By Magaly Muñoz

For over 25 years, an Oakland leadership organization has worked to foster multiracial relationships amongst students, where historically, there has been division.

Youth Together was created by Raquel Jimenez, a Latino history teacher at Castlemont High School, who noticed tension between Black and Latino students. Through a coalition of other Oakland-based organizations, Youth Together was established to provide resources to students and give them skills to build community with other racial groups.

Student members of Youth Together told the Post that the reason they joined the organization was to build skills around social justice and connect with people they otherwise wouldn’t have met.

One student, Oli, said the group helped her to grow confidence in speaking with new people and to learn more about the history of racial issues in Oakland, which she wishes teachers did more of to include in their curriculum.

Lena, another student who attends Skyline High School with Oli, said the groups at school are typically divided by race because “students fall into stereotypes”. She explained that kids would put her in a “stereotypical Asian” persona but once they got to know her, they started treating her differently.

Berlin, a student Youth Together member, shared that he transferred to three different schools because of racial tensions with other students. He said other groups attempted to start problems with him because he didn’t come from the same background as them.

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Lena said people would be more open to being friends with other races if they were taught about them more frequently in school.

“It’s really important to understand different ethnicities and their backgrounds and struggles that they’ve went through,” Lena said.

Asian, Latino and Black students make up the biggest racial groups in Oakland Unified School District. Latino students in particular make up over half of the student population with almost 24,000 kids in the 2022-23 school year.

The Youth Together students shared that over the years more white students have started attending their schools and the diversity is no longer what it used to be. They also said the teachers do not reflect the student body diversity.

Oli said although there are student fights at Skyline, she doesn’t feel that they are racially motivated. But she claims that most of the racial tensions actually come from teachers who express negative rhetoric to students during their lessons, especially in history classes.

Through these conversations about race and social justice, the students are better prepared to speak to their peers at an annual event called Unity Day.

Unity Day was hosted at Skyline and Oakland High School at the very beginning of the school year. Kids participated in activities and group discussions about diversity and the ongoing disparities in their education.

The Youth Together team said they looked forward to having these talks with students and to connecting them with others.

Lead organizer Seanna said she wants Unity Day to bring folks together and undo the years of division that Oakland schools have experienced. Her two high school aged brothers, who are also members of Youth Together, have told her that tensions run higher now than they did when she was in high school several years ago.

Seanna wants the cycle of tension and detachment among different racial groups to end, both in school and in the city. She said people felt more united and like a community when she was growing up, but that doesn’t feel like the case anymore.

If Unity Day is what the school and larger community need in order to get along, she hopes the idea continues and expands until things start to come together again.

“It just takes one person to want to keep fighting, to inspire other people to keep fighting, and that’s the domino effect I would love to see. Maybe that change that we all crave for will come,” Seanna said.

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By Zetha A. Nobles,

The presence and rampant use of the N-word in educational settings poses significant challenges to the social-emotional learning (SEL) and psychological well-being of students and teachers.

The historical and contemporary usage of the N-word carries deep-seated racial connotations and trauma, making it imperative to address its impact in the school environment.

Here’s why the N-word should be eradicated from schools and its detrimental effects on SEL and psychological health.

Historical Context and Significance

The use of the N-word is considered a severe violation of dignity due to its deeply hurtful and dehumanizing nature. The N-word is historically rooted in a long and sordid history of racism, oppression and dehumanization.

It was and is used to dehumanize, degrade, demean and denigrate African American people. Its historical presence is marked by extreme violence and pernicious systemic oppression.

Despite the evolving societal appropriation and the exploitation of the word in hip hop music and other media forms, its controversial use has morphed or mutated into a word now used to signify friendship or endearment.

In schools its use is complex, representing camaraderie, being cool and defiant while consciously and unconsciously dehumanizing African American students and staff.

The N-word has a long history of being used as a tool of oppression and degradation against Black people. It was employed during periods of slavery, segregation, and ongoing racial discrimination to strip individuals of their humanity and reinforce systemic racism.

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Its use is a painful reminder of this history and the ongoing struggle against racism. Its impact:

• Dehumanization: When the N-word is used, it reduces Black individuals to a derogatory stereotype, stripping away their identity and worth as human beings. It perpetuates the idea that certain groups are inferior and unworthy of respect and dignity.
• Impact on Self-Worth: Hearing or being called the N-word can have profound psychological and emotional impacts, leading to feelings of shame, anger, and diminished self-worth. It communicates to individuals that they are lesser or undeserving solely because of their race.
• Interpersonal Harm: The use of the N-word in interpersonal interactions conveys disrespect, hostility, and a lack of regard for the feelings and dignity of others. It undermines efforts to build inclusive and respectful relationships.
• Symbol of Structural Injustice: The N-word symbolizes larger societal injustices and inequalities. Its continued use reflects ongoing racial prejudice and discrimination, perpetuating harmful attitudes and behaviors.

Given these reasons, using the N-word is not just a matter of inappropriate language; it represents a significant violation of human dignity and reinforces harmful racial stereotypes and hierarchies. It is crucial to reject and actively challenge the use of this word to promote equality, respect, and dignity for all individuals.

In schools, the word retains its harmful and damaging impact and remains a powerful symbol of racial animosity. The N-word’s use in schools, intentionally or otherwise, preserves a cycle of racial abuse, degradation, and discrimination which are violations to the dignity of African American students.  Its usage perpetuates a legacy of hate and is a dignity violation that makes it a pressing issue for educators to address. Not addressing use of the N word in school contradicts the principles of equity and inclusion that educational institutions strive to uphold.

Impact on Social-Emotional Learning (SEL)

Social-emotional learning is crucial for students’ development as it encompasses the skills needed to manage emotions, establish positive relationships, and make responsible decisions. The use of the N-word in schools disrupts this process in several key and critical ways:

•  Emotional Trauma: The N-word is a trigger for emotional pain, particularly for African American students and teachers.  It can evoke feelings of anger, sadness, shame and humiliation, which hinder the ability to engage fully in the learning process.
• Hostile Learning Environment: A safe and supportive learning environment is essential for effective SEL. The use of the N-word creates a hostile and unsafe atmosphere, leading to increased anxiety, disrespect, and stress among students and teachers.
• Relationship Building: One of the goals of SEL is to foster positive relationships. The use of derogatory language such as the N-word fosters division and mistrust among students and staff.

Psychological Impact on Students and Teachers

The psychological effects of the N-word on students and teachers are profound and far-reaching. For students, especially those of African American descent, the word can lead to feelings of inferiority and exclusion. This not only affects their academic performance but also their self-esteem and mental health. Studies have shown that exposure to racial slurs can increase levels of depression, anxiety, and other mental health issues.

For teachers, addressing the use of the N-word in the classroom is a significant challenge. It places an emotional burden on them, particularly for teachers of color who may feel personally targeted. The stress of managing such situations can lead to burnout and affect their ability to provide a supportive learning environment.

Strategies for Eliminating the N-Word from Schools

To effectively eliminate the N-word from schools, a comprehensive approach is necessary. Here are some strategies:

•  Clear Policies and Consequences: Schools must implement and enforce policies that explicitly prohibit the use of the N-word and other derogatory language. Clear consequences for violations should be established and communicated to all members of the school community.
• Cultural Competency Training: Providing cultural competency and anti-racism training for teachers, staff, and students can foster a more inclusive and respectful environment. This training should include the historical context of the N-word and its impact on individuals and communities as well as alternative language.
•  Support Systems: Schools should offer culturally congruent support systems, such as counseling and peer support groups, for students and teachers affected by the use of the N-word. These resources can help individuals process their experiences, mitigate psychological harm and co-create a culture of dignity.
• Community Engagement: Engaging the broader school community, including parents and local organizations, in dialogue about the impact of the N-word can reinforce the school’s commitment to creating a respectful and inclusive environment.

In addition to the moral and ethical arguments against the use of the N-word, there are also legal and policy considerations that support its prohibition in schools. Many school districts have anti-bullying and anti-discrimination policies that explicitly prohibit the use of derogatory language, including racial slurs. The use of the N-word in schools can lead to disciplinary actions and legal consequences for both students and staff who violate these policies.

Furthermore, federal laws such as Title VI of the Civil Rights Act of 1964 prohibit discrimination on the basis of race, color, or national origin in programs and activities receiving federal financial assistance. Schools that fail to address the use of the N-word and other forms of racial harassment may be in violation of these laws, potentially resulting in investigations and penalties from the U.S. Department of Education’s Office for Civil Rights.

Addressing the N-word in educational settings is not just about prohibiting a word; it is about dismantling a symbol of hate and fostering an environment where all students and teachers can thrive.

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We seek to center community as the central tenet of our mission. Recognizing our role in creating access to educational opportunities and driving the economy is our geographic area. We have an obligation to communities historically and presently disproportionately impacted within and outside of the educational setting. Black, Indigenous and People of Color (BIPOC) require greater attention from educational systems from primary through post-secondary. CoA is committed to anchoring our work in data, which informs priorities in educational offerings and support programming. Our data suggests we can no longer hold the “business as usual” mentality and the poverty, crime and housing insecurity rates in our service area would suggest the same.

With 58% of Peralta Community College District students taking classes at two or more colleges CoA is invested in serving all students irrespective of zip code. We’re strengthening our partnership with the Alameda Unified School District (AUSD), Oakland Unified School District (OUSD), and the charter and independent schools within our geographic area. Our focus with K-12 partners is expanding Dual Enrollment, which is intended to create access opportunities for black, brown and low-income communities. We’re also laser focused on industry partnerships to create career pathways for our students that lead to a promising or high wage career. Engaging the Alameda Chamber and the associated business community will be an ongoing activity in my role as the President. CoA knows, When We Collaborate, We Win for students, their families and community.

CoA is taking active steps to engage our most vulnerable students to fulfill our commitment to social and educational justice. Recently, CoA signed a Memorandum of Understanding (MOU) with Sacramento State University to build a transfer pipeline to the Black Honors College, which is the first of its kind in the Nation. Our students deserve this access and transfer pathway is an area of focus for our institution. We were recently awarded a Rising Scholars Grant to support justice impacted youth through educational pathways that lead to career. Our interest is to disrupt the school to prison pipeline with the knowledge that men of color are underrepresented in higher education and overrepresented in prisons across the nation. We recently held a STEM Pilot – Summer Bridge Program, which was a partnership with Oakland Unified School District and CoA faculty, staff and leadership.

CoA will continue developing and refining programs to not only create access for disproportionately impacted students, but also nurturing their journey through completion. Below are some programs and serves available to our students:

• Umoja Program – The Umoja Community gains meaning through its connection to the African Diaspora.
• A2mend Chapter – African American Male Education Network Development
• EOPS– Extended Opportunities Program & Services – For Low Income/First Generation Students
• CalWorks – California Work Opportunities and Responsibility to Kids program
• NextUp – Foster Youth Program
• CARE – Cooperative Agencies Resources for Education Program
• MESA -Math Engineering Science and Achievement – for first-generation, low-income, and under-represented college students.
• SAS – Student Accessibility Services

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