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From Louisville to the Olympics: The Legacy of William DeHart Hubbard

William DeHart Hubbard, born on November 25, 1903, in Cincinnati, Ohio, was a trailblazing figure in American sports history. Hubbard grew up in Cincinnati. While attending Walnut Hills High School he excelled in academics and athletics. This earned him a scholarship to the University of Michigan in 1921, where he studied in the College of Literature, Science, and the Arts. In college, he quickly made a name for himself as an exceptional track and field athlete.

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William DeHart Hubbard made history in 1924 when Hubbard made Olympic history by winning the Gold Medal in the long jump. Public Domain.
William DeHart Hubbard made history in 1924 when Hubbard made Olympic history by winning the Gold Medal in the long jump. Public Domain.

By Tamara Shiloh

William DeHart Hubbard, born on November 25, 1903, in Cincinnati, Ohio, was a trailblazing figure in American sports history.

Hubbard grew up in Cincinnati. While attending Walnut Hills High School he excelled in academics and athletics. This earned him a scholarship to the University of Michigan in 1921, where he studied in the College of Literature, Science, and the Arts. In college, he quickly made a name for himself as an exceptional track and field athlete.

Hubbard was the only African American on the school’s track team; he was also the first African American varsity track letterman at the university. In his college career, Hubbard won several meets including being a three-time National Collegiate Athletic Association (NCAA) champion, eight-time Amateur Athletic Union (AAU) champion, and seven-time Big Ten Conference champion in track and field. His 1925 outdoor long jump of 25 feet 1012 inches stood as the Michigan Wolverines team record until 1980, and it is still second. His 1925 jump of 25 feet 3.5 inches stood as a Big Ten Championships record until Jesse Owens broke it in 1935 with what is now the current record of 26 feet 8.25 inches.

In 1924, he was selected to represent the United States at the Paris Summer Olympics.

Competing against some of the best athletes in the world, Hubbard made history by winning the gold medal in the long jump by jumping 24 feet 5.5 inches. This victory made him the first African American to win an individual gold medal in the history of the modern Olympic Games.

In 1925, Hubbard broke the long jump world record with a leap of 25 feet 1078 inches at the NCAA championships. In 1927, he bettered that with a jump of 26 feet 2.25 inches — which would have been the first ever over 26 feet — but meet officials disallowed it, claiming that the take-off board was an inch higher than the surface of the landing pit. He also competed in the hurdles at the 1926 AAU championships. He graduated with honors in 1927.

He specialized in the long jump, a sport that would soon bring him international fame.

Hubbard’s Olympic success was not just a personal triumph but a milestone for African Americans in sports. His victory challenged the prevailing stereotypes of the time and inspired a generation of Black athletes to pursue their dreams in the face of adversity.

After his Olympic success, he continued to excel in track and field. He set an additional world record in 1925 with a jump of 25 feet 10.75 inches, which stood for several years. His accomplishments were not limited to athletics, as he also became involved in civic and business endeavors after his graduation from the University of Michigan in 1927.

Following his athletic career, Hubbard returned to his hometown of Cincinnati, where he took on various roles serving his community and the progress of African Americans. He worked as a manager for the Department of Colored Work for the Cincinnati Public Recreation Commission and later became a race relations adviser for the Federal Housing Administration.

Hubbard passed away on June 23, 1976. As the first African American to win an individual Gold Medal in the Olympics, he not only paved the way for future generations of athletes but also demonstrated the profound impact that sports can have on societal change.

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Oakland Post: Week of September 25 – October 1, 2024

The printed Weekly Edition of the Oakland Post: Week of September 25 – October 1, 2024

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Oakland Post: Week of September 18 – 24, 2024

The printed Weekly Edition of the Oakland Post: Week of September 18 – 24, 2024

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OPINION: Why the N-Word Should Be Eliminated from Schools: A Call to Educators, Parents and Students

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. 

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Zetha Nobles. Courtesy photo.
Zetha Nobles. Courtesy photo.

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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