June 1, 1964
[meritocracy vs. the shadow of affirmative action]
By Dr. C.E.S. copyright © All rights reserved. Originally published June 1, 1964; The Michigan Chronicle.
In elevating two Negroes to high school principalships last week, the Board of Education provided another “first” in the history of Detroit Schools. For this, the Board should be commended.
The action places Detroit in a small, select circle of the Nation’s largest cities employing Negroes in such administrative positions. This fact alone might well be regarded as justification for a glow of pride on the part of the Board and other citizens.
Indeed, it would be excusable if the Board of Education pointed pridefully to this evidence of opportunity for Negroes to advance professionally in the school system. It would be pardonable also if Negroes looked upon the promotions as some of Negro achievement.
It can be regarded as a Negro achievement, however, only in the sense that the two educators referred to were Negroes. It must be remembered that Mrs. Kennedy and Mr. Saine were not selected because they are Negroes. Both were subjected to a rigorous testing and screening process as were all other candidates. The promotions were won on merit, and this is as it should be.
The Negro community never has called for the employment of any person because of his color, without regard for his qualifications. What we have sought, and still seek, is equal opportunity for employment and promotion without regard for color.
In our school system, as in other areas of employment, equal opportunity has not always been present. The proportionately small number of Negroes occupying supervisory and administrative positions in our schools today attests to this.
The recent promotions represent a promising departure from past practices. They will fan the spark of hope among many Negro teachers who constitute a relatively untapped reservoir of professional competence. Through these teachers, all children will benefit from the knowledge that Negroes too can advance in their chosen profession.
Many people feel that the assignment of the two new principals to predominantly white high schools would have contributed much to racial good will and understanding in our city. It is pointed out also that such assignments would serve as rebuttal to long-standing charges of segregation in personnel placement practices.
We are inclined to agree with that viewpoint but, on the other hand, the predominantly Negro schools also need insightful, empathetic leadership.
It is true that the basic needs of children do not differ because of race. It is equally true, however, that the schools of our inner city face many problems not present in the same degree throughout the city.
We believe the students of Northwestern High will benefit greatly from Mrs. Kennedy’s experience with youth of widely ranging backgrounds and abilities. Certainly, her assignment there should further relieve problems of school-community relations which have been observed in recent years.
At the new Kettering, of course, Mr. Saine’s administration will serve an enrollment of both Negro and white students. Thus, it can be said now that at the high school level as well as in elementary schools, the Board of Education has attempted t the right man for the job.
We commend the Board, but we do not envy them the task of selecting the “right man for the right job” in a large city school system. Especially when impartiality and fairness must be sustained in the face of what, at times, appear to be “special” needs and considerations.
In elevating two Negroes to high school principalships last week, the Board of Education provided another “first” in the history of Detroit Schools. For this, the Board should be commended.
The action places Detroit in a small, select circle of the Nation’s largest cities employing Negroes in such administrative positions. This fact alone might well be regarded as justification for a glow of pride on the part of the Board and other citizens.
Indeed, it would be excusable if the Board of Education pointed pridefully to this evidence of opportunity for Negroes to advance professionally in the school system. It would be pardonable also if Negroes looked upon the promotions as some of Negro achievement.
It can be regarded as a Negro achievement, however, only in the sense that the two educators referred to were Negroes. It must be remembered that Mrs. Kennedy and Mr. Saine were not selected because they are Negroes. Both were subjected to a rigorous testing and screening process as were all other candidates. The promotions were won on merit, and this is as it should be.
The Negro community never has called for the employment of any person because of his color, without regard for his qualifications. What we have sought, and still seek, is equal opportunity for employment and promotion without regard for color.
In our school system, as in other areas of employment, equal opportunity has not always been present. The proportionately small number of Negroes occupying supervisory and administrative positions in our schools today attests to this.
The recent promotions represent a promising departure from past practices. They will fan the spark of hope among many Negro teachers who constitute a relatively untapped reservoir of professional competence. Through these teachers, all children will benefit from the knowledge that Negroes too can advance in their chosen profession.
Many people feel that the assignment of the two new principals to predominantly white high schools would have contributed much to racial good will and understanding in our city. It is pointed out also that such assignments would serve as rebuttal to long-standing charges of segregation in personnel placement practices.
We are inclined to agree with that viewpoint but, on the other hand, the predominantly Negro schools also need insightful, empathetic leadership.
It is true that the basic needs of children do not differ because of race. It is equally true, however, that the schools of our inner city face many problems not present in the same degree throughout the city.
We believe the students of Northwestern High will benefit greatly from Mrs. Kennedy’s experience with youth of widely ranging backgrounds and abilities. Certainly, her assignment there should further relieve problems of school-community relations which have been observed in recent years.
At the new Kettering, of course, Mr. Saine’s administration will serve an enrollment of both Negro and white students. Thus, it can be said now that at the high school level as well as in elementary schools, the Board of Education has attempted t the right man for the job.
We commend the Board, but we do not envy them the task of selecting the “right man for the right job” in a large city school system. Especially when impartiality and fairness must be sustained in the face of what, at times, appear to be “special” needs and considerations.