Education Empowerment Action

Written by YMPowe

An education advocate was asked to attend a parent teacher meeting by a parent of a middle school student (Student A). The parent had attended several of these meetings regarding issues relating to her son.  The parent could not take additional time off from work. However, since she was informed by the school that she could be arrested for her son’s behavior, she asked an advocate to assist her.

When the advocate entered the room designated for the meeting, she noticed that all participants, including Student A, were already setting at a round table.  A school psychologist and an academic advisor sat next to each other.  The vice principal and a teacher sat on either side of Student A.  The chair left available for the advocate placed her between the academic advisor and the teacher, as well as face-to-face with the vice principal.  The vice principal started the meeting stating that they have concerns relating to Student A. 

The advocate listened patiently as the teacher and vice principal spoke. The advocate noted that the vice principal and teacher contradicted themselves throughout their presentation. Most of what they said about the student was positive.  Yet one had to distinguish the positives that were presented as negatives. 

The vice principal and teacher raised concerns that someone saw Student A walking away from a fight. It was stated that Student A’s peers listen and respect him. It was explained that when teachers are not able to control the students in their classroom, Student A has restored order in said classrooms. According to the vice principal, Student A is “big for his age” and several girls have admitted having crushes on him.  They were also concerned that Student A was attending school with a bald head.

The school psychologist revealed that Student A is academically working just slight above average in math. His English and history scores continue to improve, but are still under average. Because Student A is influential with his peers, the vice principal cited Student A as the reason why another student was not succeeding academically.

The vice principal and the teacher then compared Student A to professional boxer and emphasized the boxer’s alleged illiteracy, spousal abuse allegations, and rape charge. The advocate noticed that every time the vice principal and teacher used negative language towards Student A; they softly touched his hand, arm, shoulder, or back prior to their comments and then immediately after.  The advocate watched closely for signs of distress from Student A.

The teacher spoke as an authority about Student A’s family and home life.  She stated that his home life was dysfunctional, without supervision and support.  The advocate knew the teacher’s statement to be a gross and vicious misrepresentation of the truth.  Nevertheless, the advocate listened patiently.  At the conclusion of the education professionals’ presentations, the vice principal said her valedictions and left me room.  The advocate recapitulated their themes.

The advocate stated: the purpose of this meeting is to discuss concerns that you have with Student A. You stated that Student A was tested with a standardized test.  In your analysis, did you factor in Student A’s learning challenge; wherein, he has been diagnosed to have impaired memory.  Therefore, subjects such as history and English are challenging for him, especially history.

His test scores are not as high as his family would like, but due to their support, his determination and hard work, his is test scores are steadily improving. Is that not the goal? Is that not a positive outcome? The test scores also indicate that he might have an aptitude for math.  Is there anything being done or offered to Student A to support and build his mastery in mathematics.  Have you offered tutoring or mentoring to support his continued improvement in English and history?  No.  Why not?  An answer to the advocate’s inquiry was not presented.

If there is a child who is not doing well academically, it lacks intelligence to blame Student A for that child’s lack of progress unless you have quantitative and qualitative proof. Are the parents of said child aware that you are discussing their child’s academic records with nonacademic personnel including the child’s peer?   An answer to the advocate’s inquiry was not presented.

At this point, the vice principal rushed back into the room stating, “We do not need to discuss that any further”.  The advocate continued her recapitulation and simultaneously reflected upon the meeting room acoustics.  As a child, the advocate attended the same school.  The current meeting room was once the reception area of the administrative offices.  The advocate worked in that office as an extra credit assignment.  It was known that the reception area was wired for sound so that activity could be detected if no one was managing the reception's desk.

The advocate continued, you stated that Student A is respectful to you and all his teachers, as well as other adults working directly and indirectly for the school. You stated that Student A has established control in classrooms where you and other teachers cannot. It is concerning that you have chosen to be critical of this fact instead of appreciative.  Student A revealed positive citizen behavior, as well as leadership.  Is it a matter of training that hinders your colleagues and yourself from effective classroom management?  An answer to the advocate’s inquiry was not presented.

Yes, Student A is a handsome young man. Yes, girls are attracted to him. Yes it might be upsetting for some boys to see Student A receiving unsolicited and solicited attention from girls.  Why does this basic human and adolescence behavior warrant distinct concern that calls for a meeting with Student A’s parent?  There was no response to the advocate’s inquiry.

Regarding the fight, according to your informant, Student A was not one of the fighters, he was not watching the fight, but he was seen in the proximity of a fight, and walking in the opposite direction of a fight. You said that you are concerned.  Why is Student A’s behavior regarding that fight a concern for you?  How would you have preferred him to behave?  There was no response to the advocate’s inquiry.

You stated that Student A is big for his age.  He is athletic.  His weight and height is a fit and healthy representation of his genetics.  Do you have medical records that prove otherwise?  What exactly is your concern as it relates to Student A’s body dimensions, and why?  There was no response to the advocate’s inquiry.

You stated that Student A recent choice of a bald head is a troubling indicator.  What is the troubling indicator?  The advocate added, what is a troubling factor is the bias infused accounts that you, as educators, have assembled against a student?  Nevertheless, why is a Black American student with a bald head a concern for you?  There was no response to the advocate’s inquiry.

The advocate continued.  Your choice to compare Student A to the gross negative aspect of a public figure further reveals a malignant intent on your part towards a vulnerable other, this student.

The school psychologist nervously stated, “My purpose here was just to report the test findings only”. The academic advisor stated, “You are lucky to have someone to be in strong support of you”.   

The vice principal and teacher continued their thesis statement, but first simultaneously touched Student A.  The teacher spoke first, because Student A is the product of a highly dysfunctional and hostile family lifestyle, he is doomed to failure.  The vice principal added: we would be negligent to our students if we did not address Student A’s impact on them. 

“To handicap a student by teaching him that his … face is a curse and that his struggle to change his condition is hopeless is the worse sort of lynching. There would be no lynching if it did not start in the schoolroom”[1].

Suggested reading:

Césaire, A. (2000). Discourse on colonialism. 

Foucault, M.  (1980). Power/knowledge

hooks, b.  (1994). Teaching to transgress: Education as the practice of freedom. 

Hacker, A. (2003). Two nations: Black & White separate, hostile, unequal. 

Woodson, C. G.  (2000). The mis-education of the Negro. 

[1] Woodson, C. G.  (2000). The mis-education of the Negro.  Chicago, IL: African American Images, Inc.