CENTER FOR POLICY ANALYSIS AND RESEARCH Education Equity
December 2023
Ja’Lia Taylor, Ph.D, John Lewis NREI Social Justice Fellow
Preserving the Integrity of American Education
CPAR | Preserving the Integrity of American Education
Introduction In 2020, following the murder of George Floyd, a wave of racial awakening swept across the nation, and many began to confront the historical injustices faced by Black Americans. The incident ignited widespread concern, prompting individuals, organizations, and businesses to engage in meaningful dialogues around race, and take concrete steps to address deep-seated issues in the treatment of Black citizens. Despite the new attention around race and justice, flurries of legislation that prohibited K-12 schools and higher education institutions from addressing matters concerning race and diversity began to arise (Kalman, 2021). Debates around the 1980s framework Critical Race Theory began to resurface. In July 2023, Representative Sheila Cherfilus-McCormick (D-FL) introduced H.Res. 615: Condemning Revisionist Education and Revisionist History in Relation to the African American Experience, a legislative proposal aimed at safeguarding the integrity of the American education system by advocating for the inclusion of precise, historical information concerning African Americans in American history. This policy brief offers a concise overview of the historical context that necessitates its creation, the essential aspects, and details of H.Res. 615, and its role in rectifying historical accuracy and fostering racial equity within the realm of education.
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CPAR | Preserving the Integrity of American Education
Background Critical Race Theory (CRT) is an intellectual framework concerned with the examination of ingrained racism within legal systems, institutions, and everyday practices (Delgado et al., 2012). Its primary goal is to challenge structures with the intent of achieving racial equity and advancing social justice. CRT challengers argue that its principles are seen as fostering sentiments of anti-white bias, promoting cultural divisions, and posing a potential threat to the integrity of public education institutions (Miller et al.; 2023). Proponents of CRT contend that the resistance to CRT represents an effort to alter American history and downplay the harmful impact of slavery, Jim Crow laws, and systemic racism (Bakri Sy, 2023). On September 22, 2020, former President Trump issued Executive Order 13950, titled “Combating Race and Sex Stereotyping.” The Order prohibited the implementation of aspects of diversity, equity, and inclusion initiatives, including anti-racism and anti-bias training, in workplaces and educational institutions and banned CRT as “divisive concepts.” Divisive concepts are defined as any topic that would make an individual feel bad about themselves. (Watkins, 2021). Following the executive order, several states also began looking at how to regulate aspects of diversity and inclusion, creating anti-CRT legislation, with Florida Governor Ron DeSantis leading the charge. In April 2022, Florida Governor Ron DeSantis signed into law the Individual Freedom Act, also known as the Stop WOKE Act—legislation that banned both Critical Race Theory and the provision of accurate historical information about African Americans in public school curricula (Russell-Brown, 2022). This legislation restricted the use of specific books and introduced penalties for educators who attempted to teach an accurate portrayal of African American history. DeSantis also endorsed a bill that revised the state of Florida’s social studies standards, which some argued contained inaccuracies regarding African American history. Florida’ revised standards convey that slavery had beneficial aspects for Black Americans, emphasizing that they acquired valuable skills through this experience. The new standards also depict African Americans as instigators of violence during race riots, shifting the focus away from the involvement of racist mobs.
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CPAR | Preserving the Integrity of American Education
A Step in the Right Direction H.Res.615, a resolution introduced in the U.S. House of Representatives by Representative Sheila Cherfilus-McCormick, takes a stand against the distortion of African American education and history addressing Florida and the rest of the United States. It recognizes the vital role of accurately portraying history to address racial disparities and advance a fairer society. The resolution also underscores the harm caused by twisted historical accounts when comprehending African Americans’ rich culture and history. The call for H.Res.615 comes from the mounting concerns about the misrepresentation of African American history in educational materials, public discussions, and the media. Revisionist history frequently downplays or distorts the significant contributions, challenges, and accomplishments of African Americans throughout the tapestry of American history. This resolution aims to tackle these issues by: Denouncing Revisionist Education: H.Res.615 firmly opposes the inclusion of misleading or distorted content in educational curricula at all levels. It stresses the importance of precise, impartial, and comprehensive teaching materials encompassing all African American contributions to American society. Advocating for Historical Accuracy: H. Res. 615 champions the creation of educational materials that faithfully represent the intricate and multifaceted history of African Americans. It advocates for curricula that provide a well-rounded understanding of African American history, encompassing both achievements and challenges. Cultivating Racial Equality: H.Res.615 highlights the role of education in addressing systemic racism. By promoting precise historical education, it seeks to contribute to a more equitable society where all individuals have a deeper appreciation of the African American experience. Supporting Educators: H.Res.615 acknowledges the dedication of educators who are committed to delivering accurate and inclusive education. It calls for the support and professional development of teachers to ensure they can effectively teach African American history.
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CPAR | Preserving the Integrity of American Education
The Benefits of H.Res. 615 H.Res.615 represents a crucial stride towards achieving educational equity that ensures African American history is accurately and comprehensively taught in schools. The proposed legislation helps counter the perpetuation of racial stereotypes and biases. This stance also ensures that African American children can do well academically. Several studies have reported that strategies like culturally responsive teaching, parental engagement, and culturally relevant curriculum have improved academic outcomes for African American children (Templeton, 2001). Currently, the dropout rate for African American students has decreased from 10.3 percent to 5.9 percent (National Center for Educational Statistics). Culturally responsive teaching, specifically, embodies an educational method that values the incorporation of students’ cultural backgrounds, identities, and experiences into the learning process. Its goal is to establish an inclusive and supportive classroom atmosphere that respects, values, and engages students from various cultural backgrounds. Black children whose teachers engage in culturally responsive teaching have higher GPAs, increased school attendance, and are more likely to graduate high school (Thomas et al, 2019). Today, this teaching method is restricted in Alabama, Florida, Georgia, and Tennessee because of arguments that its framework is rooted in CRT (Burmester, 2022). IMPORTANCE OF ACCURATE BLACK HISTORY It is also essential for children to gain an understanding of their cultural heritage and history beyond the teachers’ culturally responsive teaching strategies. Black children should have the opportunity to learn about their own history as a part of the curriculum (Ladson-Billings, 1994). Understanding historical context plays a pivotal role in shaping a child’s identity and overall development. Studies show that Black children must learn about themselves to do well academically, as it helps develop a strong sense of cultural identity and pride (Ladson-Billings, 1994). It provides Black children with examples of resilience, achievement, and leadership within their own community. Black history also teaches children about the struggles and injustices faced by Black people throughout history. As Black students learn about prominent Black figures in history, it provides them role models to look up to so that they can aspire to greatness. Ensuring that African American students encounter an accurate representation of their history, similar to other student groups, contributes to equitable educational opportunities for all. Teaching accurate accounts of Black history also empowers local communities by offering a deeper understanding of history, culture, and contributions, nurturing a sense of pride and identity (Powell, 2012). Community empowerment fosters inclusive decision-making, builds social capital, and allows communities to advocate for their own interests.
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CPAR | Preserving the Integrity of American Education
EMBRACING A NATIONAL RECKONING: TRUTH & RECONCILIATION If passed, H.Res. 615 would play a role in the ongoing national reckoning with America’s history of racial injustice. National reckoning is a concept that underscores the importance of acknowledging historical injustices as a fundamental step in paving the way for a more equitable future (Alexander, 2010). Within the United States, there is an ongoing need to confront the nation’s complex history and address the deeply entrenched issue of systemic racism, which permeates both the criminal justice system and society at large. This process of reckoning is rooted in the belief that to foster unity and progress, it is imperative to grapple with past injustices, including the legacies of slavery, lynching, and pervasive discrimination (Androff, 2022). This process involves a genuine and transparent exploration of the accurate historical narrative of the United States, particularly in the context of African American history and the racial injustices associated with their experiences. By doing so, it seeks to address not only the wrongs of the past but also the ongoing inequities that persist in contemporary society (Stevenson, 2014).
Conclusion H.Res. 615 represents a crucial legislative initiative aimed at addressing concerns related to the portrayal of African American history and its potential implications for the pursuit of racial equity and social justice in the United States. If passed, it could mark a significant and transformative step in the direction of a more equitable and just society and signify a commitment to rectifying historical inaccuracies that promote a more balanced understanding of African American history. One of its primary objectives is to strongly disapprove of revisionist approaches in education and instead advocate for the accurate presentation of historical facts. Additionally, it seeks to provide support and resources for educators to facilitate a more comprehensive and inclusive educational experience. Passing this bill will guarantee ongoing progress in the academic and overall developmental success of African American children. Reports demonstrate a consistent upturn in outcomes for Black children, emphasizing the significance of culturally responsive practices and accurate historical representation in their development. Lastly, the principles outlined in this legislation may serve as a model for individual states to follow. H.Res. 615 represents progress, albeit with a limited focus on Florida. While not offering a comprehensive solution for all states, it serves as a potential model for others. Its adoption could play a role in the broader national initiative to correct inaccuracies in narratives about African Americans and advance racial equity.
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CPAR | Preserving the Integrity of American Education
REFERENCES Alexander, M. (2010). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New Press. Androff, D. (2022). U.S. Truth and Reconciliation Commission: Social Work’s Role in Racial Healing. Social Work, 67(3), 239–248. https://doi-org.spot.lib.auburn.edu/10.1093/sw/swac018 Burmester S., Howard L. C. (2022). Confronting book banning and assumed curricular neutrality: A critical inquiry framework. Theory into Practice, 61(4), 373–383. https://doi.org/10.1080/00405841.2022.2107343 Delagado, R., & Stefancic, J (2012) Critical Race Theory: An Introduction. NYU Press Ladson-Billings, G. (1994). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465-491. Miller, V., Fernandez, F., & Hutchens, N. H. (2023). The Race to Ban Race: Legal and Critical Arguments Against State Legislation to Ban Critical Race Theory in Higher Education. Missouri Law Review, 88(1), 61–106. Powell, J. A. (2012). Racing to Justice: Transforming Our Conceptions of Self and Other to Build an Inclusive Society. Indiana University Press Russell-Brown, Katheryn, “’The Stop WOKE Act’: HB 7, Race, and Florida’s 21st Century Anti-Literacy Campaign” (2022). UF Law Faculty Publications. 1203. Stringfield, S. (2007). Improvements in Academic Achievement Among African American Students Over Time: National Data and an Urban Case Study. Journal of Negro Education, 76(3), 306–315 Sy, A. B. (2023). Deconstructing Misconceptions: Understanding Critical Race Theory. Templeton, Nathan., (2001). Understanding Social Justice: Improving the Academic Achievement of African American Students Thomas, O. N., Caldwell, C. H., Faison, N., & Jackson, J. S. (2009). Promoting Academic Achievement: The Role of Racial Identity in Buffering Perceptions of Teacher Discrimination on Academic Achievement Among African American and Caribbean Black Adolescents. Journal of Educational Psychology, 101(2), 420–431. https://doi-org.spot.lib.auburn. edu/10.1037/a0014578 U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics
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CENTER FOR POLICY ANALYSIS AND RESEARCH Education Equity
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