The Express - February Issue by The Express

the express

SILENCED AFTER YEARS OF FEELING SILENCED, A BVNW STUDENT AND ALUMNI TALK ABOUT THEIR EXPERIENCES WITH RACISM IN BLUE VALLEY. PAGE 14

VOLUME 28 • ISSUE 3 • BLUE VALLEY NORTHWEST

CONTENTS | 02.04.21

THE EXPRESS STAFF Editor-in-Chief .......................................Emma Johnson Executive Editor...............................................Bella Rinne

DOUBLE STANDARD

BLACK-OWNED BUSINESSES

Junior Laura Murambadoro comments on the racial double standards in fashion.

A display of Taste of Africa’s jewlery for sale at the restaurant.

Assistant Executive Editor....................Tessa Regan Print Editor..........................................................Izze Lentfer Online Editor.......................................Maggie McCready Design Editor.......................................................Erin Reece Graphics Editor.......................................Courtney Krebs Social Media Editor..................................Lola Shipman Managing Photo Editor............................Rachel Sarff Quality Photo Editor.................................Mitri Krishna Co-Sports Editors.......Jonny Isaacson & Jack Nitz News Editor.....................................................Megan Yates National Editor.............................................Jack Bensing Chief Writer..................................................Maddie Oliver Writers Anna Bailey • Elizabeth Caine • Kathryn Case • Katelyn Gau • Rachel Hostetler • Reagan Kauth

AFFIRMATIVE ACTION REACTION

Reagan King • Abbie Kratofil • Liz LaHood • Matthew Lemke • Lizzie Lively • Emily Moser • Julia Moser Mauri Peterson • Raabia Qureshi Photographers Savannah Bridges • Amanda Carvalho • Grace Davis • Lauren Kline • Jenna Soltwedel Designers Sophie Dellett • Emma Gau • Alyssa Peterson • Sabrina San Agustin Adviser Jim McCrossen

Assistant Adviser Amanda Ford

As students recieve college acceptance letters, the affirmitive action debate continues: is it fair and ethical for colleges to use affirmative action in their admissions processes?

CONTENTS

EDITORIAL: Why this issue looks differen

02.04.21 | CONTENTS

14 COVER: SILENCED After the District posted a statement on race on its Instagram account over the summer, comments poured in from community members. “With things I’ve heard and actions [I’ve seen] by some Blue Valley students since I’ve been here in sixth grade, I would say there is a race issue,” senior Raymond Marongedza said. (Graphic by Bella Rinne)

THE DIVIDING LINE

PROTECTIVE HAIRSTYLES

ONE-SIDED HISTORY

LISTEN AND LEARN

A mural displays the history behind Kansas City’s racially divided Troost Avenue.

Sophomore Angelina Thomas shows off the dreadlocks she has worn since third grade.

Blue Valley is changing its curriculum to better educate students on Black history.

ELA teacher Dan Eigenberg reads a book about racism to discuss with fellow teachers.

GUEST OPINION: I blame prejudice

CHANGES IN THE BSU How the club has adapted this year

BOOK REVIEW “The Black Friend” + more

EDITORIAL | 02.04.21

his past summer, as the Black announcing racism has no place in Blue Lives Matter movement gained Valley, and inviting the community to take prominence, words like systemic action against systemic racism. With more racism and red-lining rose in than 1,000 comments on the post, students of conversation and assumptions color and their allies shared stories of what about racial inequity were suddenly it’s truly like to be a minority in re-evaluated. The staff of this the District. For some, it was an newspaper is predominantly white, eye-opening experience to read This issue is not so it was because of our privilege the comments; for others, it was only to educate that we just now became more their reality. our audience on aware of these injustices and In response to the Black Lives aggressions, while students of color the struggles Black Matter movement, we released a students face, but deal with them every day. It seems statement of our own, posting it as though students of color have to to BVNWnews on Instagram and to celebrate Black face injustices in order for white on our website. We promised culture at BVNW students to grow in knowledge and to increase minority voices and understanding of the issues. in our paper and share the take an in-depth Breonna Taylor and George experiences of those who are look at how it Floyd’s names and lives were often underrepresented. We shapes our school. reduced to hashtags as people recognize our own shortcomings came forward with more and more in covering Black students; stories of racial discrimination. too often our paper focuses on Organizations were quick to make statements people who look like our staff. about their zeroThat is why, in this issue, we are tolerance policies concentrating on stories of the Black experience in our community. The goal of for racism or this issue is to not only come through on our any type of promise to lift minority voices, but to learn discrimination. how to cover these issues of discrimination One of those within our District and school. By educating organizations ourselves on these issues, we can educate our was our very community. own school One of the things we learned by centering district. on the Black experience in this issue is that The Blue while Black students face many struggles, it Valley School is also crucial to celebrate the ways in which District Black culture contributes to our school and posted a our community. statement To make one issue on race and never on cover it again would be performative and Instagram empty. That is why this issue is our catalyst to June cover the injustices suffered by, and celebrate 3, the contributions of, the Black community in our District. We will do everything we can to make our paper representative of our student body. This is a turning point for our paper as we continue to build on what we have covered this issue and use the resources we have to share stories that too often go untold.

EDITORIAL

WHY THIS ISSUE LOOKS DIFFERENT

02.04.21 | GUEST OPINION

rom the beginning of time, humanity has embraced and encouraged prejudice. But it's not something that we are born with; it’s something that is taught. Prejudice is defined as “a preconceived opinion that is not based on reason or experience.” Most people think that the most urgent social issue is racism, but I say the biggest social issue is prejudice. Racism, bigotry, and hate would not exist without it. I believe that prejudice is society’s Achilles heel. When we choose to ignore it, we make the situation worse. The question is, how can we get rid of prejudice? First, we must be open to talking about it. It is not easy to acknowledge when you have prejudice in your heart, but once acknowledged, it is easier to get rid of. When I turn on the news, I see multiple acts of prejudice, racism, and bigotry. Part of the reason this is still present in the United States is because we’re still uncomfortable talking about it. While this is not inevitable, I believe that we, as an American society, can do better. Our core beliefs in this country are freedom, equality, and justice. Prejudice threatens the very moral code of our country; we have to acknowledge it. Maya Angelou said, “Prejudice is a burden that confuses the past, threatens the future, and renders the present inaccessible.” I believe that to be true in many ways. Looking back to the past, we can see many heinous, vicious acts committed on account of prejudice. The slave trade of the 1600s, the massacre of the Native Americans, the mass genocide of the Jews. All of these vile moments in history happened because of a group's prejudice. Right now, we still witness the effects of people's prejudices from the past. We see racist acts committed every day because of prejudice that has been

GUEST OPINION

I BLAME PREJUDICE Written by freshman Saraphina Wambi

festering for years. I hope we can get to a point as a society where it no longer exists. I hope that one day my kids can grow up in a world that is filled with hope and love instead of hate. However, to achieve that

dream, we need to begin having those discussions, so that we can proceed to get rid of them. Once people are comfortable talking about it, that is when change will occur. When will we reach that dream?

FEATURE | 02.04.21

CHANGES IN THE

BLACK STUDENT UNI N

The Black Student Union, along with the rest of the world, has had to adjust to a volatile year and the Black Lives Matter movement.

Written by Rachel Hostetler, Design by Erin Reece, Photos by Mitri Krishna

he Black Lives Matter movement returned to the headlines during the summer after the death of George Floyd. Since then, protests were scheduled, rallies were held, signs were made and social media streamed with posts supporting the Black community. “I think people have joined this year because the BLM movement was really popular over the summer. I’ve had a lot of friends who weren’t very vocal about things like that, and now they’ve joined and want to learn more.” Senior co-president Alina Malhi said. Social media opened the eyes of many teenagers over the summer, and many voiced their support of the Black community, eager to educate others and show support, former club leader and 2020 BVNW graduate Jordan Nevels said. “I’ve noticed a lot more of the girls in my grade stepping up and trying to help in any way possible, donating and going to protests and stuff like that, just trying to get the message out,” freshman member Harper Latta said. The Black Student Union aims to educate students about racial injustice issues in BVNW and in the world, believing that an informed student body is the best way to combat racism and implicit biases, senior copresident Jordan Underwood said. Freshman member Saraphina Wambi said BVNW is a fairly diverse

school and cited the importance of having members from a broad range of students in order to get more perspectives and learn about more experiences. Malhi estimates that about 75 percent of the club are people of color, and the remaining 25 percent of the club are allies. Nevels said it is important to know that the club is not just for African American students. Nevels said there were white students, Hispanic students, Indian students and Asian students in the club and said it is a place for everyone to be included and able to learn. “I really loved the inclusion, because I know that a lot of people were like ‘The Black Student Union?’ Well it’s just African Americans, but no, it’s actually made for everybody,” Nevels said. Fear of being the only non-Black student should not deter potential students’ interest, Nevels said. “Shake those nerves off, the BSU is very inclusive and a very comfortable environment where you can be yourself and learn more about the Black community.” Nevels said. The club meets most Tuesdays at 3 p.m., and can be found discussing a broad range of topics, from significant social justice issues to the more dayto-day problems seen at BVNW. “Usually we have a prompt or situation we talk about, or a general topic,” Malhi said.

Such topics include the election and possible police reforms, but Malhi said they also have more laid-back casual conversations that occur, concerning school, family, homework and more. “I was able to be with my friends, but also I was able to learn a lot. Being African American, a lot of people assume you know everything about injustice and racism.” Nevels said. However, Nevels said she learned a lot from discussing the experiences and observations of other members. “We were all able to talk and open up our minds even more. We learned from each other,” Nevels said. If COVID-19 was not a factor in event planning, Underwood said there would have been a lot more club sponsored events happening this year. There would have been a lot more gettogethers and fundraisers, Underwood said. “Because we want to keep everyone safe, our main priority is the health and safety of our members and our teachers, so we’re not really getting together this year,” Underwood said. Despite the necessary adjustments made due to COVID-19, the BSU has continued on its mission to educate students. “Our main goal is to make sure people are informed about what’s happening in the school and in real life.” Underwood said.

02.04.21 | FEATURE

Freshman Saraphina Wambi joined the Black Student Union last fall. “Being a part of BSU feels like home. When I am there, there is a sense of togetherness and unity I don’t feel any other time at school,” Wambi said.

During a Black Lives Matter protest held by the Black Student Union on June 12., class of 2020 alumna Hayleigh Arnold holds up a sign for incoming traffic and viewers.

Freshman Harper Latta believes that the BSU is a good part of her time at BVNW. “Joining BSU this year was eye-opening and a good experience to start off my freshman year,” Latta said.

FEATURE | 02.04.21

DOUBLE STANDARD Community members address the historic appropriation of Black culture and fashion. Written by Mauri Peterson and Lizzie Lively, Photos by Savannah Bridges and Mitri Krishna, Design by Sabrina San Agustin

hats or matching tracksuits, and I think it is interesting to see sometimes because some of the fashion trends back then people would say, ‘Oh, it’s ghetto.’ And then now, everyone’s wearing them and it’s trendy,” Murambadoro said. Sophomore Angelina Thomas, daughter of Lisa Thomas, said she does not understand why race plays a part in how the media perceives fashion pieces on people of color. “I really do not even know. I do not think that makes sense to anyone. I do think that people look at white people for trends and what is in, so once they like it then everyone else likes it,” Angelina said. Murambadoro also said she will often refrain from wearing certain items for fear of racism. “There are some things that I won’t wear at school or buy just because I don’t want people to say, ‘Oh, she’s ghetto for wearing that,’ but if my white friend wears it, it’s, ‘Oh my gosh, she’s trendy,’” Murambadoro said. Sophomore Annyssa Fortune, who uses they/them/theirs pronouns, said they have firsthand experience with this double standard. “In elementary school, I went to school one day in cornrows and people called me an ‘octopus’. Another day this white girl came in with box braids in her hair and she was being complimented. I was so offended,” Fortune said. Muchiri and Fortune both said that they felt like their culture was being taken from them. “We’re the people who started Sophomore Lindsey Muchiri shows off her hoop the trend and the fashion earings. “Hoop earrings are a way that I can statement, and we’re not getting express myself through Black fashion,” Muchiri properly treated,” Muchiri said. said. “It is unique to Black women because we Fortune said they see it a lot are the ones who made this small part of Black on social media with certain culture mainstream.” (Photo by Mitri Krishna)

lack culture has been expressed in mainstream fashion for decades. Lisa Thomas, a BVNW mom, is the owner of an online boutique named Camp Clothing Company. Despite the influence Black culture has on mainstream fashion trends, the same fashion piece is often perceived differently based on the race of the person wearing the piece. For example, one may hear the word “ghetto” being used toward a person of color wearing hoop earrings, yet white people are deemed “trendy” when wearing those same gold hoops. Why is one race perceived differently when wearing the same fashion piece? Junior Laura Murambadoro said that this perception of fashion is due to a double standard. “In the nineties, you will see bucket

influencers. “Usually when it comes to fashion trends, it is never popular until a white person does it. That is an example, I think, of white privilege. Kylie Jenner steals certain designs of clothing from Black fashion designers who aren’t as well-known,” Fortune said. Muchiri said that white people should not be barred from wearing trends started by Black culture. “People can participate in part of

02.04.21 | FEATURE our trends and culture but they should want to understand the origin, Muchiri said.” That way they are not just taking it without any awareness of what it means for our culture.” Fortune added social media influencers should acknowledge where their fashion influences came from. “If they’re inspired by it, they should credit it. Give credit where it’s due, you know?” Fortune said. Thomas agreed that fashion is a part of daily life and is not offensive when one wears fashion pieces in the right way. “I feel like fashion is something that is for everyone, and Black culture is something that has always been intriguing to a lot of people,” Thomas said. “I think it is something that everyone can enjoy as long as it’s tasteful and doesn’t offend anybody.” Thomas also added she recently

09 has noticed Black people being prouder of their race and culture. “For my store in particular, I have this shirt that says Black AF, and with everything that happened last year with the protests, a lot of Black people are really proud of who they are and want to display that,” Thomas said. Murambadoro also said people should be able to wear what they want to, but certain responsibilities go along with wearing what you want, such as educating yourself. “I do think that your clothing is an expression of yourself and not just an expression, but an extension of yourself, but obviously what needs to go is people associating certain things with being ghetto,” Murambadoro said. Thomas said oftentimes people are fast at jumping to conclusions about others. “A lot of people may look at me and think one way about me before they actually get to talk to me, it is just how society is. We might not get credit for some things, but we know where it came from,” Thomas said. Murambadoro and Muchiri also said they are used to the feeling of double standards in fashion, but do not appreciate it. “It’s a thing that I’m exposed to a lot because it happens often,” Muchiri said. Thomas said people of other races need to take the time to understand different perspectives. “I think they really just need to educate themselves, so no one gets hurt. Educating themselves on the basics is what would be the wisest and safest thing to do so no one is upset, and respecting the culture at the same time,” Angelina said. Thomas said in the end, she wants her brand to be for everyone. “I want my branch to focus on positivity and to be your real authentic self, and we can all do that no matter what color you are,” Thomas said.

Junior Laura Murambadoro poses with a white bucket hat. “It’s really cool that something as small as a hat has become something that helps you see the influence the Black community has [on fashion],” Murambadoro said. (Photo by Mitri Krishna)

Sophmore Lindsey Muchiri wears an oversized outfit, which is a fashion trend popularized by Black Culture. (Photo by Mitri Krishna)

FEATURE | 02.04.21

Everfit owner Dawn Rattan leads a spin cycling class, Feb. 1. “I get a rush from a great cycle class. The fun sprints, jumps and climbs are too exhilarating. It is also a good, low impact cardio option where riders can vary their level of intensity,” Rattan said.

BLACK-OWNED

BUSINESSES The owners of Everfit and Taste of Africa talk about their expierences as Black-owned buisness owners.

Written by Anna Bailey and Liz LaHood, Photos by Mitri Krishna, Design by Erin Reece

02.04.21 | FEATURE

ll businesses have their struggles, but for a lot of Black-owned businesses, this experience can be different. Whether it be internal or external, these business owners can face many unique challenges specifically because of their race. Everfit is a local boutique gym owned by Dawn Rattan in Shawnee. Rattan said she has always enjoyed working out and started her business to teach others to enjoy it. “I really love fitness, and I’ve always worked out in some capacity, so I thought, how do you help other people love fitness?” Rattan said. “Don’t think of fitness as a chore, fitness shouldn’t be the same thing as doing your laundry. It should be like going to your favorite restaurant.” Although she said she has never faced any challenges with her gym because of her race, she said that it initially caused her to avoid being the face of her business. “I think the biggest thing was probably internal, that when I first opened up and people came in to see the gym, I would not tell them that I was the owner” Rattan said. After a few years of being in business, Rattan said she was able to gain more confidence and is very proud of all aspects of her business. “I have a mix of trainers, which I love, and I think now I regret that I ever did that. I don’t know why I did it,” Rattan said. “I kind of hid behind my trainers and my business. But people see me as the face of Everfit, and I’m more comfortable with that now.” Rattan said she has grown a lot more reassured with recognizing herself to the public as the owner of her gym, and although COVID-19 has caused a decrease in business, she said it helped Everfit expand to a virtual platform and they have gotten into a routine of new cleaning protocols after re-opening. “We try to make it easy to integrate it into your lifestyle in a number of different ways. We’re very flexible, and we love to see anyone come either virtually or in the studio,” Rattan said. Another Black-owned business is Taste of Africa, a local East African restaurant run by Doreen Muhoro. Muhoro is an immigrant who started

11 the business after noticing a lack of During the COVID-19 pandemic, a diversity in the community. lot of businesses struggled and saw a “I just thought that the product decrease in customers. However for I sell, East African food, isn’t really Taste of Africa, Muhoro said that they available in Johnson actually increased County, and I in business. thought I could “We had a bring it to the area,” lot of carry-out It was hard to Muhoro said. orders. We did a show people that Despite lot of Grubhub, being able to Doordash, and I am a legitimate overcome funding orders on our business and am problems and website,” Muhoro here to stay. other challenges said. “People when starting weren’t doing -DOREEN MUHORO her business, she in-person dining, said that a lot of but our business people have been actually thrived uncomfortable with the unfamiliarity during that time.” of her food. Muhoro said she tries to attract “It was hard to show people that I not only the African population living am a legitimate business and am here here, but also anyone who enjoys to stay, being an immigrant, a lot of trying new things. The quality and people didn’t trust that my food was authenticity of her food is what she safe to consume,” Muhoro said. “Being said brings in most of her customers. an ethnic restaurant, people didn’t “We make food fresh from scratch really know the kind of cuisine I was and use all natural ingredients. bringing to the area, so it was hard to Everything is natural, made from gain people’s trust that the food I was scratch, and healthy,” Muhoro said. selling was good and safe to eat.”

A server showcases a plate of fried fish tilapia seasoned with assorted spices and topped with grated vegetables- one of Taste of Africa’s entrees.

FEATURE | 02.04.21

REACTION

AFFIRMATIVE ACTION

An expert and students give their input on affirmative action, racial quotas, and diversity in the college admissions process. Written by Jack Bensing, Design by Alyssa Peterson, Photos by Jenna Soltwedel

o colleges have fair and affirmative action. Racial quotas and ethical admissions have a set number of requirements for processes? The affirmative how many students can be of a certain action debate has tried to race, while affirmative action just answer that question over focuses on the outreach. Through court the last several decades. cases like Regents of the University of As director of affirmative action at California vs. Bakke, racial quotas have the University of Missouri- Kansas been determined to be illegal. City, Sybil Wyatt said she has been “Quota systems have been involved in making the university determined to be against the law, so as inclusive as possible. One of the this idea that an institution would go in methods that aids this process, Wyatt and say ‘OK, we can admit 120 students said, is affirmative action. and 30 of those students have to be “The focus really is on recruiting an students of color,’ schools just don’t outreach to as many different types of operate that way anymore,” Wyatt said. students as possible so that the pool Students have differing opinions of applicants, everyone in that pool, is on whether affirmative action is a fair a quality student,” Wyatt said. “We are practice. Senior Shaurir Ramanujan, hoping that our applicant pool is so who has applied to several colleges diverse that, once we choose those for around the country, talked about some admission, we will have chosen a very of the benefits of affirmative action. diverse entering class.” “Affirmative action sort of provides Affirmative action is a framework in an issue that has been applications that heavily litigated in the allows colleges We are hoping courts in recent years. and institutions that our applicant It was first introduced to look at the pool is so diverse as a component of socioeconomic the Civil Rights Era background or the that, once we under President other disadvantages choose those for Lyndon B. Johnson in that some admission, we will an attempt to create students may have, better opportunities which prevents have chosen a very for minority students their access to diverse entering and workers. opportunities that class One such example allows them to be of the years of debate on the same playing -SYBIL WYATT on this issue is the field as everyone 1978 Supreme Court else,” Ramanujan case Regents of the said. University of California vs. Bakke. The Ramanujan said that students who UC Davis Medical School created a benefit from affirmative action are system where only certain numbers not on a level playing field with other of medical students could be white. In students who apply to college. response, prospective white medical “This past year, especially, has student Allan Bakke petitioned the shown us that people are not treated Supreme Court, saying that he would the same in America. [That] Black and have been admitted if it was not for this brown students, as well as women system, and therefore he was being and people of color and people of discriminated against. In the final different genders, do not have access decision, the Supreme Court agreed to the same opportunities and the with Bakke, saying that racial quotas [academia] is just one example of that,” were unacceptable. Ramanujan said. “It’s not just, ‘you’re There has been a distinction drawn getting into a school because you are over the years between racial quotas of a certain color,’ but more so that

02.04.21 | FEATURE historically people of color and women and other people have been excluded from these academic institutions and, in society, do not have the access to the same opportunities that other people have.” As a student at Rice University, sophomore college student and 2019 graduate Karen Murambadoro said that she supports parts of affirmative action, especially the aspect that creates opportunity for minority students, which creates a doorway to higher education. “I support affirmative action in the way that it opens doors for minority students and encourages more representation in higher education,” Murambadoro said. Murambadoro addressed the common misconception that people get into schools solely based on affirmative action. In her case, she said that the fact that she was a first generation college student contributed more to her admission to Rice University than her race alone. “There’s some people that have a take that affirmative action is the main thing that is getting minority students into college and I would disagree with that,” Murambadoro said. “I think that rhetoric around affirmative action should stop, but I do think that it has been beneficial in increasing representation in different institutions.” Senior Joey Valenti, on the other hand, spoke in opposition of affirmative action. Instead, he said that he would prefer a system similar to the test blind system some colleges are adopting, saying that schools should be race blind. Valenti said his community, the Asian American community, is particularly discriminated against as a result of colleges including race in their college admissions considerations. “It would be the Asian community getting the worst of it, and then African Americans and Latinos getting the best of it,” Valenti said. These allegations do not go without justification or legal precedent. In 2014, the court case Students For Fair Admission vs. Harvard dealt with the discrimination of Asian American students in particular. The plaintiffs in

13 this lawsuit alleged that the university was imposing a “soft racial quota” to keep Asian-American attendance low, showing that some minority groups may not benefit from affirmative action like other minority groups do. In the end, a college’s capabilities on the issue of affirmative action is determined on a state-bystate basis because some states have different laws regarding the issue. However, Wyatt’s insight on how UMKC deals with affirmative action is one example of how some colleges approach the issue. “When we think about affirmative action, we don’t just think about it as far as a protected identity [like] someone’s race or ethnicity. It’s more [about] who do we not have at UMKC because they don’t have the opportunities,” Wyatt said.

COVER | 02.04.21

SILENCED A current BVNW student and alumni share their experiences regarding racism and discrimination in Blue Valley. Written by Emily and Julia Moser, Photos by Grace Davis and Mitri Krishna, Design by Sabrina San Agustin

02.04.21 | COVER

Instagram BVNW alumna Makenzie Iszard reads a poem written by alking through the post June 3. In alumnus Jadon Wise at the diversity assembly, March 6. halls of BVNW as this post, then a freshman, 2020 (Grace Miller) superintendent alumna Sasha Todd White, Mitchell said she current heard a word she never thought superintendent she would hear come out of a white Tonya Merrigan person’s mouth: The N-word. and Board Mitchell said she heard that word on of Education a weekly basis during her four years at President Tom BVNW. The normalcy and frequency Mitchell released with which she heard this word was a statement sickening, she said. regarding racism “Every single time I’ve confronted in Blue Valley. a person, the answer has always been, The post sparked you know, ‘Oh, it’s just a word, oh, I a conversation don’t understand why I can’t say it,’” about racism and Mitchell said. “But the thing for me discrimination is that, you know, [using that word across the district. means] you literally don’t care about The Blue Valley the culture or the history that’s behind School District that word.” used these comments as a professional At BVNW, Mitchell said she only had and enraging because it made slavery development learning opportunity. two adults that she felt comfortable seem enjoyable and fun. Director of Professional Learning for talking to about issues she faced “[This song] paints my history as a the District Kelly Wessel said she took regarding race, both of whom were joke, and that is why I think when we samples of Instagram comments and coaches. come to incidences like today with had Blue Valley staff members analyze “It’s really just opened my eyes, George Floyd and Breonna Taylor, them to see what experiences students especially at Northwest, because people laugh at it, because they’re and alumni have had in the district. being in a predominantly white lacking that empathy from a young She said a data analysis protocol was neighborhood, it was hard because, age,” Iszard said. used to analyze these comments to you know, the Black population at At BVNW, Iszard said she had many determine thoughtful action to bring Northwest is pretty much slim to racist or discriminatory experiences, about change. none,” Mitchell said. “I really didn’t from hearing the N-word in the halls, Class of 2020 have anyone to talk at cheer practice and in English classes alumna Makenzie [to] about these to witnessing students and teachers Iszard shared her issues.” perpetuating Black stereotypes. experiences with Talking to “I think that we, the Black people in I think that we, discrimination in the counselors and my grade, had a mutual understanding the Black people Blue Valley School teachers, Mitchell of, ‘this is what Northwest is, and it in my grade, District. Iszard said said, never led to sucks that it is this way, but we have to that for her, racism change in the way deal with it,’” Iszard said. had a mutual began as early as students were Rather than trying to bring about understanding kindergarten. disciplined for change at the administrative level, of, this is what At a Girl Scout their racist actions Iszard helped establish the Black event, Iszard said she and comments. Student Union at BVNW, giving Northwest is, and found all of her school Mitchell said there Black students a place to share their it sucks that it is friends on a swing set, was no change in experiences. this way, but we yelling at her that she the treatment of “I have not gone to administration, couldn’t join because Black students by purely because I understand that have to deal with she was “chocolate” or the administration nothing will get done,” Iszard said. it. a “brownie.” or the student body “I’d rather not harbor onto that anger -Makenzie Iszard During her years over the course of and frustration of seeing that no one’s at Harmony Middle her four years at going to do anything.” School, Iszard was a part of the choir. BVNW. In response, BVNW Principal Amy One of the songs she was required to Mitchell is not the only student who Pressly said she could not speak sing was titled, “Pick a Bale of Cotton,” has experienced discrimination in Blue on behalf of students who did not about slaves working in cotton fields. Valley. Thousands of current students feel comfortable coming to the Iszard said singing this song in front of and alumni of all races shared their administration, but she wants to parents and teachers was humiliating experiences on Blue Valley Schools’ validate their feelings.

COVER | 02.04.21

16 In regard to the Blue Valley School District’s post, Iszard said seeing the comments was painful because of the way she could relate to them. “I know that [Blue Valley] does care about their students,” Iszard said. “But I think that when students were being ignored, seeing this statement saying that [Blue Valley had] been doing everything they can, that they’ve been trying their hardest, was just not the truth.” Alumnus Oscar Hampton, class of 2004, said his experiences with racism in Blue Valley are very similar to what he believes it to be like today. “[Racism in Blue Valley] is the same,” Hampton said. “When I was in school, I think people were a lot quieter with their racism. It was there, but they weren’t as explicit about it.” Hampton said he experienced Class of 2020 alumna Makenzie Iszard speaks classroom conversations during a Black Lives Matter protest held by surrounding the N-word where the Black Student Union, June 12. (Photo by he was the only Black person in Mitri Krishna) the room, as well as being called names, such as “Oreo.” “If they’re saying they feel that “At that point in time, [being called way then that concerns me and that an Oreo] wasn’t really a big deal to tells me that I, as well as my other me because I didn’t understand the administrators have ongoing work to gravity of that statement and it’s been do,” Pressly said. “But I want kids to something that’s been said to me since hear me say that I am here, and that I I was probably in like, third or fourth want to know your experiences. That’s grade,” Hampton said. “Now looking the best way for us to make Northwest back, [I realized] that you don’t get to better.” label a person that because they speak

IN-SCHOOL SUSPENSIONS AT BVNW Black Students

12.5% White Students

55%

Other

32.5%

a certain way.” In an effort to bring about change to discrimination in the district, Hampton wrote a letter to former superintendent White in 2019. Hampton reached out to Blue Valley alumni to hear their experiences and sign the letter. “There needs to be a call to action about what is happening in Blue Valley when it comes to how minority students are being treated, how Black students are being treated,” Hampton said. After sending his letter to White, Hampton said the There nee feedback he received was very political to be a call and the response action abou did not contain is happenin much substance. Because of White’s in Blue Valle retirement, no one when it com currently at District to how min Office said they were familiar with students ar Hampton’s letter. treated, how Senior Raymond students ar Marongedza shared his thoughts treated. regarding Black -Oscar Hamp stereotypes he has faced living in a predominantly white area. He said in eighth grade at Harmony Middle School, he was made fun of for having big lips and a big nose. “When I was younger, I would always get the questions ‘Why don’t you act Black, why don’t you act like this, why don’t you act like that,”’ Marongedza

Black students at BVNW

3.8%

02.04.21 | COVER

said. “I got made fun of because I didn’t fit the stereotype for things like being good at sports, being tall, or always having a pick in your hair because I have an afro.” Marongedza said he experienced racism not only within the BVNW community, but outside of school as well. “The way I’ve seen students act and the way that the Blue Valley community tries to push [racism] away like it’s not a problem is damaging,” Marongedza said. “The things I’ve heard from students’ mouths and parents’ mouths are things eds that are not acceptable.” Sasha Mitchell, Iszard, to Hampton and Marongedza ut what all agree that racism exists ng in Blue Valley. Mitchell said she was fascinated to see ey thousands of comments mes about people’s experiences nority regarding racism not only at BVNW, but throughout re being the district. w Black The lack of education re being surrounding Black history in our school system, Iszard said, is the root of the issue pton of racism. She said that what is taught is sugar coated and does not exploit the brutal realities of Black history. “[In school] we’re not taught that chains on slaves’ ankles and wrists grinded down to their bones,” Iszard said. “We’re not taught that Black women were used for breeding. We’re

17 not taught that Black babies were used as crocodile food, or that their heads were buried in the ground and used as soccer balls to kick.” Iszard said to bring about change regarding racism and discrimination, especially in Blue Valley, people need to be more educated. “I’ve been taught this for my entire life,” Iszard said. “I’ve been having to see my people get murdered, televised,

and for nothing to happen. When you’re not taught [the reality of Black history] it is so easy to look at a Black person, and deny their existence as a human being. According to the Civil Rights Data Collection completed in 2017, Black students at BVNW are disproportionately disciplined in comparison to their white peers. A deeper look into this issue will be coming soon to BVNWnews.com.

IMPLICIT BIAS

Implicit bias is the idea of having certain attitudes toward groups of people and topics, without consciously doing so. The media has a large effect on implicit bias, causing people to act and speak in ways that perpetuate racial stereotypes. For example, studies have shown that white people will commonly relate criminality to Black people, without realizing they are doing it. In the fall of 2019, all staff members across the Blue Valley District were required to undergo implicit bias training. Going forward, the District plans to have all new staff members go through this instruction as part of new teacher training. Implicit bias training is an ongoing process that will continue for years to come. As part of their initial training, Blue Valley staff members were required to take a test from Project Implicit made by Harvard. CLICK HERE TO TAKE THE IMPLICIT BIAS TEST FROM PROJECT IMPLICIT. Project Implicit is a non-profit organization founded in 1998 by researchers interested in implicit bias cognition. The goal of Project Implicit is to provide an education to the public about unseen biases.

White students at BVNW

73.6%

OUT OF SCHOOL SUSPENSIONS AT BVNW Black Students

19% White Students

52.4%

Other

28.6%

FEATURE | 02.04.21

THE DIVID

AP U.S. History teacher Matt Christensen goes in depth about Kansas City’s

Research by Raabia Qureshi, Photos by Am

REDLINING AND RACIAL COVENANTS

A mural painted by Alexander Austin depicts important figures and events from local history at 31st and Troost Ave. in Kansas City, MO.

AFRICAN AMERICAN SETTLEMENT IN KC

THE DEVELOPMENT OF THE TROOST DIVIDE

Kansas City has an extensive history of redlining and racial division, AP U.S. History teacher Matt Christensen said. Redlining is a historical practice of coordinating maps to segregate areas of living according to race, Christensen said. In particular, Troost Avenue gained attention from both Kansas City residents and visitors as a line dividing people by economic and racial backgrounds, he said. Initially, the Kansas City West Bottoms served as an area of prominently Black residents infused with vibrant Black culture, Christensen said. Due to racism and living limitations, they found safety in its community, he said. Many Black people settling in Kansas City were also fleeing Jim Crow laws and finding opportunity in farming. As the second industrial revolution hit, Christensen said, the area’s industrial activity moved residents outward.

Following the move from the West Bottoms, the economic panic of 1890 allowed for the development of Troost Avenue–also known as “Millionaire’s Row” due to its large population of wealthy, white residents and families, Christensen said. In 1890, the stock market crashed. This allowed real estate developers such as J.C. Nichols to sell housing East of Troost for less money, he said, which quickly attracted Black families to the area. This, alongside suburbanization, pushed the economically well-off into richer neighborhoods through “white flight.” “So, when they sold those houses, cheaper than they had been, African Americans saw it as a great opportunity. Like, ‘I can move out of the conditions I am living in and get a better condition,’ and everybody is trying to move up and get a better home,” Christensen said.

White flight of the 1920s and 30s allowed Nichols and other real estate developers to create restrictive covenants–a system included in the rules and regulations of purchasing houses in particular neighborhoods, he said. Often, they based covenants on race and religion, which, consequently, segregated people of color from the rich, white community, Christensen said. “By allowing certain people to move out and choose where they want to live, they leave people stuck in certain neighborhoods,” Christensen said. “You economically disadvantaged them because generationally, they cannot pass their wealth on to their children, as well.” Not only did the “Troost divide” separate the area economically, it also barred the residents on the east side of educational opportunities, he said. The funding of schools is based on property value. The poor property value of neighborhoods east of Troost caused poor funding to schools–an aftermath still in effect today, he said. “[Real estate developers] justify it by saying, ‘listen, African Americans only make so much money because they are only available for certain jobs. This justifies our decision [since] they are not able to live in those wealthy neighborhoods, and I know these neighborhoods are terrible, so I am going to [move them here],’” Christensen said.

02.04.21 | FEATURE

DING LINE

s history with redlining and its impact on the racial divide apparent today.

manda Carvalho, Design by Courtney Krebs

ITS IMPACT ON THE RACIAL DIVIDE TODAY Today, the effects of redlining still linger. Areas like Overland Park, Leawood and Johnson County, as a whole, contain wealthier schools and neighborhoods predominantly filled with white families, he said, while economically disadvantaged schools and neighborhoods in Kansas City are filled with people of color. Although Troost remains a victim of economic disadvantage, Christensen said seeing many people attempting to revitalize the area is empowering. While the government has the authority to up-bring Troost as well, he said, providing well-motivated people with the opportunity and resources is essential to bring about true change. At Northwest, he said students must commit to being life-long learners and lead with an open mind as they learn outside their comfort zone. “People can’t change it on their own. They can’t do it by themselves, but the government can’t do it by themselves either,” Christensen said. “They’re going to have to come together to bring change while overcoming years of historical change and prejudice. discrimination–and that’ll take a while.”

RACIAL DOT MAP OF KANSAS CITY, MO.

Troost White Black Asian Other

The Express reached out to the following groups and organizations to help explain what redlining is and its effect on the Kansas City area but did not get a response; Race Project KC, UMKC Department of History, One Struggle, Stand Up KC. AP U.S. History teacher Matt Christensen gave the above overview of redlining based on his knowledge but he said he did not want the reader to assume he is an expert on the topic. Troost Ave. separates white and Black communities, with data from 2010 Census Block. Source: University of Virginia’s Weldon Cooper Center for Public Service.

FEATURE | 02.04.21

PROTECTIVE

Protective hairstyles have been a part of Black culture for centu Research by Emily Moser, Photo by

The CROWN Act was created in 2019 to “ensure protection against discrimination based on race-based hairstyles...in the workplace and public schools,” according to the official campaign of the CROWN Act. First signed into law in California on July 3, 2019, The CROWN Act has

• There are a variety of ways twists can be worn: one strand/finger twists, two strand twists, three section twists and flat twists • Achieved by dividing hair into several sections, twisting strands of hair, then twisting the twisted strands around one another • Twists last for various amounts of time depending on the texture of hair and tightness of twists

KEND

S IS T

JA C K S O N-

O A N GE LIN A TH

LE NN

• Bob Marley introduced dreads into pop culture in the 1970’s, Whoopi Goldberg in the 80’s and Lenny Kravitz in 90’s • Some poeple wear dreadlocks for spiritual reasons, as they can symbolize letting go of material possessions, while others wear dreadlocks to make a political statement or go against social norms • There are many methods to create locs, but the “comb twist” method is most popular • The locking process takes 3-6 months • Locs are mature (completely locked together and resembling a rope) after two years

DREADLOCKS

I ST S

TWISTS

TW É-

been adopted in seven out states. In Kansas, The CROW has not been filed or passed law, however, in Kansas City, the law has been adapted. Sig petition to support The CROW and end hair discrimination workplace.

Black protective hairstyles such as braids originated with the people of Namibia. They were used as a way to distinguish women by tribe, age, marital status, religion and wealth. The process of braiding was used as a social event and the tradition was passed down for generations.

The CROWN Act: Creating a Respectful an Open World for Natural Hair

The History of Black Protective Hairstyles

RA YK

Z-

Above: Freshman A poses to show off her I’ve always been the my hair like this, and keep up with,” Thomas

E A D LO C KS

02.04.21 | FEATURE

HAIRSTYLES

uries and continue to be prominent in today’s popular culture. Rachel Sarff, Design by Courtney Krebs

“

I think [protective hairstyles] are just a symbol of our culture in general, that we have the hair to do this, and it’s kind of special because it makes us unique, and it’s not something that you see every day. When I see other people with protective hairstyles,

A R-CO R NR O

S T E VI E W O N D E

O RN

RO WS

JA N

E T JA C K

S D

AIDS

Angelina Thomas r dreadlocks. “I think that most comfortable with its been the easiest to said.

• Originated in Africa in 3000 B.C. • Gained popularity in the 1960’s and 70’s during the Black Power movement • Black celebrities such as Nina Simone, Valerie Simpson, Roberta Flack and Stevie Wonder helped with the popularization of cornrows • The term “cornrows” comes from 19th century Black Americans working in agriculture, as the flat braids reminded them of cornfields • In the Carribean, cornrows are called “canerows” because they look like sugarcane crops • It is recommended to wear cornrows for up to two weeks

BOX BRAIDS

D S-

”

– f reshman SARAPHINA WAMBI

CORNROWS

M LA

of 50 WN Act d into y, MO., gn this WN Act in the

I feel a sort of connection to them, even though I might not necessarily know them already. I just know them because our culture is connected by our hair.

YA-B X B R A O

• Originated in Egypt in 3100 B.C. • Box braids seen today are similar to Eembuvi braids of Namibia and bob braids of Nile Valley from 3,000 years ago • Shells, jewels and beads on braids signified wealth, relationship status and religion of women • Gained popularity in 1990’s with Janet Jackon in the film Poetic Justice • Hair can take 4-8 hours to braid, and the braids can last 4-6 weeks

FEATURE | 02.04.21

ONE-SIDED HISTORY Blue Valley School District is making changes to incorporate more Black history into students’ education.

Written by Elizabeth Caine, Additional Reporting by Bella Rinne, Design by Emma Gau, Photo by Lauren Kline

he Black Lives Matter movement drew attention to many important issues, including the lack of Black history taught in public schools throughout the United States. Government teacher Ken Thomas, said the bulk of time spent teaching Black history is done during Black History Month. “Black History Month is important, but unfortunately what often ends up happening is that we talk about Black history during Black History Month then we leave and go, and that’s not the way history is,” Thomas said. There are few federal requirements for anything curricular, consequently, there is no national curriculum or set of standards that have been put in place for teaching Black history in America. It is all left to states and local school boards to make those decisions. Only a small number of states require their public schools to teach Black history, not including Kansas. Lessons relating to Black history that tend to be taught in schools are typically limited to enslavement, the Civil War and the Civil Rights Movement. “If we start teaching American history around 1900, it’s difficult to get

that entire concept of history. So I think it’s definitely an issue in our district with being able to teach minority history, so you can see the entire history and make those connections,” Thomas said. Similar to many other states, Kansas

standards generally focus on teaching students about topics and figures such as: Martin Luther King Jr, Rosa Parks, Harriet Tubman, the Civil War, slavery and the Civil Rights Movement. Although students have reported that they don’t feel they learn enough

02.04.21 | FEATURE about Black history in the classroom, the District standards technically say otherwise. “Black history and all diverse perspectives are written into our state standards that our curriculum is based on,” Executive Director of Curriculum, Instruction and Innovation, Kelly Ott said. The District is working to incorporate more Black history into not only the social studies curriculum but other subjects as well, such as English Language Arts, Ott said. The Blue Valley School District is currently working with The Ewing Marion Kauffman Foundation. The Kauffman Foundation is a nonprofit, private foundation based in Kansas City, MO. The foundation’s grantmaking and resources are focused on advancing entrepreneurship, improving education and supporting civic development in Kansas City. The District is working with the Kauffman foundation along with some other school districts in the area. The foundation is connecting them with experts and resources to help them improve Black history education in their schools. In regard to incorporating Black history into other main subjects, Ott said the District has engaged with the foundation to learn about what

23 they can do across the board to make curriculum and lessons more inclusive. One specific change that is being made to make the curriculum more inclusive is the District’s decision to move away from AP European History next year and teach something more similar to AP World History instead. “There was a lot of desire to move to a world-centric focus that incorporates more history from Africa and Asia,” Ott said. “It’s not without its challenges but it’s been very welcomed and that’s one example of what we’re doing at the curricular level to make sure that we have a more broad perspective in our classrooms.” Specifically at BVNW, there have been conversations about adding an African American history class as an elective, Tyler Alexander, Associate Principal of Curriculum and Instruction at BVNW said. “Between social studies and English there’s been lots of conversation about reidentifying in our curriculum where we need to be and making sure that students that say they are not experiencing enough, or they want more, that we’re meeting those needs,” Alexander said. Other local school districts, such as Lawrence, offer courses similar to this and have engaged in conversations with the District regarding Black

*infographic by Izze Lentfer

history education, and whether or not their traditional American history curriculum is robust in making sure all voices and people are learned about, Alexander said. Some students, including senior Isaiah Walker, have reported that Black history is not focused on enough in school. “After taking AP United States History you learn there is a lot more bad than good, but it should not take taking an AP class to learn this. It should be taught throughout school, teaching why it’s wrong to call Native Americans Indians or the power behind the N-word,” Walker said. Early this year, Principal Amy Pressly notified the BVNW ELA department of the retirement of four books from the school curriculum: “Of Mice and Men,” “The Adventures of Huckleberry Finn,” “The Adventures of Tom Sawyer” and “To Kill a Mockingbird.” She said a committee within Academic Services at District Office made the call to improve equity inclusion. These books are now classified as retired, meaning they are still available in the school library for independent reading but will not be used for discussion in a classroom setting. Over the last year, the district went through a process, particularly at the high school level, and added 12 new novels to the reading lists for courses. Many of the novels, Ott said come from a diverse author or perspective. Among those novels are: “The Hate You Give,” “Long Way Down” and “Between the World and Me.” Despite the District’s efforts to incorporate more diverse perspectives and claims that Black history is present in their schools, some students still believe that it’s insufficient. “I think the reason Black history isn’t taught or focused on is because it’s an uncomfortable topic, the same reason Native American history isn’t focused on, they are two topics that can be awkward, one for the Black students in the class and their classmates,” Walker said. “I’ve had a great time at BVNW and can’t fault any of my peers for what they say or have learned because it is less about being racist in this day in age, and more about being uneducated.”

FEATURE | 02.04.21

Reasearch by Megan Yates, Design by Alyssa Peterson

Robert Robert Abbott Abbott

1870-1940 Lawyer, Newspaper Editor and Publisher

18921896

Studied the printing trade at Hampton Institute

1898

Received a law degree from Kent College of Law as the only African American student

1898

1905

1920s

Due to racial prejudice he was unable to practice law Started the Chicago Defender, one of the first African American newspapers

2017

The newspaper made Abbott one of the first selfmade millionaires of African-American decent At its height it is said that each paper sold was read by four out of five African Americans, the paper reached more than 500,000 people per week Abbott was inducted into the Chicago Literary Hall of Fame

HIDDEN FIGUR Ella Baker

1930 1940

Joined the Young Negro Cooperative League Worked with the NAACP

Began as a 1943- field secretary, worked as 1946 a director of branches for National Association for the Advancement of Colored People (NAACP)

1955

1957

1960

Co-founded the organization, In Friendship Help organized the Southern Christian Leadership Conference (SCLC) She wanted to help the youth and student leaders, helped to form the Student Nonviolent Coordinating Committee

1903-1986 Civil Rights Activist

02.04.21 | FEATURE

Benjamin O. Davis Senior 1877-1940 Army General

1898

1899

1930 1938

First tour of duty was in 1898 during the SpanishAmerican War After SpanishAmerican War he re-entered the army as a private with the 10th Cavalry (Buffalo Soldiers)

1940

1948

Earned the rank of colonel Received his first independent command, the 369th National Guard Infantry Regiment

1970

First Black to hold star rank in Army and Armed Forces as a Brigadier General Former president Harry Truman presided over the public ceremony in which Davis retired after 50 years of military service Was interred in Arlington National Cemetery

ES IN HISTORY 1937 1953

1957

1961

Graduated from West Virginia State College with highest honors

1962

Began to work for all-Black West Area Computing at NASA Langley laboratory Provided some of the math used in the 1958 document “Notes on Space Technology” Provided trajectory analysis for Alan Shepard’s 1961 Freedom 7 mission

2015

Helped make sure numbers were accurate for John Glenn’s Earth orbit flight Awarded the Presidential Medal of Freedom by former president Barack Obama

Katherine Johnson 1918-2020 Nasa Mathematician

LISTEN LEARN 26

FEATURE | 02.04.21

“I was upset, and it seemed that others were too, by some of the reactions and comments on Twitter and Instagram, specifically from BVNW students who said what their experiences had been in our school as students of color,” Golden said. “That bothered me a lot and it bothered others, and we all agreed that we didn’t want to just stand behind a statement. We wanted to do something more proactive, something that might get us thinking and teaching in a different way.” The group originated as a book study over the summer, but as the school year shifted into remote learning, the group switched to podcasts instead. As they interpret these podcasts and reflect on themselves as individuals, Golden said she has been shocked by A group of teachers are reading books and listening to how uneducated the group was about podcasts to learn more about racial discrimination and how racism and the role of race in America. “We’ve all been surprised and they can make changes within their classrooms. dismayed at what we, ourselves as Written by Kathryn Case and Reagan King, Design by Bella Rinne teachers, did not learn and did not know,” Golden said. “I think we all n light of the Black Lives Matter become better teachers for all students. feel like we can do better and be movement and the statement Blue “A lot of us felt that we needed to better as humans and as teachers if Valley posted in regards to racial do something, and we needed to do it we learn more and have these difficult discrimation within the district, outside of just our individual spheres,” conversations.” a few BVNW teachers decided Eigenberg said. “We really wanted to Reading Strategies teacher Amanda to form a book club over the summer bring in the staff and hopefully make Witty said a good starting point for in order to become more educated some changes...that would be cool the group was the book “So You Want and grow in their knowledge of racial to see happen in Blue Valley and in to Talk About Race” by Ijeoma Oluo. injustice. Northwest.” She said this book provided good ELA teacher and coordinator of the Along with Eigenberg, ELA Chair discussion about what the teachers did group Dan Eigenberg said he wanted Valerie Golden said she and the other and did not understand and what was to spread more racial awareness teachers involved wanted to address new to them. Their next read, “Why throughout the BVNW community the problem of racial injustice, as are all the Black Kids Sitting Together to encourage personal growth and opposed to being a part of it. in the Cafeteria” by Beverly Daniel

and

02.04.21 | FEATURE

The podcast "Nice White Parents" attributes the problems in America's public school system to white parents with power and prejudice.

"1619" tells the audience about enslaved Africans first arriving in what would become the United States, and how slavery has tranformed the nation.

"Seeing White" looks at the roots and meaning of white supremacy, particularly how whiteness impacts and interacts with Blackness in the U.S.

Tatum, was a book more focused on education and issues of race within the school building. After transitioning to listening to podcasts, the club listened to “Nice White Parents” by Chana JoffeWalt and “The 1619 Project” by Nikole Hannah-Jones. The current podcast they are listening to, “Seeing White” by John Biewen, has been an overview of previous studies the club has done, Witty said. The group's primary goal, Eigenberg said, is for teachers to become educated in their knowledge of systemic racial injustice. Their secondary goal is to become better equipped to talk about and help students work through issues of race and discrimination. “I hope eventually we can grow in

number and maybe come up with some actionable things to do in our school,” Golden said. “We’re just a group of teachers trying to learn, trying to improve, trying to be better and do better.” Eigenberg said the club has made him more aware of how he interacts with his students and helps him make sure he is not acting on unconscious biases. “We're always trying to help and never hurt children, but I think that, especially as white teachers, working with a variety of students, we've all done things that have had real and negative impacts on students, particularly students of color,” Eigenberg said. Eigenberg said the intensity of the material the group analyzes allows for open and honest discussion about mistakes they have made in the past, and how they will improve moving forward. “I know as an English teacher that there are times when teachers have either read aloud or allowed students to read out loud the N-word when it appears in text. While it's important

to acknowledge that as a historical text, a historical usage, it can do very real harm to both students of color as well as to white students to use that word and to have that word used in the classroom,” Eigenberg said. “I think that is a prime example of really needing to understand not just the historical context, but the contemporary context in order to minimize harm and potential trauma done to students.” In order to improve her teaching methods, Golden said she is making a point to apply the specific information she has learned by having a diverse selection of authors in her classroom. “When we recently did a poetry unit I tried to make sure that I had poets of different backgrounds, of different races,” Golden said. “As I approach the next unit that we are doing with short stories by an Indian American woman, making sure that—and I think that all English teachers feel pretty strongly— that we have representation in our texts and in our classrooms of writers of different backgrounds and different races.” Witty said along with her professional life, she has also taken this knowledge into her personal life in how she educates her son. “I am careful about making sure ELA teacher Dan Eigerberg leads a zoom call with a group of teachers, discussing books and podcasts to become more aware of racial injustice in a classroom setting.

FEATURE | 02.04.21

28 that he sees lots of different voices and people from different places so that he doesn't get a narrow view of this world,” Witty said. Witty has an optimistic mindset, saying she is hopeful that sharing what she has learned with others encourages them to educate themselves as well. “If we don't speak up and talk about the things that are going on...we're not really doing the job that we should be as people and as humans,” Witty said. “I'm definitely trying to learn more about who people are, and where they come from and how that impacts them.” Eigenberg said that because Blue Valley is a predominantly white, privileged area, there are a lot of racial issues that people don’t always consider. “If we really want to enact real systemic change in this country and our community, it's important that it starts with individuals and groups learning and growing,” Eigenberg said. “People need to recognize the problem isn't just individual acts of discrimination and racism, but there's a lot more going on that really impacts our society that we need to be aware of before we can change.”

ELA Chair Valerie Golden reads "Why are all the Black Kids Sitting Together in the Cafeteria?," written by Beverly Daniel Tatum, in her classroom to prepare for her weekly meetings with other teachers. (Photo by Mitri Krishna)

MEET the AUTHOR

BVNWnews interviewed Beverly Daniel Tatum, author of "Why are all the Black Kids Sitting Together in the Cafeteria?" about her book and the message behind it.

Q A

NW: Why did you write this book? BDT: I wrote my book originally in 1997 (1st edition) to respond to the questions that often came up in the “Unlearning Racism” workshops I regularly facilitated with parents and educators, as well as the questions my students raised in my Psychology of Racism courses. In 2017 I chose to update the book because the experience of young people coming of age in the 21st century was different in important ways than those I was writing about in 1997. What is true of the book (in both editions) is that it offers tools to better understand ourselves and our interactions across lines of difference in a race-conscious society. At this moment in our nation’s history, we all need to learn how to do that.

Q A

NW: What was the goal of writing this book? BDT: My book is about how racism shapes our view of ourselves and others, and shows how an understanding of identity development enables bridge building across lines of difference, helping us move beyond conflict to constructive dialogue.

Q A

NW: What is the significance of the book? BDT: Ultimately that is a question for the readers to answer. I hope it sparks conversation that leads people to take action, to interrupt the silence about racism in their communities, and to use their spheres of influence to be agents of change.

02.04.21 | REVIEW

Written by Abbie Kratofil, Design by Emma Gau

lementary school is a formative place in a person’s educational career, but the reality of racial inequality is not often taught in classrooms. This was my experience attending a predominantly white elementary school. There were about a dozen Black students in the whole school and even fewer Black faculty members, so it was common for entire classes to have only white students. When a Black student was in a class, tokenism usually ensued. Although I loved the tight-knit school community, the lack of racial diversity meant that I was not aware of issues that Black people face. Recently I have been trying to learn more about the Black experience in schools because I want to be supportive of my peers. When Candlewick Press reached out to me through the Young Adult Library Services Association’s Blue Valley Library chapter to ask that I review an advance reading copy of activist Frederick Joseph’s book, “The Black Friend: On Being a Better White Person,” I responded with an enthusiastic yes. Joseph is a Black author who writes passionately about his experiences with racism in the education system of modern-day America. His book has expanded my understanding of a range of topics from microaggressions to large systemic issues such as police brutality. This book sheds light on examples of racism that aren’t commonly talked about, such as people making fun of racial minorities’ cultural food and wearing costumes that are offensive to minorities. Although I have heard of these microaggressions in the past, as a white person I was not aware of the gravity that these actions held. Joseph gives practical ways that people can support Black students, such as educating themselves on issues that the Black community faces. Reading this book was a good first step for me in educating myself, but I know that I am not perfect and will need to continue working to improve. Joseph’s writing is casual and relatable; reading this book feels like having a conversation with him. He tells humorous stories of college antics, and interviews key figures in activist literature such as Angie Thomas and Naima Cochrane. “The Black Friend: On Being a Better White Person” is a great

read for people who are interested in broadening their cultural perspectives. This year I am taking AP European History. Because the course is focused on Europe, most of the figures I am studying are white. There are almost no references to how Black people have lived throughout history. Since I wasn’t learning about Black history in school, I looked for books to read outside of school to learn about this topic. Although “Stamped: Racism, Antiracism, and You” by Jason Reynolds and Ibram X. Kendi has won numerous awards, this book’s prowess is not just in its accolades. This #1 New York Times Bestseller defies the stereotypes that label history books as “boring” and “stuffy” with its thoughtprovoking storytelling wrapped up in the layout of a Young Adult history book. The authors explain the history of racism starting as far back as 1415. They walk readers through the centuries, describing how racism has shifted with the culture. Understanding racism’s history has helped me recognize how it shapes the world today. While reading the book, I observed how many of the arguments used to defend racist behaviors today, such as cherrypicking statistics and dehumanizing racial minorities, were also used in 15th century Europe and colonial America. This book goes deeper than mentioning slavery and the Civil War by expanding on the erasing of Black culture and denial of freedoms that racial minorities have faced. Learning about how institutional racism started showed me how widespread this issue is. This book is great for anyone who wants to learn more about the systemic struggles Black people have faced throughout history. Books have a unique power of expanding readers’ worldviews. Because of this, I encourage people with an interest in bettering themselves to seek out books that challenge how they see the world. It was difficult at first to read books on an unfamiliar topic, but it was valuable for me to educate myself. I will continue reading books by Black authors. Reading these books has expanded my views, and I hope it will do the same for others.

BOOKS ON THE BLACK EXPERIENCE

Staff writer Abbie Kratofil shares what she takes away from two books on issues that Black people face.

ABOUT THE EXPRESS CONTACT INFORMATION Mailing address: 13260 Switzer Rd, Overland Park, KS 66213 Phone: 913-239-3544 Website: BVNWnews.com

RESPONDING TO THE PUBLICATION Letters to the editor may be submitted electronically on our website at BVNWnews.com under the “Contact Us” tab. Letters may be published either on BVNWnews.com or in our print edition. Letters may be edited.

ABOUT US The Express is the official high school news publication of Blue Valley Northwest High School, an open forum distributed to all students seven times a year. This is the April Issue of Volume 27. Subscription rates are $10. The Express is printed by The Sedalia Democrat, 700 South Massachusetts, Sedalia Mo. 65301.

DISCLAIMER This is a student publication and may contain controversial matter. Blue Valley Unified School District No. 229 and its board members, officers and employees disclaim any responsibility for the content of this student publication; it is not an expression of School District Policy. Students and editors are solely responsible for the content of this student publication.

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