I am not one much for looking down on new initiatives that aim to help others. In fact, it is usually quite the opposite, especially when it comes to education initiatives (one of my areas of academic interest). On Sunday, Kathleen McGrory wrote about the changes to Edison Senior High School in Miami in her article “Miami Edison Senior High Gets New Name, New Look.” A little background as to why these changes are so important and worthy of attention. Edison Senior High (aka Haiti High) is a school in one of Miami’s most economically disadvantaged areas, Liberty City, is predominately Haitian (the area is generally called Little Haiti), has made headlines for its deplorable performance on state exams (the FCAT—a grade of F in 7 of its 8 last performances) and tensions between students and staff recently culminated (or rather degraded into) in a riot. McGrory reports that the new initiatives are aimed at adding that spark, providing that incentive, to get students to take education seriously. To use her words, “the challenge [is to] take one of the state’s lowest-performing schools and transform it into a place the county’s best students are clamoring to attend.” She is right to call such an ambitious goal a challenge. It is herculean task for even the most ambitious of us all. I applaud Miami-Dade County Public School officials for embarking upon such an arduous journey; they are surely to be commended.
One of the key changes to the school that may prove to be its more attractive and efficacious features, to students and teachers alike, is the internal restructuring of the curriculum, broadly defined. More specifically, Edison will now be structured like a university with four colleges within it where students get to choose the college that best fits the academic and extracurricular activities. I believe that this is important because it at once empowers students through their ability to choose and also matching teachers with students actually interested in the material being taught. The former should not be taken lightly; having control over one’s life, in this case, one aspect of one’s life, is empowering. The latter deserves equal credit as having engaged teachers with equally engaged teachers is something special.
However, as the old adage goes, the road to hell is paved with good intentions. Again, I am not arguing against the program; I am simply being and arguing for others to be cautious of accepting such new initiatives blindly for in our zeal for progressive and promising projects, we can become shortsighted. The reason I go along this cautionary road specifically in the case of Edison and its changes is best explained using a car metaphor (bare with me). The oil is the lifeblood of the car; without it, you are not going far. The dirtier the oil, the worse the car runs until it finally breaks down. So far so good. Well, to me, the kids are the oil. The school, the car—literally and figuratively the engine of social (im)mobility. If the students only interacted with the school things would run smoothly (or at least smoother than they do now). The problem is that the oil—these students—must first run through the muck, the dirt, the filth that is the remains of Liberty City, a part of Miami that is poor, hostage to criminal activity, and still recovering from race riots of generations past. It goes without saying that this areas is also as political disenfranchised as it is economically. I am not making an argument against the individuals who attend Edison or live in this area. What I am saying in connecting the students, school, and community has been posited by many immigration and race scholars like Harvard Sociologist Mary Waters and Princeton Sociologist Alejandro Portes: the immediate location of these immigrant and native communities matter with respect to the students’ well-being and how they come to formulate their identities and their connection (or lack thereof) to schooling and mainstream routes to upward mobility.
Portes with his colleague Min Zhou argue that segmented assimilation occurs when immigrants are blocked from upward mobility by different barriers, whether they be political, language, social, cultural, or any combination of the above. In response to such barriers, subsequent generations of immigrants (the second generation) begin to identify with different subcultures—in the case of the Haitian population in Miami, poor, inner-city blacks who have experienced the effects of both interpersonal and structural racism. This is where I find such an initiative as an amazing step forward but one with the possibility to do more harm than good because it places all its resources in the school to the neglect of the community. The problem is that is that if this program does not succeed with amazing results, then cultural arguments will be everyone’s rationale for why things didn’t work: these people, the individuals and their cultural patterns at writ large, are somehow defective. The comment box for the article already presents itself as evidence for such a prediction. However, such attacks against the group would never take factors like the deleterious effects of residential segregation, the cumulative disadvantages of living in concentrated poverty, the racial politics of Miami with respect to its Cuban, Haitian, Black, and White citizenry, and the like into consideration.
The new name—Edison EduPlex—new look—paint job, planting trees, the works—and new “structure”—transforming the internal running of the school to mimic a university with four colleges within it—addresses structural problems of the school. However, by effectively placing the school in the spotlight and key component of the reform efforts to the detriment of a more critical assessment of the antithetical role the community can play when attempting to create initiatives of this kind, we may find ourselves with the same problem once the attraction of the newness wears off. Is this a recipe for change or one of another cycling of resources with mixed and inconclusive results?
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