This commentary is by Robert L. Walsh of South Burlington, who earned a bachelor’s degree from Colgate University in 1955 and a master’s degree in education from the University of Vermont in 1979. He taught African American history at South Burlington High School from 1980 to 1995. He entered teaching after a career in the U.S. Marine Corps, retiring with the rank of lieutenant colonel. He was an adjunct faculty member at the University of Vermont from 2001 to 2007. He is the author of “Through White Eyes: Color and Racism in Vermont” and “Brooks of Montpelier,” and co-authored “The Other America: The African American Experience.”
Vermont’s executive director of equity submitted her report to the General Assembly on Jan. 15, 2022. The introduction to the report contained the following statement:
“Sometimes, racial justice is intentionally lumped with other equity work to make the ‘racial’ part more palatable to those who are reluctant to acknowledge the degree to which race is used to influence social and legal policy and the resultant need to be race-conscious when examining and designing more just policy.”
In my book “Through White Eyes: Color and Racism in Vermont,” published in 2006, I call the efforts of those reluctant to address racism the “Diversity Dodge.” In either case, the director and I are talking about the same problem. The use of more palatable terms can often obfuscate a discussion to the point that racism becomes an afterthought.
We should not placate those who are reluctant or dismissive. We must challenge them with facts that keep the conversation on point.
When discussing racism, I prefer the definition offered by Beverly Tatum in her book “Why Are All the Black Kids Sitting Together in the Cafeteria”: Racism = Prejudice plus power.
If you doubt that definition, take a moment and think about policies pertaining to segregation, redlining, bank loans, and workplace advancement. Decisions are made by those in power. Their personal prejudices influence their decisions.
Today we are witnessing efforts to teach only palatable versions of American history. School boards, administrators and even individual teachers are being pressured. This is wrong. Our young people deserve an accurate version of African American history. Few textbooks examine the subject in any depth.
When I was teaching African American history at South Burlington High School, students repeatedly asked : “Why didn’t we learn this in our history class?” Teaching African American history is essential if we are to have any hope of eliminating racism in Vermont.
I am often asked why I focus on African American history. Why not the histories of other groups? The answer is simple. African Americans are the only group that came to this country against their will. They were enslaved for 400 years, They were denied an education, denied economic opportunity, denied the right to vote, subjected to “Jim Crow ” laws, and lynched.
African Americans have been stereotyped in movies, magazines and jokes as ignorant, promiscuous and lazy. Their achievements and contributions have been ignored. Any infraction of the law is front-page news.
It’s not surprising that well-intentioned policymakers often make racist decisions. These experiences have lasting effects that continue today in the areas of housing, employment, education, economic opportunity and financial growth.
Eliminating racism requires a sustained, long-term effort. We should start by requiring every 11th-grade student to complete a one-semester course in African American history. Studying African American history will improve their understanding of racism. If my experience is any barometer, it will change their attitudes, not only about racism, but about discrimination and bullying. It will also make them more appreciative of those who are less fortunate or handicapped.
Why have I selected 11th-grade students as my target?
1. They are mature enough to grasp the subject.
2. They will be the leaders at the school when they are seniors. As such, they will be able to set an example and change the attitudes of younger students.
3. They are the power brokers of the future.
Social studies teachers are not the only ones responsible for teaching African American history. Teachers in all disciplines should be including it in their daily interactions with students. The science teacher should be able to discuss Dr. Mae Jemison. The drivers-ed teacher should be able to discuss Garrett Morgan. The industrial arts teacher should be able to discuss Jan E. Matzeliger. The math teacher should be able to introduce Benjamin Banneker to students.
African Americans face the problem of racism every day, but it’s not their problem. Racism is a white problem. We must accept it and eradicate it. Education and understanding will help, but in the end it will be our actions that count.
