The Sanctity of Black Spaces: Why High School Black Student Unions are Necessary

Abstract

BLACK HISTORY BULLETIN VOL. 83, NO. 1 | 5 83 No.1 THE SANCTITY OF BLACK SPACES: WHY HIGH SCHOOL BLACK STUDENT UNIONS ARE NECESSARY By Tiffanie Harrison, Micah Moore, Brian Rogers, Ashley Booker, Miyah Smith, & Myisha Rono The Journey into Space (Safe Space) The creation of Black spaces that provide comfort and nourish the psyches of Black students can often be met with resistance. In the fall of 2016, Black students and a staff member at a Round Rock, Texas, high school established a Black Student Union. While the founding of this union was largely met with excitement and support, there were detractors who did not agree with the concept of creating a safe space for the Black students that would actually be called the “Black Student Union.” In response, a frequent question bandied about was “How would you feel if we had a White student union?” When the school’s Black students attempted to answer this question, and were able to reflect on their individual experiences of being Black in that White, academic space, it was fascinating to find that, instinctively, each student’s response was similar—they felt that in some ways, they did not belong. In fact, they agreed that the suburban high school they attended “felt like a White student union” itself. Specifically, they found that the clubs and organizations felt sterile and uninviting, and that Advanced Placement (AP) classes were disproportionately “reserved” for White students. In fact, when enrolled in AP classes, they often found themselves to be the only Black student in the class.1 Additionally, though research has found that students of color benefit academically when taught by a teacher of color, many of the students recognized that they had never benefited from the experience of being taught by even one Black teacher.2 While seeking to create an inclusive space within their high school that welcomed and valued all students, specifically Black students, they understood there would be several roadblocks. One of those roadblocks occurred when they advocated for a Black History Month (BHM) celebration that highlighted the contributions of Blacks to this country and their communities. Their advocacy elicited gazes of disapproval, and attempts to generate momentum for a shared vision for celebrating it were met with an acknowledgement that the school would continue to celebrate BHM following the past status quo—to only emphasize BHM within the context of slavery. These comments, decisions, and reactions made them feel even more isolated. They recognized that this isolation was not only felt in their high school, but also in ways they experienced the world—as a White student union. The initial and frequent inquiry as to why a Black Student Union was necessaryhelped the students realize just how underrepresented they are in the spaces they inhabit, in the media they consume, and in the history they are taught. 6 | BLACK HISTORY BULLETIN VOL. 83, NO. 1 83 No.1 Blackness as Community Building One White ally on the campus was the principal, who was open-minded and took time to discuss the vision of the organization, helped to dispel myths, and supported efforts that would lead to the development of a strong and respectful community. The new organization also collaborated with the Round Rock Black Parent Association, who provided them with additional support through their advocacy. The parent organization also worked to ensure the students’ efforts were visible through events like Historically Black College and University (HBCU) fairs, as well as representation at board meetings and on district committees. Though there were initial perceptions that an organization called the “Black Student Union” was exclusively for Black students, the safe space is actually open to everyone—though it does prioritize Blackness for fifty minutes of each gathering. These fifty-minute increments give the students the opportunity to discuss what is relevant to their experiences, as Black students in a predominantly White space, while providing time for them to celebrate the joys of Black culture, their creativity, music and art interests, commitment to family and community, and their often misunderstood verve. Healthy discussions ensue when topics related to Blackness include the educational and social differences between attending an HBCU and a predominantly White institution...