by John Reid

As a new academic year commences in Prince William County, there is a sense of optimism among numerous parents who eagerly equip their children for a journey of educational growth. Yet, for Black parents, a myriad of concerns loom large.

In the previous year, the PW Perspective engaged with parents who made the difficult decision to withdraw their children from local public schools, citing a host of pressing issues. Embarking on a recent stroll through the Neabsco District, we engaged in conversations with some parents, shedding light on their firsthand experiences.

During the Back to School event held at Freedom High School on August 12, we had the privilege of conversing with Annette Morris, a passionate advocate for the welfare of Black children. Morris emphasized the pressing need for the school board to proactively address the challenges faced by Black students, asserting that a transformative solution hinges upon effective and dedicated leadership. “It is imperative that we rally behind an individual whose motives extend beyond personal gain or advancement, but instead prioritize providing students with genuine opportunities to unlock their full potential,” she expressed. Morris further highlighted the prevalence of empty political rhetoric, lamenting the all-too-familiar pattern of elected officials failing to translate their promises into tangible actions once in office.

During our discussion with Dr. Kristy McDowell, the esteemed founder of Baby Scientists, a STEM program, she shed light on the formidable challenges that Black students encounter within the realm of scientific education. Drawing from her extensive experience as an educator, McDowell underscored the arduous journey faced by these students, particularly in the field of STEM. “When we examine the statistics, it becomes evident that Black and brown children are lagging behind, and it is crucial that they recognize the sciences as a viable domain for their aspirations,” she passionately expressed. In a deeply concerning revelation, McDowell shared a personal anecdote, recounting the distressing experience of her two foster children, one of whom was subjected to labeling even in preschool. Consequently, she was compelled to seek an alternative educational environment for him, as she firmly believes that he was unfairly targeted despite being just three and a half years old.

Furthermore, as a professor at Northern Virginia Community College, McDowell observed a disconcerting paucity of Black professors within the academic landscape. This disparity, she noted, extends from the K-12 educational system and permeates into higher education. McDowell emphasized the urgent need for community leaders to address this issue, prompting a critical inquiry into the lack of sponsorship opportunities afforded to Black children, hindering their academic growth and advancement. The dearth of representation and mentorship at the collegiate level raises pertinent questions that demand attention and action.

In the quest to bridge the educational divide, the school board faces a pivotal question: How can tangible progress be achieved? Driven by a genuine commitment to addressing this pressing issue, Dr. Kristy McDowell, a staunch advocate for educational equity, offered her insights on potential solutions. McDowell emphasized the need for increased emphasis on scientific education, a strategy already implemented by neighboring counties. However, she noted with concern that inner-city schools are witnessing a gradual erosion of science programs. Consequently, when students from these areas eventually gain access to such programs, they find themselves at a disadvantage, perpetuating harmful stereotypes. McDowell passionately asserted that these talented and capable Black students have demonstrated their aptitude when given equitable opportunities. To rectify this imbalance, it is imperative to ensure that all schools, regardless of location or demographics, have access to fully equipped laboratories, thereby fostering an environment conducive to scientific exploration and discovery.

Moreover, McDowell proposed forging partnerships with government agencies, suggesting that the school system proactively engage with entities like the Department of Defense (DoD) STEM programs. Drawing from her own experience working within such programs, McDowell highlighted the potential benefits of collaboration. By reaching out to these agencies, schools can establish robust programs tailored specifically to the needs of Black students. McDowell further emphasized that such initiatives often involve bringing scientists directly into schools, presenting invaluable opportunities for engagement and inspiration. These avenues, if pursued, hold significant promise and merit exploration as potential avenues for uplifting and empowering Black students in the realm of scientific education.

The call for action resounds as concerned voices like that of Mr. Eugene Neal, whose grandchildren are enrolled in Neabsco’s district’s schools, underscore the need for tangible, on-the-ground efforts. Neal emphasized the urgency of moving beyond mere office discussions and meetings, urging a proactive approach to increase the representation of teachers and staff of color. “Talking about it won’t bring about the desired change,” Neal asserted. Instead, he advocated for redirecting the substantial funds allocated to research contractors towards the communities in dire need of assistance. By investing in the community itself, he argued, meaningful progress can be made in addressing the pressing challenges faced by marginalized students.

Furthermore, Neal emphasized the unwavering commitment to education within his household, exemplified by their provision of IXL programs to their grandchildren during the summer. Recognizing the unfortunate reality that many African American children often face significant hurdles on their educational journey, Neal underscored the importance of identifying and supporting schools that actively foster the growth and development of these students. Through his words, Neal highlighted the significance of nurturing environments that embrace and uplift African American children, acknowledging the essential role educational institutions play in cultivating their potential.