Place: 8th grade class
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Mr. Adams: Can anybody tell me why, even after they were granted the right to vote, there were few Black voters? (He looks out questionably at the students) Lindsey? (a classmate “sucks” his teeth)
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Lindsey: (stands) There were few Black voters because of the discriminating techniques used. The Black people trying to register were asked complicated and irrelevant questions.
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(Letting her opinion become clear) (sits) Only the most educated Blacks passed the test and after they did pass, who knows when their papers would be processed?
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Mr. Adams: Very good. However, don’t forget that there was racism outside of the voting system also. (walks toward Lindsey) Alot of Whites were dead set against Blacks voting, so they put them in a dilemma. “Use my right to vote or lose my job.” (He walks back to his desk) Are there any questions on the chapter?
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Billy: (he stands) Yeah. Why are you going to ask a White girl; about a matter concerning Black (extends his arm out) people?
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(There are sounds of agreement from his classmates) As a matter of fact, (He moves from behind his desk) I don’t understand why she’s here! (he gives Lindsey a mean look)
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Mr. Adams: If you’ll turn to the introduction of your textbook (He picks up the book) you’ll notice that the author is White! In fact many historians of Black History weren’t Black. (he puts the book on Billy’s desk)
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Billy: (He pauses for few seconds) Naw! But that’s part of my point. Things have gotten so bad that White people have to tell us our history! Why can’t we learn it straight from the “Motherland”? (He tugs his Malcolm X cap)
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Lindsey: Do you know what that X means? (she points at his cap)
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Billy: Yeah. It’s for Malcom X! (He says thinking he made a good come back)
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Lindsey: I just asked you about Malcom X and that’s all you can say? Didn’t you read the last chapter? (He moves his head from left to right) The only person who is stopping you from learning
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Black History is your little brain! You would know alot more than you do if you kept your mouth closed long enough to listen!
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(She snaps her fingers) (the classmates “ooh” as Billy sits down quietly)
Scene 3
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Place: Girl’s locker room
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Tifarah: (She takes her earrings out of her ears) Did you see Tony? That boy looks better everyday! He is the best looking boy in this school! (She puts her hands on her hips)
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Rosie: He is also the stupidest! He cheated on a test and still failed! (A crowd of kids laugh while another crowd does not)
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Tifarah: So, if Tony wanted to go with you (she laughs) (She looks around at her friends) You would say “non”? (she looks at Rosie with a look of disbelief)
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Rosie: Yes, I would! He only wants one things. And he won’t come from me! (Her friends give approval)
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Tifarah: I’m talkin’ about Tony with the light skin, “nice” hair, and pretty grey eyes. Whoo—child if he keep looking like that, he can be as stupid as he wants. (Her friends “give her five” and shake their heads)
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Rosie: I don’t even think he’s cute! He can take his “high yellow self” back to where he came from! And speaking of stupid (She walks up closer) it is sad that you would turn down “a brother” for Tony. Thanks to people like him, our “brothers” need all the support they can get from a good women.
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Tifarah: What have “cute” boys done to dark skinned boys? (folds her arm waiting for an answer)
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Rosie: Who gets most of the jobs? Who gets most of the jobs from affirmative action? “Fake” Black people. That’s two times the pressure for our Black “brothers” and three times the pressure for Black “sisters”. (Looks at Tifarah hoping to see a look of comprehension)
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Tifarah: (She meets her challenge) Excuse me, but don’t talk that brother stuff to me. It’s a known fact that light skinned boys are admired. Why? Because they have all the money and their choose of women because they look better than “dark, crispy” boys! (Rosie and her friends look disbelieving at the other crowd) Don’t look at me like that! Ya’ll know it’s true!
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(Pointing her attention back to Rosie) So you would still rather go out with “burnt” Joe just because he’s dark?
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Rosie: You’d rather go with “pale” Tony just because he’s light! (Both crowds start arguing)
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Tifarah: (She quiets down the crowd long enough to speak) You have your preference and I have mine. I don’t care if you like ugly boys. That’s your choice! But don’t make a crime out of liking cute boys. It’s not my fault your racist! (The crowd starts yelling at each other; the gym teacher calls everybody to the gym)
Scene 4
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Place: Principal’s office
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Principal: (sits down) Have a seat Miss Lawrence. (He picks up some paper on his desk) You have excellent credentials. I’m sure anyone would hire you as a security guard. However, I filled the position two hours ago. (He sits up straight) I’m terribly sorry. (He gets up and extends his arm for a hand shake)
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Miss Lawrence: (Stands) Why didn’t your secretary tell me when I came in?
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Principal: (He thinks a moment and in a “surprising” way speaks) I must have forgotten to tell her!
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Miss Lawrence: (angrily) Goodbye, Mr. Semaj.
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Time: 2 hours later
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Principal: Well! I love this resume! Harvard! Canadian Police Academy! You have the job! I’m sure you’re the right man!
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Mr. Hodges: Thank you, Mr. Semaj. (He exists)
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Principal: (on his intercom) Charlie, come in here!
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Charlie: (enters) You found a guard. Did you hire that women that was here a few hours ago?
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Principal: No! I don’t want a women protecting my school!
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Besides, (He lights a cigar) she was Stupid! She went to a community college!
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Charlie: That doesn’t matter! Just as long as she has experience. You shouldn’t be so picky. Where do you think you’re gonna find an intelligent women?
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Principal: So you’re saying I should take what I can get?
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(Charlie nods) Why should I do that when I can hire a man?
Right to Suitable Education Free From Discrimination
A free public elementary and secondary school education is a fundamental right guaranteed Connecticut children by the Connecticut Constitution. This constitution mandate is argumented by state education statues which require that each child be given equal opportunity to receive a suitable program of educational experiences. To ensure compliance with these statutes and to promote the state interest in education, the State Board of Education has the statutory responsibility to investigate substantial allegations and remedy any proven findings that indicates a local or regional school board is not complying with state law.
The educational statutes which implement and supplement the constitutional mandate ensure an equal educational opportunity for children. Thus, for example, each town must furnish by transportation or otherwise, school accommodations so that each student over five and under 12 years of age, who has not yet graduated from high school, may attend public schools. In addition, statutes prohibit discrimination in schools, require schools to have planned, ongoing and systematic curriculum offerings, require schools to be open 180 days a year and to provide at least 900 hours of instruction, require each school district to expand a minimum amount of money for education, require schools to conduct proficiency and mastery testing and remediation, and require special education and bilingual education. In order for the state to ensure that students receive a quality education, there are certification requirements which mandate that only qualified individuals may enter the education profession and instruct students.
Thus, providing an equal educational opportunity includes a variety of factors: funding; equal program access for all students; adequate human (teachers, administrators) and physical (facilities, equipment, books, material) resources; professional competence; and a suitable curriculum.
The mandate to provide a suitable educational experience rests primarily upon local school boards. However, there are also responsibilities placed on students and parents. For example, every student aged seven and under 16 has the responsibility to attend school. A student who does not attend school may be arrested for habitual truancy or adjudicated a delinquent. Parents have a responsibility to ensure that their children attend school regularly and failure to do so may result in legal penalties. With few exceptions, compulsory school attendance is a statutory mandate. However, the right to attend school is not absolute. If a student violates the educational rules and policies of the school, the student may be disciplined both to punish the student and to ensure that the learning process of other students is not interrupted.
