I shared this reflection with my spiritual practice group that meets monthly. I found it very helpful to take time to reflect on how my life has been affected by the institutional racism baked into our society. I conclude my reflection with "queries," open-ended questions, to help stimulate reflection.
I grew up in Princeton, a town which decided to integrate its public schools in
the early 1950s, I’m not sure why. Princeton University was a very white Waspy
place. When Woodrow Wilson was president of Princeton, he was known for writing
a history of the Reconstruction era in the South, celebrating the Ku Klux Klan.
Nonetheless, Princeton took seriously Brown vs. the Topeka Board of Education which
called for schools to integrate in 1954.
Integrating
our school system didn’t require busing since Princeton Borough at that time
was a small college town of around 10,000 or so people where everyone had their
place.
The
rich lived on the southwest side of Princeton in an area resembling San Marino.
Next
to them was the Quarry Street neighborhood, where blacks lived (since many of
them had been or were servants of the rich). The famous singer/activist Paul Robeson
was born in this neighborhood in 1898, and his father pastored the Witherspoon
Presbyterian Church, which was founded for blacks since they were not permitted in the white
Presbyterian church. Robeson’s father was born into slavery, and his mother was
from a prominent Quaker family. I knew nothing about Paul Robeson or the
Quakers, however, until much later in life, since this part of Princeton
history was never discussed in my classes. I only found out about Paul Robeson when I
took a teaching job in an all-black inner
city school in nearby Trenton, which I’ll say more about later.
The
northeast side of Princeton was where the working class and immigrants lived
(that’s where I grew up in a narrow street with the charming nickname of Pig
Turd alley, right next to Gasoline Alley. It wasn’t as bad as it sounds: like
Northwest Pasadena, my part of town was colorful and friendly, filled with
Italians, Greeks and other ethnic groups, but no blacks.)
The professors and professionals lived east of
Nassau Street with nicer homes than ours, but not as opulent as the west siders.
Everyone
knew their place in this class conscious town. But as I said, Princeton wasn’t large: you could easily walk
from one side of town to another in half an hour or less, so it was possible to
integrate the schools without busing. The elementary school for whites on
Nassau Street was integrated and the school for blacks on Quarry Street became an
integrated junior high. As I went to elementary school, I had black teachers
and black friends and was not aware that skin color was a significant factor.
At
puberty, I was precocious, read voraciously and became an admirer of Dr. King
and the Civil Right movement. I also became aware of systemic racism in my own integrated,
but still biased school system. The junior high which I attended was in a black
neighborhood and had a black principal, but it maintained a white cultural perspective.
Students were “tracked” according to their ability. This was supposed to be a
meritocracy, but race still reared its ugly head. I was in the top track
because I did extremely well in elementary school. Those of us in the top track
couldn’t help noticing that most blacks were tracked into the lower level
classes. This became an issue when a new student from Britain who was black was
placed in this lower level. Her father was a member of the British Academy of
Science and was teaching at Princeton. His daughter attended a first-rate private
school in England and was a couple years ahead of us in her education but she
was placed among low-performing students, many of whom were black. It was
obvious to us in the top track that this was result of prejudice and racism. We
were outraged and protested, and she was placed in our top level class, much to
the embarrassment of liberal Princetonians who thought their school system was
free of bias. This was my first experience of systemic racism, and what it
takes to overcome it.
I
am grateful to Princeton for at least making an effort to integrate its public schools.
I am also grateful that most Princeton University faculty kept their kids in these
public schools. This is in sharp contrast to Pasadena, which had to be forced
to integrate by the Federal government in 1970, and where many middle class and
prominent white Pasadenans moved their kids from public to private schools to
avoid desegregation.
After
college, I felt drawn to teaching, so I decided to become a substitute teacher in
a virtually all black inner city junior high school in Trenton. Trenton, the
capital of NJ, became predominantly black during the 1940s “Great Migration” when
many blacks came north from the south and whites fled to the suburbs, their
homes funded by generous government loans. Today 50% of Trenton’s residents are
black, 33 % are Latino, and 14% are white. In the mostly black school where I
taught in 1974, almost all the students were black and it was an eye-opening experience
for me. Compared to Princeton, this inner city school for blacks was terrible.
The teachers mostly handed out mimeos and let students fill them out. Fights frequently
broke out in classrooms among bored students. There seemed to be very little real teaching.
And in the faculty lounge, teachers often talked about which of their former
students were in which jail. In Princeton, the faculty lounge conversation
would usually be about which student had gone to which Ivy League school. This
is when I became aware of what Jonathan Kozol called the “savage inequality” of
America’s school system.
It
was here that a black faculty member said to me, “Hey, you’re from Princeton.
That’s where Paul Robeson was born.” To my eternal embarrassment, I said, “Paul
who?”
How
could I have been clueless about Paul Robeson—a giant of justice, and a Renaissance man who was a stellar athlete,
singer, actor, and Civil Rights leader, born and raised in my home town, and educated
at Rutgers, where I eventually earned my doctorate? The answer is simple: Robeson
was black, and a Communist sympathizer. Princetonians ignored him until he died
1976, when they named a street after him. In 2008, Princeton opened the Paul Robeson
center for the Arts in the Quarry Street neighborhood to honor his memory, just
as Pasadena honored its native son, Jackie Robinson. Just like Robeson,
Robinson and his family experienced so much racism in his native city that he
moved to Haarlem.
Princeton
also ignored its Quaker heritage, which I only learned when I came back to
Princeton in 1984 to take care of my mother. That’s when I started attending
Princeton Meeting and was excited to be part of religious group that had opposed
slavery and stood up for Civil Rights. I learned that in 1774, Philadelphia YM approved
a statement saying that you couldn’t be a good Quaker and hold slaves. Many
Quakers became leaders in the abolitionist movement and also in the Civil
Rights movement. It felt good to be a Quaker.
I started
a youth service program for Quaker youth with the American Friends Service
Committee, which was started to provide alternative service for conscientious
objectors during WWI. Today the AFSC has grown into a multi-national organization
committed to social justice and has made a strong commitment o be multi-racial
and multi-cultural. I recently attended an anti-racism workshop led by an AFSC
staff person during our annual Quaker gathering.
Even
though Quakers have a history of opposing racial injustice, most Quakers are
white and we find that troubling. Our
national Quaker organization, Friends General Conference, commissioned a study
to find out the true history of race relations and Quakers. In 2009 Donna McDaniel and Vanessa Julye, a white and a black woman, published
Fit for Freedom, Not for Friendship:
Quakers, African Americans, and the Myth of Racial Justice.
Here’s
a blurb for this eye-opening book:” This book documents the spiritual and
practical impacts of discrimination in the Religious Society of Friends in the
belief that understanding the truth of our past is vital to achieving a
diverse, inclusive community in the future. There is a common misconception
that most Quakers assisted fugitive slaves and involved themselves in civil
rights activism because of their belief in equality. While there were Friends
committed to ending enslavement and post-enslavement injustices, Fit
for Freedom, Not for Friendship reveals that racism has been as
insidious, complex, and pervasive among Friends as it has been generally among
people of European descent.”
I’m
glad that my eyes were opened by this book, and I have come to realize that
Quakers have a lot of work to do to overcome our history of unconscious racism
and prejudice.
Since
marrying Jill and moving to Northwest Pasadena, a racially and ethnically mixed
part of our city, I have become increasingly conscious of the institutional racism
in its diverse aspects, including housing. Northwest Pasadena was “red-lined”
by banks, which would not make loans in this area when it was predominantly
African American. Because of racial covenants, this was the only part of the
city where blacks could purchase homes. Red-lining and racial covenants became
illegal when the Fair Housing Act was passed in 1968, but racial discrimination
in housing persists. Overcoming racism is an ongoing struggle. Some of the work
is external, and some of it is internal. This internal work has a spiritual dimension
that I would like to share with you today. That’s why I brought these “queries”
to help us. Queries are open-ended questions that Quakers use during times of
worship sharing to help us to listen to each other more deeply and to become
more aware of what Spirit is revealing to us.
This practice can help us to become more aware of what we can do to
overcome our unconscious racism.
- How do we change to fully manifest the pure Light and answer that of G-d in everyone?
- What is white privilege?
- What were the times, places, situations where we had privilege?
- How does it manifest inside each person without color and what can we do about it?
- What are its spiritual ramifications?
- Where does it come from and why?
- When and how does it show itself in the wider culture? in the Society of Friends?
- What does "a color blind society" imply within this context?
- How does it hurt those of us without color?
- Why and what does understanding white privilege threaten?
- What is the down side of this understanding, (alienation/rejection from other Friends etc.) and how do we cope with this?
- When did you interrupted racism, what happened?
- When did you see racism and not respond? Why? how did you feel?
- Could Friends adopt a Testimony for Racial Justice with the same conviction and commitment that we accept and profess the Peace Testimony?
- Considering that many of our Quaker institutions were originally supported from funds gained through the slave trade (e.g. Moses Brown School) what might Quaker reparations toward African –Americans look like?
- Considering that we are ALL living on land that was originally stolen from Indians/Native Americans, what might Quaker reparations toward them look like?
- How can we figure out how we might be acting in unconsciously racist ways and then educate ourselves about what we might do about it?
- How can we identify institutional racism/white privilege within our meeting, town governments, places of employment, local businesses, etc., and how might we begin to address that racism/white privilege?
- What are its spiritual consequences?
- How does racism affect white Quakers?
- To what extent do white Quakers benefit from their color?
- To what extent have white Quakers involved themselves intimately in communities of color?
- Do white Quakers read black periodicals (e.g. Essence/ Emerge/ Ebony)? If not, why not?
- What are the important resources that the Quaker community has to offer blacks and other people of color?
- What does “justice” mean to Friends?
- How does our Meeting respond to the need for justice?
- If we disregard justice, what impact does it have on our spiritual lives and on our connection with the Divine?
- What is the relationship between love and justice? Between living in the spirit and seeking justice?
- If compassion is love in action, what is justice in action?
- How does oppression dehumanize and dim the Light, both in oppressor and oppressed?
- How do we exercise our respect for balance?
- Do you uphold the right of all persons to justice and human dignity?
- Do we regard our time, talents, energy, money, material possessions and other resources as gifts from God, to be held in trust and shared according to the Light we are given?
- How do we avoid misusing people and the world’s resources with care and consideration for future generations and with respect for all life?
- In what other ways do we carry out our commitment to stewardship?
- Do you revere all life and the splendor of God's continuing creation?
- Do you try to protect all poeple the natural environment and its creatures against abuse and harmful exploitation?
- Do you regard your possessions as given to you in trust, and do you part with them freely to meet the needs of others?
- Are you frugal in your personal life and committed to the just distribution of the world's resources?
- Do you endeavor to create political, social, and economic institutions which will sustain and enrich the life of all?