"Breaking Down the Barriers: From Literacy to Elitism in Education"
2017 — By Marla Fernandez, Literacy Activist and Writer
Unlike many Americans, I can’t quite relate to the racial reckoning that has erupted nationwide this summer. Recently, I came across an article that made me reflect on my own perspective. The news media’s portrayal of racial injustice and the Black Lives Matter organization strikes me as repulsive and offensive. It’s disheartening to see so many journalists merely following the herd mentality.
Back in college, during the early 21st century, I took a course on Race and Justice Economics and conducted a study on graduation rates. The findings were striking. Native Americans had the lowest graduation rates, with only about 40% completing high school. In Colorado, on average, 86% of both Black and White students graduated, while Hispanic graduation rates stood at 60%. I also examined the impact of teacher education levels and racial backgrounds, and surprisingly, in Colorado, neither factor seemed to make a significant difference.
At the time, I was perplexed, and a teacher suggested that expectations might vary. However, the fact that Black and White students had nearly equal graduation rates challenges the idea of systemic racism.
As always, I don’t identify as Hispanic because I find it offensive. I identify as American because I was born in Florida and raised in an American city. However, I do acknowledge my Cuban-Spanish ancestry, as my great-grandparents fled from dictator Franco in 1915, and later, my grandparents and parents fled from dictator Castro in 1960. Our family has a long history of escaping dictatorships, whether they be communist or socialist. This history is a significant reason why I am deeply disturbed by the current events unfolding today.
In the past five years, as a blogger focusing on education research and literacy, I’ve found myself increasingly puzzled by the state of our country. I’ve been writing since 2010, originally covering paralegal issues, but I eventually discovered my true passion: addressing the achievement gaps and educational disparities stemming from our public schools’ failure to effectively teach reading, writing, and math.
Before delving into this issue, I want to emphasize that I don’t personally experience an achievement gap. However, this highlights another problem I see in journalism today. Let me shed light on education disparities through my own story. I genuinely believe that most people have good intentions, and Americans are among the most compassionate people in the world. I admit I may be biased since this is my country. However, I cannot, for a moment, buy into the narrative that is often portrayed in the media, suggesting that all Americans are inherently racist. Like any country, we do have a small fraction of individuals with racist views, but to label all of America as racist is simply untrue.
As I mentioned earlier, I wrote an essay for my Race and Justice Economics class, highlighting that in Colorado, there was no significant gap in graduation rates between Black and White students. However, after joining Usborne Books & More, I discovered a substantial disparity in literacy rates, which I believe explains the disparities we observe among different racial groups.
Further research has revealed that only 25% of Black and Hispanic students test at “proficient” reading levels, and the situation is even worse for Native Americans, with only 19% reading at that level. In comparison, White students are at about 40%, and Asian students are at 50%. Shockingly, most kids read below their grade level by the time they reach the fourth grade. This isn’t a matter of racism; it’s a case of educational malpractice.
When you consider that the graduation rates for both Black and White students in Colorado are at 86%, it becomes evident that systemic racism isn’t the root cause of these disparities. Instead, it’s a failure to provide a strong foundation in basic skills. The only bias I see here is the media’s narrative, which I believe is a distraction from something more significant that may be on the horizon, and perhaps a part of a propaganda campaign for a global utopian agenda.
It’s essential to recognize that clarity in communication, choice of words, and the images presented hold great power. They can lead people to believe things that aren’t necessarily true. When individuals struggle to read well, distinguishing between what is true and what is only partially true becomes challenging. This vulnerability often leads them to put their trust in so-called “experts” without the ability to critically assess the information presented to them.
Here are some reasons why individuals from lower-income backgrounds, regardless of their race, tend to lag behind more affluent groups in terms of academic success and test performance:
here are three key reasons why individuals from lower-income backgrounds often lag behind more affluent groups in terms of academic success:
Lack of Strong Reading Foundation: Many students from lower-income households may not receive adequate early reading instruction. Without a strong foundation in reading, they may struggle to comprehend academic materials, which can lead to academic setbacks.
Limited Access to Books at Home: Access to books at home is a critical factor in fostering a love for reading and improving literacy skills. Lower-income families often have fewer books available, which can hinder a child’s reading development.
Limited Parental Involvement: Parental involvement is crucial for academic success. In some lower-income households, parents may face time constraints due to work or other responsibilities, making it challenging to actively engage in their child’s education, including reading and homework support.
Addressing these issues requires targeted efforts to improve early reading instruction, expand access to books in lower-income communities, and provide support and resources to engage parents in their children’s education.
"Literacy is a fundamental concern, and unfortunately, some schools may not effectively impart crucial skills such as reading, writing, and mathematics. To enhance educational outcomes, schools must prioritize comprehensive and effective instruction. This entails embracing intensive phonics while moving away from the whole-word method, offering robust resources for grammar, spelling, and cursive writing, and diligently addressing any obstacles that hinder students' learning progress."
Delaying the teaching of reading, grammar, writing, and math skills until a child has mastered all the complexities of the English language contributes to lower achievement levels among students of diverse backgrounds, including Black, Latino, poor White, Native American, and Asian students.
In essence, the inability to read proficiently severely limits students’ opportunities for success. As someone who graduated and spent nearly two decades addressing my own literacy gap, I can attest that a significant part of the problem lies in the shift from the phonics reading system to the whole-word/look-and-say method. In my view, there is only one effective way to teach reading, and that is through phonics.
While some students may face genuine learning disabilities, it’s important to recognize that, in general, economically disadvantaged students, regardless of their race, creed, or ethnicity, often lack the financial resources to supplement what is taught in schools.
In America, individuals are held accountable for their crimes. However, if one struggles with reading, they are more likely to engage in criminal activities, rely on government welfare, turn to substance abuse, and face battles with depression and other mental health issues.
Inadequate reading skills can be a discouraging factor that prevents individuals from pursuing their dreams and achieving their goals. Blaming society for past government policies that created disparities or holding the police responsible for failed government initiatives is not a solution. Moreover, increasing the number of mental health workers won’t address the root issue of literacy.
High-achieving students often possess drive because they receive support from their families, mentors, and teachers who motivate them to strive for excellence.
Regarding the “acting white” theory discussed by some journalists, my perspective differs because I was raised in Miami, the only dual-language city in America. In Miami, the prevailing theory is that obtaining a college degree puts you on an equal footing with “white” Americans, as this educational achievement used to carry significant status.
It’s important to note that experiences in one region, such as Minnesota, do not represent the entirety of America. Racism is not the sole factor limiting the potential of Black students or any other group.
In my personal experience, the primary barrier for children is their inability to read effectively. A highly proficient and literate society is essential for maintaining freedom. I personally faced challenges and scored lower than my peers due to a significant literacy gap. The root issue in our society is not racism but rather elitism, which often goes unaddressed and restricts opportunities for individuals regardless of their race.
Elitism poses a significant threat as students may become anxious and underperform when they lack confidence in their knowledge, expertise, or perceived popularity.
While I’ve encountered thousands of successful Black and Hispanic students who have achieved elite status, I must acknowledge that I applied for law school and scored on par with my Black and Hispanic peers. I never felt discriminated against, but I held reservations about affirmative action, which I believed limited potential and fostered division among minority groups.
The true issue is not racism but elitism. Society’s understanding should evolve from the primitive concept of racism to a deeper understanding of elitism. A low level of literacy harms American progress, creates societal divisions, and perpetuates an elite class while keeping marginalized groups at the bottom.
It’s worth noting that, on average, only 34% of American fourth graders read proficiently, and a startling 70% of American adults struggle with low-level inferences, according to a study by the US Department of Education.
Instead of measuring and pitting students against each other, the focus should be on teaching them to read, write, and excel in math, followed by effective testing to assess their understanding of the lessons taught.
Educational disparities can be traced back to 20th-century government expansion in society. To address these issues, common sense should prevail, and the emphasis should be on teaching the fundamentals effectively.
Let’s make America great again by ensuring that every individual has access to quality education and the opportunity to excel.
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