I remember learning about inequality in math class back in the day.  I’m sure you remember too—the lessons usually involved Pac-Man—and the terms “greater than” and “less than”. 

I encountered mathematical inequalities again when I taught them to my third graders.  But since becoming a part of the team at the National Women’s Law Center, I’ve learned a lot about the other types of inequality in schools.  Unfortunately, it’s no math lesson—and too many African American girls are on the “less than” side of it.

Our new report: Unlocking Opportunity for African American Girls: A Call to Action for Educational Equity describes the barriers that African American girls encounter in school and the educational and employment outcomes that stem from these barriers.  Unlocking Opportunity also offers recommendations for addressing these barriers and changing these outcomes.

Here are just a few of the inequalities discussed in the report—and my own two cents about how to solve each.

Inequality #1: African American girls are expected to conform to gender stereotypes, but also have to contend with the race and gender stereotypes their teachers may have about Black women.  When African American girls are outspoken (not modest or passive), some teachers see them as “aggressive” or “defiant”, and discipline them for it.
Making it Equal: 53 percent of African American girls say they want to be leaders (more than any other group of girls), and 75 percent of them see themselves as leaders.  A leader needs to be outspoken, right?  If your student, daughter, niece, or neighbor is this way, it’s important for you to nurture that gift.    

Inequality #2: 57 percent of African American students have access to the full range of STEM classes, while 71 percent of white students have access.
Making it Equal: There may be little money and few resources for schools to replace books and Science kits or add classes to the schedule, and that’s understandable.  But it costs next to nothing for teachers to organize a STEM-themed career day with guest speakers, or a field trip incorporating a STEM lesson.  Schools can simply share information about enrichment programs outside of school (some camps and programs offer scholarships to those who need it).  And teachers can encourage students to embrace Science and Math by rewarding them for successfully completing assignments or participating in class. 

Inequality #3: The high school graduation rate for African American girls is below the national average for girls overall.
Making it Equal: A recent article mentioned that giving students a look at what their future could be with a high school diploma, and ultimately a college degree, can change their outlook on finishing school.  So that’s a start.  But that has to be coupled with teachers who let them know they matter, and a system that doesn’t allow them to fall through the cracks. 

The solutions to math problems are fixed, but the answer to this problem of educational inequality for African American girls will require creativity and work from all of us.  Parents must advocate for their children’s education; schools must train teachers not only to teach, but also to understand their students (who they really are, where they come from, what they need) and to understand the role that implicit bias can play in their decision making; school districts must ensure that the best teachers are working with the students who need them the most—and that new teachers are mentored by their more seasoned colleagues (those who have had successes with students); and policymakers must give schools the money they need—to replenish books, to upgrade computers, and to restore playing fields.  We all must work together in this—for girls and boys of every race and color.