The erasure of Black and Muslim students in American education
By Linda Miller and Thuraya Zeidan
The erasure of Black history—which is American history—has a profound and damaging impact on our students, families, and educators. When schools limit the books that are allowed, dismiss comprehensive curricula and neglect resources that highlight Black contributions, they send a message that Black voices, experiences and achievements are not valued. This systemic omission distorts historical truth and deprives all students of a complete understanding of our nation’s past.
For Black students, it leads to a loss of identity, pride and self-worth as they struggle to see themselves reflected in their education. For educators and staff, especially those from marginalized communities, it creates a hostile environment where their knowledge and experiences are sidelined.
Adding to this harm, daily microaggressions, such as comments about Black students’ natural hair being “unprofessional“ or “distracting,“ the mispronunciation or dismissal of their names and assumptions about their intelligence or behavior, further alienate and devalue them. Black educators also endure these microaggressions, from being questioned about their qualifications to being expected to handle all “diversity“ issues in the workplace. These constant slights compound the negative effects of historical erasure, damaging self-esteem, reinforcing systemic inequities and hindering the development of a truly inclusive and affirming educational environment. A failure to acknowledge Black history and experiences is a failure to prepare students for a just and equitable society.
New Jersey, along with many other states including New York, Illinois and California, has one of the highest Muslim student populations in its public schools. In the U.S., Muslims are the country’s most ethnically diverse faith community, with the vast majority being Black, South Asian and Arab. Since nearly all Muslim students are also people of color, they are erased from their learning process in schools, similarly to students from all communities forced into marginalization.
Curricula in schools across the U.S. is heavily influenced by a Eurocentric lens that shapes historical perspectives, cultural perspectives and literary selections—despite at least 50% of students in public schools being people of color. This means students of color can complete their entire K-12 education while being excluded from their truth.
The students most negatively impacted by the narrative taught to them are our students of color, who are either erased from their school curricula or taught a watered-down version of who they are. As educators committed to our kids beyond fulfilling our contracts, we must shift the mainstream teachings in our classrooms.
Students who see themselves reflected through an authentic lens are far more likely to feel valued and seen in the classroom. We want to collectively improve our students’ academic, social and emotional progress—and this will happen when we normalize teaching from a global lens. When our Muslim students are taught about the great contributions of Muslim scholars in the fields of mathematics, astronomy and medicine, all students would benefit from a global lens while deconstructing the stereotypes and prejudice internalized through the absence of teaching about marginalized communities.
The need for inclusive curricula that reflect the diverse histories and contributions of all communities is more urgent than ever. By embracing a global perspective and acknowledging the rich tapestry of cultures and histories that make up our nation, we can foster an educational environment where every student feels valued and empowered. This shift not only benefits students of color but enriches the educational experience for all, paving the way for a more just and equitable society.
Linda Miller is a speech-language specialist in Jersey City Public Schools and advocate for Deaf and hard of hearing persons.
Thuraya Zeidan is an educator in northern New Jersey, teaching at the high school and college levels. She gives workshops on various educational topics, including multiculturalism and anti-racist teaching.