Feeding a White Supremacist Nation

We stand at a critical moment, where the systemic dismantling of Diversity, Equity, and Inclusion (DEI) initiatives are more than a policy shift; it’s an assault on the very fabric of our democracy and our commitment to a just and fair public education system.

On January 20, 2025, President Donald Trump issued the executive order titled “Ending Radical and Wasteful Government DEI Programs and Preferencing.” This order mandates the termination of all Diversity, Equity, Inclusion, and Accessibility (DEIA) initiatives within federal agencies.

This move functions as a rallying cry to Trump’s base, which largely believes that people of color are being unfairly given jobs and opportunities at the expense of white Americans. By eliminating DEI programs, the administration is not only reinforcing these racial grievances but actively dismantling policies designed to create a more equitable workforce.

While the order does not directly target private corporations, we are already witnessing its ripple effects as companies such as Target, PBS, Disney, Google, McDonald’s, and Walmart roll back their DEI commitments. This chilling effect signals to corporations and the general public that prioritizing equity and inclusion may now come at a political and financial cost.

Then, on January 29, 2025, the administration issued another executive order: “Ending Radical Indoctrination in K-12 Schooling.” This directive blatantly seeks to erase racial, gender, and LGBTQ+ justice from the classroom, pressuring schools to abandon discussions of systemic racism and LGBTQ+ inclusion.

Now, the Department of Education has mandated the elimination of Diversity, Equity, and Inclusion programs within all educational institutions, from preschool to colleges and universities, threatening to withhold federal funding from those that do not comply. While this guidance has no legal standing, it shows the extent to which they are willing to go to attack students and schools.

In a Dear Colleague Letter sent to these institutions on February 14th, 2025, the Department accuses them of “toxically indoctrinating students with the false premise that the United States is built upon ‘systemic and structural racism’ and advanced discriminatory policies and practices.”

This is not just a critique; it is an attack on the truth.

Each of these steps reveals a government effort to indoctrinate the American people — from our workforce to our educational system-into believing that racism and discrimination do not exist. This is a callous denial of lived experiences and an outright betrayal.

In Washington’s current education funding crisis, every dollar counts. This administration is weaponizing federal funding to enforce regressive policies, effectively holding schools hostage and asking them to either abandon the very rights of our students or face a deeper funding crisis.

Federal funding plays a crucial role in supporting public education nationwide. In the 2022–23 school year, Washington state school districts received $2.1 billion from federal sources, accounting for 10.8% of their total revenue. These funds supported COVID-19 recovery efforts, special education services, instructional programs in high-poverty schools, professional development for educators, school nutrition programs, and other critical services ( A Citizen’s Guide to Washington State K-12 Finance).

But this administration is working to transform it into a tool for control, manipulation, and ideological conformity. This is not just an attack on education-it is an attack on the very foundation of a just and democratic society.

The Equity in Education Center stands firm: we are not backing down. We remain unwavering in our commitment to foster an inclusive, just, and equitable education system. Education should empower, not exclude. We will continue to fight for policies that ensure every student-regardless of race, gender, or identity-has access to the resources, opportunities, and support they deserve.

Originally published at https://eec-wa.org on March 11, 2025.

Stable housing is not just a fundamental human need — it’s the bedrock for healthy early childhood development. In Washington state, where housing affordability remains a growing challenge, innovative programs like the Child Welfare Housing Assistance Program (CWHP) highlight how stable housing can support families and promote children’s well-being.

Why Stable Housing Matters for Young Children

Research demonstrates that housing instability — frequent moves, overcrowding, or homelessness — poses serious risks to young children’s health and development.

• Health Impacts: Housing instability is associated with higher rates of chronic illnesses like asthma, poor nutrition, and developmental delays (Children’s HealthWatch, 2021).
• Emotional Well-Being: Unstable housing environments increase the risk of anxiety, depression, and toxic stress, which can hinder social-emotional development (National Low Income Housing Coalition [NLIHC], 2022).
• Cognitive Growth: Frequent disruptions can negatively impact a child’s ability to focus and learn, impairing their academic and problem-solving skills in the long run (Sandstrom & Huerta, 2013).

Early childhood is a critical period for brain development, and safe, stable environments are essential for nurturing this growth. Housing stability provides children with the consistency they need to thrive, while also alleviating parental stress, leading to healthier family dynamics.

Washington State Housing Statistics

• Family Homelessness: The 2023 Annual Homeless Assessment Report found that over 12,000 families with children experienced homelessness in Washington State (And this is just of instances they know of) in the past year (U.S. Department of Housing and Urban Development [HUD], 2023).
• Rural Challenges: In areas like Moses Lake and Wenatchee, where housing options are limited, families face unique challenges in securing affordable, quality homes (WA Office of Rural and Farmworker Housing, 2022).

Washington’s Response: The Child Welfare Housing Assistance Program (CWHP)

Recognizing the crucial link between housing and child welfare, Washington State launched CWHP in 2020. The program provides housing vouchers, rental assistance, and case management services to families involved in the child welfare system. Here are some of its notable impacts:

• Reunification Success: Families in the program experienced faster reunifications, reducing the time children spent in out-of-home care (WA DCYF, 2022).
• Expansion: Initially piloted in a few counties, CWHP has since expanded, addressing housing barriers in urban and rural communities alike.
• Family-Centered Outcomes: Parents have reported reduced stress, improved relationships with their children, and enhanced stability overall (WA DCYF, 2022).

The Broader Call to Action

Programs like the Child Welfare Housing Assistance Program(CWHP) have made significant progress, but there is still much to be done. Advocacy for increased funding, robust rental assistance programs, and the development of affordable housing is crucial to ensuring every child has access to a stable home environment. Current legislation(HB 1217) aimed at improving housing stability in Washington has the full support of the Equity in Education Center (EEC). We recognize these measures as vital not only for benefiting low-income households but also for addressing challenges such as unexpected rent increases.

Additionally, addressing systemic inequities — such as income disparities and racial discrimination in housing markets — will be key to creating long-term solutions. Ensuring stable housing is not just a matter of policy; it’s an investment in the future of our children and communities, ultimately contributing to a stronger and more equitable community.

Stable housing is more than a roof over a family’s head — it’s a foundation for a child’s health, learning, and future. By prioritizing housing stability, we can break cycles of poverty and provide Washington State’s youngest residents with the opportunities they deserve to grow, learn, and thrive. It’s time to act, invest, and commit to building stronger, healthier communities where every child has the chance to succeed.

References

Children’s HealthWatch. (2021). The impact of housing instability on child health and development. Retrieved from Policy Focus — Children’s HealthWatch

National Low Income Housing Coalition. (2022). Housing stability and child well-being. Retrieved from https://nlihc.org

Sandstrom, H., & Huerta, S. (2013). The negative effects of instability on child development: A research synthesis. Urban Institute. Retrieved from https://urban.org

U.S. Department of Housing and Urban Development. (2023). 2023 Annual Homeless Assessment Report. Retrieved from https://hud.gov

WA DCYF. (2022). Child Welfare Housing Assistance Program: Annual report. Retrieved from Child Welfare Housing Program (CWHP) | Washington State Department of Children, Youth, and Families

WA Office of Rural and Farmworker Housing. (2022). Housing barriers for rural families. Retrieved from Office of Rural and Farmworker Housing

For immediate release: January 22, 2025

SEATTLE, WA — The Equity in Education Center of Washington state is outraged and deeply concerned about the Trump Administration’s reckless decision to authorize Immigration and Customs Enforcement (ICE) agents to detain undocumented immigrants in areas traditionally recognized as “sensitive locations,” including schools and houses of worship.

This policy change constitutes an egregious attack on the dignity, safety, and well-being of some of our most vulnerable community members. Schools and churches have historically been sanctuaries — places where children and families seek education, solace, and community without fear of persecution. The decision to roll back protections in these spaces demonstrates a profound disregard for human rights, undermines public trust, and perpetuates a culture of fear and instability.

Children — regardless of their immigration status — have a right to feel safe in their classrooms. By allowing ICE to conduct operations in schools, you are jeopardizing this right, instilling fear in young minds, and interfering with their ability to focus and learn.

Targeting churches, which serve as spiritual and emotional havens, shatters the sanctity of these sacred spaces and violates the very values of compassion and humanity on which this nation was founded.

This policy disproportionately impacts communities of color and perpetuates systemic inequities. It will have far-reaching consequences, including mental health crises among children, reduced school attendance, and eroded trust in public institutions.

These outcomes are unacceptable and antithetical to the principles of equity and justice that we, as a nation, must strive to uphold.

We demand an immediate reversal of this unconscionable policy and call for the restoration of protections for sensitive locations. We implore your administration to consider such decisions’ moral and societal implications, as they tarnish the United States’ reputation as a land of opportunity and refuge.

History will judge this moment and the choices made by those in power. It is not too late to prioritize humanity, compassion, and justice over divisive and inhumane policies. We urge you to do so without delay.

We look forward to working with Governor Bob Ferguson, Attorney General Nick Brown, OSPI Superintendent Chris Reykdal, members of the State Board of Education, elected officials, the Washington Education Association, and parent and community organizations to ensure that Washington state remains a safe haven for children and community residents regardless of immigration status.

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The Equity in Education Center (EEC) is the only statewide civil rights organization focused on revolutionizing education so that a child’s race and zip code aren’t the predicating factors in defining their success. We educate, agitate, and advocate to eliminate the opportunity gap and promote success — birth through career — for all children of color in Washington state.

Read our first post on Community Doulas and Early Learning.

The role of midwives and doulas has been integral to childbirth across cultures and centuries. For women of color, particularly Black women in the United States, the midwife role was not just a profession but a legacy — one deeply intertwined with community care and cultural traditions. Historically, midwives and doulas in African American and Indigenous communities provided essential support to pregnant women, often facing barriers to mainstream medical care. However, over time, systemic racism and policy changes systematically marginalized these women, forcing them out of spaces they had long occupied.

The Role of Black Midwives and Doulas in History

Black midwives and doulas have a significant history in the United States, dating back to the 1600s. Enslaved African women brought midwifery knowledge to the Americas, where they cared for both enslaved and white women (National Museum of African American History and Culture, 2022). These women were often the sole providers of maternal care for their communities. Their knowledge and skills were indispensable, especially given the lack of access to formal healthcare in rural and underserved areas.

After the abolition of slavery, Black midwives continued to play an essential role, particularly in the rural South, where they became prominent figures in their communities. Known as “granny midwives,” these women were trusted community healers who provided comprehensive care, including prenatal, delivery, and postpartum services. The granny midwives operated at a time when many rural communities had limited access to doctors or hospitals. They were often the only source of healthcare available, particularly to Black families and low-income households (Library of Congress, 2024). Despite their crucial role, granny midwives faced increasing opposition from the medical establishment, which sought to standardize and regulate childbirth practices.

Medicalization and Marginalization

By the early 20th century, the medical field had begun to shift childbirth from home settings to hospitals. The 1921 Sheppard-Towner Maternity and Infancy Protection Act aimed to improve maternal and infant health but also played a role in regulating midwifery, leading to the widespread dismissal of midwives in favor of obstetricians (Library of Congress, 2024). This shift, combined with a growing emphasis on “modern” medical care, effectively began erasing the legacy of Black and Indigenous midwives who had long been community caregivers.

In the mid-1900s, formalized medical training programs excluded Black women, while hospitals and healthcare providers positioned midwifery as an outdated and dangerous practice. Many states passed laws that either outlawed or severely restricted the practice of midwifery, effectively reducing the number of Black midwives who could legally practice. As hospital births became the norm, the role of Black midwives and doulas diminished, and with it, a generational knowledge that had been passed down for centuries.

Racial Disparities in Maternal Healthcare

Today, the legacy of exclusion continues to be reflected in racial disparities within maternal healthcare. Black women are more than three times as likely to die from pregnancy-related causes compared to white women (CDC, 2021). Factors such as systemic racism, implicit bias, and lack of access to quality care contribute to this alarming statistic. The absence of Black midwives and doulas, once integral members of maternal care, has played a role in these disparities. Black mothers, particularly, report feeling unheard and dismissed by healthcare providers, leading to devastating outcomes (Horton, 2022).

For many Black women, the lack of representation in maternal healthcare compounds the challenges they face. The disempowerment and marginalization of Black midwives have directly impacted the quality of care that Black women receive today. As highlighted by the Kaiser Family Foundation, current healthcare systems fail to adequately address the unique needs of women of color, contributing to higher rates of maternal and infant mortality (Hill, Artiga, & Ranji, 2022).

Resurgence of Black Doulas and Midwives

In recent years, there has been a growing movement to reclaim and revitalize the legacy of Black midwives and doulas. Organizations and individuals across the United States are working to provide culturally competent care and reduce racial disparities in maternal health outcomes. This resurgence seeks to restore the cultural practices and community-centered care that were once foundational to Black midwifery (Generate Health, 2024).

Today, Black doulas and midwives are not only reclaiming a space from which they were historically excluded but are also addressing a maternal health crisis within their communities. They offer holistic and personalized care, focusing on advocacy and education. By amplifying the voices of Black mothers and honoring traditional practices, Black doulas and midwives are working to reduce the maternal mortality rate for women of color (Walker, 2023).

The history of women of color, particularly Black women, in the midwifery and doula space is one of resilience in the face of systemic exclusion. Their forced removal from this space, coupled with the medicalization of childbirth, has had lasting consequences on the maternal health outcomes of Black women. However, as the recent revival of Black doulas and midwives shows, this legacy is far from forgotten. By reclaiming their role in maternal care, Black midwives and doulas are providing culturally attuned, compassionate support that is instrumental in addressing the health disparities facing women of color today. The historical significance of their contributions is an enduring reminder of the vital role they play in the well-being of their communities.

By Andrea “Dre” Carrillo

The Equity in Education Coalition demands Seattle Public Schools prioritize an excellent education for our kids by equitably allocating funds to schools that serve our children instead of closing their schools.

With the news of as many as 21 elementary schools on the chopping block for the 2025–26 school year, the Equity in Education Coalition (EEC) is horrified by the decision to strip away more resources from historically marginalized youth. The budget deficits that have led to this decision are not a mere coincidence. They are the result of systemic inequities, policies that have long neglected our communities and a history that has devalued and jeopardized the very lives of our children. Closing these schools is another racist, classist, short-sighted decision that neglects our communities and exacerbates the economic disparities that already plague our city.

According to the Seattle Public Schools Well-Resourced Schools website, “many students and families will be impacted by school closures and/or boundary changes, including students of color. However, a racially equitable outcome will not disproportionately impact students of color furthest from educational justice.” We contend that the district is setting its bar far too low. Instead of resigning itself to the fact that communities of color will be negatively affected by school closures, the district must craft a proposal that rights the wrongs that have been inflicted upon those communities for decades. It must put forward solutions that explicitly center the voices, rights, and needs of its residents of color, that redress the harms that have been perpetuated upon them, and that allocate the resources they have historically been denied.

The data is clear, when children of color are moved to predominantly white schools, they often experience trauma and struggle with their own identity due to lack of support during the transition.

Instead of moving our children like they are expendable, Seattle Public Schools should be investing more money into under-resourced schools and making decisions of budgeting based on what students need, not what zip code they live in.

Closing one school to increase the number of students at a well-resourced school will cost SPS money that could instead be invested in elevating programming at under-resourced schools, allowing our children to remain in their neighborhoods with their communities and families.

The closure of a school disrupts not just the educational path but also a student’s social and emotional development. “The long-term effects of school closures on students’ academic performance and socio-emotional development are significant concerns. Disruptions caused by closures can have lasting impacts on students’ educational trajectories,” said EEC Executive Director Sharonne Navas.

The decision to close schools disproportionately affects communities that are already underserved, increasing travel distances, straining resources, and potentially widening the educational equity gap.

We are also deeply concerned about how the district’s proposals will affect educators of Color. According to the Washington Office of Superintendent of Public Instruction, only 14.5%* of SPS teachers are people of color or multiracial, whereas over 50% of its students identify as people of color or multiracial. We have long understood that all students benefit from being taught by educators of color and that those farthest from educational justice experience significantly improved outcomes when their teachers are more closely representative of their own communities. Seattle Public Schools has professed its commitment to recruiting and retaining teachers of color, yet it is unclear how their Well-Resourced Schools proposals will impact those very teachers, many of whom are newer to the district and to the profession. We demand that the district explicitly prioritize both retaining its teachers of color and ensuring that they remain in the schools and communities with which they have built relationships.

Seattle Public Schools (SPS) must reconsider these closures and engage in an open, transparent, and inclusive dialogue with all stakeholders, especially those communities most impacted by these decisions and those who have been historically marginalized and harmed by district policies. Any path forward should prioritize these communities’ needs and potential impacts to prevent exacerbating existing inequities. SPS must ensure that affected communities have a voice in these decisions.

We call on our community to voice their concerns, participate in upcoming school board meetings, and join us in advocating for solutions that uphold the promise of equitable education for every student in Seattle. Speak out at the next Seattle school board meeting on October 9.

Let’s be clear, this is the new version of the bussing program in the 1970’s through the early 2000’s. It was traumatizing then while disguised as “good for our children” and it is traumatizing now while disguised as “good for our children.”

What would be good for our children is a well-resourced local public-school option that supports the local community while uplifting the assets of its own neighborhood.

*Data available from 2022–23

You might have heard the term “doula” but may not know exactly what it entails. A doula is a trained professional who provides physical, emotional, and informational support to parents before, during, and after childbirth. While many associate doulas primarily with labor and delivery, their role extends far beyond the birthing room. In Washington state, expanding access to community doulas could significantly benefit early learning and child development for families.

Why Are Community Doulas Essential?

Washington state is recognized for its progressive health and education policies. However, gaps remain in healthcare access and early childhood development, particularly in underserved communities. Community doulas are uniquely positioned to bridge these gaps, providing support beyond childbirth. They assist families as they navigate the often-challenging early stages of parenting.

Since community doulas often work within their local neighborhoods, they can provide culturally relevant support and establish trusting relationships with families. This cultural connection ensures that the support offered is both effective and respectful of each family’s values and traditions.

The Importance of Cultural Relevance in Community Doulas

In a diverse state like Washington, understanding and respecting different cultures is crucial. Each community holds unique practices, beliefs, and needs regarding childbirth and early parenting. Community doulas who share cultural backgrounds with the families they support are better equipped to understand and respect these differences. Here’s why cultural relevance is essential:

1. Respect for Traditions: Community doulas are knowledgeable about and respectful of diverse cultural traditions related to childbirth and parenting. They can support significant practices, such as postpartum rituals or dietary preferences, helping families transition to parenthood in a way that is culturally supportive and comfortable.
2. Effective Communication: Language barriers often hinder access to healthcare and educational resources. Doulas who share a language with the families they support can ensure vital information is communicated clearly and understood accurately.
3. Building Trust: Trust is fundamental to any supportive relationship. Doulas who share a cultural background with their clients are more likely to build strong, trusting connections, making families feel more comfortable seeking and accepting help.
4. Customized Support: Understanding cultural contexts allows doulas to offer more personalized support aligned with the family’s values and practices. This includes providing tailored educational materials and practical assistance that respects cultural norms and preferences.

The Link Between Community Doulas and Early Learning

Early childhood is a critical period that greatly influences a child’s future. During the first few years, rapid brain development occurs, and the child’s environment plays a significant role in shaping their cognitive, social, and emotional growth. Community doulas are essential contributors to this process because:

1. Supporting Parents: Community doulas reduce stress for new parents by providing practical assistance and emotional support. When parents feel less stressed and more supported, they can foster a nurturing environment conducive to their child’s early learning and development.
2. Connecting Families to Resources: Doulas help families access critical resources, such as early childhood programs, healthcare services, and community support. This is particularly beneficial in areas where such services may be difficult to reach.
3. Educational Support: Doulas educate parents on key early childhood development practices, including tips on infant care, early literacy, and creating a stimulating environment that fosters a child’s growth.
4. Promoting Healthy Practices: Doulas encourage healthy practices, such as breastfeeding, proper nutrition, and regular pediatric check-ups. These practices help ensure that children begin life with a strong health foundation, which is essential for effective early learning.

What Can Be Done?

To address the need for community doulas in Washington state, efforts should focus on increasing funding and support for doula programs, particularly in underserved areas. Training and hiring more doulas from local communities will ensure that support is both accessible and tailored to meet the needs of the populations they serve. Integrating doulas into public health and early learning programs can further enhance their effectiveness.

Community doulas provide much more than childbirth support; they play a pivotal role in early childhood development. Expanding and integrating community doulas into Washington state’s healthcare and education systems will better support families and foster the healthy development of children from the very beginning. This represents a valuable investment in both our communities and the future of our children.

By Andrea “Dre” Carrillo

SEATTLE — June 30, 2023 — A Statement from the Equity in Education Coalition:

Yesterday, the United States Supreme Court issued significant limitations on affirmative action in the higher education system. We are deeply saddened — and honestly, angry — by this decision as we know it will hurt our communities and embolden decisions that do not ensure diversity, equity, and inclusion.

This decision hurts because it directly and certainly impacts communities of color by removing the accountability that is painfully necessary to ensure that those with power make decisions that ensure inclusive and diverse learning environments. As Justice Sotomayor said in her dissenting opinion, the court’s opinion “cements colorblindness as a constitutional principle in an endemically segregated society where race has always mattered and continues to matter.” Race clearly mattered to the majority of the court when making this decision because, as written, it disadvantages black and brown students while upholding admission preferences for legacy students and children of major donors (who are more than 70 percent white).

This decision hurts because it will fuel the opportunity gap and uphold racism across our country. Our society has yet to show that it truly embraces anti-racism. Affirmative action is simply an inconvenience to the institutions that want to remain “pure.” An analysis looking at states that have already banned affirmative action (Washington state being one of them) showed us that already underrepresented racial groups had even lower representation in higher education systems as compared to states without bans.

We should not need affirmative action — but we do. We know that structural racism continues to exist across our country in our policies and institutions — and until we can eliminate that, we must hold decision-makers accountable to making equitable decisions. By removing affirmative action, the system is finding its way around the laws it created to serve an agenda that has always kept people of color from having a stake in their own society.

To students — past, present, and future — we see you, we value you, and we know that you belong.

Media Contact:

Reneeka Massey-Jones, Communications Director

reneeka@eec-wa.org

By Sharonne Navas

We are plagued by binary thinking, always putting things in terms of two options that are mutually exclusive. That is, all the possibilities are either option A or option B and not both. Sometimes this is valid, but often it is a mistaken simplification. For instance:

•Equity/Equality

•Good/Bad

•Racist/Nice Person

•Coke/Pepsi

•Special Ed/General Ed

•Black/White

Part of what makes white supremacy culture difficult to navigate (among the five hundred other things) is this binary thinking. When someone is confronted by “Hey, what you just said was pretty racist” — our minds, particularly white people’s, jump to Racism = Hitler = Bad = Evil person. Nowhere in our society are we ever allowed to think that Good People could be racist.

Binary thinking in white supremacy culture has led us to the deeply problematic, zero-sum game.

For example, in education, there’s a prominent idea that if we fund School A so that it can effectively run programs to support a large population of English Language Learners, Foster students, and students living through housing instability, then, by default, we have to TAKE from School B — and the students in School B are now shit out of luck.

Once we get to a place of deciding what school won’t get funded so that another school can, we give in to binary thinking and end up hurting all children.

Because the reality is that we CAN fund both schools — we just have to make different decisions, namely budgetary decisions that value equity.

Because there is no ACTUAL reason why School A, with its low-income, ELL, and Foster students, can’t have well-paid teachers who love their job and build healthy and supportive relationships with their students.

Binary thinking masquerades the fact that someone, somewhere, is making the decision to underfund the schools that need more support and programming.

Binary thinking also let’s white folx off the hook for actually doing the hard work. Because being anti-racist is hard work; it’s de-programming yourself of 1700 years of white colonial and imperial thinking.

Recently, Seattle Public Schools got called out for having a hugely disproportionate number of white students in their Highly Capable Classes. There was a public and community-led outcry to include more students of color and more programming to support the students of color so they can be successful.

But the Seattle School Board of Directors, instead of digging deep and doing the racial justice analysis needed to change the system of White students getting allocated in Highly Capable Classes more often than other students of color, decided to cut the Highly Capable Program entirely. The message was clear: “We can have hundreds of black and brown students in ELL, Special Ed, and Detention — but we draw the line at the Highly Capable Program.”

And these aren’t terrible board members who run the Nazi Flag or have hoods they wear on weekends. These are nice people who recycle and pick up after their dogs. But the idea of expanding the HCC program to include more students of color wasn’t part of their narrative. It became “if we let them in, who else will we be knocking out…?”

The argument became: either we help these students OR those students. The idea of helping ALL students was so far from people’s minds, that people instead chose to not help any students…

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One of the reasons so many white folx are comfortable with exploring their “implicit bias” is because even the phrase removes any personal accountability. It’s “Yes, we have a bias against black people — but it’s implicit, and not our fault.” Since we aren’t *actively* trying to be racist, it means we can still be good people.

But we are doing a disservice to ourselves and our communities if we’re only comfortable with the Good/Bad dynamic, especially with something so complex like Racism.

We must get better at seeing the grey in between. We must get rid of binary thinking. Because the reality is that there are good people making bad decisions in the name of our kids. All. The. Time.

Local Seattle billionaire and philanthropist Nick Hanauer’s piece in the Atlantic, Better Public Schools Won’t Fix America, has so many great points; points that are particularly resonant coming from a 1 percenter. Yes, more millionaires and billionaires should be shouting TAX ME! (especially the Washington elite, given our state tax code favors the rich more than any other in the country).

But even a billionaire can have serious holes in his understanding of inequality. (Who would have thought?!)

Namely, Hanauer — an advocate for economic equality — largely ignores how racism and poverty intersect, and the unique experiences of people of color in America’s systems of wealth stratification.

First, it’s important to know exactly who is low-income. If you’re looking to reduce economic inequality, you should understand that Black, Latinx, Native, Pacific Islander, Southeast Asian, Immigrant, and Refugee communities are often disproportionately represented in working and lower-income classes.

Some might argue that even though people of color are more likely to have lower incomes, we can still advance solutions to income inequality that don’t explicitly address racial disparities because those solutions will nevertheless benefit people of color.

And to that we say — not quite.

Looking at income inequality without examining racial inequality misses key historical context and current lived experiences that are absolutely necessary for creating effective solutions.

First and foremost, Native genocide, African slavery, and exploiting undocumented and immigrant workers were and are the backbones of white American wealth creation. Without free and cheap land and labor, America and white wealthy families would not be as “fortunate” as they are today.

Redlining (the state-approved practice of excluding black folks and other people of color from home ownership) and discriminatory Federal Housing Authority loans (the state-approved policy of giving low-interest rate loans only to white families) actively prevented black families from entering the middle class and gave white folks an uncrowded housing market with racialized privileges of wealth building.

Historical racism and discrimination can be demonstrated through the racial wealth gap. Intergenerational wealth, which often exists because of racism and discrimination, still actively codifies privilege and oppression. How is it possible that in 2017, the median net worth of non-immigrant Black households in Boston is $8, and for white families, it’s $247,500.

Economic inequality cannot be fully explained without also examining economic outcomes by race. Why are white boys more likely to out-earn black boys, even if they grew up in the same neighborhood? Why are white men more likely to out-earn black men when they start out with similar income levels? Why, even in the top 1% of earners, do black children grow up to have lower incomes than white children?

The history of wealth creation and the racial wealth gap are important pieces to understanding these questions.

But we also must consider the current (and thriving) individual and institutionalized racism people of color experience.

A study by Stanford, Harvard, and the Census Bureau identified a few neighborhoods where black and white children “reach parity as adults.” These neighborhoods had one big thing in common: they happened to be the neighborhoods with a relatively low degree of racial bias among white people.

The study found white people not being racist is “one significant predictor of whether or not black boys will match white boys in future earnings.”

So yes, Nick Hanauer the pull yourself up by your bootstraps logic of educationism is harmful and yes the salary increases of the 1% are a cruel reminder of middle class wage stagnation yet— if we are to solve economic inequality we MUST understand the whole picture, and that picture includes racist systems, institutions, and people holding back people of color from economic success.

Let’s start off with the definition of decolonizing education. Decolonization is “the dismantling of colonial systems that were established during the period of time when a nation maintains dominion over dependent territories.” I know you are thinking… wait what? Territories? Dominions? What does that have to do with our education system? Well, the key takeaway is the dismantling of colonial systems. Our education system wasn’t integrated until the 1970s. How can a system that separated people of color and white people, that was created and maintained by white people, be an inclusive system that prioritizes the success of ALL? It cannot.

Decolonizing education means rebuilding a school system that supports all students, staff, and teachers. A system that puts forth the needs of all students and is responsive to the particular needs of each and every child. Currently, students of color and low-income students are at a disadvantage in our education system. This is due to decades of neglect from the highest points of our education system. We need to provide space for more representation in all aspects of the system. Whether that be in government advocating for progressive Equity based policy, to teachers of color in the classroom who look and represent the ever growing diverse populations in our school buildings.

Students and teachers of color are assets to our education system and we need to start supporting them. For far too long teachers and kids of color have been pushed out of the narrative and seen as outsiders in the classroom and the conversation, instead of assets to education as a whole! When students of color and low-income students succeed, ALL students succeed. Education becomes stronger when students succeed, and teachers have the support of each other and the overall system behind them. It is nearly impossible for anyone to learn and grow in a positive way in a stressful, isolating environment. Education is supposed to be for everyone, why make it more difficult for some to receive it over others due to ethnicity.

Building an equitable system will open up a better environment to attract and retain teachers of color in the workforce, therefore, we’ll have more diversity in classrooms that actually represent the students they serve. Teachers of color are assets and can bring a unique perspective and experience to education. They can provide the knowledge to speak on the history and present-day culture within education. All students not just students of color benefit by having teachers of color in the classroom. It is also important to be educated and informed in other cultures outside of your own. This allows for everyone to have a better understanding of each other’s backgrounds, perspectives and ways of life.

In order to begin to decolonize education, we need to have an open dialogue on race/racism and bias to start to change the system as a whole. Everyone deserves a fair chance and a great education despite ethnicity, zip code, and income. Until our education system is changed we will not achieve success for every student. The Every Student Succeeds Act means nothing if we aren’t implementing practices and changes in policy to better our school system for all who are within it.

If you’re interested in this, join the conversation and come to EEC’s Decolonizing Education Conference: Anti-Racism Towards Equity, this October 2019 in Tacoma, WA. More information on workshops, speakers, registration, and hotel accommodations can be found here.