Institutional Racism Series: How it Affected Where I Went to School

I went to a great elementary school from 5th to 8th grade, a high school I loved, and a great college. While I sometimes had small complaints, such as having too much homework or dealing with the stress of end-of-year exams, I was extremely lucky to get the education I received.

However, for several months in 2004, the educational system in New York viewed my family as a family of color (even though we’re white), and the results for a time cast uncertainty over where my younger brother would go to kindergarten.

This uncertainty was the result of institutional racism, or racism that is practiced and sometimes even normalized by social, economic, governmental, and other institutions.

The beginning of this story was during the 2003-04 school year, when my family was trying to get my younger brother into the kindergarten program at the public magnet school I went to at the time (which drew students from districts throughout New York City’s borough of Queens). What happened was that the school changed its “sibling policy”—the school previously had automatically admitted siblings of students already attending the school, but the policy changed so that siblings of students were limited to being somewhere between 10% to 20% of new student admissions.

The justification for this policy was to diversify the school—administrators viewed the school as drawing “too many” students from certain districts throughout Queens and “too few” students from other districts; the “too many” were usually from districts that predominantly had students of color, while the “too few” were usually from districts that predominantly had white students. In order to diversify the school, the sibling policy was changed so that the school didn’t get many more kids from districts drawing “too many” kids (mostly districts of color, as I said earlier). Indeed, as someone at the New York City Department of Education told my parents, administrators wanted more kids from places like Bayside and Douglaston (neighborhoods in Queens that were extremely white). In other words, they wanted more white kids at the school and fewer people of color.

At this point, you’re probably reading this and saying the following: “Now, wait a minute, Brendan…you’re white! You’re not a person of color! So what do you or your family have to do with all this commotion?”

Where we came into the commotion was that the school system viewed my entire family, including my brother, as people of color. Since I lived in a Queens neighborhood dominated by people of color, the system viewed my brother as a person of color and therefore as a person who would not achieve the goal of giving my school a more “diverse” student body (more white people). Basically, the educational institution in New York viewed my family as people of color for several months in 2004, and as a result my brother couldn’t get into the kindergarten program we wanted to get him into. My parents said nothing to argue with this misperception because they didn’t want to use our race to give my brother an advantage on the sole basis of the color of his skin.

Then things changed.… Once the educational powers that be saw me mark myself as “white” on a standardized test, they realized that my brother was probably also white and they suddenly offered him a seat at the school. It was too late, though, because my brother started kindergarten at a Catholic school he loved, and I transferred to that school.

The story ended on a positive note for my entire family because we had the money to pay for Catholic elementary school for my brother and me and avoid the public school system entirely after transferring.

However, as I’ve shared this particular story in talks with friends, I have found out about people who had similar issues in their own school systems, but were not so lucky because they were people of color who came from families without many economic resources. Indeed, institutional racism in education prevents some great kids from having the educational opportunities they deserve.

Note: If you missed my previous two posts in my series on institutional racism, please refer to my introductory post for the series and the post on how institutional racism affected where I (and others) live.

7 Replies to “Institutional Racism Series: How it Affected Where I Went to School”

  1. So since the NYC DoE policy of diversifying its enrollment by school had an adverse on your family, it is a racist policy?


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