The Link Between Diversity in the Arts and Education
Funding the arts in schools across North America has been an ongoing issue for decades - there is evidently a lack of value placed on arts education in comparison to more traditional courses. This exemplifies our cultural bias towards the arts, manifesting in the fact that the “struggling artist” stereotype is whispered in the ears of high school students as they begin to plan their futures. Rather than providing students interested in the arts with entrepreneurial skills to help them succeed and support themselves, many public schools barely have the budget to offer meaningful training in their crafts. Dreams of crafting an artistic career are often described as unrealistic, with little effort placed into making the arts an inviting sector for career development.
Advocating for arts education is often concentrated with the desire for drama and musical theatre courses, and even within positive proposals for change, fashion and design courses are rarely mentioned. Students interested in fashion are arguably forced to independently educate themselves and develop their skills, while keeping up with their coursework and other commitments. This lack of support definitely discourages the idea of making a career in fashion, begging the question of what real life opportunities will look like if classes aren’t even offered in school.
One of the major reasons for limited funding in public schools is the way American schools are funded - “primarily through local property taxes that produce significant disparities” (Forbes 2019). Because of this method of funding, top-spending states spend up to three times as much as lower-spending states on their public education. Therefore, students in low income districts - which are often populated with Black students and students of colour because of systemic economic inequality - may have little to no exposure to the arts, while students in high income districts could have the option to develop their artistic skills in a classroom setting. BIPOC artists and designers are placed at a disadvantage because of limited opportunities for education, perpetuating the cycle of a predominantly white arts industry. Consequently, making the decision to pursue the arts is often one rooted in privilege.
People for Education described another issue in Ontario schools: the lack of specialist teachers to give the time and attention necessary to arts classes, making it difficult for arts students to grow and continue pursuing their passions. The Toronto School District Board has faced major cuts to educational funding by the Ford government, and no longer provides funding to its four specialized arts schools - another sign that arts education is never prioritized when it counts.
The lack of arts funding is a political, social, educational, and ideological issue. We regard arts education as supplementary rather than necessary, a hobby rather than a career. No one offers the idea that students can succeed financially in fashion, drama, or music. The chances of “making it” are slim and unattainable. The lack of exposure to the arts for BIPOC children in low-income districts is a factor when analyzing the lack of diversity in the high fashion industry - and is something that needs to be actively addressed and combatted.
By: Alysha Mohamed
IG: @alyshamohamed