The Times' "
Black at Stuyvesant High" article was all over my Facebook newsfeed today so I thought I'd share my two cents.
As an Asian American alumna of
Stuyvesant High School, I strongly believe that the specialized science high schools admissions test should not be eliminated. As we like to say, the exam makes Stuyvesant one of the only places in the world where you can have the daughter of a cab driver attending high school with the daughter of a Senator (the daughter of US Senator Chuck Schumer was a senior during my freshman year). While it is unfortunate that black students feel isolated, the attendance problem is beyond color and has more to do with socioeconomic background, parenting and drive on behalf of the students themselves.
Socioeconomic Background & Isolation:
Comment from the Times: Steve1946 - NYC
"I taught Biology, AP Psychology, and mentored many Science Talent Search students for twenty two years prior to my retirement. When I first transferred to Stuyvesant the student body, as pointed out in the article, was more diverse, but so was the socio-economic pool of entering students. Over the years, middle and upper middle class African American parents opted to send their children to private schools or move to affluent suburbs.
Furthermore, working class families can't afford to live in the city anymore, which diminishes the economic diversity of the student cohort.
Given these realities, the Stuyvesant entrance exam is fair, colorblind, and screens for the academic attributes that students need have in order to master Stuy's rigorous curriculum."A top commenter makes an excellent point- that Rudi, the student in the article has "lived in the suburbs, has lived a mostly privileged life and attended some of the better schools, with parents who seem to care deeply about her."
I can't particularly sympathize with her complaints of isolation. One could argue that a white, gay student felt isolated at Stuyvesant because straight students would not attend educational events put on by the LGBT organization. Or one could argue that I felt isolated from the numerous affluent Asians at Stuyvesant. I woke up at 6AM Monday-Friday like the rest of my classmates, but I woke up even earlier on Saturdays and Sundays to head down to Park and 23rd for my shift at Dunkin Donuts.
I rarely met students who could be grouped in the same "income" class as my family's. But the thing was, in the classroom, that didn't matter. I may have felt different the minute I left the grandness of Tribeca and headed back to my difficult family situation. But at Stuyvesant, I felt just as smart and just as entitled to the education there. Although the school had areas where Asians, South Asians or Blacks hung out- I had friends of all races and we did not view each other as different.
If we are concerned about diversity and social mobility, I would be happy to see more low-income kids excel on the test and make it at Stuyvesant regardless of their race. I say this because I truly believe that the school's reputation allowed me to improve my family's living situation down the line.
Parenting & Student Motivation
Comment from the Times: Sitruc - New York, NY
"A meritocracy is fair; it doesn't discriminate by race, gender, or income. You may point to low percentage of blacks and say that it is discriminating against them, but how are they disadvantaged anymore than Asians are? How is it that students of low-income immigrants who often do not speak English (like mine) excel despite these barriers? Meanwhile, how is it that blacks, whose parents often have been in this country longer and actually speak English, not excelling? It's because Asians make education a priority--parents make significant investments in education. It is a cultural thing.
As an Asian Stuyvesant alumnus, I deplored the lack of diversity at times during my time there, but I would not advocate changing the admissions process. Changing admissions to let more minority students in is not the solution. It ultimately doesn't address a problem plaguing our nation--not prioritizing education. What we need is a discussion about culture and stereotypes. Why aren't some groups prioritizing education? How can we make education a priority for our youth? How can we create an environment where learning is preferable to hanging out? How can we teach parents to value education? How do we overcome stereotypes like the one in the article that blacks aren't good at math? There are an increasing number of black engineers, doctors, lawyers, professionals; we even have a black president. How do we make them (and not rappers and ballplayers) role models for the youth?"
It's definitely true that most Asian parents make education a priority. Throughout my entire education, my parents did not help me with a single school assignment because of their poor English (thankfully I had great teachers as advocates). You are just expected to succeed and do well, and Stuyvesant is so ingrained in NYC's Asian communities that it's a measure of family pride. There's even an annual feature in New York based Bangladeshi newspapers on the incoming students admitted to the specialized schools (although I think this is quite extreme and a whole different problem altogether, but I won't go into Asian family dynamics here).
When it comes to the education system's role, the only fair thing the Department can do is increase awareness of the exam and provide access to adequate preparation in all boroughs. When I was in middle school, the Department hosted a free summer preparation course for the exam, but I'm certain that this is not available in all NYC school districts.
Ultimately, the student's motivation would be the deciding factor. As Sitruc's last sentence suggests, real change may be achieved by reinforcing a student's aspirations. Despite having the same parents, my siblings and I have had different paths when it came to the test. I studied all summer to get into Stuyvesant, begging my father to invest in a preparation course which I would repay with a summer job. Despite coming from a failing middle school, my brother scored high enough for Bronx Science (the school ranked second after Stuyvesant) without any preparation. My older sister was not motivated by education in general at the time, opting for a GED later.
In her case, I think she needed to be shown two things: 1) what she could potentially achieve by investing in education and hard work, and 2) the real, lasting consequences of a
present-fatalistic attitude (thank you
Professor Meldrum!).
I'm sure we all realize that the issue is obviously much larger than Stuyvesant High School if we use something as subjective as "success" as a measure. There are plenty of non-Stuyvesant graduates who are viewed as "more successful" than some alumni. Our first day of high school, we were told of a janitor at Yankee Stadium in a Stuyvesant t-shirt- as a reminder that you get out what you put in. Perhaps some students could use access to mentorship on career paths and how they can be attained, regardless of the situation at home and regardless of the high school they attend. There are many mentorship non-profits in the city, but a concrete collaboration between the Department of Education and young professionals may help bring more role models into the classroom.