While the critical race theory debate has dwindled a bit in recent months, the conversation has continued within schools and communities including Jefferson City.
Critical race theory is a decades-old academic framework that examines the way race and racism influence politics, culture and the law. It is centered on the idea racism is systemic and not merely the product of individual biases or prejudice, but also something woven into systems and policies. For example, Black Americans are incarcerated at much higher rates than any other racial group, and the theory invites scrutiny of the criminal justice system's role in that.
Critics of the theory often believe it is a divisive framework, while supporters believe it is a way of understanding how American racism has shaped public policy. Critical race theory has become a catch-all term among legislators and conservative activists attempting to ban a wide array of teaching practices involving race.
The teaching of critical race theory has been a controversial topic of discussion publicly in the form of residents speaking at board meetings to email exchanges between the public and JC Schools staff. The Jefferson City School District's official curriculum does not include critical race theory, but teachers can still discuss it in class.
Through Freedom of Information Act requests, the News Tribune obtained emails from May 1-11 between JC Schools staff, administrators and board members that contained the words "critical race theory," as well as all emails from Aug. 1-17 from Board of Education members Ken Enloe, Scott Hovis and Lori Massman.
From May 1-11, about seven community members emailed the Board of Education or Board of Education President Ken Enloe expressing concern or opposition to critical race theory being taught in the district or imploring the board to oppose it.
From Aug. 1-17, three people emailed the board or Enloe expressing appreciation for the district's equity efforts. One person emailed Massman expressing concern for the district's equity efforts. Another person emailed the board an article from EdAllies, "Things Educators can do in the Middle of a CRT Controversy," which claims those against critical race theory are bringing it to attention for political power and not student education and that it's unfair for educators to be wrapped up in the controversy.
Many emails and public comments opposing critical race theory and equity efforts are from Jefferson City resident and attorney Curtis Thompson, who has been bringing up the issue to the board for more than a year in an attempt to ban certain topics of race and equity resources in JC Schools, stating they are "racist and divisive."
For example, he asked the board to get rid of textbooks from McGraw-Hill and TCI because these publishers promote educational equity. Thompson said he believes educators and school districts should strive for equality instead of equity, claiming equity is a "Marxist agenda." Equality means everybody is given the same resources and opportunities, while equity recognizes each person has different circumstances and allocates the resources and opportunities needed to reach an equal outcome.
Susan Randolph, a co-leader of the Jefferson City Racial Equity Group, said the group believes those who are speaking against racial equity efforts in schools have hijacked the term "critical race theory" to generate fear in the public about discussions of race in the classroom. The group believes efforts to ban equity and racial discussions in schools are not about the welfare of children or their education and instead a way to divert attention and education resources "toward a nonissue for mere political gain," according to a JCREG news release.
"The false narratives that vilify Missouri educators as well as diversity, equity and inclusion work in our schools are inaccurate," Randolph said. "It is misleading to conflate equity work with critical race theory. To develop critical thinking skills, students need to learn from a variety of perspectives found in a diverse array of materials."
The Jefferson City Racial Equity Group is an "anti-racism organization for people of all races and ethnic backgrounds to come together to help our community be a place where all people are accepted, treated fairly and have the social, economic and political power to thrive," according to its website.
JCREG is not pushing for critical race theory to be taught in schools, but it "strongly condemns" any efforts to censor teachers and students, Randolph said. Though the group is not for or against critical race theory, it believes teachers should have the freedom to discuss any topic in class.
"We applaud our educators who are helping our youth to learn how to ask questions, do research, analyze historical materials and evaluate a variety of interpretations of history," Randolph said.
Thompson said he believes slavery and other racial aspects of history should be taught, but not from a critical race theory perspective.
"CRT and its similar progeny separates people on the basis of race," Thompson said.
Randolph said she believes teachers should give a full, accurate accounting of American history - good and bad - and that limiting topics of discussion could lead to a white-washed version of American history.
"Understanding the totality of American history - both its successes and failures - helps our students become responsible citizens," Randolph said. "They'll learn to embrace, honor and protect the values embodied in the American promise of equality, life, liberty, justice and the pursuit of happiness for all."
The group's main concern is JC Schools staff and administration has to spend time and resources on responding to people who are speaking out against critical race theory and the district's equity efforts, especially during a challenging time for educators amid a surge of delta variant COVID-19 cases.
The group strongly supports equity education that "strives to ensure every child will meet their full potential, regardless of their identity," Randolph said.
Equality in education is achieved when students are all treated the same and have the same rights, opportunities and resources. Equity, on the other hand, provides people with resources that fit their circumstances. Equality is important when it comes to resources such as textbooks or equal rights in the classroom, but it doesn't address individual needs, Randolph said.
Students from disadvantaged backgrounds need more resources and support, so it's important to address students' specific needs to give everyone the same opportunities to learn, Randolph said.
"Whatever challenges a child might be facing - whether they're hungry, they have physical handicaps, they might have arrived at school having witnessed some traumatic events at their home - the teachers would be able to recognize this child has a particular need at this time and address it," she said. "When they've experienced trauma, it's hard to focus."
One common misconception is that equity means equal outcomes or that everybody gets an A.
"Equity education looks at the child and addresses their specific needs so that they're prepared to learn, to read, to do math, whatever the lesson plan is that day," she said. "No one is saying give them an A. They're just trying to get them prepared to be able to learn."
One of the Jefferson City School District's recent equity efforts is the Franklin Covey unconscious bias staff training the district began participating in over the summer. The purpose of this training - which Thompson has expressed opposition to - is to recognize the impact of unconscious bias with the goal of increasing empathy and creating a more inclusive environment where everyone is respected and valued, according to the Franklin Covey website.
One email from the August Freedom of Information Act request specifically expressed appreciation to the board for this training; one email expressed opposition to it.
Randolph said JCREG supports staff training that will improve inclusivity. The solution to discomfort around conversations of race is not to censor or limit it, she said, but to provide training so teachers can have these difficult conversations in the classrooms where everybody feels respected and heard.
"We really want to make sure that Missouri teachers and students have access to all the necessary educational tools and the training and resources that will help all Missouri students become college and career ready," she said. "Rather than throw out historical topics because they might cause discomfort as is advocated by the CRT critics, it is important to provide training and support for our teachers to help them lead classroom discussions in an inclusive and respectful manner."