Reaction To 'Can Whites Teach Blacks'

July 23, 2005

The July 17 "Can Whites Teach Blacks?" [Page 1] was misleading. Cultural differences, not race, were "at the heart of the Hartford school system's most wrenching incidents this year."

The reporter used a small section of an article that I had written stating that "there is nothing wrong with white teachers. I had them, respect them, was the only black in an all-white high school." I spent only three years in that high school. I can also recall a time when Hartford had its first black school teacher, principal and so on.

The article also stated that a "white principal did not make it through the school year in a mostly black neighborhood after she hired all white teachers, setting the tone for a racially charged atmosphere that seemed to worsen every week." This statement is partially true, but it was not just because the principal happened to be white, but mainly because she came into a unique situation.

The school, in a predominately black community, was the first in Hartford designated by the federal government as a Blue Ribbon School. At that time, it had a black principal and many of the teaching staff were black. It brought pride to the black community. The black male principal retired and was replaced by the white female principal. She brought in all white teachers to replace retiring black teachers. It was not a question of whether she was capable, or whether white teachers could teach blacks. It was a case of racial pride that was suddenly erased in a community where this type of ethnic pride was needed to inspire and encourage others, especially the young students.

Another misstatement was that "a black principal in the district's most troubled school attributed her school's woes, in part, to white teachers being culturally out of tune with black students." This principal will sincerely tell anyone that some of the best teachers at the school are black, Hispanic and white, as she has told me many times. The issue is that some of the teachers, of all races, who are sent directly from suburban backgrounds and teaching, are culturally out of tune with these urban students. This is not a racial statement but a fair assessment. The majority of these students live in one of the state's most disadvantaged communities. There are extreme cultural differences that some of these suburban teachers are not used to. Because of that, some of these kids are labeled as bad, disrespectful and even placed in special education classes.

In the article, Jack Hasegawa, chief of the State Office of Educational Equity, remarked that the special education designation provides financial resources to get extra help. Yet school systems use this designation to increase financial resources at the expense of students. The Hartford school superintendent stated that "the district may identify more minority students as needing special education than it should," but then he goes on to state that "it isn't a racial determination." If not, then what is it?

No one is addressing the real problem - the problem communities that these students come from. Just as it is more factual that poor-performing communities are the major reason for schools being labeled as poor-performing schools, so is it misleading to try to allege that white teachers cannot teach black students when the real issue is diversity training, cultural differences and the need for students of any color to see, and have, role models and mentors who look like them.

Let's stop playing the race card and get on with the business of providing quality education in all of our schools and not placing all our efforts and resources into magnet schools and private schools. Let's not continue to confuse racial pride and cultural differences with racism.

Thirman L. Milner
Hartford

The writer is a former mayor of Hartford.

Although Courant reporter Rachel Gottlieb interviewed me at length and quoted me directly in the article "Can Whites Teach Blacks," the spirit of which I spoke was not conveyed. When asked if white teachers are able to have success with children of color, I answered "Absolutely!" From there, I was clear in stating that I am a successful product of the West Hartford Public School system and only had white teachers growing up. Of course, white teachers can teach successful black students.

As for having an "ease between a black parent, teacher and student," this doesn't disqualify quality white teachers from being successful with children of color (and their parents) who want to learn. Both inter- and intraracial relationships need the art of communication and convenience of accessibility. Quality, willingness, communication and accessibility are just the beginning ingredients in the recipe for a successful teaching and learning environment.

As an advocate for diversity and inclusion, I do not condone segregation, separation or isolation. I support the diversity of a student body with the demographics of the teachers, faculty and staff reflecting those they serve. It is essential that students see leaders who look like them, but also that they have access to other leaders who may contribute a different view, culture or style that may broaden their horizons and enrich their learning experience. These are key components needed to reach our goal of having the aforementioned ideal environment where all children are more apt to learn and all teachers are more successful with teaching.

In elaborating on my quote that was used in The Courant's article, I hope that it is clear that children's successes can be bountiful when we provide the opportunity. Our children deserve it, and we owe them our earnest efforts.

Marsha McCurdy
West Hartford

The writer is chairwoman of the West Hartford Initiative on Racial and Ethnic Diversity.