The Challenges to Washington Leadership in the “Talented Tenth”

The Challenges to Washington Leadership in the “Talented Tenth“

Introduction

The Talented Tenth’ is an influential 1903 essay by W.E.B. Du Bois popularized the concept of the title. White philanthropists debating the best way to educate and empower African Americans had first suggested the idea of a talented tenth. The talented tenth theory argued that the focus should be on providing classical education for the top ten percent of African Americans, teaching them to become leaders of the community. The theory argued that with an educated group of exceptional leaders, the rest of the African American community would also benefit. In Du Bois’ essay, he largely uses it as an alternative to the focus on industrial education promoted by his intellectual rival Booker T. Washington.

Theory and Background

The theory of the talented tenth originated with white philanthropists, primarily in the North, in 1896. It was largely a response to the Atlanta Compromise of 1895. African American leader Booker T. Washington brokered the Atlanta Compromise with Southern white leaders, which was intended to ease racial tensions in the South. Under the Atlanta Compromise, Southern blacks agreed to submit to white rule and not agitate for equal rights and, in return, the white leadership agreed to provide basic education and due process.

The education provided under the Atlanta Compromise, and endorsed by Washington, was industrial education, which taught students to work in manual trades and manufacturing. Since the Atlanta Compromise did not allow for black leadership, there was no need for classical education, the traditional training in the liberal arts that was thought to be the cornerstone for careers in politics, law, medicine, and education.

THE CHALLENGES TO WASHINGTON LEADERSHIP IN THE “TALENTED TENTH“

Racism

Due to the racism of the time, many whites thought blacks were incapable of receiving this kind of education anyway. However, some Northern white leaders who disapproved of the Atlanta Compromise thought that there was at least a small group of blacks that were intellectually exceptional and, if they received the proper education, could become leaders of the African American community. It was out of this idea that the concept of the talented tenth was born, arguing that approximately one in ten African Americans did have this capacity for classical education and leadership.

Educational Attainment

To be a part of this “Talented Tenth,” an African American must be college-educated. This is a qualification that many views as unattainable for many members of the African American community because the percentage of African Americans in college is much lower than the percentage of White people in college. There are multiple explanations for this fact.

Poor Funding

Some argue that this disparity is the result of government policies. For instance, financial aid for college students in low-income families decreased in the 1980s because problems regarding monetary inequality began to be perceived as problems of the past.  A lack of financial aid can deter or disable one from pursuing higher education. Thus, since Black and African American families make up about 2.9 million of the low-income families in the U.S., members of the Black community surely encounter this problem.

Moreover, because African Americans make up such a large number of the low-income families in the U.S., many African Americans face the problem of their children being placed in poorly funded public schools. Because poor funding often leads to poor education, getting into college will be more difficult for students. Along with poor education, these schools often lack resources that can prepare students for college. For instance, schools with poor funding do not have college guidance counselors: a resource that many private and well-funded public schools have. Therefore, some argue that Du Bois’ prescription or plan for this “Talented Tenth” is unattainable.

Corruption

The Talented Tenth of today focuses more on its own interests as opposed to the general interests of its racial community. Advocates of Du Bois’ ideals believe that African Americans have lost sight of the importance of uplifting their communities. Rather, they have pursued their own interests and now dwell in the fruits of their “financial gain and strivings.”  Although the percentage of college-educated African Americans has gone up, it is still far less than the percentage of college-educated white Americans. Therefore, these advocates believe that modern-day members of the “Talented Tenth” should still bear the responsibility to use their education to help the African American community, which continues to suffer the effects of racial discrimination.

The Challenges to Washington Leadership in the “Talented Tenth”