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Profile in Education Equity: Sharif El-Mekki

NNPA NEWSWIRE — El-Mekki is answering his own “nation building” call. In May, he announced that after 11 years as Shoemaker’s principal and 26 years of being inside schools as a teacher or administrator, he was devoting his full attention and time to launching a new Center for Black Educator Development to help address the urgent need to bring more Black educators into Philadelphia’s classrooms and across the nation. “If I’m going to be serious about trying to change the lives of Black educators and hence the lives of Black children, then it just can’t be my night and weekend job,” he said.

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Sharif El-Mekki admits that how he speaks to students today is influenced by his experience as a child. “Almost every day, I have freedom songs playing in my head when I’m engaging with students.”

Leading with Equity and Justice

This time last year, Sharif El-Mekki, former principal of Mastery Charter School’s Shoemaker campus in West Philadelphia, was welcoming the school’s nearly 900 students and staff back to school and back to “nation building.” It was a charge for students to do more than just get an education, but to lead and serve in their communities. And for teachers and school leaders to make sure students have what they need to do so.

This back to school season, El-Mekki is answering his own “nation building” call. In May, he announced that after 11 years as Shoemaker’s principal and 26 years of being inside schools as a teacher or administrator, he was devoting his full attention and time to launching a new Center for Black Educator Development to help address the urgent need to bring more Black educators into Philadelphia’s classrooms and across the nation. “If I’m going to be serious about trying to change the lives of Black educators and hence the lives of Black children, then it just can’t be my night and weekend job,” he said.

El-Mekki can already count a few successes in this area. In 2014, he founded The Fellowship: Black Male Educators for Social Justice, an organization dedicated to recruiting, retaining, and developing Black male teachers. It started as a small support group of fewer than 20 Black men. They met over dinner to share stories, help each other solve problems, and to build a community. The group has grown exponentially over the years. It now hosts a number of meetings throughout the year for Black educators (and those who supervise or support them) to learn from each other. The hallmark event is the annual convening, which last year drew over 1,000 participants to Philadelphia. The Fellowship’s big goal is to triple the number of Black male educators in Philadelphia by 2025.

But the new Center will have a heightened focus on professional development for Black teachers (providing ongoing and direct mentoring support and coaching), pedagogy curated from the traditions of highly effective Black teachers, pipelines to the classroom, and policies that can support new and aspiring Black teachers.

It will also provide culturally responsive training for educators. Considering that the vast majority of educators are White (e.g., 96% of Pennsylvania’s teachers), making sure all educators are culturally competent and responsive is an essential piece, El-Mekki said. “I’m always thinking that as we recruit/retain more Black teachers, a huge intervention needs to be far more White teachers learning how to be anti-racists. That would impact Black teachers’ retention numbers and likely change the experience of Black children in schools so they would strongly consider becoming teachers. … I believe nothing undermines the number of Black teachers more than the school-based experiences of Black students and teachers.”

El-Mekki is speaking from first-hand experience. Under his team’s leadership, Shoemaker transformed from one of the most violent schools in the Philadelphia school district to a place where Black students say they feel supported, motivated, safe and culturally affirmed. “It’s just like the sense of community I get when I walk in these doors is just amazing. I feel like I won’t ever get that feeling anywhere else,” said one 10th grader. “It’s a safe house,” said another.

Teachers too cite an environment that’s supportive and welcoming. This is contrary to what many Black teachers, in particular, say about their experiences in schools. “When I come into this building, I think it’s my house. I’m home. I’m taking a trip from home to home,” said one teacher. “The reason I’ve been here so long is because of the family here at Shoemaker,” said another.

That family or extended community is better known as the “ShoeCrew.” And the emphasis on the collective is a reminder that there is no one individual to credit. As in all families, each member contributes. But, teachers and students point to El-Mekki’s leadership as essential to nurturing a space where Black students and Black educators feel they belong and have the opportunity to thrive.

Last school year, Ed Trust traveled to Shoemaker to talk with students and teachers about El-Mekki’s leadership and what it takes to create and nurture a school where relationship building, community engagement, and social justice are at the core.

Here’s what we learned:

Bringing Back Freedom School

El-Mekki’s leadership is marked by his own cultural pride, a personal record of activism, and an unapologetic commitment to making sure Black students have the supports and tools to do the nation-building their community requires them to do. As such, he said, “I’m always talking and walking on social justice issues, and I’m going to lead with that.  I’m trying to lead with equity and justice in thought and action.”

Equity and justice are popular terms among today’s education advocates, and especially among those fighting to overturn systemic inequities and historical disadvantages. But what does it mean to lead with equity and justice? What does it look like in action?

For El-Mekki, whose parents were Black Panther Party members and activists, it looks a lot like what he remembers from his experience at Nidhamu Sasa, a Pan African school in Philadelphia’s Germantown neighborhood. In the 1960s and ’70s, leaders in the Civil Rights, Black Panther, and Pan African movements founded freedom or liberation schools to counter the reality that the curriculum being taught in majority White educational settings often rendered African American history, literature, and culture invisible. Black teachers taught Black students the importance of centering one’s racial identity, knowing one’s history, being a part of a community, and having a purpose — all with the broader goal of achieving social justice.

“Nidhamu Sasa was an option for families who were really looking to ensure their children’s whole self was honored, respected, celebrated, loved deeply by every adult in the building, from the secretary staff to the custodial to the teachers and the principals. I remember the staff and families coining it as an alternative learning experience,” he said.

El-Mekki admits that how he speaks to students today is influenced by his experience as a child. “Almost every day, I have freedom songs playing in my head when I’m engaging with students.” He remembers this one especially about identity, community, and purpose — key tenets of the freedom or liberation school model:

I went to a meeting last night, and my feeling just wasn’t right.

You know I thought that stuff about Blackness just wasn’t for me.

And when I found out it was for me, I joined in the unity.

And now I’m down for the struggle for liberation.

He also remembers songs about historic Black leaders, such as Malcolm X, Martin Luther King Jr., and Sojourner Truth. But, as important, students at Nidhamu Sasa learned about and from contemporary activists — those making history at the time. Sonia Sanchez, whose child was one of El-Mekki’s schoolmates, would recite her revolutionary poetry for students. Angela Davis also visited the school and spent time with students. “We were at their feet learning right after math class or right after literature class. … learning from folks who were using activism to try to change society,” El-Mekki said.

At Nidhamu Sasa, the teachers were not just teachers but activists, and they saw themselves as raising activists, said El-Mekki. They looked at the idea of loving Black children as revolutionary — not that they really believed it was revolutionary, he explains, but in contrast to what was happening in the world, it was.

Decades later, Black children still encounter a world where accessing a high-quality education is a revolutionary act, and where the images they see daily and the lessons they are taught about their history and communities are too often more likely to demean than affirm.

But at Shoemaker, the photographs on the walls are primarily those of Black scholars, activists, and influencers. The books on the shelves are those of Black authors. And the inspirational quotes that line the concrete block walls feature those of Black leaders. Students see mirrors, instead of just windows, said El-Mekki, referring to the idea that Black students rarely see people who look like them in positions of leadership or as examples of intellectual excellence. White students, on the other hand, often only see people who look like them in such roles.

And instead of the message Black students hear so often growing up in impoverished neighborhoods, i.e., to get a degree and get out, at Shoemaker the prevailing message is to “lift as you climb.” It’s another phrase that El-Mekki remembers from his own freedom schooling, and you’ll see it displayed prominently around the halls of Shoemaker — a reminder to students (and staff) of the responsibility to lead and serve their community.

“We’re bringing back freedom school,” El-Mekki said.

Lift as You Climb

Others on Shoemaker’s staff had either attended schools that were built on the freedom or liberation school model or had taught in one. They too know the legacy first-hand and worked with El-Mekki and the entire team to infuse elements of the model into the school’s curriculum, culture, and overall foundation.

“It all starts with identity,” said literature teacher Njemele Tamala Anderson. Before joining the Shoemaker team, she taught writing at an African-centered charter school and a service-learning focused school based on the freedom school model, both in Philadelphia.

Anderson started off last school year having students read sections from noted Black scholar Na’im Akbar’s book, Know Thy Self. Akbar helped pioneer an African-centered approach to psychology. The excerpts provide a foundational framework for her class, linking education to a broader purpose in students’ lives. “You should learn your identity through your education, and your education should also equip you with power to control your resources, so that you can get your basic needs met and then also that you can help meet the needs of the community,” she said.

Seventh-grade writing teacher, Ansharaye Hines, (who is Anderson’s daughter) started the year weaving a lesson of identity, history, purpose, and community. On the first day of school last year, she told Shoemaker’s newest cohort what to expect: “You will read and write each day. You will use your voices to inspire others.” Writing, she explained, is an extension of ourselves: “We live in connection to a lot of other things. And every time we put a pencil to a paper, we are thinking about those things.”

But writing too serves a greater purpose. Authors influence those who come after them, “affect[ing] and echo[ing] throughout history for the rest of eternity, depending on how long their books last, and their words last,” she said. The assignment that day was for them to reflect on what helped them make it to seventh grade and to write a letter to younger classmates, giving them advice on how to do the same, essentially lifting as they climb.

Shoemaker’s students have internalized the “lift as you climb” motto. Juniors and seniors mentioned feeling a sense of responsibility and talked of careers in fields where they can serve. Twelfth grader Armanie, for example, planned to be an early childhood educator focusing on mental health. “If I had the right people at the time being, I would be in a better place — not saying I’m not now, but I think my journey would have been a little smoother,” she said.

Aspiring psychiatrist and 12-grader Jaya shared a similar goal, narrowing her focus on students of color: “I think mental health is really important to serving the youth that need it most, which I think is marginalized youth, especially of color,” she said. “I want to be able to serve youth like I would have liked to be served.”

Tenth grader Kymarr wanted to help eliminate the dearth of Black male educators and become a teacher. He’s following the path of one of his deans, who he said inspired him: “Seeing how much an educator inspired and influenced other kids to do good and be their best selves, I want to do the same thing.”

Social Justice at Its Core

El-Mekki was taught early on that education and racial and social justice cannot be separated. So, it’s natural for him to use that as a guiding principle. But his legacy, as he sees it, is leading a school that does the same, one that focuses on social justice as one of “the main reasons for its existence.” Shoemaker’s staff “tends to it … nurtures it … spends time thinking about it as part of its school improvement plan, not separate from it,” El-Mekki said. “We are always talking about what social justice aspects do students need.”

All students are required to take the Social Justice course in the eighth grade. Gerald Dessus, who joined the staff three years ago, designed the course. It’s one of the reasons he came to Shoemaker. In fact, he had accepted a job at his “dream school,” but, after a conversation with El-Mekki, turned it down.

According to Dessus, El-Mekki came to talk to him and asked him to describe his dream classroom. “I told him what my utopian classroom would look like, would feel like, the autonomy that would be involved, the freedom I would have to use different texts and also still ground the work in literature and in writing. And [El-Mekki] said, ‘Why can’t you do that at Shoemaker?’”

Dessus designed the class to follow Bobbie Harro’s Cycle of Liberation. He described a process that starts with waking up. In class, he said, they call it “cognitive dissonance,” but students know it as “getting woke.” The first unit is about identity, and on the first day he asks students to jot down definitions of identity, as well as factors that might shape it. “In eighth grade, you’re not going to have the strongest sense of identity, but making sure that they’re aware of different social identity groups, where they fit in, what they’re still trying to figure out about themselves, so when we get into the work of history and racial identity, that they’re coming from a more aware place than just jumping straight into the content,” Dessus said.

Students go on to study the history of social movements — Civil Rights, Resistance to South African Apartheid, the Black Panther Party, LGBTQ rights. They discuss the wins, the losses, and challenges and use what they learn to help identify what they are passionate about and how they can get others to join their cause.

The course culminates in a real-life exercise in activism, coalition-building, and making change. Each student identifies a problem they want to address, interviews at least 25 stakeholders and others directly affected by the issue, and teams up with other students with similar interests to design an activity that will involve and influence the community. Recent projects range from teaching younger classmates about the impact of colorism to hosting a school visit and conversation with local officers to improve school, community, and police relations.

Focusing on social justice or just racial identity makes an immediate connection for many students, said Dessus. “It’s not just about learning about the Civil Rights Movement or learning about the Black Panther Party but also like naming the struggles, naming the courage that it took … to defy a social system by yourself, and deal with the backlash, and feel like you lost all of your friends … and still stand firm like ‘I made the right decision.’ To me, that motivates our students … to speak up and do the right thing.”

And it’s not just eighth graders who get the connection between social justice, racial identity, and their daily lives. It’s visible to anyone who walks through Shoemaker’s doors. Just steps away from the main entrance, a collage of recent victims of police brutality and gun violence looms. Some of the names are well known, such as Trayvon Martin and Michael Brown. Some of them are not. But all are shrouded in red, black, and green construction paper lined with a kente border, with #SayTheirNames! in bold letters.

Even the youngest students at Shoemaker are encouraged to contemplate their role in the face of racial injustice. After a trip to see The Hate U Give, the film adaptation of the best-selling young adult novel about police brutality, seventh-graders easily connected the movie to real life. “This is actually going on,” said Christopher. “I’ve seen it on the news and stuff. How people are protesting and the cops just abusing their power. This is real. This actually hits you really hard, like wow.”

And they considered their role as young activists, putting themselves in the scene: “The policeman don’t get consequences. They don’t get nothing. But when we stand up for our rights, then we get bombs thrown at us, get shot, get beat. I don’t think it’s right,” said Tyjai.

In all, the movie made them feel sad, and then upset and angry, they said. But they also felt empowered. “I feel like it was to tell us to never give up and stand up for our rights because the girl who really saved everyone was Black. She was the one who stood up. She was the only girl. She was smaller than everybody else, and she was the only one that stands up,” said Oriana.

‘We See This School as a Community’

All of this gives Shoemaker’s students the chance to have hard conversations about race and racism, something many adults even have a hard time doing. But what bolsters students, they say, is the supportive school environment.

“There’s a lot of racial injustice in the world,” said seventh-grader Oriana, but “in this school …. We’re trying to find new ways to … end it. And it’s really cool because like here, we don’t get judged by our race. … We keep all that outside, and we just come here and act like we’re a whole family.”

A dynamic exists at Shoemaker where personal relationships are a source for the teaching and learning. “There’s a lot of love, a lot of relationship building, and you can see that in student interactions, you can see that in student and teacher interactions. There’s like a genuine investment in trying to understand where each person is coming from, their experiences. That’s at the forefront of all of our interactions,” said Dessus.

“If you see that your destinies are linked, then you’re going to do whatever you can to make that child successful, not just to pass a test, but in life,” said Anderson.

As a result, lines between school, family, and community are blurred. “We see this school as a community, not just peers and teachers teaching us what we’re going to need when we grow up,” said seventh-grader Tyjai. “We see this school as a community because whenever we need them, they’re there.”

And the support, students say, is not just limited to coming from one or two individual teachers or just from El-Mekki, for that matter. As 12th-grader Armanie explained: “We all come from different walks of life. We may have the same skin color but we have different paths where we’re going. But when we come here, we have the same goals, to do better and be better,” she said. “The deans, the teachers, and the administrators, they make sure we get to where we’re going. Once you come here, you feel that loving vibe.”

Teaching Across Racial Lines

El-Mekki, Anderson, and Dessus are Black and grew up in Philadelphia. El-Mekki grew up just a few blocks from Shoemaker and, until a few years ago, still lived nearby. Anderson also lives just a few blocks over, citing the location as one of the reasons she chose to teach there. They know the neighborhood and the families within, and are themselves, very much a part of it.

But many of Shoemaker’s educators do not fit this profile. (Last school year, 40% of teachers were Black, and 50% of overall staff members were Black.) And yet, the school is still able to be a place where Black and Brown students say they feel supported, motivated, confident, culturally affirmed and safe. This means that the teachers who don’t share racial or cultural experiences with the students must still be able to be accountable for carrying out the freedom school legacy of building confident Black students who are empowered to influence change. They too must know their racial identity, value the surrounding community, understand how history influences today’s reality, believe in social justice, and champion an alternative narrative to that which Black and Brown students hear so often outside the school.

Teaching across racial lines and building relationships with students across cultural lines requires self-reflection and self-work, said 11th-grade teacher Ellen Speake, who is White. It’s something that she constantly thinks about, and still doesn’t think about enough, she says. In the classroom, for instance, she has to ask herself, “Would I expect the same of these kids if they were White?”

But one of the reasons why Speake has stayed with the school so long is the value put on building cultural competency within the staff. Art teacher Jessica Oxenberg, who is also White, agreed. She had just relocated, and one of the things that brought her to the school was the intentional professional development around building relationships with students across cultural lines. “I’ve been at a lot of schools that talk about it, but don’t have a plan in place,” she said.

Throughout the year, Shoemaker staff hold professional learning communities, or PLCs, where teachers are encouraged to talk openly and candidly about their own biases related to race, class, and privilege. They talk about implicit bias, micro-aggressions, intersectionality, etc. Notably, the sessions are led by teachers and not by an outside facilitator or even by El-Mekki. Although, teachers do credit El-Mekki for empowering them to lead the discussions and for setting an example with his own willingness to talk openly about race.

And just like students, teachers say the supportive environment at Shoemaker creates a safe place for them to have hard conversations. “To be in a space that values [cultural competency professional development], to be among people that also value it, people who can push me, people that I can go to and feel safe going to in moments of vulnerability, knowing that I’ve made a mistake … that was really important to me,” said Speake.

As difficult as such conversations are, prospective teachers must be willing to have them, said Speake. “Their willingness to have those conversations says a lot about how much they value that.” El-Mekki has written about the interview questions that he and his leadership team ask to find the best teachers for Black students – those who (regardless of race) are aligned with Shoemaker’s mission. Questions range from why they want to teach in a Black neighborhood to do they know their own implicit biases to how they feel about being led by a Black principal.

Why Black Teachers Matter

Shoemaker students, however, still crave more Black educators. The Black teachers and administrators at the school have had such an impact, they say, that just having a handful on staff is not enough. They cite a “deep connection,” the ability to relate to them in “deep ways that you don’t even know about.” They discuss the importance of having someone they can go to who they feel will understand them. And students who “might not be on the right path” can see someone like them at the front of the classroom and say, “Oh, I can be like them, and I’m still being myself.”

Students said they appreciate even small gestures of cultural affirmation, such as the way one teacher addresses students in her class: “Oh, the brother in the back has a question,” or “Oh, sister right here in the front has a question.” And how she used shared cultural experiences to create a welcoming classroom: “One time she was playing Lauryn Hill, and another time she was playing Drake. One time she was playing Fela Kuti.” They value her displays of cultural history, wearing African fabrics and other such attire. One student described her as an “inspiration to Black people everywhere.”

It’s easy to underestimate what it means for some Black students to enter an educational setting and be welcomed, accepted, understood, and affirmed, which eliminates their fears and doubts and how all of it influences their ability to learn something new, grasp difficult concepts, think critically, i.e., perform academically.

“The reassurance our teachers gives us means so much to me personally,” said 10th-grader Bryce. “Some days, coming from where I come from … I’m going to school whether I’m in good spirits mentally or not, and the fact that my teachers can so easily sense that without me having to say it. It makes me feel like I’m at my second home. Like I’m at my grandfather or uncle’s house watching the game, just doing assignments.”

Shoemaker’s Black teachers and leaders then are not only educators, but role-models — someone for students to see themselves in, to look up to, and to emulate. And like many Black educators across the country, their ability to connect with Black students through shared cultural experiences helps students feel connected to their school and their education more broadly. Black students who have at least one Black teacher in elementary school are less likely to drop out of high school and more likely to enroll in college. And yet, Black teachers make up only 7% of the nation’s teaching workforce.

A New Revolution

El-Mekki’s activist parents and teachers groomed him to be a revolutionary. But he struggled to know what that looked like for him, reaching adulthood years after the Civil Rights and Black Panther Party movements peaked. Yet, after being shot on the football field by a young Black man and more than 12 surgeries to save his leg, he found the answer: “My revolution was to be a Black man by a blackboard in Southwest Philadelphia in that same part of town where that young man had shot me,” he reveals on the Moth Podcast.

And for the past 26 years, he has acted just steps away from blackboards — as a teacher and administrator at Turner and Shaw middle schools in Southwest Philadelphia, and then principal at Shoemaker. His new endeavor as founder and CEO of the Center for Black Educator Development is just a new iteration of that same revolution — one that his personal and professional experiences have more than adequately prepared him to take on.

The Center, for instance, will carry forth the freedom or liberation school legacy. In August it celebrated the completion of its first Freedom School program. Philadelphia already has several sites where college students/servant leaders spend six to eight weeks teaching and mentoring elementary school students/scholars. A priority for the center’s Freedom School is to incorporate research-based curricula. Another priority is to make sure high school students teaching alongside college students are being actively recruited to consider becoming teachers, El-Mekki said. The goal is to expose as many young people as possible to the teaching profession to help fuel a pipeline of Black educators.

As El-Mekki starts this school year answering his own call for “nation-building” by bringing Black educators into the profession and providing them with the support they need to thrive, he is also helping to build a movement toward educational justice. Part of that movement is ensuring that the adults who work with students hold themselves accountable for what students are able to do, he said. “If we have that, and if we look at every child in our schools as our own children, and that we bring the love and commitment to outcomes, then we will radically transform educational spaces and schools in our communities.”

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Bob Marley, One Love Film: A Cinematic Triumph Transforming Lives and Communities Across Jamaica and Beyond

NNPA NEWSWIRE — The oldest son of the reggae legend provided a thoughtful reflection on the emotional and psychological impact of the threats and challenges his father faced. He highlighted the challenge of balancing honesty and entertainment in depicting the life of a cultural icon, shedding light on the reflective character portrayed in the film.
The post Bob Marley, One Love Film: A Cinematic Triumph Transforming Lives and Communities Across Jamaica and Beyond first appeared on BlackPressUSA.

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By Stacy M. Brown, NNPA Newswire Senior National Correspondent
@StacyBrownMedia

In an exclusive interview with the Black Press of America’s Let It Be Known morning show, Ziggy Marley, the son of reggae legend Bob Marley, opened up about the profound impact of the hit new movie “Bob Marley, One Love.” Beyond its role as a cinematic journey into the iconic musician’s life, the film has emerged as a catalyst for transformative change, touching the lives of individuals and communities in Jamaica and extending its positive influence beyond geographical boundaries.

The 30-minute discussion delved into the meticulous process of selecting collaborators for the movie, with Ziggy Marley emphasizing the importance of humility and a community-focused approach. The quest for authenticity in portraying Bob Marley’s life meant assembling a team that “respected the culture, ensuring a collective effort devoid of individual egos,” Marley asserted.

The oldest son of the reggae legend provided a thoughtful reflection on the emotional and psychological impact of the threats and challenges his father faced. He highlighted the challenge of balancing honesty and entertainment in depicting the life of a cultural icon, shedding light on the reflective character portrayed in the film.

Marley also discussed the movie’s impact on Jamaica, including its commercial success, job opportunities, and charitable contributions to the communities where it was filmed. He shared insights into the timing and inspiration for the film, underscoring the spiritual lineage of Bob Marley’s music and its relevance in promoting unity and love in today’s world.

Expanding on the positive outcomes of the film, Marley provided detailed accounts of the tangible benefits reaped by local communities. The studio behind the film spearheaded the construction of a new outdoor pavilion at a school aimed at providing a conducive learning environment for children during hot summers, which stood out as a significant accomplishment.

Moreover, the film’s production team played a pivotal role in fostering economic growth, generating employment opportunities, and catalyzing the opening of shops and stores within the community. Ziggy expressed his joy at witnessing the positive transformation, noting that the film brought economic prosperity and a tangible sense of peace to the once tumultuous community.

The timing of the film’s release became a focal point of discussion, with Ziggy highlighting that it wasn’t a premeditated decision but a response to the present moment. Despite difficulties like strikes that caused delays, Ziggy emphasized the family’s trust in the universe’s timing as they explored the idea of making a movie about Bob Marley.

In essence, “Bob Marley, One Love” transcends its cinematic role, becoming a symbol of positive change and community development and a testament to the enduring legacy of Bob Marley, resonating far beyond the realms of the silver screen.

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OP-ED: An Agenda for Black America 2024

NNPA NEWSWIRE — An effective strategy to overcome poverty in Black America is to increase homeownership and prevent racial hypersegregation. President Biden has pursued some regulatory actions to address housing discrimination, but improving access to homeownership will require greater efforts to reduce inflation so Black Americans can save and get out from under the burden of high interest rates.
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By: Benjamin F. Chavis Jr.

President Joe Biden will make his State of the Union address on March 7. As a veteran civil rights leader committed to improving public safety and unlocking economic prosperity in our communities, there are a few policies I hope the president will address.

There also is one I hope he will leave — permanently — on the cutting room floor.

That policy is the U.S. Food and Drug Administration’s (FDA) proposed prohibition on the sale of menthol cigarettes. Local law enforcement would oversee executing this ban and because Black Americans who smoke are more likely to choose menthol cigarettes, the Biden administration’s proposed rule will result in more, potentially violent encounters between cops and people of color.

In other words: the FDA’s proposal runs directly counter to President Biden’s attempts to address crime and reform law enforcement practices to better protect Black Americans and other communities of color. Crime is rising especially in many urban centers. The proposed FDA rule change will lead to underground and illicit transactions that will only contribute to more crime and more negative interactions between law enforcement and communities of color.

We cannot leave our communities unprotected. At the same time, I recognize that Black and Brown individuals account for 68.7% of the people in prison and 44% of the people killed by police in the United States. To reduce these numbers, we need to change the culture and premise of policing.

It is estimated that, in several cities, less than 5% of an officer’s time is spent fighting violent crime. Police are still expected to respond to 911 calls, even if these calls have nothing to do with a crime. That requirement is part of the problem. According to the National Alliance on Mental Illness, people with mental illness are more than 10 times as likely to experience the use of force in interactions with law enforcement than those without mental illnesses. Calling 911 when a person is having a manic episode should not be a matter of life and death, but, too often, it is.

Instead of issuing regulations that will require law enforcement to tackle yet another public health matter, President Biden should make it clear how he intends to help communities take the burden for nonviolent public safety matters off law enforcement’s shoulders. Enhancing funding for substance abuse, mental health, and housing counselors, for example, will keep more people out of jail and prevent police violence.

To further improve outcomes for people of color, President Biden should issue a bold plan to increase Black homeownership. Last year, the National Association of Realtors reported that while 72.7% of white Americans own their own homes, only 44% of Black Americans do. Black homeownership has only increased 0.4% in the past decade.

An effective strategy to overcome poverty in Black America is to increase homeownership and prevent racial hypersegregation. President Biden has pursued some regulatory actions to address housing discrimination, but improving access to homeownership will require greater efforts to reduce inflation so Black Americans can save and get out from under the burden of high interest rates.

Finally, President Biden should continue to request additional federal funding for Historically Black Colleges and Universities (HBCUs). The gap in funding between predominantly white institutions and HBCUs is not the result of smaller endowments. It is the result of systemic underfunding by state lawmakers. According to an Inside Higher Ed report, the country’s historically Black land-grant universities have been underfunded by their states by a total of $13 billion. HBCUs are a springboard toward success. They constitute only 3% of four-year U.S. colleges, but their graduates account for 80% of all Black judges, 50% of Black lawyers, and 50% of Black doctors.

National polls indicate African Americans do not want their votes to be taken for granted in 2024.  President Biden now has a strategic opportunity to engender trust, promote more inclusive public policies, and commit to helping our communities improve the quality of life.

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Black Owned AND Black Focused

“In the Black Network,” a streaming platform showcasing Black culture, launched by former Fox Soul General Manager James …
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“In the Black Network,” a streaming platform showcasing Black culture, launched by former Fox Soul General Manager James …

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Approved legislation will reduce red tape and help City meet residents’ behavioral health needs as San Francisco continues to add beds for those struggling with mental health and substance use disorder. iStock image by maximbg.
Bay Area10 hours ago

S.F. Board of Supervisors OKs Mayor Breed’s Streamlining Legislation to Speed Up New Residential Treatment, Care Beds

No On Prop E (NOPE) supporters stand outside of San Francisco City Hall to urge voters to vote against a ballot measure that would allow the San Francisco Police Department (SFPD) to install more public surveillance, reduce officer reporting requirements for use of force and expand vehicle pursuits. Photo credit: The Worker Agency
Bay Area11 hours ago

Opponents of San Francisco’s Prop E Hold Rally in Front of City Hall

Richmond has over 32 miles of shoreline, more than any other city on San Francisco and San Pablo bays. Photo by Kathy Chouteau.
Bay Area11 hours ago

Richmond’s Growing Bay Trail Boasts Bountiful Beauty

The installation ceremony occurred during a gala banquet at Lara’s Fine Dining in Richmond’s Marina Bay neighborhood. Photo by Mike Kinney.
Business11 hours ago

Richmond Chamber Celebrates 100th Installation of Board of Directors

Richmond Police Chief Bisa French. City of Richmond photo
City Government12 hours ago

Chief French to Cohost RCF Connect Fundraiser Gala Benefiting Black Women, and Girls

Magaly Munoz
Commentary12 hours ago

Op-Ed: The Importance of Local journalism matters more now than ever before

District Attorney Pamela Price
Alameda County12 hours ago

To Fight Surge in Crime, Gov. Newsom Deploys State Law Enforcement to East Bay

President Joe Biden
Commentary13 hours ago

Commentary: Racism? Sexism? Ageism Is Worse. Ask Joe Biden

(L-R) Del Handy, John Handy, Roger Glenn, and Joe Warner celebrate John Handy Day at Geoffrey’s Inner Circle, Oakland. Photo by Lady Bianca.
Arts and Culture13 hours ago

Oakland Jazz Great Offers Master Class as City Declares “John Handy Day”

East Bay leaders and law enforcement agencies announce a regional public safety and crime partnership at the Holiday Inn in Hegenberger Road Corridor, Oakland.
Bay Area13 hours ago

East Bay Leaders Launch Regional Public Safety Partnership

Barbara Lee, Adam Schiff, Katie Porter. Official portraits.
Community14 hours ago

Candidates for California Senate Seat Address Black, POC Issues at Zoom Forum

The issue that most people in the room wanted Thao to immediately address is one she’s had to answer for the majority of time she’s been in office: public safety and crime.
Bay Area14 hours ago

Mayor Sheng Thao Takes Turn at Round Table to Discuss Community Concerns

The discussion encompassed a range of topics including planning for long-term care, assisted living, enhancing healthcare quality, technology use, services for senior adults with disabilities, state budget considerations, and the best policies and practices to help aging adults stay healthy, active, independent, and confident.
California Black Media14 hours ago

Stakeholders Warn Lawmakers of Expanding Aging Population; Older Black Californians Included

“Middle-income California is shrinking, and the drop is all in the lower-middle-income group, from 6.7 million in 2000 to 4.3 million in 2019, a staggering 35% drop,” reads a CBCA press release.
California Black Media14 hours ago

Report: Black Homeownership in Calif. for 25-35-Year-Olds Has Fallen by More than 50%

Sen. Lola Smallwood-Cuevas (D-Los Angeles)
California Black Media15 hours ago

New Senate Pro-Tem McGuire Sworn In; Appoints Two Black Lawmakers to Leadership

Activism4 weeks ago

Oakland Post: Week of – January 24 – 30, 2024

Activism1 month ago

Oakland Post: Week of – January 17 – 23, 2024

Activism1 month ago

Oakland Post: Week of – January 10 -16, 2024

Another discussion will be a Mayor’s Roundtable, featuring African American mayors from Northern, Central, and Southern California. Regional perspectives on African American participation in the California economy will be shared by these panelists as well as challenges and opportunities for businesses in their respective cities. Deborah Robertson, Mayor of Rialto, will be the roundtable’s moderator.
Business1 month ago

California African American Chamber of Commerce to Host 2 Economic Summit in Los Angeles

Residents have been reported to be “fed up” with Thao’s perceived lack of action in addressing crime and public safety issues in the city, mainly citing the past year’s events with Oakland Police Department (OPD).
Bay Area1 month ago

Oakland Mayor Sheng Thao Faces Recall Efforts One Year Into Term

Photo credit: Bryce-Davis photo by Wolf-Dieter Grabner. Jeanne Minette by Andrew Richards.
Arts and Culture1 month ago

San Francisco Concert “In Honor of Women”

The same day, the law was blocked from taking effect, Gov. Newsom’s office shared the findings of a new survey that reports California’s gun laws are working.
California Black Media1 month ago

California Concealed-Carry Law Blocked … for the Second Time

#NNPA BlackPress1 month ago

Federal Prosecutors Seek Death Penalty for White Man Who Fatally Shot 10 Black People in Buffalo Grocery Store

New rules will help people who were forced from their homes because of BART construction or foreclosure since 2005. Photo courtesy City of Berkeley.
Berkeley1 month ago

New Affordable Housing Preferences Can Help You Return or Stay in Berkeley

Live music at Geoffrey’s Inner Circle, 410 14th St., Oakland, Courtesy of Geoffrey’s.
Activism1 month ago

Open Letter to Mayor Thao: Reject Tidewater Development’s Construction Next to Geoffrey’s Inner Circle

#NNPA BlackPress1 month ago

PRESS ROOM: Revolutionizing Economic Equality: Our Money United to Launch the Black Wall Street Spending Ticker, Transforming Consumer Spending and Corporate Accountability

Cheryl Morrow (Courtesy Photo)
Business1 month ago

California Haircare Heiress Cheryl Morrow Leads Fight to Defend Industry Against Tort Lawsuit

Oakland civil rights attorney Walter Riley addresses the press at the anti-recall rally with supporters of Oakland Mayor Sheng Thao outside Oakland City Hall. Photo by Carla Thomas.
Bay Area1 month ago

Anti-Recall Rally Outside City Hall Supports Oakland Mayor Sheng Thao

Rendering of Tidewater Capital’s 40-story residential tower at 1431 Franklin St., next to Geoffrey’s Inner Circle. Courtesy Tidewater Capital.
Activism1 month ago

Will New City Leaders End Oakland’s Long-Time Cozy Relationship with Corporate Developers?

#NNPA BlackPress1 month ago

Inside an Afro-Indian Community with Sayan Dey!

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