I am an alumni of South River High School. While I cannot speak for the experience of every student of SRHS or even the county, I believe that other students, especially other white students, may relate to this. 

I, a white girl, graduated in 2017, with a skewed perception of the world. I was lucky enough to attend one of the best schools in the county, without even an ounce of understanding of how I ended up there. Because of my privilege, I did not know that there was history being hidden from me by my education. I had no clue that along with my family’s race and socioeconomic status, there were entire historical FACTS like colonization, redlining, and racist zoning that were responsible for my great education, sports program, and access to extracurricular activities. 

In a 2015 study about the racial achievement gap, Richard Rothstein cites the language from some of the most popular history textbooks used in public schools. I immediately recognized the publishers, from many books I used for my high school classes. Rothstein (2015) shares a powerful analysis of these textbooks, like how they “attribute segregation to mysterious forces” (p. 28). 

Because of the language in our texts and the supplemental materials that made up our curriculum, those of us with the privilege to believe in equality, rather than experience injustice, were led to use the same language in class and in our lives. We (again, we who had the privilege) believed that all racial and civil rights issues were in the past. 

I can remember the first time I read a college government textbook (despite having taken AP classes), when my jaw dropped at an entire chapter dedicated to oppression in America. The first chapter, at that. This chapter cited factual improvements in civil rights that were made, but supplemented this with other factual evidence of continuing inequality, due to the foundation of this nation. With a more honest and inclusive textbook, my entire perception of the government and history changed forever. It should not take going to college for people like me, with privilege, to acknowledge it. We are required to go to school for a reason, it must be put to better use. 

As an education major who has studied both lesson and curriculum planning, I have put together some attainable goals to improve our school and county. I propose, to expand the minds of many students, a broadened and diversified curriculum at South River and in AACPS schools. 

I propose that a committee be formed to evaluate the existing curriculum.

All textbooks should be reviewed and replaced with texts that tell the WHOLE story, not just the white version.

In addition, the county could make use of the required literature courses to allow students to read realistic fiction about present Americans with different backgrounds. Replacing some of the older stories we read with those that reflect the current country’s climate would allow students to develop more relevant critical thinking skills. Young adult fiction is one of the most effective ways to gain perspective and empathy. 

Students should be required to fulfill a Race, Power, and Perspective requirement to graduate. This would require that all classes are evaluated to include that the given topic is looked at through a different perspective, thought of in terms of race, or analyzed for power dynamics. By weaving these topics into the existing curriculum, students will not have to take on a heavier course load. 

Maybe the solution to this issue is deeper. It comes from creating true equality in education and providing all students with the same opportunities, but unfortunately we have not made that change yet. For now, I demand that all students are educated about the injustices that people face today in our own communities. You are never too young to learn how to work against injustice.

The key to building a better tomorrow is having students with a well rounded and more inclusive education.