| Robert Howard Seeking solutions to education woes by Laura Salinger |
An ongoing struggle in school districts across the nation is the recruitment of teachers and staff that accurately reflect the student body population. In reality, there are not enough teachers and staff of color to go around, and most often, diverse student populations are taught and serviced mainly by White teachers and staff. In schools serviced and taught by an overwhelming majority of White employees, the burden on teachers and staff of color to be positive role models and mentors for students of color is heightened. Jefferson Middle School and Van Hise Elementary School social worker Robert Howard is well aware of this burden and feels a deep sense of commitment to be a role model for both students of color and their White counterparts. If Howard were to write a job description it would vary greatly day-today. He works the majority of his hours at Jefferson Middle School where he is charged with the often-challenging task of serving as the link between home, school and community. He helps students deal with social and personal problems, consults with teachers and family, counsels, and provides a number of other services to enable students to overcome challenges that impede learning and well-being. In essence, though, it comes down to this: “I basically put out fires all day long,” Howard said. Howard stresses that he is committed to all students — regardless of race, religion, and background. “I made it my mission to get to know every one of our 425 kids,” he said. “I want all these kids to know they can come to me with a minor, moderate, or major problem.” As a Black staff member in a school with nearly 25 percent students of color, however, he also feels an obligation to address issues that directly affect these students. The persistent achievement gap that continues to plague students of color, lower graduation rates, and higher suspension rates are among some of MMSD’s current struggles. “My mission is to make a difference for all kids, but particularly for kids of color,” Howard said. “Fifty percent of Black boys don’t graduate. Sixty percent of the prison system in Wisconsin is African American. We know reading is a major predictor of future success. It is a shared responsibility to get our kids an education and keep them on track.” Howard also feels strongly about uniting educators and staff of color, as well as increasing cultural competency and understanding among White teachers and staff. He is the chair of the African American Educator’s Association and has made efforts to develop a unified front among African American educators. He has found, however, that this task is not as easy as it sounds. “Many Black folks will be mad that I’m saying this truth,” he said. “I can’t get Black teachers together. I have contacted 75 percent of the Black teachers [teaching with MMSD] to, at the minimum, get together and socialize. It just hasn’t happened.” Howard speculates this may be due to a misguided sense of complacency that has permeated politically correct Madison. He agrees that much has been accomplished, but warns against ignoring the problems that still plague communities of color. “People are more educated now,” Howard said. “Madison itself has made great strides to talk about race, to talk about history.” Yet, racism still he exists, he said. “Racism today is not so blatant, not so abrasive, but it’s still there.” Howard himself grew up in innercity Milwaukee in what he dubs “the more notorious parts of the city.” While living in one of the most segregated cities of the nation, he attended school with a large number of students of color. He went on to attend UW-Madison in the early ‘70s when war protests, civil rights movements, and other social justice movements were daily crusades on campus. While a student, Howard was active in the Black Student Union. While racism may have been more blatant at that time, it was also much more aggressively fought. Black students were united with the fervor to make a difference. “There was a greater sense of camaraderie among students of color at that time,” Howard said. “There was a real excitement about the potential to change.” Over three decades later, Howard acknowledges that there is still much work to be done. He credits Jefferson Middle School and MMSD, however, with making strides in the right direction. The district, he said, has finally “put its money where its mouth is,” by mandating intensive cultural competency training and other programs. “I’m happy with the direction we are going,” he said. “The effort and initiative by the district continues.” At Jefferson, Howard brings the issue of race to the forefront, and his messages are, for the most part, well received. “The staff is generally really open and genuine about talking about race,” he said. “As a whole, they really want to learn about what kids of color need.” In the end, however, Howard said it is not the communication that is the most important; it is the actions that follow that will make the difference. “I am not a guy that wants to keep talking about a problem,” he said. “I am about finding solutions.” |