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.

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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As Chancellor of the Peralta Community College District, I am excited to endorse California Senate Bill SB 1348, which proposes a state-level designation for Black-Serving Institutions of Higher Education. This bill is a critical step toward recognizing and supporting the significant role that institutions like ours play in serving Black students and fostering their success.

Our incredibly diverse district in the East Bay includes Berkeley City College, College of Alameda, Laney College, and Merritt College. Over 30% of our students identify as Latinx, and all four colleges are either designated as Hispanic-Serving Institutions (HSI) or are on the path to that designation. 20.8% identify as Asian American or Pacific Islander, again with our colleges designated as Asian American, Native American and Pacific Islander Serving Institutions (AANAPISI) or on that path. The HSI and AANAPISI designations and resulting grants allow our colleges to support these historically marginalized communities with programs tailored specifically for these student cohorts.

Frustratingly, there is no such designation for Black-Serving Institutions. And there should be. Research shows Black students face unique challenges in their educational journey. They are more likely to delay attending college after high school, more likely to attend college part-time, less likely to earn a degree, and more likely to take on a more significant amount of student debt than other student groups.  Collectively, 19.1% of students at the Peralta Colleges identify as Black, surpassing the 10% enrollment threshold required by SB 1348. This statistic is not just a number; it reflects our ongoing need for creating and sustaining educational environments where Black students can excel.

Merritt College, in particular, holds a significant place in this narrative. It was here, nearly 60 years ago, that the Black Panther Party was founded, a pivotal moment in the history of social justice and equity movements. Our commitment to these values continues to be a cornerstone of our mission. Our specialized programs, such as Umoja and Sankofa, are a testament to this commitment. They are designed to provide tailored resources and a nurturing academic environment for Black students, echoing the spirit of the Black Panther Party’s founding.

SB 1348 is more than a legislative measure; it acknowledges the vital contributions of institutions that serve Black students with excellence. By recognizing the Peralta Colleges as Black-Serving Institutions, we can better align state resources with our efforts to support and uplift our students. This designation will validate our colleges’ hard work and enhance our ability to provide targeted support and opportunities. Our community has a rich history from the founding of the Black Panther Party to the appointment of California’s first Black chancellor in a multi-college district (Dr. Donald Godbold, hired in 1980). However, there is more work to be done to fulfill our mission of advancing social and economic transformation for Black students in the Bay Area. We encourage policymakers and stakeholders to take an active role in supporting SB 1348. This bill is not just a legislative measure; it’s a beacon of hope. It is an opportunity for each of us to reaffirm our commitment to Black excellence and equity in education and to ensure that institutions like Berkeley City College, College of Alameda, Laney College, and Merritt College continue to flourish and support the Black students who are integral to our communities and our future.

Dr. Tammeil Gilkerson

Chancellor, Peralta Community College District

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