ERIC Number: ED256861
Record Type: Non-Journal
Publication Date: 1985-May-4
Reference Count: N/A
A Call for Greater Black Consciousness and Professionalism in the Pursuit of Cultural and Academic Excellence for African Americans.
Scott, Hugh J.
As "Saving the African American Child" (the report of the Task Force on Black Academic and Cultural Excellence) emphasizes, African American educators must be aggressive in carrying out their inherent obligation to eliminate the impediments to growth and development which restrict the life chances of African Americans. Black America needs Black educators who have a solid foundation of Black consciousness and who have high professional competence. While the circumstances of Black Americans are not as desperate as they once were, race and socioeconomic status remain the chief determinants of the scope of educational opportunity and the quality of education received. Furthermore, the White monopoly of public education has resulted in Black Americans being the most deliberately misinterpreted, the most poorly educated, and the most severely impaired of all the major ethnic groups served by the public schools. The public schools in inner city areas, in particular, have come to be synonymous with the education of Blacks and other disenfranchised minorities and carry with them the stigma of failure. Community involvement in education is an essential condition for quality education. African Americans cannot succeed in improving the educational lot of the mass of African American students without the collective and collaborative participation of African American educators. (RDN)
Descriptors: Black Education, Black Leadership, Black Students, Civil Rights, Community Involvement, Disadvantaged Environment, Educational Opportunities, Educational Quality, Educationally Disadvantaged, Elementary Secondary Education, Equal Education, Racial Discrimination, Racial Identification, Teacher Role, Urban Schools
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A