rich history of contributing to research and innovation, often focusing on underrepresented areas in mainstream academia. Unfortunately, underfunding hampers their ability to invest in research projects, labs, and faculty development, affecting their capacity to compete for research grants and produce groundbreaking work. This lack of funding also hurts equity by limiting the contributions of Black professionals and academics in research, innovation, and industries like STEM.

Adequate funding is crucial for maintaining high educational standards, hiring qualified faculty, and offering up-to-date resources and facilities. When HBCUs receive less funding, it can lead to overcrowded classrooms, outdated technology, and limited course offerings. The disparity in educational quality can perpetuate inequities, particularly in the context of historically Black colleges and universities.

HBCUs have historically served as a pathway to higher education for Black students who were often excluded from predominantly white institutions due to racial segregation and discrimination. Inadequate funding can restrict their capacity to enroll and support students, limiting access to quality education. This impacts equity, making it harder for Black students, particularly those from low-income backgrounds, to pursue higher education and achieve social mobility.

Underfunded HBCUs may receive a different education and preparation for future opportunities than students at well-funded institutions. Therefore, providing adequate funding to HBCUs is essential for promoting equity and ensuring Black students have access to quality education and opportunities.

A group of people celebrating in front of a building
A group of people celebrating in front of a building. Source: Yahoo Image

Support HBCUs

Growing up, I was fortunate enough to be surrounded by the pride and tradition of HBCUs. Being a native of Birmingham, Alabama, I have had the pleasure of experiencing the biggest HBCU football game, The Magic City Classic, every year. The way the community comes together to support their teams, regardless of the weather, is truly a unique and unforgettable experience.

Funding HBCUs appropriately not only demonstrates a commitment to inclusivity and solidarity with marginalized communities. These institutions are essential to a more just and prosperous future for all, as they continue to play a vital role in American education and culture. By recognizing the pivotal role of state funding policies, we can work towards a more equitable future where HBCUs receive the resources they need to provide quality education and continue their legacy of empowerment and opportunity. Public policy decisions at the state and federal levels directly impact HBCUs funding, support, and overall well-being. Advocacy, engagement with policymakers, and developing equitable policies are essential to addressing funding disparities and promoting equity in higher education for HBCUs.

 

Here is the list of every federal government-recognized HBCU in the United States. If there is one close to you, I encourage you to support one in any way you can, whether going to a sporting event or donating.

World Teacher’s Day: A Glimpse into the Persistent Opportunity Gap in America & How a Birmingham Startup is Trying to Close It

“I was always told that America is the land of the free, a land of opportunity. What no one told me was how difficult it was to achieve the American Dream itself. Perhaps that is why they call it a dream—realistic but out of reach. Every time you inch forward, you think you are getting closer to your goal when, in reality, you are getting closer to seeing your greatest hurdles with clarity.”

–Navin Mawani, my mother, an immigrant from Pakistan

Today, October 5th is World Teacher’s Day. Teachers are equivalent to front-line workers who continuously connect young people to opportunity in the forms of learning, employment, and emotional and physical health. So why are there policies in place that create opportunity gaps for teachers and students alike?  

I am a first-generation student in the United States, and I am fortunate that my family could afford to live in a zip code that did not discriminate against me. This article will expose you all to some information about opportunity gaps that prevent children from attaining a sufficient education and will speak about STRIVE Birmingham, an organization that is trying to mitigate the effects of social and economic policies that affect all people.  

A book and pen with leaves around it saying "World Teacher's Day"
A book and pen with leaves around it saying “World Teacher’s Day”; Source: Yahoo Images

 

The Problem 

In Birmingham and several other cities, the opportunity gap—the way social and economic factors result in lower rates of success in a variety of life aspirations—affects all people within society. I consider this limitation on opportunity to be a violation of the human right to attain an education and to sustain a livelihood. The Close the Gap Foundation defines this gap as “the way that uncontrollable life factors like race, language, economic, and family situations can contribute to lower rates of success in educational achievement, career prospects, and other life aspirations.” One example of an opportunity gap is the low reading proficiency among children in kindergarten to third grade within Birmingham City Schools. To combat this opportunity gap, the City of Birmingham established the Page Pals Reading Initiative, a volunteer opportunity for all to read and converse with third-graders at elementary schools.  

If the problem is starting as early as elementary school, there is a drastic need to close this gap. And if that is not convincing enough, these statistics do not lie: 

  • The Annie E. Casey Foundation’s 2012 study found that “while 6% of children who’ve never lived in poverty will drop out of high school, that number climbs to 22% for children who’ve lived in poverty, even temporarily during the time of the survey.” 
  • According to the U.S. Department of Education, high-poverty districts spend 15.6% less on each student than those in more affluent districts. This can result in less student retention, lower earning potential after graduation, and high poverty rates in adulthood. 
  • A 2020 survey by Global Strategy Group of college undergraduates revealed that 77% of students said they fear they will not be able to stay on track to graduate due to hardships caused by COVID-19. That is 3 in 4 college students fearing failure. 
A group of children smiling and hugging one another.
A group of children smiling and hugging one another; Source: Yahoo Images

 

What Creates These Opportunity Gaps?

Unfortunately, there are several factors that contribute to creating and encouraging opportunity gaps. As per the Learning Policy Institute, “these inequities result from growing income inequality over the past three decades and the failure of many states to invest equitably in schools that serve a diverse student population.” Providing equitable access to deeper learning opportunities is perhaps the major challenge of 21st-century education in the United States.

You might be asking yourself what does income inequality have to do with public education and opportunity gaps? According to extensive research conducted by the Economic Policy Institute, a child’s social class is “one of the most significant predictors—if not the single most significant predictor—of their educational success.” Socioeconomic gaps that originated in the 1980s still affect children today. Income inequality has not been reduced, which has kept the educational growth of multiple children stagnant and has widened the opportunity gap.

A person standing in front of a wall of a arrow
A person standing in front of a wall of a arrow; Source: Yahoo Images

 

Income inequality is also dictated by where you live. In a New York Times article in the “America We Need” series, multiple teachers from varying cities in the United States attest to how the opportunity gap is promoted by place of residence, starting with “pollution and the stresses of poverty and [extending] to economic segregation and inadequate school funding.” Not only do teachers have to work within these structural inequities that impede many students from achieving their potential, but they also have to accommodate their way of teaching and communicating knowledge in a way that gives the students the extra boost they need.

And the teachers are right: zip codes have too much influence on the success of students, who are the future leaders, innovators, and entrepreneurs of our world. So why is it okay for nonwhite school districts to get $23 billion less than white districts, despite saving the same number of students? Let me help you out here. It is not. It is unfortunate that even after landmark cases like Brown v. Board of Education (1954), racial and economic segregation created by gerrymandered school district boundaries continues to divide our communities and robs children of their right to a satisfactory education that helps them advance in life.

 

How is STRIVE Birmingham Helping Close this Opportunity Gap?

STRIVE Birmingham is a startup established in June 2023 that aims to bridge the opportunity gap by building a workforce and lifelong relationships. It helps those facing the toughest societal barriers to employment be able to access the training and support they need to build a career and escape social stratification.

STRIVE serves 92% of BIPOC (Black, Indigenous, People of Color), 41% of parents of minors, 44% of people who have been impacted by justice, 78% of people receiving public services, and 84% of formerly unemployed individuals. Since 1984, STRIVE has had more than 85,000 graduates and serves about 2,000 people annually at its locations in New York, Atlanta, and now Birmingham.

STRIVE Birmingham has partnerships within the Birmingham medical community and is able to get its students of all ages national certifications, has a 70% to 80% successful placement rate, and pledges a lifetime commitment to students. Once you are a part of STRIVE, you are able to receive professional development and essential employee skills, while having access to a network of professionals who are all rooting for your success.

A blue and white logo for STRIVE Birmingham
A blue and white logo for STRIVE Birmingham; Source: Yahoo Images

 

As a first-generation student, there is nothing more encouraging than knowing there are organizations like STRIVE Birmingham that exist to help bridge the opportunity gap that is so prevalent in communities like Birmingham’s through education. I am also comforted in knowing that there is no age limit on education; anyone can be an educator, and anyone can be a student.

As I reflect on who has influenced my educational journey on World Teachers’ Day, I am more aware of barriers to those who could not escape opportunity gaps. I am eternally grateful to my teachers and mentors for helping me excel, and I salute every teacher who has ever had to battle restrictions to their educational style because of policy-dictated opportunity gaps. Thank you, teachers, instructors, and mentors, for not giving up, even when the situations were not ideal. Thank you for not discriminating against your students, even if their ZIP code does.

 

Additional Information on the Opportunity Gap in Public Education

This TED Talk by Anindya Kundu summarizes the implications and other factors of the opportunity gap within U.S. public Schools, and I highly recommend it.