Tag: education

Diagnosing ADHD: Mental Health and Human Rights

Playground adventures. Source: BrownZelip, Creative Commons

Mental health is a topic that is becoming increasingly recognized as an important public conversation.  It is usually focused on depression and anxiety and is often overlooked in the context of human rights. It is important to recognize that mental health is a public health issue, and therefore a human rights issue. Mental health has an irrefutable impact on an individual’s physical health and their quality of life.  It can also harm their ability to receive an education. This blog will discuss Attention-Deficit/Hyperactivity Disorder (ADHD) and the issues created by the stereotypes and stigmas related to mental health.

Conditions like ADHD are frequently given a specific popularized depiction. Though the depiction may not be entirely incorrect, it is rarely inclusive of all the individuals experiencing these conditions.  When people think of ADHD for example, they often think of a boy with a lot of behavioral problems and poor grades.  The fact of the matter is that people with ADHD can be any gender and can have any kind of experience in school. Using stereotypes to inform our ideas about the people who have certain conditions impacts if and when people who have these conditions are able to receive a diagnosis and treatment. Because of this, girls with ADHD are frequently unaware of what they are experiencing.

What Is ADHD?

ADHD is a disorder that results from the way the brain develops.  According to the Centers for Disease Control and Prevention, “ADHD is one of the most common neurodevelopmental disorders of childhood.”  It is very important to understand that ADHD is not merely a behavioral issue.  It is a condition that cannot be punished away.  ADHD brains work differently than brains without ADHD.  ADHD brains lack a sufficient amount of dopamine and norepinephrine, two neurotransmitters that transport signals in the brain.  They are like filters for your brain.  Dopamine helps to regulate the reward center of the brain, movement, and emotional responses. Norepinephrine strengthens signals that are relevant and important while blocking information that is unnecessary.  Medicines that treat ADHD typically aim to support the circulation of these neurotransmitters in the brain.  These medicines decrease the frequency of the symptoms of ADHD, though they do not eliminate them.

In addition to the symptoms related to impulsiveness and inattentiveness, the lack of filter ADHD causes in the brain can lead to sensory overload, which can cause a lot of stress and anxiety.  When this occurs, one becomes overwhelmed by all of the noises you hear, the things you see, and the things you feel.  You notice everything around you, including the things that are unimportant.

Depending on an individual’s personal symptoms and experiences, they may have one of three different types of ADHD. One type of ADHD is the “Predominantly Hyperactive-Impulsive Presentation”.  This type can involve a lot of fidgeting, feelings of restlessness, and an unusually large amount of impulsive behavior, such as interrupting people.  Another type of ADHD is the “Predominantly Inattentive Presentation”.  This type often involves forgetfulness and difficulties in fully absorbing new information.  The third and final type is called the “Combined Presentation” and involves experiencing the symptoms of the other types equally.

Differences Between Boys and Girls With ADHD

Girls are significantly less likely to be diagnosed with ADHD than boys are, though they are not less likely to actually have it. One study, using data from the Danish National Birth Cohort, found that children whose parents reported ADHD behaviors and who were undiagnosed were girls more often than boys.  Because of this, girls with ADHD are more likely to go untreated than boys are.  The differences in how boys and girls experience ADHD contribute to the underdiagnoses of girls. Another study, which combined the results of 8 prior studies to have a sample of 772 boys and 325 girls, suggests that boys with ADHD are more likely to display symptoms of impulsivity that girls with ADHD are, based on the children’s performances on “Continuous Performance Tests”. Symptoms of impulsivity are often easier to recognize than inattentiveness and result in behaviors that catch people’s attention.  Inattentiveness, which girls more frequently experience, does not lead to behaviors that are as disruptive as the behaviors of impulsivity.

Children in a classroom reading with their teacher.
students-in-class-with-teacher-reading. Source: Ilmicrofono Oggionom, Creative Commons

Why It Matters

ADHD is highly connected to the issue of mental health. According to one study, girls with ADHD are more likely to experience comorbid disorders such as depression, anxiety, oppositional defiant disorder, and conduct disorder than girls who do not have ADHD. Individuals with ADHD may internalize what they are going through, blaming themselves and feeling like what they are going through is their own fault.  They may externalize what they are going through, impacting the way they interact with other people and their environments.  Internalizing and externalizing behaviors occur in individuals with ADHD regardless of the existence of a diagnosis but being undiagnosed can make the situation more difficult.

The possibility of being diagnosed with ADHD is also impacted by many social determinants. Social determinants are defined as “conditions in which people are born, grow, live, work, and age.” They lead to avoidable health disparities. It is important to recognize social determinants when it comes to mental health and human rights, because they highlight the fact that people of different backgrounds do not have access to the same resources. Factors that are out of an individual’s control impact their ability to access their human rights and maintain a good quality of life. By identifying social determinants, we can begin to identify changes that can be made to diminish injustice in the world. For example, even the country that someone with ADHD lives in can impact the chances that they will be diagnosed.

In France, 0.5% of children are diagnosed with ADHD, while about 12% of children in the United States receive a diagnosis. Different countries around the world have different views of ADHD, affecting their rates of diagnosis and the methods of treatment. The treatment of ADHD in France frequently involves prioritizing methods such as therapy and family counseling over medicines. In Germany, it is likely that students with ADHD benefit from the “outdoor component” of their education, as being outside can be more favorable for them than a traditional classroom. The United States relies more heavily on using medicinal methods to treat ADHD.

Another social determinant that impacts treatment is socioeconomic status. Even if a child in poverty has received a diagnosis, it is still possible that they cannot afford treatment. If they are uninsured, it would be difficult for them to access medication or therapy. Race also acts as a social determinant. The results of one study suggest that there is a large disparity in ADHD diagnosis and treatment that negatively impacts African-American and Latinx children.  According to the study, it is more likely that the disparity is due to African-American and Latinx children being underdiagnosed and undertreated than white children being overdiagnosed and overtreated.

Social determinants like nationality, socioeconomic status, and race can be barriers to a child’s diagnosis and treatment for conditions like ADHD. These factors are out of the child’s control and create disparities that cause further harm.  Even if an individual knows what a problem is, they cannot work towards alleviating it if they do not have the resources they need. If a black girl is born is born into a New York family in poverty, she may lack the ability to spend time outside, receive certain medications, or go to therapy. She would not have access to the same resources as children from families with higher incomes or different geographical locations. This injustice feeds into comorbid disorders and has a negative impact mental and public health, as emotional issues can develop from being able to understand the injustice.

The Universal Declaration of Human Rights includes the right to education (Article 26) and the right to an environment that promotes health and wellbeing (Article 25), along with many others.  Access to these rights is limited when individuals with conditions like ADHD are unable to seek treatment, whether that treatment be medicinal or a form of counseling.  The effect that these conditions have on one’s mental health makes a significant difference. Education is one of the human rights that is fundamental to growth and flourishing in life.

We, as a global society, must recognize the relationships between mental health, public health, and human rights. They are not isolated issues. The way we approach one impacts the outcomes of the others.  Mental health is a part of public health, impacting an individual’s physical health and their quality of life. Both mental health on its own and public health as a whole are largely influential in one’s ability to access their human rights. Everything is connected.

We Don’t Listen to Arabs (But We Should)

“Instead of approaching problems with humility, we approach them with hubris”, began Dr. James “Jim” Zogby, founder and president of the Arab American Institute. When it comes to the Arab world, Zogby proclaimed, the hubris characteristic of American foreign policy and subsequent ‘humanitarian’ intervention blinds us to the goals and fears of the Middle East / North Africa (MENA) region. Zogby’s prescription for hubris is simple: “Listening”.

Dr. James Zogby addresses the UAB and Birmingham community.
Dr. James Zogby. Source: Nicholas Sherwood

Dr. James Zogby addressed the UAB and Birmingham community on Tuesday, November 14th at UAB’s Alumni House. His lecture, titled “What We Don’t Know (But Need to Know) About the Arab World Today”, drew on his personal and professional experiences in diverse capacities in the US and in the Arab worlds alike. Notable roles Zogby has played include: political researcher / pollster in the MENA region, collegiate instructor of social research and public policy, professional advocate for human rights for Arabs, advisor for multiple US presidential candidates, and a member on the US Council on Foreign Relations. Beyond his professional accomplishments, Zogby is also the son of an immigrant from Lebanon. His ties to the Arab world are professional, personal, and deeply profound.

Zogby’s theme throughout his address was the pressing need to see the Arab world not as an abstract concept but as an area of the world that represents people with their own culture, political ideas, religious beliefs, and social and economic concerns. Americans must understand the Arab world is comprised of people sharing universal human concerns: worries related to their employment, their children’s future, and healthcare. By imagining the Arab world as a world separate from our own, we dehumanize Arabs and detach them from the shared human experience. This dehumanization can and does have grave consequences.

The War in Iraq, according to Zogby was a colossal mistake that “made enemies out of people that could otherwise be our friends – because we don’t understand Arabs”. An example, says Zogby, is the Bush’s Administration’s claim the US would be ‘greeted as liberators’.  Zogby’s extensive polling in the MENA region asked Arabs what they felt about the invasion and how these feelings impacted their view of America. Many Arabs he polled viewed the foreign troops as occupiers, not liberators, and thus Arab support for US foreign policies (not just concerning the MENA region) plummeted. However, Zogby qualified, this resentment towards U.S. policy must not be conflated with a resentment towards American ideals. Ideals such as democracy, freedom, and equality are supported by Arabs. It is the execution and implementation of these ideals, Zogby stated in his address, that forced the wedge between the US and the Arab world. This wedge exists today. And the distance it created is widening still.

Without sincerely listening to the stories of another, we risk of imposing our own beliefs and goals on the other. That’s why Zogby prescribes listening to and studying the Arab world as the first step to overcoming the gap between the Arab and the Western world. How do we do this? Zogby detailed an old habit of his, whenever he travels abroad. The first thing he does when arriving in a new locale is to buy up several local newspapers to read during his stay. The big stories, the international and national topics, Zogby says, anyone can learn about in the big-name newspapers and publications, even in publications abroad. But what of the smaller stories? The local and personal experiences tangibly impacting the lives of locals in their respective communities? These are the stories that reflect what’s actually on people’s minds in their day-to-day lived. It’s these small stories, Zogby explains, that help us understand the subjective, though in many ways universal, experiences of people we would otherwise have no access to. After buying and reading the local newspapers, Zogby talks with the people he meets on his journeys. Taking the time to immerse yourself in the minutiae of a new community, not just abstract geopolitical conflicts, offers insight and builds empathy. Without cultural empathy and the understanding that follows, Americans (or any people for that matter) cannot hope to speak or act on behalf any other people – including Arabs.

Dr. James Zogby with members of the the Insitute for Human Rights and Birmingham Islamic Society.
Zogby, the IHR, and members of the Birmingham Islamic Society. Source: Tyler Goodwin.

Another barrier to understanding Arabs, Zogby posits, is American culture. Some aspects of American culture perpetuate damaging stereotypes concerning Arabs and correlate the whole of the Arab world with ignorance, violence, and anti-Western ideals. This abject dismissal of Arab culture as worthy of understanding in its own right begins with the American public education system and is reinforced through the media and political apparatuses the American public later consumes as adults. Zogby recalls his American grade school social studies classes as a child, remembering the brief entry on Arab history and culture in relation to the rest of the world. This entry summarized Arab culture as a Sheik sitting on a camel in front of the pyramids. This has particular emotional salience for him; again, Zogby is the son of Lebanese immigrants. The Arab entry, he recalled, lacked any mention of the history-altering contributions offered by the Arab people; these include the Arabic language, scientific discoveries, Islam, and architecture.

The American education system imprints foundational appraisals of other cultures onto American children; the erasure of the Arab world and its historical significance only serves to minimize the experiences of Arabs to American children. In Zogby’s case, as is the case for millions of other American children, Arab dehumanization is done to Arab American children about their own culture and heritage. Another factor impacting the dehumanization of Arabs is the prevalence of the American media industry to hyper-focus on political and religious violence of the MENA region without mention of the prosocial peacemaking attempts undertaken by many Muslim organizations and Arab governments. “Terrorists make the news”, Zogby claims, “Arab doctors don’t. We look for what’s shocking. The vast majority of Arabs who live in peace simply aren’t shocking, and they certainly aren’t good for ratings.” This mischaracterization is further emboldened by the American political system. A shocking anti-Muslim and anti-Arab bias permeates many American politicians and their policy agendas. This bias, if unchecked, will further demonize not only Arabs within the Arab world but also Americans descended from Arab cultures as well. This cultural bias against Arabs affects not only Americans living within the system, but also Arabs living without the system. Anti-Arab, anti-Muslim, and anti-immigration American policies and norms are used to inspire Arabs (and other global citizens) to unfairly characterize the US as well. Willful ignorance of the lives of Arabs threatens not only American ideals of freedom and equality, but it also threatens US national security. It is America’s moral obligation to herself and her global neighbors to reverse course and listen to Arab voices. By listening, we hear their stories, their needs, and their fears. By listening, arbitrary and damaging cultural boundaries are rendered meaningless.

Zogby’s life’s work is defined by his role as a boundary-crosser. Although a practicing Catholic, Zogby holds a PhD in Islamic Studies from Temple University. The son of Lebanese immigrants, Zogby dove early and deeply into the world of American politics. His professional and personal identities reject the notion of boundaries. This seems to be Zogby’s mantra and fundamental guidance for his work – to overcome the boundaries dividing humanity and to take a deep look at ourselves and how we approach intercultural communication and bridge-building. Zogby has certainly listened to the Arab world. America must follow suit.

The Right to Menstrual Hygiene

a picture of three girls smiling
Jordanian School Girls. Source: David Stanley, Creative Commons

It probably goes without saying that periods are difficult to manage. They are painful, expensive, and often quite problematic for people who experience them.  We use resources such as pads, tampons, pain relievers, and bathrooms in an effort to manage menstruation. According to the WHO-UNICEF Joint Monitoring System, menstrual hygiene management (MHM) is when people with periods are able to use sanitary materials to absorb menstrual blood, change and dispose of these materials in privacy as needed, and have access to soap and water to keep clean.  For those of us who do have access to what we need to manage menstruation, it seems that we often take these things for granted. But what if someone doesn’t have these resources within reach? The bottom line is that a lack in opportunity to practice proper menstrual hygiene is a violation of human rights due to its negative impact on mental and physical health, access to education, and gender equality.

What Is the Problem?

The aspect of this issue that might be the easiest to recognize is the inaccessibility of products like sanitary pads and tampons. One study in Kaduna State, Nigeria reported that only 37% of women in their sample had all the products needed for proper menstruation management. In Uganda, 35% of women reported the same thing. This can partly be attributed to financial issues and the frequency at which the products must be purchased. Some products, such as menstrual cups or washable pads, can be washed and reused over an extended period of time, making them cheaper in the long run. However, they are initially far more expensive than the disposable options. They are simply outside of the budget for many people. Even when someone can afford to pay for the reusable materials, finding somewhere to purchase them may be a problem.

Issues of accessibility do not end with menstrual hygiene products. In many countries, schools lack proper sanitation facilities, like bathrooms, which are vital to being able to safely and comfortably replace and dispose of used menstrual products. This is seen in Cochabamba, Bolivia, where there is an average of 1.2 “toilets” per primary school. These “toilets” are actually pit latrines. They are not usually kept in good condition and rarely have sufficient waste disposal options. In situations like this, there is little to no access to a truly safe and private place to change menstrual materials.

a picture of a traditional pit latrine, which looks like a very small building with a tin roof and two tin doors
Traditional Pit Latrine. Source: SuSanA Secretariat, Creative Commons

Exacerbating this issue are the stigma and shame associated with menstruation. Around the world, girls are taught from a young age that having a period is something to hide and to be embarrassed of. In many countries, girls are even considered to be “dirty” when on their period. This can be seen in western Nepal, where there is a tradition called “chaupadi” which requires that girls and women stay outside throughout menstruation. If they enter a home, it is believed that all of the people and animals of the household will fall ill. This perspective puts both their mental and physical health at risk. Menstruation is frequently viewed as a taboo subject, so many girls are not taught anything about it before their first period. Even after they begin to experience menstruation, they do not have access to much knowledge of why it happens or what good menstrual hygiene management is.

It is also important to recognize the relationship between menstrual hygiene management and the transgender community. Menstruation is typically referred to as a strictly feminine issue, but that is simply not the case. Many transgender men and non-binary individuals experience periods, and they should be included in the conversation about menstruation. By failing to recognize their connection to menstruation, we fail to recognize the validity of their experiences and identities. This failure is a problem within itself, but it can also have repercussions on the mental health of transgender and non-binary individuals and their ability to access sanitary materials and bathrooms for menstrual hygiene management. We need to actively work towards being more inclusive with the language we use when discussion periods and related topics. This involves choosing gender neutral terms over gendered terms, such as choosing to say “menstrual hygiene products” rather than “feminine hygiene products”.

Why Does It Matter?

According to Article 25 of the Universal Declaration of Human Rights, every individual has “a right to a standard of living adequate for the health and well-being” of themselves. When you are told that one of the basic biological processes that you experience and cannot control is shameful, it has the potential to lower the value that you see in yourself. Combined with the common lack in understanding of menstruation, this can lead to significant amounts of fear and confusion and have a considerable negative impact on mental health. Article 26 dictates that everyone has a right to education. Without access to clean menstrual management products or places to change and dispose of used ones, many girls around the world miss school during menstruation to try to keep it hidden. Some girls do not even have the option to go to school during that time. This creates a disparity between the educational and career opportunities of men and women, violating Article 2 of the declaration, which says that everyone is entitled to their rights without discrimination based on distinctions like one’s sex. It is unacceptable to allow limitations to be placed on individuals’ access to their human rights based on something that is uncontrollable. In order for things to change, individuals must take action.

What Can We Do?

Part of the reason why access to menstrual management products is such a difficult issue to deal with is that the majority of people are not comfortable talking about it. Even in the United States, where we generally have access to education about the most basic aspects of menstruation and know that it is normal and healthy, there seems to be some sort of collective, irrational fear surrounding the topic. Periods have a direct impact on half of the world’s population and an indirect impact on all of the population. We cannot continue trying to pretend that the obstructions of human rights that are caused by poor menstrual hygiene management do not exist. Conversations about menstruation might be uncomfortable at first, but they are absolutely necessary. uncomfortable at first, but they are absolutely necessary.

Many organizations have begun working towards improving MHM worldwide. AFRIpads, for example, works to provide menstrual kits with reusable sanitary pads and storage bags to women and girls throughout Africa, while creating job opportunities within the organization for women in Uganda. They also collaborate with Lunapads in a program called One4Her. For each eligible product that is purchased from Lunapads, an AFRIpad is donated to a student in need. On UAB’s campus, we have access to a chapter of Period: The Menstrual Movement, an organization that is dedicated to improving access to menstrual hygiene products for homeless women in the United States. If you are interested in taking action, the group is currently hosting a donation drive for pads and tampons through October 31. You can find donation boxes by the elevators in any of the residence halls. They are also hosting a Period Packaging event at the Spencer’s Honors House from 6:30pm to 8:30pm on November 1, where people will come together and pack menstrual hygiene products in kits to be given to those in need. Additionally, the Blazer Kitchen is hosting a toiletry drive through October 30, to which you can donate menstrual hygiene products, as well as many other non-perishable items.

If you lack the resources to financially support the improvement of MHM, do not be afraid to speak up and get involved in the conversation. Be a part of spreading awareness and breaking the stigma surrounding periods.

 

“Sesame Street” and Autism: An initiative about Inclusion

Sesame Street. Source: Gavin St. Our, Creative Commons.

Sesame Street introduced viewers to the newest “live” Muppet on the block, earlier this month. Her name is Julia and she is on the autism spectrum. Initially introduced in 2015 as part of Sesame Street and Autism: See Amazing in All Children Initiative, Julia’s interaction with the other residents on Sesame Street teach them how to befriend and include individuals who are different, without being afraid. Autism Spectrum Disorder (ASD) is a developmental disability that can cause substantial social, behavioral and communication challenges. Individuals with ASD communicate, interact, and learn in ways that are different to people without ASD. Dr. Stephen Shore believes that “If you’ve met one person with autism, you’ve met one person with autism.” Every individual diagnosed with ASD has diverse functioning abilities and level of autistic symptoms, making each individual case distinctive. Currently, 1 in 68 children worldwide are diagnosed with ASD. ASD crosses every social and economic sphere. The goal of the Sesame Street and Autism Initiative is to remove the stigma of autism. Julia optimistically reminds viewers that individuals with disabilities have the talent and ability to positively contribute to our society while making the world a more unique and interesting place.

Over the past two decades, the human rights perspective on disability has shifted from viewing people with disabilities as problems towards recognizing them as holders of rights. A universal victory for people and families with disabilities came with the ratification and adoption of the Convention on the Rights of People with Disabilities (CRPD) by the United Nations in 2008. For children who Julia represents, the CRPD guarentees that those children can go grow up and have the same opportunities to achieve their goals just like children without disabilities. The United States has not ratified the CRPD, although there are continuous adjustments to domestic policies, ensuring the protection of the civil and human rights of persons with disabilities. There are currently numerous federal civil rights laws that safeguard people with disabilities so equal opportunities in employment, education, voting without discrimination are made available. The Century Communications and Video Accessibility Act (CVAA) became law under the Obama administration on October 8, 2010. This law increases the access of persons with disabilities to modern communications, and is up to date with 21st century technologies. Technology can revolutionize how people with disabilities interact and live in a society intended for those with no developmental or functional disability. The ratification of CRPD and continued promotion of the general welfare of all citizens should remain the focus of future government administrations.

People with disabilities have been marginalized and excluded from society within all cultures. National and international laws and conventions do not protect from discrimination on an individual level, with common responses of pity or disgust, which reinforced disabled peoples segregation in society. The lack of understanding regarding ASD and other disabilities can make life more stressful and challenging for individuals with developmental differences. The societal treatment towards people with disabilities lead to the phenomenon of invisibility. The phenomenon of invisibility rationalizes that society has the “tendency to construct everyday life with only the able-bodied in mind and the greater the lack of a physical presence of disabled persons in the mainstream, the more “natural” this assumption appeared to be (OHCHR).” As of March 2017, the Office of Disability Employment Policy (ODEP) disclosed that only 20.4% of people with disabilities are employed compared to 68.7% employed individuals without disabilities. Likewise, the unemployment rate for people with disabilities is 10.6% compared to 4.3% for people without disabilities. Furthermore, in 2015, Cornell University approximates 20.1% of non-institutionalized individuals with a disability aged 21 to 64 years in the United States have less than a high school education. The invisibility of people with disabilities has a drastic effect on their enjoyment of civil and human rights because they have been excluded and isolated.

a picture of a child smiling a big grin
Smile for the camera. Source: Arielle Calderon, Creative Commons.

The stigmatization of people with disabilities will persist until society embraces disabilities as adaptable differences, rather than with negative connotations. For example, a study analyzing parental perspectives on the diagnosis of ADS found that parents of non-diagnosed children described the potential diagnosis as scary, dangerous and frightening. The study also found that parents with diagnosed children sometimes go through denial, and try to find other reasons for their child’s behavior because they are reluctant to label their child as having a disability. However after the denial stage, parents elaborated on how they are started to reconstruct their beliefs about ASD, and began to project ASD from a positive perspective. This is why initiatives like “Sesame Street and Autism” are so important; not only do they educate children and adults about ASD, but also normalizes and cultivates respect for people with disabilities such as ASD. In order to communicate, Julia expresses herself in different ways that other characters on Sesame Street, who are not on the ASD. She flaps her arms when she is very bothered or happy, avoids direct eye contact, and repeats words. Even though Julia’s behaviors are different, Elmo, Big Bird and the other characters have learned to adapt, accept through understanding, and intentionally include her in their play dates.

Autism made nation headlines was during the vaccination causing autism controversy, which misinformed millions, and portrayed a diagnosis and prognosis as a hindering, negative characteristic. Julia’s addition to Sesame Street has generated significant discussion about about autism specifically, and disabilities, generally, and the societal stigma surrounding them. Recently appearances on popular network shows such as the “The View” and “60 Minutes” allowed for explanation and clarification as to why “Sesame Street” felt it was finally time to introduce a character like Julia into the show. Stacy Gordon, the women who plays the voice of Julia, very much understands the hardships of autism and inclusion. Stacy’s son is on the autism spectrum. In an interview with 60 Minutes, she admits that her sons classmates did not understand how to react to his breakdowns and social differences. She truly believes that exposing parents and children to Julia is going to help progress our society into a more disability friendly world. Sesame Street‘s leadership and dedication to teaching children love and acceptance continues to pave the way for a brighter and inclusive future. This initiative constructs a conversation about disabilities and autism while it reinforces the positive narrative about differences and inclusion.

Right to and Role of an Education

 

a picture of a one way sign with the word EDUCATION written on it
Education: a street sign. Source: OTA Photos, Creative Commons

‘Ms. Crenshaw, make sure Jasmine keeps writing’. My mom was told this by my 4th grade teacher, Mrs. Williams, at my school’s open house event after she had read my book report on “The Watsons Go to Birmingham-1963”. Mrs. Williams also had our class to write journal entries regularly throughout the entire school year. She gave us topics to write about, from everyday events to what our favorite things were as nine-year-olds. One entry of mine was about the weekend where I was baptized at my church. In the entry, I wrote about my shopping adventures to find a white baptism dress and how excited I was to experience this new part of my faith. Thanks to Mrs. Williams, I was affirmed in my writing abilities. Between elementary and high school, I had other teachers–mostly Black women–who encouraged, criticized, and strengthened my writing skills. As a teenager feeling inspired by books, music, and television, I wrote in my journals regularly. I also wrote poems, mini-novels, and essays, most of which will never see the light of day. I wrote these pieces because of the confidence Mrs. Williams had in my writing. And I’m forever grateful for her. Those skills have served me well through my collegiate and post-collegiate careers.

Education and mentorship is important for all girls and women to experience, especially for girls and women of color. For most of my life, Black women were in the front of my classrooms, teaching everything from English to Chemistry, while making sure that me and my peers were empowered to become our best selves. When students are presented with that type of environment, the sky’s the limit. There have been plenty of examples shared across social media platforms, where teachers have affirmed their students’ individuality and their desire to learn. In a video from Nadine S. Ebri’s classroom in La Core Christian Academy in Florida, two of her students are calculating a long division problem on the whiteboard, as her classmates, and her teacher sing a song to help her answer the question correctly. In another video, Jasmyn Wright, a third-grade reading teacher in Philadelphia, goes through an empowerment exercise with her students before they start the day. I do understand when students–especially those of color and those from other marginalized communities–do not have access to this environment at times.

Some students may not feel open to being in affirming learning environments due to previous disciplinary actions or because their previous teachers  had a lack of compassion for them. In multiple Southern states, it was found that Black students are expelled or suspended five times than the rest of their student population (Smith and Harper, 2015). Girls of color, especially Black girls, experience difficulties with this, especially when they are disciplined at higher rates than other racial/ethnic groups in the classroom nationally (National Women’s Law Center, 2016). When girls of color are being disciplined more and unjustly in classrooms, they might feel a sense of detachment and hurt, which might interfere with them wanting to continue working toward their educational aspirations (The White House, 2016; African-American Policy Forum, 2015).

a picture of girls playing clarinets while in a computer lab
Education. Source: Erin Lodes, Creative Commons.

Girls and young women of color, among other marginalized communities, such as those who identify as LGBTQIA+ and those with disabilities, also experience lack of access and availability to the resources they need to thrive in the classroom. In the case of our city of Birmingham, educational inequity between Whites and non-Whites, primarily African-American students, has existed since the early 1900s (Jefferson County Place Matters Team, 2013). Similar to other parts in the South, Birmingham underwent radical changes once ‘white flight’ occurred during the late 1950s, causing White citizens to create new towns and school systems in Vestavia Hills and Mountain Brook (Colby, 2012). This level of educational inequity has continued even into 2017. A large income and poverty disparity remains between the Birmingham City School and the Mountain Brook City School districts, significant enough for it to rank highly on NPR’s list of the top 50 most segregated school borders in the country (Turner, 2016). When it comes to gender and sexual orientation, students in Alabama may feel that some of their schools are not equipped to handle the types of bullying and discriminatory behaviors they experience daily. This may be due to lack of safe spaces, lack of Gay-Straight Alliances (GSAs), and lack of teacher/administrative training (The Community Foundation of Greater Birmingham, 2016). When students’ identities intersect, as being both Black and impoverished or Hispanic and gay (for example), they might feel more uneasiness about whether or not they belong in the classroom.

When students are not provided the resources they need or the affirming learning environment they deserve, this becomes an infringement on their right to have an proper education. Financial disparity, poverty, inexperienced teachers and staff, and unequal disciplinary tactics all contribute to this. Given our new administration and the new Education secretary, Betsy DeVos, we all have a responsibility to make sure our students have the best chance to a great education, however that may look like, and to become whatever they please. Our commitment the responsibility may vary. It may be through representation in media, mentoring programs, after school programs, or just students knowing that they are loved and they are seen. Every student should have a chance to meet their own Mrs. Williams and unlock their potential for greatness.

 

Jasmine E. Crenshaw earned both her Bachelors of Science in Psychology and her Masters of Public Health in Health Care Organization and Policy from at the University of Alabama at Birmingham in 2014 and 2016, respectively. She works as a public health professional, a writer, and the media curator of the online Southern feminist digital hub, Curated in Color. You can find Curated in Color at facebook.com/curatedincolor.

References

Colby, T. (2012). Some of my best friends are Black: The strange story of school integration in America. [Book]

Community Foundation of Greater Birmingham, The. (2016, August). Living LGBTQ+ in Central Alabama: Priorities for action. Retrieved from http://www.cfbham.org/wp-content/uploads/2016/08/Living-LGBTQ-in-Central-Alabama.pdf

Jefferson County Place Matters Team. (2013). Place matters for health in Jefferson County, Alabama: The status of health equity on the 50th anniversary of the civil rights movement in Birmingham. A special report. Retrieved from http://media.al.com/spotnews/other/Place%20Matters%20for%20Health%20in%20Jefferson%20County%20Alabama.pdf

National Women’s Law Center, The. (2016). Let Her Learn: A Toolkit to Stop School Push Out for Girls of Color. Retrieved from http://nwlc.org/wp-content/uploads/2016/11/final_nwlc_NOVO2016Toolkit.pdf

Smith, E.J. and Harper, S.R. (2015). Disproportionate impact of K-12 school suspension and explusion on Black students in southern states. Philadelphia: University of Pennslyvania, Center for the Study of Race and Equity in Education. Retrieved from https://www.gse.upenn.edu/equity/sites/gse.upenn.edu.equity/files/publications/Smith_Harper_Report.pdf

Turner, C. (2016, August 23). The 50 most segregating school borders in America. NPREd. Retrieved from http://www.npr.org/sections/ed/2016/08/23/490513305/the-50-most-segregating-school-borders-in-america

White House, The. (2016, December). Advancing Equity for Women and Girls of Color: 2016 Updated Report. https://www.whitehouse.gov/sites/whitehouse.gov/files/images/2016%20CWG%20WGOC%20REPORT%20.pdf