“Black voters in Milwaukee. An influential bloc that can determine if the state remains blue or flips this fall, these voters have serious and lingering doubts about Biden and whether he’s delivered on his promises to them. There’s no danger that Donald Trump will carry this historically Democratic city in November. But there is a considerable risk that an anemic showing in Milwaukee could cost Biden this critical swing state — and possibly the election.
Biden’s Milwaukee problem is a distillation of the challenges facing his reelection campaign nationally: In traditionally Democratic redoubts, polls suggest alarmingly low levels of support among Black and Latino voters. In 2016, Hillary Clinton’s underperformance in Milwaukee, Philadelphia and Detroit’s Wayne County — the urban centers that power Democratic fortunes in Wisconsin, Pennsylvania and Michigan — enabled Trump’s surprise Rust Belt victories. This year, signs of a lack of enthusiasm for Biden in those places among Black voters is giving rise to fears of a repeat.
In Wisconsin, there isn’t much margin of error: The last two presidential elections here have been decided by less than 25,000 votes each. A low turnout among Black voters in Milwaukee — or a diminished winning margin for Biden — would deal a significant blow to his chances of carrying the state and its 10 electoral votes.”
“”Our key finding was that Black Americans preferred to maintain (or increase) police patrol and spending, and that this preference was not conditional on the described crime rates or policing reforms,” write Linda Balcarová and Justin Pickett of the University at Albany, SUNY; Amanda Graham and Sean Patrick Roche of Texas State University; and Francis T. Cullen of the University of Cincinnati. “Most Black Americans reported that even if crime rates fell and even if there were no new policing reforms, they still wanted to maintain or increase police patrol and spending.””
…
“It is well-established that black people are disproportionately afraid of cops, particularly in comparison to their white counterparts. Black Americans are reportedly more than five times as likely than white people to fear excessive force from police. What’s more, a study by three of the same researchers—Pickett, Graham, and Cullen—found that 42 percent of black respondents were “very afraid” police would kill them sometime within the next five years. Only 11 percent of white respondents feared the same thing.
But in their more recent study, they found that such fear coexists, however counterintuitively, with that strong desire to keep or increase police presence and funding. According to their data, 81 percent of black Americans who say they are afraid or very afraid of cops want to maintain or increase police spending”
…
“Just as the data make clear that black Americans are more likely to fear police, it is also plainly true that black people are disproportionately the victims of violence. It follows, then, that the people most impacted by crime are going to have strong feelings about abating it however possible. And while police are not always adept at solving crime—in 2022, for example, police cleared about 37 percent of violent offenses reported to them—their presence does have a deterrent effect on criminal activity, which also comports with basic common sense.”
“Over the last 30 years, nearly every wealthy country in the world has made it much safer for people to have babies. Only one outlier has moved in the opposite direction: the United States, where the rate of people dying in childbirth continues, stubbornly and tragically, to rise. In 2021, 1,205 US women died from birth-related causes, up from 754 in 2019. Many of those deaths — a full 89 percent in one Georgia study — are potentially preventable with the proper care.”
“First, out of more than 100 units, the governor has identified three or four that may sound sketchy to people unfamiliar with the topic. But the focus on this handful of examples creates a highly selective and distorted view of the curriculum.
Second, he describes the class as “history,” when in fact it is an interdisciplinary curriculum that exposes students to college-level subject matter they almost certainly don’t encounter in standard U.S. and world history classes.
Third, and most importantly, the curriculum makes a lot more sense if you consider its topline objective: arming students with a range of analytical and critical thinking skills. If you believe that the purpose of a quality education is to prepare kids to thrive in the real world, the AP African American Studies is a win. The subject matter is rigorous, and the texts and other source material are challenging. Isn’t that exactly what a twenty-first century education should look like?”
…
“While it is certainly true that Florida students already study some fundamentals of Black history, they are unlikely to learn about African linguistic diversity or how to parse maps of the Songhai Empire in their U.S. or world history courses. They may read excerpts by former enslaved people like Frederick Douglass or Harriet Jacobs, but probably won’t encounter Olaudah Equiano’s captivity narrative, analyze the intersection of European and African art or locate connections between Harlem Renaissance writers like Zora Neale Hurston and Langston Hughes and visual artists like James Van Der Zee and Aaron Douglas. We can fairly intuit that they won’t encounter writing by Black feminists like Nikki Giovanni or parse Molefi Kete Asante’s work on Afrocentricity.
This is no knock against Florida’s public schools. According to its mission statement, the AP curriculum “enables willing and academically prepared students to pursue college-level studies.” By design, the curriculum operates a level or two above a standard high school program.”
…
” The first unit, “Origins of the African Diaspora,” offers a bright tapestry of subjects around African culture, history, linguistics, art and economics, as well as the process behind — and experience of — enslavement (including the role of Black Africans in that tragedy). It would require a feat of political gymnastics to find issue with units on “Exploring Africa’s Geographic Diversity,” “Ethnolinguistic Diversity and Bantu Dispersals” or “Visualizing Early Africa.”
The second unit, “Freedom, Enslavement, and Resistance,” is also standard fare, with topics that include “African Explorers in the Americas,” “Origins and Overview of the Transatlantic Slave Trade,” “Fleeing Enslavement” and “Black Women’s Rights & Education.”
And so it goes with the third unit, “The Practice of Freedom,” which covers such topics as Reconstruction, Jim Crow and the early civil rights movement. Notwithstanding the current vogue for banning literature in schools — a troubling development that is hardly specific to Florida — it would take a particularly narrow mind to find fault with modules on “Everyday Life in Literature,” “The Rise and Fall of Harlem” or “Music and the Black National Experience.”
It’s unit four, “Movements and Debates,” that opens the door more than just a crack to conservative criticism, though most of the unit continues the curriculum’s chronological arc, exploring subjects like civil rights, the Black Arts Movement, student protests, Black women’s history, music and religion and faith. Nothing particularly out of the ordinary.
To be sure, many culture warriors will object to topics and texts that strike most people as unproblematic. Voices like Frantz Fanon, Malcolm X, Ta-Nehisi Coates and bell hooks offend the sensibilities of some white Americans. They push the boundaries of the conversation about race in ways that challenge ideas about “American exceptionalism,” progress and national innocence. Similarly, raw representations of white violence against Black persons, families and institutions — be they historical texts, paintings, songs or sociological tracts — make a lot of conservatives uncomfortable. They complain that broaching these subjects teaches white children to feel implicated by the actions of earlier generations. This concern assumes that students are especially brittle and incapable of dealing with the subject matter.
But the back half of unit four also contains topics that may cause some parents — and not just conservatives — to raise an eyebrow: “Intersectionality and Activism,” “Black Queer Studies,” “‘Postracial’ Racism and Colorblindness,” “Incarceration and Abolition,” “Movements for Black Lives” and “The Reparations Movement.” These topics drive at extremely polarizing political debates, including what if anything the country owes its Black citizens, whether the criminal justice system is fair and unbiased and the meaning of sexuality. Even outside an AP course, these are fraught topics.
One need not agree with DeSantis that the AP course is a study in indoctrination to wonder: Why would you teach these topics to 17-year-olds? Are they not in fact … “woke?”
The answer to this last question is a resounding: Yes! Also: So what?”
…
“They’re complicated works of sociology and philosophy. They’re highly contested polemics. We read them to sharpen our capacity for analysis and argument. Contra Gov. DeSantis, being assigned a text is not an exercise in indoctrination.
How do I know this? Because reading Friedrich Nietzsche in college did not turn me into a nihilist any more than reading Albert Camus made me an existentialist. I read Ross Douthat’s New York Times column regularly, and yet I have neither changed my party affiliation to Republican nor converted to Catholicism.
We expose students to knotty, complicated and controversial ideas because it helps them sharpen the five critical skill sets that the College Board identified in the course prospectus.
If a student takes the AP course on African American Studies and is ultimately able to develop an empirical, well-constructed, knock-down argument against reparations or prison reform, that’s as much of a win as the opposite outcome. I might not like where the student landed, but the curriculum did its job.
That’s the idea behind the AP’s course in African American Studies: use a topic that captures the interest of a large number of students to introduce them to a range of interdisciplinary methodologies and teach them to analyze and make sense of our very complicated world.”
“Black enrollment fell rapidly at the top schools in the University of California system. Before the ban, Black students made up 7% of the student body at UCLA. By 1998, that figure had slipped to 3.93%. By the fall of 2006, the freshman class included only 96 Black students out of nearly 5,000.
In an effort to address that gap, officials in California have spent more than $500 million in outreach to underserved minority students since 2004, lawyers for the state said in a Supreme Court brief this year.
A similar decline took place at the University of Michigan. Black undergraduate enrollment dropped to 4% in 2021 from 7% in 2006, the year the state approved a referendum banning affirmative action.
Even though a Supreme Court ruling restricting the use of race-conscious admissions is unlikely to affect their states, lawyers for Michigan and California filed briefs with the court over the summer arguing that without affirmative action, achieving racial diversity was virtually impossible.
Florida, which banned affirmative action in 2001 and where admission to the state’s flagship university is also competitive, has taken the opposite position: Racial diversity can be achieved without race-conscious admissions, it said.
A study in 2012 by liberal-leaning research group the Century Foundation found that in most states where affirmative action was prohibited, Hispanic and Black enrollment at flagship universities bounced back after an initial drop.
But the study also showed that those increases did not generally keep pace with the growing number of Hispanic and Black high school graduates.”
“The Supreme Court handed down a brief order Tuesday evening that effectively reinstates racially gerrymandered congressional maps in the state of Louisiana, at least for the 2022 election.
Under these maps, Black voters will control just one of Louisiana’s six congressional seats, despite the fact that African Americans make up nearly a third of the state’s population. Thus, the Court’s decision in Ardoin v. Robinson means that Black people will have half as much congressional representation as they would enjoy under maps where Black voters have as much opportunity to elect their own preferred candidate as white people in Louisiana.
A federal trial court, applying longstanding Supreme Court precedents holding that the Voting Rights Act does not permit such racial gerrymanders, issued a preliminary injunction temporarily striking down the Louisiana maps and ordering the state legislature to draw new ones that include two Black-majority districts. Notably, a very conservative panel of the United States Court of Appeals for the Fifth Circuit denied the state’s request to stay the trial court’s decision — a sign that Louisiana’s maps were such a clear violation of the Voting Rights Act that even one of the most conservative appeals courts in the country could not find a good reason to disturb the trial court’s decision.
As the Fifth Circuit explained, current law typically forbids maps that dilute a particular racial group’s voting power, at least when that group is “sufficiently large and compact to form a majority” in additional congressional districts, when it “votes cohesively” and when “whites tend to vote as a bloc” to defeat the minority group’s preferred candidates.
Nevertheless, the Supreme Court voted 6-3 along party lines to stay the trial court’s injunction, effectively reinstating the gerrymandered maps. The Court’s order is only one page, and it provides no substantive explanation of why the Court’s Republican appointees voted to effectively strip Black Louisianans of half of their representation in the US House of Representatives.”
…
“Taken together, the Court’s orders in Merrill, Ardoin, and the Wisconsin case suggest that the justices are skeptical of current rules, which provide fairly robust protections against racial gerrymandering, and plan to replace those rules with a new regime that is likely less friendly to Black voters — and most likely to minority voters generally. None of these three orders was particularly well explained, but the pattern is that, in each case, the Court ruled against efforts to draw maps that expand Black political power.”
“Black women are more likely to live in areas where it’s harder to access contraception. They get abortions at the highest rates compared to women of other races, due to high rates of unintended pregnancy.
The factors that lead some Black women to seek abortions are present from the day they are born, passed down from mothers who faced similar plights. Those born into poverty are less likely to have access to health care, let alone reproductive or maternal health care; when some Black women are able to seek care, they face medical racism. For centuries, Black women have fought for autonomy over their bodies, against government-sanctioned abuse and abuse from intimate partners. The end of a constitutional right to legal abortion makes the fight harder.
State-level abortion restrictions have already taken effect in at least eight states, and in total, 22 states have laws that impose very strict restrictions on abortions. Those states are home to 39 percent of the total US population, but 45 percent of Black women and girls under age 55.
The consequences will be dire. The end of legal abortion will trap Black women in cycles of poverty. The consequences will also be deadly. Black women have the highest rates of maternal mortality and pregnancy complications, and those risks will only increase if more Black women have to carry unwanted pregnancies to term. Here are the numbers that show how alarming the situation is.”