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K-12 Education System

Question #1. How does this institution/system (e.g., Mental Health System) contribute to/perpetuate racism and racist violence and other daily atrocities visited upon people of color?

Table Facilitator, Vida Sneed

  1. The teaching of history in the school system is from a white perspective, the true and full story is not being told

  2. Children in classes are disruptive and teachers who don’t know how to address it and not just send the children to the principal’s office.

  3. Cultural disconnect

  4. The K-12 educational purpose is not clear, information taught doesn’t represent all students.

  5. Unclear about what is expected when a child completes their education. Teachers may have preconceived expectations of black children.

  6. Two tier education system, advanced placement and general classes.

Table Facilitator, James Dupree

  1. Neighborhood school concentrations are in opposition to community. .

  2. Why are Neighborhoods divided by race? How can we make that more equitable? (Financing desegregation)

  3. Much of this is a result of “savings.” What can we do to get around this and promote diversity?

  4. Programs are created for African Americans sound good, but if you drill down the effectiveness is in question – students of color are not included in other programs.

  5. Per school advantage for white students.

  6. Even among kids that are encouraged to succeed, they tend to stick together. For example, kids with criminal backgrounds or kids who are more successful in the system.

  7. Encourage programs that emphasize difficulties and encourage action and ask questions. Start a dialog.

Question #2. What should have been done before the massacre in Charleston – what are the signs that we missed/are missing as a community in this area (e.g., Mental Health System)? Why does it take a massacre for so many white allies to recognize everyday racism and stand up to speak against it?

Table Facilitator, Vida Sneed

  1. Improving the cultural disconnect

  2. More history that is inclusive

  3. Monitor the children in the school system to determine if they are getting the education they have a right to.

  4. Children who are different are ignored – no one identifies or takes action to get them help.

  5. Smaller class sizes could be a solution, children would not isolate without being noticed.

  6. Allies perception that Seattle doesn’t have issues of racism because it appears to be diverse.

  7. Issues of racism should be taught so that all are aware of it.

  8. Being comfortable when it doesn’t impact us, but the tragedy has made some aware that it (racism) does impact them.

  9. The sin of the group is greater than the sin of the individual.

  10. People don’t perceive themselves to be racist.

  11. There are institutions that promote racism.

  12. For people of color racism is a daily issue and white people are only aware through tragedy.

  13. Issue of white privilege that doesn’t allow white people to understand.

  14. Definitions of racism, racist, prejudice are needed.

Table Facilitator, James Dupree

  1. Taking steps to deal with negative symbolism, for example the confederate flag, swastika signs, tagging.

  2. Symbolism seems like an interesting side issue. Make such issues part of national curriculum, easy distraction.

  3. There are organizations that promote minorities but they have been marginalized. Institutionalize, i.e., UW.

  4. Continuous dialogue is essential.

  5. Can’t expect school system to do this without help from adults who promote dialog and understanding.

Question #3. What specific actions can you take as an individual post – massacre – to eliminate racism in (e.g., the Mental Health System) in the Seattle area? In the US? Give Specific action recommendations.

Table Facilitator, Vida Sneed