New York is ranked the third most segregated school system the country despite the diversity that we boast. A study from the National Center for Education Statistics reveals that 70.9% of the city’s students would have to relocate to another school in order for the racial composition of their school to match that of the city. De facto school segregation impacts the distribution of funding and resources among schools. Nationwide, schools spent $334 more on every white student than on every nonwhite student in 2011-12.
Since the landmark Brown v. Board decision in 1954, American schools have been plagued with monoculturalism. In New York, students of color make up 49% of the population while teachers of color are only 13% of the teaching force. Dominant educational policies and pedagogies are constructed by a largely white, middle-class, female teaching body and exclude non-dominant perspectives and values, which is harmful to all students in the system, although disproportionately so to black boys in early childhood education. The impact of these policies can be seen in data capturing graduation rates, representation in special education, punitive school policies, and performance on standardized tests.
Children see and experience this inequality. As infants, children recognize racial differences among adults. By age four, American children group people by race over gender and other identifiers. By the time they enter kindergarten, children express an explicit white bias. Despite the fact that research consistently shows that taking a “colorblind” or “colormute” approach does not yield race-neutral opinions in children, teachers do not receive adequate training or support in how to address these issues with young children. Moreover, there are not groups organize teachers to hold schools, districts and policy-makers accountable for equitable outcomes for all students. Across the board, teachers express experiencing negative consequences when they try to organize and take action against institutional racism in their schools.
 Spatig-Amerikaner, Ary. “Federal Loophole Enables Lower Spending on Students of Color.” Center for American Politics. 22 Aug 2012: Web. 1 Sep. 2012.
 Boser, Ulster. Teacher Diversity Matters: A State-by-State Analysis of Teachers of Color. Center for American Politics. Nov 2011. Web. 1Sep 2012.
 Hayes, Edward. “White female teachers and black male students: Kunjufu and me.” Chicago Public Education Examiner. 5 Dec 2009. Web. 1 Sept 2012.
 Katz, Phyllis A. (2003). Racists or tolerant multiculturalists? How do they begin?American Psychologist, 58(11), 897-909.
 Winkler, Erin (2009). Children are not colorblind: how young children learn race. PACE, 3(3).
 Clark, Kenneth B. and Clark, Mamie K. (1939). The development of consciousness of self and the emergence of racial identification in Negro preschool children. Journal of Social Psychology, S.P.S.S.I. Bulletin, 10, 591-599. Study replicated by CNN’s Anderson Cooper 360.
 Bronson, Po and Ashley Merryman. “See Baby Discriminate.” Newsweek Magazine. 4 Sep 2009.
Our name is inspired by the Critical Multiculturalist Henry Giroux, who said,
“Schools (should) become places where students and teachers can become border crossers engaged in critical and ethical reflection about what it means to bring a wider variety of cultures into dialogue with each other.”
Border Crossers’ mission is to equip New York City’s elementary school teachers to be leaders of racial justice in their schools and communities. In order to be effective educators, teachers need tools for understanding the role of race and racism in schools and entering into meaningful conversations about diversity and equity with students from a young age. We believe that training and supporting teachers in racial justice work is a critical step in creating culturally-responsive, equitable learning environments that will better serve NYC’s diverse student population.
Border Crossers was founded in 2001 with a program model that brought small groups of students together from racially segregated schools for cross-cultural exchange and discussions about prejudice, discrimination and social justice. There were many successes of this student-centered program over its 10 years of operation. However, evaluations and observations indicated that most teachers and other school personnel lacked the tools to make sustainable changes in their school environments around awareness about race and diversity. We found that teachers wanted guidance in articulating and assessing their own attitudes and understandings about race.
To address this need, in 2010 Border Crossers began developing a new initiative, Talking About Race, to equip and empower teachers to engage in meaningful discussions about diversity and multiculturalism with their students. We successfully launched Talking About Race during the 2011-12 school year, training 85 teachers through a series of 4 citywide workshops in New York City. Response to the workshops has been overwhelmingly positive; our spring workshops were filled to capacity and 100% of participants surveyed indicated that the workshops were high-quality and beneficial to their practice in the classroom. Our trainings gained recognition in the New York Times article, “Why Don’t We Have Any White Kids?” (May 2012) and the Colorlines Article, “Here Are Easy Ways to Have Tough Talks With Kids About Race” (February 2012).
Border Crossers Staff
Board of Directors
Nadia Gomes, Chair
Consultant, TCC Group
Founder, Border Crossers
Teacher, Brooklyn Friends School
Primary Prevention Specialist, Women’s Protection and Empowerment Technical Team
International Rescue Committee
Elizabeth Horton, Finance Committee Chair
National Council for Research on Women
Director, Early Childhood Support Services & Admissions
JBFCS Child Development Center
Megan McDonell, Communications Committee Chair
International Masters Publishers
Rachelle Oribio, Fundraising Committee Chair
Economic Development Consultant,
David R. Rosas
Assistant Principal, The Ethical Community Charter School
Launch Expeditionary Learning Charter School
Lori Taliaferro, Program Committee Chair
Executive Director of Policy and Practice Services,
National Advisory Board
Crown Height Mediation Center
Associate Program Director,
New York Facing History and Ourselves
Jane Bolgatz, Ph. D
Author, Talking Race in the Classroom and
Associate Professor of social studies education
Division of Curriculum and Teaching
Fordham University Graduate School of Education
Sherick Hughes, Ph. D
Author, Black Hands in the Biscuits Not in the Classroom,
Editor, The Evolving Significance of Race
Assistant Professor of Minority & Urban Education, University of Maryland
Lisa Kadin, J.D.
Pedro Noguera, Ph. D
Metropolitan Center for Urban Education,
New York University
Seth Freed Wessler
Senior Research Associate,
The Applied Research Center