Education
An Ambitious Antiracism Center Scales Back Amid Allegations of Poor Management
In the wake of George Floyd’s murder in May 2020, protests, looting, and anger were boiling up in the streets of Boston, a city that has played host to both abolitionists and vicious race riots. At Boston University, Black students demanded action to address campus racism.
The university had a dramatic response. It announced a few days later that it had recruited Ibram X. Kendi, the celebrity professor who had spawned a movement through his book, “How to Be an Antiracist.”
The plans were ambitious. Dr. Kendi would head up a new Center for Antiracist Research. The university would develop undergraduate and graduate degrees in antiracism. Within months, millions had poured in for a center whose mission, Dr. Kendi said, would be to “solve seemingly intractable problems of racial inequity and injustice.”
Now, a mere three years later, the center is being downsized. More than half of its 36 employees were abruptly told last week they were being laid off. The center’s budget is also being trimmed in half. The planned degree programs have not come to fruition. And the center’s news site called “The Emancipator” is no longer a partnership with The Boston Globe.
The reorganization is partly a sign of the times. Enthusiasm for funding racial justice causes has diminished as Mr. Floyd’s murder has faded out of the media spotlight and conservatives direct their ire toward efforts to diversify companies and institutions and to teach race in schools.
But the center’s struggles come amid deeper concerns about its management and focus, and questions about whether Dr. Kendi — whose fame has brought him new projects from an ESPN series to children’s books about racist ideas in America — was providing the leadership the newly created institute needed. Until the university established the center, the 41-year-old Dr. Kendi had never run an organization anywhere near its size.
On Wednesday, Boston University announced it was conducting an inquiry into complaints from staff members, which include questions about the center’s management culture and the faculty and staff’s experience with it, as well as its grant management practices.
Dr. Kendi said in an interview that he made “the painful decision” to reduce the program’s size and mission in an effort to guarantee its future, even though the center is currently financially healthy. The university said Friday that the center has raised nearly $55 million and its endowment contains about $30 million, with an additional $17.5 million held in reserves.
The bulk of the donations came from pledges made during the first year, and the university reported $5.4 million in cash and pledge payments in the most recent fiscal year.
Despite the university’s statement that it would look into the center’s management, the university’s interim president, Kenneth Freeman, on Thursday voiced strong support for Dr. Kendi, saying the professor had come to the university early in the summer with his idea for the reorganized center.
“We continue to have confidence in Dr. Kendi’s vision and we support it,” Mr. Freeman said.
But several former staff and faculty members, expressing anger and bitterness, said the cause of the center’s problems were unrealistic expectations fueled by the rapid infusion of money, initial excitement, and pressure to produce too much, too fast, even as there were hiring delays due to the pandemic. Others blamed Dr. Kendi, himself, for what they described as an imperious leadership style. And they questioned both the center’s stewardship of grants and its productivity.
“Commensurate to the amount of cash and donations taken in, the outputs were minuscule,” said Saida U. Grundy, a Boston University sociology professor and feminist scholar who was once affiliated with the center.
The turmoil comes as Dr. Kendi’s work continues to face attacks from the outside. In his books he contends that there’s no middle ground on race — everyone is either racist or actively antiracist. And he suggests that all disparities in Black outcomes and achievements are because of racism. That has ignited criticism from conservatives, ranging from some Black intellectuals to Republican-led state governments, which have banned his books from their classrooms and libraries.
Dr. Kendi acknowledged that the fund-raising environment for the center “isn’t like it was in 2020 when it was the popular thing to do.” But he added that the center still has committed funders.
And calling the changes in the center a “major pivot,” he said, “I really had to ensure that 20 years from now, 50 years from now, 100 years from now, the center will be around.”
The center’s new model, Dr. Kendi said, will be the first of its kind, a fellowship program for antiracist intellectuals who will be in residence at the university for nine months, participating in public events while conducting their own research.
Dr. Kendi was a professor at the University of Florida in 2016 when his book, “Stamped From the Beginning,” a history of racist thought in America, was a surprise National Book Award winner. A subsequent book, “How to Be an Antiracist,” became a best seller in 2019.
As much a public influencer as a scholar, Dr. Kendi became a flashpoint in the culture wars with his idea that to be an antiracist, one must first acknowledge being a racist.
Dr. Kendi came to Boston at both an opportune time — in the middle of the 2020 racial reckoning — and a challenging one — the early months of the Covid pandemic.
Acknowledging a difficult start-up in the midst of the pandemic — along with some conflicts among staff members who had strong and divergent ideas for the center’s focus — Dr. Kendi said he was proud of the center’s work so far.
The center says its key initiatives and accomplishments include The Emancipator; its National Antiracist Book Festivals; policy conferences on bigotry and racial classifications; 10 amicus briefs filed in racial-justice lawsuits and an antiracist technology initiative.
Even as the cutbacks were announced, the center was preparing this weekend for a meeting of 60 journalists who cover race. From the outside, though, the center’s operations appeared to be struggling. Portions of its website had been taken down.
And the center’s work, perhaps inevitably, has become synonymous with the celebrity and notoriety of Dr. Kendi.
Even as he was overseeing the center, along with a staff of administrators and academics that at one point totaled about 43 people, his business franchise has continued to grow. And some worry he has taken on far more work than can be done while running the center.
In publishing, he has spun off children’s books based on his theme. “Antiracist Baby” is geared to young children, and “How to Be a Young Antiracist,” is aimed at 12- to 17-year-olds. He has also published a guide for parents, “How to Raise an Antiracist.” His other children’s books include adaptations of work by Zora Neale Hurston. He is a contributor to The Atlantic.
In broadcasting, he has hosted his own podcast while also appearing as a commentator on CBS and cable television. He has formed his own production company, Maroon Visions, recently involved in an ESPN+ series exploring racism in sports, “Skin in the Game, which premiered on Wednesday.
He teaches an undergraduate course at B.U. on antiracism and frequently speaks at universities and conferences across the country, sometimes drawing controversy.
Dr. Grundy said that despite Dr. Kendi’s busy outside schedule, “Ibram didn’t want to give up any power.”
And in academia, where popular success can often generate pushback, his work has been criticized by some scholars who question its academic rigor and also by some on the left who worry that it has been influenced, to some degree, by the big donors who have helped create the center.
Spencer Piston, a professor of political science who worked in the center’s policy office, criticized the university’s original decision to bring in Dr. Kendi, which he viewed as a substitute for addressing more specific student complaints — including criticism of the campus police force and the lack of faculty diversity.
“It’s a failure of a particular type of corporatist university response to those same struggles,” Dr. Piston said.
Within the first year following Dr. Kendi’s hiring, more than $43 million in grant and gift pledges had flowed in, including an anonymous $25 million gift and $10 million from Jack Dorsey, co-founder of Twitter.
Money was streaming in, but the new staff came on board slowly as the fledgling operation attempted to work remotely.
More than one former employee complained about how grants were handled, with their allegations including conflicts of interest or misleading promises to donors. The center’s staff also became engaged in a political struggle, of sorts — a debate over what antiracism should look like.
Dr. Piston, for example, questioned whether the center hewed to donor interests at the expense of interacting with community-based groups. He cited the participation of the chief executive of Vertex Pharmaceuticals, which is developing a treatment for sickle cell anemia, in a center conference on public health. The company’s foundation is a donor.
Phillipe Copeland, a professor in the university’s Department of Social Work who also served at the center until he resigned in June, said some faculty had chafed at Dr. Kendi, making Dr. Copeland’s work — developing the graduate program in antiracism studies — difficult.
”There were some bad feelings about interactions people had with Dr. Kendi that made some people not want to participate and support what we were doing,” Dr. Copeland said. “I heard that a lot.”
In an interview, Dr. Kendi said that critics were using the situation “to settle old scores and demonstrate that I’m a problem or that antiracism is a problem.”
“Unfortunately we live in such a polarized, spiteful sort of reactionary moment,” he said.
Colbi Edmonds contributed reporting.
Education
Video: Biden Apologizes for U.S. Mistreatment of Native American Children
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Biden Apologizes for U.S. Mistreatment of Native American Children
President Biden offered a formal apology on Friday on behalf of the U.S. government for the abuse of Native American children from the early 1800s to the late 1960s.
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The Federal government has never, never formally apologized for what happened until today. I formally apologize. It’s long, long, long overdue. Quite frankly, there’s no excuse that this apology took 50 years to make. I know no apology can or will make up for what was lost during the darkness of the federal boarding school policy. But today, we’re finally moving forward into the light.
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Los Angeles Bus Hijacked at Gunpoint
The person suspected of hijacking a bus which killed one person, was taken into custody after an hourlong pursuit by the Los Angeles Police Department early Wednesday morning.
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“Get him.”
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Education
The Youngest Pandemic Children Are Now in School, and Struggling
The pandemic’s babies, toddlers and preschoolers are now school-age, and the impact on them is becoming increasingly clear: Many are showing signs of being academically and developmentally behind.
Interviews with more than two dozen teachers, pediatricians and early childhood experts depicted a generation less likely to have age-appropriate skills — to be able to hold a pencil, communicate their needs, identify shapes and letters, manage their emotions or solve problems with peers.
A variety of scientific evidence has also found that the pandemic seems to have affected some young children’s early development. Boys were more affected than girls, studies have found.
“I definitely think children born then have had developmental challenges compared to prior years,” said Dr. Jaime Peterson, a pediatrician at Oregon Health and Science University, whose research is on kindergarten readiness. “We asked them to wear masks, not see adults, not play with kids. We really severed those interactions, and you don’t get that time back for kids.”
The pandemic’s effect on older children — who were sent home during school closures, and lost significant ground in math and reading — has been well documented. But the impact on the youngest children is in some ways surprising: They were not in formal school when the pandemic began, and at an age when children spend a lot of time at home anyway.
The early years, though, are most critical for brain development. Researchers said several aspects of the pandemic affected young children — parental stress, less exposure to people, lower preschool attendance, more time on screens and less time playing.
Yet because their brains are developing so rapidly, they are also well positioned to catch up, experts said.
The youngest children represent “a pandemic tsunami” headed for the American education system, said Joel Ryan, who works with a network of Head Start and state preschool centers in Washington State, where he has seen an increase in speech delays and behavioral problems.
Not every young child is showing delays. Children at schools that are mostly Black or Hispanic or where most families have lower incomes are the most behind, according to data released Monday by Curriculum Associates, whose tests are given in thousands of U.S. schools. Students from higher-income families are more on pace with historical trends.
But “most, if not all, young students were impacted academically to some degree,” said Kristen Huff, vice president for assessment and research at Curriculum Associates.
Recovery is possible, experts said, though young children have not been a main focus of $122 billion in federal aid distributed to school districts to help students recover.
“We 100 percent have the tools to help kids and families recover,” said Catherine Monk, a clinical psychologist and professor at Columbia, and a chair of a research project on mothers and babies in the pandemic. “But do we know how to distribute, in a fair way, access to the services they need?”
What’s different now?
“I spent a long time just teaching kids to sit still on the carpet for one book. That’s something I didn’t need to do before.”
David Feldman, kindergarten teacher, St. Petersburg, Fla.
“We are talking 4- and 5-year-olds who are throwing chairs, biting, hitting, without the self-regulation.”
Tommy Sheridan, deputy director, National Head Start Association
Brook Allen, in Martin, Tenn., has taught kindergarten for 11 years. This year, for the first time, she said, several students could barely speak, several were not toilet trained, and several did not have the fine motor skills to hold a pencil.
Children don’t engage in imaginative play or seek out other children the way they used to, said Michaela Frederick, a pre-K teacher for students with learning delays in Sharon, Tenn. She’s had to replace small building materials in her classroom with big soft blocks because students’ fine motor skills weren’t developed enough to manipulate them.
Perhaps the biggest difference Lissa O’Rourke has noticed among her preschoolers in St. Augustine, Fla., has been their inability to regulate their emotions: “It was knocking over chairs, it was throwing things, it was hitting their peers, hitting their teachers.”
Data from schools underscores what early childhood professionals have noticed.
Children who just finished second grade, who were as young as 3 or 4 when the pandemic began, remain behind children the same age prepandemic, particularly in math, according to the new Curriculum Associates data. Of particular concern, the students who are the furthest behind are making the least progress catching up.
The youngest students’ performance is “in stark contrast” to older elementary school children, who have caught up much more, the researchers said. The new analysis examined testing data from about four million children, with cohorts before and after the pandemic.
Data from Cincinnati Public Schools is another example: Just 28 percent of kindergarten students began this school year prepared, down from 36 percent before the pandemic, according to research from Cincinnati Children’s Hospital.
How did this happen?
“They don’t have the muscle strength because everything they are doing at home is screen time. They are just swiping.”
Sarrah Hovis, preschool teacher, Roseville, Mich.
“I have more kids in kindergarten who have never been in school.”
Terrance Anfield, kindergarten teacher, Indianapolis
One explanation for young children’s struggles, childhood development experts say, is parental stress during the pandemic.
A baby who is exposed to more stress will show more activation on brain imaging scans in “the parts of that baby’s brain that focus on fear and focus on aggression,” said Rahil D. Briggs, a child psychologist with Zero to Three, a nonprofit that focuses on early childhood. That leaves less energy for parts of the brain focused on language, exploration and learning, she said.
During lockdowns, children also spent less time overhearing adult interactions that exposed them to new language, like at the grocery store or the library. And they spent less time playing with other children.
Kelsey Schnur, 32, of Sharpsville, Pa., pulled her daughter, Finley, from child care during the pandemic. Finley, then a toddler, colored, did puzzles and read books at home.
But when she finally enrolled in preschool, she struggled to adjust, her mother said. She was diagnosed with separation anxiety and selective mutism.
“It was very eye-opening to see,” said Ms. Schnur, who works in early childhood education. “They can have all of the education experiences and knowledge, but that socialization is so key.”
Preschool attendance can significantly boost kindergarten preparedness, research has found. But in many states, preschool attendance is still below prepandemic levels. Survey data suggests low-income families have not returned at the same rate as higher-income families.
“I have never had such a small class,” said Analilia Sanchez, who had nine children in her preschool class in El Paso this year. She typically has at least 16. “I think they got used to having them at home — that fear of being around the other kids, the germs.”
Time on screens also spiked during the pandemic — as parents juggled work and children cooped up at home — and screen time stayed up after lockdowns ended. Many teachers and early childhood experts believe this affected children’s attention spans and fine motor skills. Long periods of screen time have been associated with developmental delays.
Heidi Tringali, a pediatric occupational therapist in Charlotte, N.C., said she and her colleagues are seeing many more families contact them with children who don’t fit into typical diagnoses.
She is seeing “visual problems, core strength, social skills, attention — all the deficits,” she said. “We really see the difference in them not being out playing.”
Can children catch up?
“I’m actually happy with the majority of their growth.”
Michael LoMedico, second-grade teacher, Yonkers, N.Y.
“They just crave consistency that they didn’t get.”
Emily Sampley, substitute teacher, Sioux Falls, S.D.
It’s too early to know whether young children will experience long-term effects from the pandemic, but researchers say there are reasons to be optimistic.
“It is absolutely possible to catch up, if we catch things early,” said Dr. Dani Dumitriu, a pediatrician and neuroscientist at Columbia and chair of the study on pandemic newborns. “There is nothing deterministic about a brain at six months.”
There may also have been benefits to being young in the pandemic, she and others said, like increased resiliency and more time with family.
Some places have invested in programs to support young children, like a Tennessee district that is doubling the number of teaching assistants in kindergarten classrooms next school year and adding a preschool class for students needing extra support.
Oregon used some federal pandemic aid money to start a program to help prepare children and parents for kindergarten the summer before.
For many students, simply being in school is the first step.
Sarrah Hovis, a preschool teacher in Roseville, Mich., has seen plenty of the pandemic’s impact in her classroom. Some children can’t open a bag of chips, because they lack finger strength. More of her students are missing many days of school, a national problem since the pandemic.
But she has also seen great progress. By the end of this year, some of her students were counting to 100, and even adding and subtracting.
“If the kids come to school,” she said, “they do learn.”
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