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racial justice

Baseball legend Reggie Jackson shares how team had his back when he faced racism

"If I couldn't eat in a place, nobody would eat…"

Jim Accordino/Wikimedia Commons

Reggie Jackson played pro ball for 21 seasons.

Baseball Hall of Famer Reggie Jackson played for 21 seasons in the major leagues, starting with the Kansas City Athletics in 1967 and retiring as a Los Angeles Angel in 1987.

But it was the year he spent playing minor league ball in Alabama that he opened up about in a Fox Sports pregame show at Rockwood Field in Birmingham. Jackson had played 114 games with the Birmingham Athletics before being called up to the majors, and when Alex Rodriguez asked him how it felt to be back in that place, he said bluntly that it was "not easy."

As a Black player in 1967, Jackson faced virulent racism when the team traveled throughout the South, from restaurants to hotels to fancy venues the team was invited to. He shared examples of being called the n-word and not being allowed into various establishments. He said he'd never want to go through that experience again and wouldn't wish it on anyone.

He also shared how his managers, coaches and teammates had his back during such incidents. They refused to eat where he couldn't eat or sleep where he couldn't sleep. He said they helped him refrain from responding to racist attacks when he was "ready to physically fight."

Watch him tell his story:

Here are his remarks in full:

"Coming back here is not easy. The racism when I played here, the difficulty of going through different places where we traveled. Fortunately, I had a manager and I had players on the team that helped me get through it. But I wouldn't wish it on anybody. People said to me today, I spoke, and they said, 'Do you think you're a better person, do you think you won when you played here and conquered?' I said, 'You know, I would never want to do it again.'

"I walked into restaurants, and they would point at me and say, 'The n***** can't eat here.' I would go to a hotel, and they would say, 'The n***** can't stay here.' We went to Charlie Finley's country club for a welcome home dinner, and they pointed me out with the N-word: 'He can't come in here.' Finley marched the whole team out. Finally, they let me in there. He said, 'We're going to go to the diner and eat hamburgers. We'll go where we're wanted.'

"Fortunately, I had a manager in Johnny McNamara that, if I couldn't eat in the place, nobody would eat. We'd get food to travel. If I couldn't stay in a hotel, they'd drive to the next hotel and find a place where I could stay. Had it not been for Rollie Fingers, Johnny McNamara, Dave Duncan, Joe and Sharon Rudi, I slept on their couch three, four nights a week for about a month and a half. Finally, they were threatened that they would burn our apartment complex down unless I got out. I wouldn't wish it on anyone.

"The year I came here, Bull Connor was the sheriff the year before, and they took minor league baseball out of here because in 1963, the Klan murdered four Black girls—children 11, 12, 14 years old—at a church here and never got indicted. The Klan—Life Magazine did a story on them like they were being honored.

"I wouldn't wish it on anyone. At the same time, had it not been for my white friends, had it not been for a white manager, and Rudi, Fingers and Duncan, and Lee Meyers, I would never have made it. I was too physically violent. I was ready to physically fight some — I would have got killed here because I would have beat someone's ass, and you would have saw me in an oak tree somewhere."

People praised the commentators and show producers for letting Jackson say what he wanted to say without interrupting or cutting him off. Some shared that it's vital to hear this part of our history from first-hand sources, as there are Americans who forget or deny that such incidents were commonplace within current adult lifetimes. Even knowing that Black players had a lot to overcome as segregation waned, it hits differently when you hear specific details.

Jackson's story is a difficult but important reminder that Civil Right Act of 1965 changed the laws but didn't magically flip the racist beliefs that made it necessary in the first place. But it's also a good reminder that individual Americans rejecting those beliefs and standing up for racial justice is a part of our national history as well.

racial justice
Equality

After their BLM flag was torn in two, an anonymous neighbor left them the perfect note

This article originally appeared on 06.28.21


After Ahmaud Arbery, an unarmed Black man, was pursued and shot by three white residents while jogging through a Georgia suburb, Ellen and Patrick Miller* of San Diego hung a Black Lives Matter flag in front of their house. It was a small gesture, but something tangible they could do.

Like many people, they wanted to both support the BLM movement and bring awareness about racism to members of their community. Despite residing in a part of the county notoriously rumored to be marred by white supremacists and their beliefs, their neighbors didn't say much about it—at first.

Recently, though, during a short window when both Ellen and Patrick were out of the house, someone sliced the flag in two and left the remains in their yard.

via Paula Fitzgibbons

They were upset, but not surprised.

"Nobody prior to May of 2020 said a word about our BLM flag," Ellen explains. "After George Floyd and the protesting started, we had about 50% positive interactions with our neighbors, quietly offering solidarity as they passed by on their morning and evening walks. Then 25% of interactions were a lot of older busybodies 'pearl clutching' and hoping that 'nobody takes this the wrong way and commits vandalism' against us." Then there were the men who would drive past and scream obscenities at Ellen while she unpacked groceries with her young child.

Instead of backing down, Ellen and Patrick grew more involved. They worked to educate themselves about racism. They attended and planned local BLM rallies—including a particularly turbulent one in the middle of their intolerant suburb where members of extremist groups suddenly appeared across the street to counter-protest. They donated to BLM and joined a leadership club that Ellen says "helps students of color with special needs navigate current society."

By the time Ellen and Patrick's flag was vandalized, they had already collected some back-ups. Undeterred, they replaced the flag with one that supports a broader mix of voices including the LGBTQ+ community, which they'd planned to hang for Pride Month in June.

via Paula Fitzgibbons

Though they felt the sting of violation, they understood there was no comparison to the indignities Black people in their area experience. As Ellen shares, it was mostly "a sad confirmation of the reputation of our town."

If the simple act of hanging a flag propelled Ellen and Patrick to lend greater support to the BLM movement, what happened next confirmed the need to continue working hard toward effective allyship.

Ellen explains that a couple of days after their BLM flag was vandalized, Patrick rushed into the house with tears in his eyes and handed her the typed note that was left at their front door along with two wrapped packages.

"I busted into an ugly cry as well," Ellen adds.

The note read:

"I saw your ripped BLM flag on Tuesday morning. I realize it could've been 'just the wind' but there are a fair number of other flags I see flying high in this neighborhood without tattering so suddenly…

So, just in case somebody vandalized it on purpose, I went ahead and made a $ donation to BLM on your behalf!

I also wanted to order you a replacement BLM flag in case you still wanted to fly it, then in a fit of passion I ordered two, so that there's another back-up, or a gift for another good person with a flag pole.

Also quick sidenote, I love your LGBTQ+ Ally flag too! As a "B," it gives me a sense of camaradery [sic]!

Do with these new flags as you will. It was simply my wish to 'fix' the torn flags the same way I wish to 'fix' some of the unkind acts against our fellow human beings. I saw it as a chance to remind you, remind myself, remind vandals and kind people alike that you can't tear away someone's humanity, you can't tear away their pride, you can't tear up love and compassion and good hearts the way you can tear up the fabric.

We'll continue to fly high!"

via Paula Fitzgibbons

The note confirmed Ellen and Patrick's hope that flying a simple flag might help people feel more welcome in their neighborhood.

"We no longer felt indignant, but happy that our flag symbol made another neighbor feel safe," Ellen says.

Flying a BLM flag in a neighborhood with ties to white supremacy allowed the Millers to make a statement against the prevailing racist attitudes in their town. It also moved them to act intentionally in support of BLM. They never imagined the vandalism of that same flag might someday invite more neighbors into solidarity as well.

As another resident of their town commented, "It's nice to know you aren't an island when it comes to compassion in your neighborhood."


*Names have been changed at their request.

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Heroes

Student's response to a school assignment bravely challenges its cultural assumptions

Ericka Bullock-Jones/Facebook

This article originally appeared on 09.02.20


When we hear about racial bias in education, we might picture things like disparities in school funding, disciplinary measures, or educational outcomes. But it can also show up in the seemingly simplest of school assignments—ones that some of us wouldn't even notice if we don't look outside our own cultural lens.

Ericka Bullock-Jones shared one such instance on Facebook, with her daughter's responses to questions on a high school ancestry assignment.

"My kids go to a pretty much all white school," she wrote. "They got an assignment yesterday asking them to talk to their relatives and document how their families came to 'immigrate' to the US. The teacher asked for details about the 'push and pull of the decision' and really made it sound like a light hearted assignment. Female Offspring was INCENSED. She is a beast - and I mean that in the best possible way. I wish I had a scintilla if [sic] her nerve, knowledge and courage when I was her age. This is what she put together to turn in for this assignment..."

The top of the assignment reads:

"Your objective: Learn a little about your family history by talking to parents, grandparents, aunt, uncles, etc. Go home over the next few days and talk to family members to discover as much information as you can concerning how your family came to live in the United States. As you gather information, type the information you learn to the questions below. Find as much as you can and be prepared to share with the class next week during our Zoom call on Wednesday."

The image shows the questions the teacher asked in bold, with the students' answers underneath them. Two of the questions were crossed out by the student and reworded to fit her ancestors' reality. It reads:

"Who is my first ancestor to come to the United States?

My first ancestor to come to the US has no name. They most likely had an African name, but there are no records of this ancestor because they were not treated as human beings.

Which side of your family is this?

Both sides of my family are mostly black.

Where did they migrate to the United States from?

Where were they taken from?

They did not migrate to the US, they were forcibly ripped from their homes and packed in ships similar to sardines (see pictures). They were stolen from Africa.

Where in the United States did they migrate to?

Where were they sold to?

They were most likely sold somewhere in the 13 colonies.

What brought them to the United States?

They were forcibly relocated to the US by slave ships and white men who wanted to profit off of human trafficking to build their country on the land that they stole from the indigenous people, which they all did under the delusion that they were entitled to do so."

Ericka Bullock-Jones/Facebook

The assignment assumes the dominant cultural narrative in the U.S.—that we are a nation of immigrants and that our ancestors at some point along the line left a faraway homeland in search of a better life and found it here. But that narrative completely erases the experiences of the millions of descendants of enslaved Africans, in addition to the descendants of Native Americans whose ancestors have lived here for thousands of years.

This 15-year-old succinctly and boldly showed that, intentional or not, this assignment was designed only with non-Black and non-Native students in mind.

Bullock-Jones shared an update with the email that the student sent to the teacher with her assignment as well as his response.

She wrote:

"History Assignment Update:

Today is the day the students were scheduled to present their homework assignments to the other classmates via Zoom. The teacher postponed the presentation. My guess? I suspect he may have caught wind of her completed assignment making the rounds to thousands of people here in the US as well as abroad.
Before Female Offspring submitted her work to him, she sent an email directly to the teacher. It is below:

Dear ____ Good afternoon. I am unsure of whether or not it came to mind when creating this assignment that not all students come from a line of descendants whose history involves voluntary immigration. As an African American, my family history involves somber deep rooted wounds involving enslavement and exploitation which (as you know) continues to constantly weigh heavily on our shoulders. I want to make it clear that I understand that history is not always pretty and in this class we will learn and gain a deeper understanding of tragic historical events. The topic of this assignment it not something I take lightly. I am telling you all of this in the hopes that in the future you might give assignments like this more thought before asking these types of things of your future students.

Monday, the Female Offspring had office hours with the teacher. He was apologetic, conciliatory and complimentary of the assignment she turned in. He told her that it was insensitive of him to put her in that position. He said that he would need to re-evaluate the assignment, after having assigned it to his students for many years. He complimented her on how she had chosen to answer and re-frame his questions. Finally, he told her that it was the BEST response to the assignment that he had ever received and he's been teaching for more than 15 years. I assume that when he said her response was the best he'd ever received, that means that she'll be getting an A.

Right on, Female Offspring! Keep up the good fight!"

Indeed, keep up the good fight. We all need to learn to look outside our assumptions, challenge the dominant cultural narrative when it erases other Americans, and courageously speak the truth. Kudos to this student, and good for her teacher for hearing her, acknowledging the impact of the assignment, and committing to reevaluate it. (And also for giving her an A—she certainly earned it.)

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The Allstate Foundation
The Allstate Foundation
Sponsored

This teacher is using inclusive coloring books to encourage acceptance in her classroom

Courtesy of Ms. Lopez
True

Marcella Lopez didn't always want to be a teacher — but once she became one, she found her passion. That's why she's stayed in the profession for 23 years, spending the past 16 at her current school in Los Angeles, where she mostly teaches children of color.

"I wanted purpose, to give back, to live a life of public service, to light the spark in others to think critically and to be kind human beings," she says. "More importantly, I wanted my students to see themselves when they saw me, to believe they could do it too."

Ms. Lopez didn't encounter a teacher of color until college. "That moment was life-changing for me," she recalls. "It was the first time I felt comfortable in my own skin as a student. Always remembering how I felt in that college class many years ago has kept me grounded year after year."

It's also guided her teaching. Ms. Lopez says she always selects authors and characters that represent her students and celebrate other ethnicities so students can relate to what they read while also learning about other cultures.

"I want them to see themselves in the books they read, respect those that may not look like them and realize they may have lots in common with [other cultures] they read about," she says.

She also wants her students to have a different experience in school than she did.

When Ms. Lopez was in first grade, she "was speaking in Spanish to a new student, showing her where the restroom was when a staff member overheard our conversation and directed me to not speak in Spanish," she recalls. "In 'this school,' we only speak English," she remembers them saying. "From that day forward, I was made to feel less-than and embarrassed to speak the language of my family, my ancestors; the language I learned to speak first."

Part of her job, she says, is to find new ways to promote acceptance and inclusion in her classroom.

"The worldwide movement around social justice following the death of George Floyd amplified my duty as a teacher to learn how to discuss racial equity in a way that made sense to my little learners," she says. "It ignited me to help them see themselves in a positive light, to make our classroom family feel more inclusive, and make our classroom a safe place to have authentic conversations."

One way she did that was by raising money through DonorsChoose to purchase books and other materials for her classroom that feature diverse perspectives.

Courtesy of Ms. Lopez

The Allstate Foundation recently partnered with DonorsChoose to create a Racial Justice and Representation category to encourage teachers like Ms. Lopez to create projects that address racial equity in the classroom. To launch the category, The Allstate Foundation matched all donations to these projects for a total of $1.5 million. Together, they hope to drive awareness and funding to projects that bring diversity, inclusion, and identity-affirming learning materials into classrooms across the country. You can see current projects seeking funding here.

When Ms. Lopez wanted to incorporate inclusive coloring books into her lesson plans, The Allstate Foundation fully funded her project so she was able to purchase them.

"I'm a lifelong learner, striving to be my best version of myself and always working to inspire my little learners to do the same," she says. Each week, Ms. Lopez and the students would focus on a page in the book and discuss its message. And she plans to do the same again this school year.

"DonorsChoose has been a gamechanger for my students. Without the support of all the donors that come together on this platform, we wouldn't have a sliver of what I've been able to provide for my students, especially during the pandemic," she says.

"My passion is to continue striving to be excellent, and to continue to find ways to use literature as an anchor, depicting images that reflect my students," she says.

To help teachers like Ms. Lopez drive this important mission forward, donate on DonorsChoose.

Courtesy of Ms. Lopez

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