Health Disparities & Schooling | Part 2
In my blog titled Health Disparities & Education, I discussed the correlation between education and health outcomes. More and higher education = better health literacy and health outcomes. Less education = poorer health literacy and health outcomes.
We have seen in the African American and Latinx populations, the graduation rate is lower than their white counterparts in both high school and college, and the ramifications that ensue because of the lower educational attainment levels.
But how did we get here? In chapter 2 of my book, JUSTice for the Health of it, I propose several ways we have failed our Black and Brown youth educationally. Specifically, I noted:
Inequities in school funding and resources. Predominately African American and Latinx-enrolled schools have historically received far less funding from federal, state and local governments. The poorer the neighborhood, the less local government money for schools. The wealthier the community, the more money available to rehabilitate a school building (or replace it with a new one) as well as everything else targeted at enriching students’ experiences and enjoyment of public school.
Standardized testing. The SATs and GREs have been focal measures to determine an applicant’s worthiness for acceptance into an undergraduate collegiate program and graduate school. Yet, these both incorporate biases toward familiarity with white history and famous books, as well as written English based on a thorough understanding of the King’s English of the Oxford Dictionary. Additionally, guidance counselors in K-12 schools are more likely to steer Black and Brown youth toward a lower level of career aspiration.
Lack of Teacher/Professor Role Models. In elementary and high schools, most teachers are white, whether in predominantly white schools or minority schools. For schools that are disproportionately composed of Black and/or Brown students, the teachers are typically less well-trained, and therefore paid a lower salary. The lower salary level is why those teachers are likely to rotate annually and/or leave the education field altogether, rather than enable students to have consistency in their school’s teachers. The lack of role models in the classroom can leave minority students discouraged about their future opportunities in life, and in turn, result in a lessened interest in school achievement.
Ponder this question: what year in school did you experience having your first Black or Brown teacher? What about a Black male? I was in the final semester of my master’s program.
If you would like to hear more about this topic, I am available to speak to civic and corporate groups, training seminars and more. Contact me at latrice@theequityhouse.com.
