Black History
Profile in Education Equity: Sharif El-Mekki
NNPA NEWSWIRE — El-Mekki is answering his own “nation building” call. In May, he announced that after 11 years as Shoemaker’s principal and 26 years of being inside schools as a teacher or administrator, he was devoting his full attention and time to launching a new Center for Black Educator Development to help address the urgent need to bring more Black educators into Philadelphia’s classrooms and across the nation. “If I’m going to be serious about trying to change the lives of Black educators and hence the lives of Black children, then it just can’t be my night and weekend job,” he said.
Leading with Equity and Justice
This time last year, Sharif El-Mekki, former principal of Mastery Charter School’s Shoemaker campus in West Philadelphia, was welcoming the school’s nearly 900 students and staff back to school and back to “nation building.” It was a charge for students to do more than just get an education, but to lead and serve in their communities. And for teachers and school leaders to make sure students have what they need to do so.
This back to school season, El-Mekki is answering his own “nation building” call. In May, he announced that after 11 years as Shoemaker’s principal and 26 years of being inside schools as a teacher or administrator, he was devoting his full attention and time to launching a new Center for Black Educator Development to help address the urgent need to bring more Black educators into Philadelphia’s classrooms and across the nation. “If I’m going to be serious about trying to change the lives of Black educators and hence the lives of Black children, then it just can’t be my night and weekend job,” he said.
El-Mekki can already count a few successes in this area. In 2014, he founded The Fellowship: Black Male Educators for Social Justice, an organization dedicated to recruiting, retaining, and developing Black male teachers. It started as a small support group of fewer than 20 Black men. They met over dinner to share stories, help each other solve problems, and to build a community. The group has grown exponentially over the years. It now hosts a number of meetings throughout the year for Black educators (and those who supervise or support them) to learn from each other. The hallmark event is the annual convening, which last year drew over 1,000 participants to Philadelphia. The Fellowship’s big goal is to triple the number of Black male educators in Philadelphia by 2025.
But the new Center will have a heightened focus on professional development for Black teachers (providing ongoing and direct mentoring support and coaching), pedagogy curated from the traditions of highly effective Black teachers, pipelines to the classroom, and policies that can support new and aspiring Black teachers.
It will also provide culturally responsive training for educators. Considering that the vast majority of educators are White (e.g., 96% of Pennsylvania’s teachers), making sure all educators are culturally competent and responsive is an essential piece, El-Mekki said. “I’m always thinking that as we recruit/retain more Black teachers, a huge intervention needs to be far more White teachers learning how to be anti-racists. That would impact Black teachers’ retention numbers and likely change the experience of Black children in schools so they would strongly consider becoming teachers. … I believe nothing undermines the number of Black teachers more than the school-based experiences of Black students and teachers.”
El-Mekki is speaking from first-hand experience. Under his team’s leadership, Shoemaker transformed from one of the most violent schools in the Philadelphia school district to a place where Black students say they feel supported, motivated, safe and culturally affirmed. “It’s just like the sense of community I get when I walk in these doors is just amazing. I feel like I won’t ever get that feeling anywhere else,” said one 10th grader. “It’s a safe house,” said another.
Teachers too cite an environment that’s supportive and welcoming. This is contrary to what many Black teachers, in particular, say about their experiences in schools. “When I come into this building, I think it’s my house. I’m home. I’m taking a trip from home to home,” said one teacher. “The reason I’ve been here so long is because of the family here at Shoemaker,” said another.
That family or extended community is better known as the “ShoeCrew.” And the emphasis on the collective is a reminder that there is no one individual to credit. As in all families, each member contributes. But, teachers and students point to El-Mekki’s leadership as essential to nurturing a space where Black students and Black educators feel they belong and have the opportunity to thrive.
Last school year, Ed Trust traveled to Shoemaker to talk with students and teachers about El-Mekki’s leadership and what it takes to create and nurture a school where relationship building, community engagement, and social justice are at the core.
Here’s what we learned:
Bringing Back Freedom School
El-Mekki’s leadership is marked by his own cultural pride, a personal record of activism, and an unapologetic commitment to making sure Black students have the supports and tools to do the nation-building their community requires them to do. As such, he said, “I’m always talking and walking on social justice issues, and I’m going to lead with that. I’m trying to lead with equity and justice in thought and action.”
Equity and justice are popular terms among today’s education advocates, and especially among those fighting to overturn systemic inequities and historical disadvantages. But what does it mean to lead with equity and justice? What does it look like in action?
For El-Mekki, whose parents were Black Panther Party members and activists, it looks a lot like what he remembers from his experience at Nidhamu Sasa, a Pan African school in Philadelphia’s Germantown neighborhood. In the 1960s and ’70s, leaders in the Civil Rights, Black Panther, and Pan African movements founded freedom or liberation schools to counter the reality that the curriculum being taught in majority White educational settings often rendered African American history, literature, and culture invisible. Black teachers taught Black students the importance of centering one’s racial identity, knowing one’s history, being a part of a community, and having a purpose — all with the broader goal of achieving social justice.
“Nidhamu Sasa was an option for families who were really looking to ensure their children’s whole self was honored, respected, celebrated, loved deeply by every adult in the building, from the secretary staff to the custodial to the teachers and the principals. I remember the staff and families coining it as an alternative learning experience,” he said.
El-Mekki admits that how he speaks to students today is influenced by his experience as a child. “Almost every day, I have freedom songs playing in my head when I’m engaging with students.” He remembers this one especially about identity, community, and purpose — key tenets of the freedom or liberation school model:
I went to a meeting last night, and my feeling just wasn’t right.
You know I thought that stuff about Blackness just wasn’t for me.
And when I found out it was for me, I joined in the unity.
And now I’m down for the struggle for liberation.
He also remembers songs about historic Black leaders, such as Malcolm X, Martin Luther King Jr., and Sojourner Truth. But, as important, students at Nidhamu Sasa learned about and from contemporary activists — those making history at the time. Sonia Sanchez, whose child was one of El-Mekki’s schoolmates, would recite her revolutionary poetry for students. Angela Davis also visited the school and spent time with students. “We were at their feet learning right after math class or right after literature class. … learning from folks who were using activism to try to change society,” El-Mekki said.
At Nidhamu Sasa, the teachers were not just teachers but activists, and they saw themselves as raising activists, said El-Mekki. They looked at the idea of loving Black children as revolutionary — not that they really believed it was revolutionary, he explains, but in contrast to what was happening in the world, it was.
Decades later, Black children still encounter a world where accessing a high-quality education is a revolutionary act, and where the images they see daily and the lessons they are taught about their history and communities are too often more likely to demean than affirm.
But at Shoemaker, the photographs on the walls are primarily those of Black scholars, activists, and influencers. The books on the shelves are those of Black authors. And the inspirational quotes that line the concrete block walls feature those of Black leaders. Students see mirrors, instead of just windows, said El-Mekki, referring to the idea that Black students rarely see people who look like them in positions of leadership or as examples of intellectual excellence. White students, on the other hand, often only see people who look like them in such roles.
And instead of the message Black students hear so often growing up in impoverished neighborhoods, i.e., to get a degree and get out, at Shoemaker the prevailing message is to “lift as you climb.” It’s another phrase that El-Mekki remembers from his own freedom schooling, and you’ll see it displayed prominently around the halls of Shoemaker — a reminder to students (and staff) of the responsibility to lead and serve their community.
“We’re bringing back freedom school,” El-Mekki said.
Lift as You Climb
Others on Shoemaker’s staff had either attended schools that were built on the freedom or liberation school model or had taught in one. They too know the legacy first-hand and worked with El-Mekki and the entire team to infuse elements of the model into the school’s curriculum, culture, and overall foundation.
“It all starts with identity,” said literature teacher Njemele Tamala Anderson. Before joining the Shoemaker team, she taught writing at an African-centered charter school and a service-learning focused school based on the freedom school model, both in Philadelphia.
Anderson started off last school year having students read sections from noted Black scholar Na’im Akbar’s book, Know Thy Self. Akbar helped pioneer an African-centered approach to psychology. The excerpts provide a foundational framework for her class, linking education to a broader purpose in students’ lives. “You should learn your identity through your education, and your education should also equip you with power to control your resources, so that you can get your basic needs met and then also that you can help meet the needs of the community,” she said.
Seventh-grade writing teacher, Ansharaye Hines, (who is Anderson’s daughter) started the year weaving a lesson of identity, history, purpose, and community. On the first day of school last year, she told Shoemaker’s newest cohort what to expect: “You will read and write each day. You will use your voices to inspire others.” Writing, she explained, is an extension of ourselves: “We live in connection to a lot of other things. And every time we put a pencil to a paper, we are thinking about those things.”
But writing too serves a greater purpose. Authors influence those who come after them, “affect[ing] and echo[ing] throughout history for the rest of eternity, depending on how long their books last, and their words last,” she said. The assignment that day was for them to reflect on what helped them make it to seventh grade and to write a letter to younger classmates, giving them advice on how to do the same, essentially lifting as they climb.
Shoemaker’s students have internalized the “lift as you climb” motto. Juniors and seniors mentioned feeling a sense of responsibility and talked of careers in fields where they can serve. Twelfth grader Armanie, for example, planned to be an early childhood educator focusing on mental health. “If I had the right people at the time being, I would be in a better place — not saying I’m not now, but I think my journey would have been a little smoother,” she said.
Aspiring psychiatrist and 12-grader Jaya shared a similar goal, narrowing her focus on students of color: “I think mental health is really important to serving the youth that need it most, which I think is marginalized youth, especially of color,” she said. “I want to be able to serve youth like I would have liked to be served.”
Tenth grader Kymarr wanted to help eliminate the dearth of Black male educators and become a teacher. He’s following the path of one of his deans, who he said inspired him: “Seeing how much an educator inspired and influenced other kids to do good and be their best selves, I want to do the same thing.”
Social Justice at Its Core
El-Mekki was taught early on that education and racial and social justice cannot be separated. So, it’s natural for him to use that as a guiding principle. But his legacy, as he sees it, is leading a school that does the same, one that focuses on social justice as one of “the main reasons for its existence.” Shoemaker’s staff “tends to it … nurtures it … spends time thinking about it as part of its school improvement plan, not separate from it,” El-Mekki said. “We are always talking about what social justice aspects do students need.”
All students are required to take the Social Justice course in the eighth grade. Gerald Dessus, who joined the staff three years ago, designed the course. It’s one of the reasons he came to Shoemaker. In fact, he had accepted a job at his “dream school,” but, after a conversation with El-Mekki, turned it down.
According to Dessus, El-Mekki came to talk to him and asked him to describe his dream classroom. “I told him what my utopian classroom would look like, would feel like, the autonomy that would be involved, the freedom I would have to use different texts and also still ground the work in literature and in writing. And [El-Mekki] said, ‘Why can’t you do that at Shoemaker?’”
Dessus designed the class to follow Bobbie Harro’s Cycle of Liberation. He described a process that starts with waking up. In class, he said, they call it “cognitive dissonance,” but students know it as “getting woke.” The first unit is about identity, and on the first day he asks students to jot down definitions of identity, as well as factors that might shape it. “In eighth grade, you’re not going to have the strongest sense of identity, but making sure that they’re aware of different social identity groups, where they fit in, what they’re still trying to figure out about themselves, so when we get into the work of history and racial identity, that they’re coming from a more aware place than just jumping straight into the content,” Dessus said.
Students go on to study the history of social movements — Civil Rights, Resistance to South African Apartheid, the Black Panther Party, LGBTQ rights. They discuss the wins, the losses, and challenges and use what they learn to help identify what they are passionate about and how they can get others to join their cause.
The course culminates in a real-life exercise in activism, coalition-building, and making change. Each student identifies a problem they want to address, interviews at least 25 stakeholders and others directly affected by the issue, and teams up with other students with similar interests to design an activity that will involve and influence the community. Recent projects range from teaching younger classmates about the impact of colorism to hosting a school visit and conversation with local officers to improve school, community, and police relations.
Focusing on social justice or just racial identity makes an immediate connection for many students, said Dessus. “It’s not just about learning about the Civil Rights Movement or learning about the Black Panther Party but also like naming the struggles, naming the courage that it took … to defy a social system by yourself, and deal with the backlash, and feel like you lost all of your friends … and still stand firm like ‘I made the right decision.’ To me, that motivates our students … to speak up and do the right thing.”
And it’s not just eighth graders who get the connection between social justice, racial identity, and their daily lives. It’s visible to anyone who walks through Shoemaker’s doors. Just steps away from the main entrance, a collage of recent victims of police brutality and gun violence looms. Some of the names are well known, such as Trayvon Martin and Michael Brown. Some of them are not. But all are shrouded in red, black, and green construction paper lined with a kente border, with #SayTheirNames! in bold letters.
Even the youngest students at Shoemaker are encouraged to contemplate their role in the face of racial injustice. After a trip to see The Hate U Give, the film adaptation of the best-selling young adult novel about police brutality, seventh-graders easily connected the movie to real life. “This is actually going on,” said Christopher. “I’ve seen it on the news and stuff. How people are protesting and the cops just abusing their power. This is real. This actually hits you really hard, like wow.”
And they considered their role as young activists, putting themselves in the scene: “The policeman don’t get consequences. They don’t get nothing. But when we stand up for our rights, then we get bombs thrown at us, get shot, get beat. I don’t think it’s right,” said Tyjai.
In all, the movie made them feel sad, and then upset and angry, they said. But they also felt empowered. “I feel like it was to tell us to never give up and stand up for our rights because the girl who really saved everyone was Black. She was the one who stood up. She was the only girl. She was smaller than everybody else, and she was the only one that stands up,” said Oriana.
‘We See This School as a Community’
All of this gives Shoemaker’s students the chance to have hard conversations about race and racism, something many adults even have a hard time doing. But what bolsters students, they say, is the supportive school environment.
“There’s a lot of racial injustice in the world,” said seventh-grader Oriana, but “in this school …. We’re trying to find new ways to … end it. And it’s really cool because like here, we don’t get judged by our race. … We keep all that outside, and we just come here and act like we’re a whole family.”
A dynamic exists at Shoemaker where personal relationships are a source for the teaching and learning. “There’s a lot of love, a lot of relationship building, and you can see that in student interactions, you can see that in student and teacher interactions. There’s like a genuine investment in trying to understand where each person is coming from, their experiences. That’s at the forefront of all of our interactions,” said Dessus.
“If you see that your destinies are linked, then you’re going to do whatever you can to make that child successful, not just to pass a test, but in life,” said Anderson.
As a result, lines between school, family, and community are blurred. “We see this school as a community, not just peers and teachers teaching us what we’re going to need when we grow up,” said seventh-grader Tyjai. “We see this school as a community because whenever we need them, they’re there.”
And the support, students say, is not just limited to coming from one or two individual teachers or just from El-Mekki, for that matter. As 12th-grader Armanie explained: “We all come from different walks of life. We may have the same skin color but we have different paths where we’re going. But when we come here, we have the same goals, to do better and be better,” she said. “The deans, the teachers, and the administrators, they make sure we get to where we’re going. Once you come here, you feel that loving vibe.”
Teaching Across Racial Lines
El-Mekki, Anderson, and Dessus are Black and grew up in Philadelphia. El-Mekki grew up just a few blocks from Shoemaker and, until a few years ago, still lived nearby. Anderson also lives just a few blocks over, citing the location as one of the reasons she chose to teach there. They know the neighborhood and the families within, and are themselves, very much a part of it.
But many of Shoemaker’s educators do not fit this profile. (Last school year, 40% of teachers were Black, and 50% of overall staff members were Black.) And yet, the school is still able to be a place where Black and Brown students say they feel supported, motivated, confident, culturally affirmed and safe. This means that the teachers who don’t share racial or cultural experiences with the students must still be able to be accountable for carrying out the freedom school legacy of building confident Black students who are empowered to influence change. They too must know their racial identity, value the surrounding community, understand how history influences today’s reality, believe in social justice, and champion an alternative narrative to that which Black and Brown students hear so often outside the school.
Teaching across racial lines and building relationships with students across cultural lines requires self-reflection and self-work, said 11th-grade teacher Ellen Speake, who is White. It’s something that she constantly thinks about, and still doesn’t think about enough, she says. In the classroom, for instance, she has to ask herself, “Would I expect the same of these kids if they were White?”
But one of the reasons why Speake has stayed with the school so long is the value put on building cultural competency within the staff. Art teacher Jessica Oxenberg, who is also White, agreed. She had just relocated, and one of the things that brought her to the school was the intentional professional development around building relationships with students across cultural lines. “I’ve been at a lot of schools that talk about it, but don’t have a plan in place,” she said.
Throughout the year, Shoemaker staff hold professional learning communities, or PLCs, where teachers are encouraged to talk openly and candidly about their own biases related to race, class, and privilege. They talk about implicit bias, micro-aggressions, intersectionality, etc. Notably, the sessions are led by teachers and not by an outside facilitator or even by El-Mekki. Although, teachers do credit El-Mekki for empowering them to lead the discussions and for setting an example with his own willingness to talk openly about race.
And just like students, teachers say the supportive environment at Shoemaker creates a safe place for them to have hard conversations. “To be in a space that values [cultural competency professional development], to be among people that also value it, people who can push me, people that I can go to and feel safe going to in moments of vulnerability, knowing that I’ve made a mistake … that was really important to me,” said Speake.
As difficult as such conversations are, prospective teachers must be willing to have them, said Speake. “Their willingness to have those conversations says a lot about how much they value that.” El-Mekki has written about the interview questions that he and his leadership team ask to find the best teachers for Black students – those who (regardless of race) are aligned with Shoemaker’s mission. Questions range from why they want to teach in a Black neighborhood to do they know their own implicit biases to how they feel about being led by a Black principal.
Why Black Teachers Matter
Shoemaker students, however, still crave more Black educators. The Black teachers and administrators at the school have had such an impact, they say, that just having a handful on staff is not enough. They cite a “deep connection,” the ability to relate to them in “deep ways that you don’t even know about.” They discuss the importance of having someone they can go to who they feel will understand them. And students who “might not be on the right path” can see someone like them at the front of the classroom and say, “Oh, I can be like them, and I’m still being myself.”
Students said they appreciate even small gestures of cultural affirmation, such as the way one teacher addresses students in her class: “Oh, the brother in the back has a question,” or “Oh, sister right here in the front has a question.” And how she used shared cultural experiences to create a welcoming classroom: “One time she was playing Lauryn Hill, and another time she was playing Drake. One time she was playing Fela Kuti.” They value her displays of cultural history, wearing African fabrics and other such attire. One student described her as an “inspiration to Black people everywhere.”
It’s easy to underestimate what it means for some Black students to enter an educational setting and be welcomed, accepted, understood, and affirmed, which eliminates their fears and doubts and how all of it influences their ability to learn something new, grasp difficult concepts, think critically, i.e., perform academically.
“The reassurance our teachers gives us means so much to me personally,” said 10th-grader Bryce. “Some days, coming from where I come from … I’m going to school whether I’m in good spirits mentally or not, and the fact that my teachers can so easily sense that without me having to say it. It makes me feel like I’m at my second home. Like I’m at my grandfather or uncle’s house watching the game, just doing assignments.”
Shoemaker’s Black teachers and leaders then are not only educators, but role-models — someone for students to see themselves in, to look up to, and to emulate. And like many Black educators across the country, their ability to connect with Black students through shared cultural experiences helps students feel connected to their school and their education more broadly. Black students who have at least one Black teacher in elementary school are less likely to drop out of high school and more likely to enroll in college. And yet, Black teachers make up only 7% of the nation’s teaching workforce.
A New Revolution
El-Mekki’s activist parents and teachers groomed him to be a revolutionary. But he struggled to know what that looked like for him, reaching adulthood years after the Civil Rights and Black Panther Party movements peaked. Yet, after being shot on the football field by a young Black man and more than 12 surgeries to save his leg, he found the answer: “My revolution was to be a Black man by a blackboard in Southwest Philadelphia in that same part of town where that young man had shot me,” he reveals on the Moth Podcast.
And for the past 26 years, he has acted just steps away from blackboards — as a teacher and administrator at Turner and Shaw middle schools in Southwest Philadelphia, and then principal at Shoemaker. His new endeavor as founder and CEO of the Center for Black Educator Development is just a new iteration of that same revolution — one that his personal and professional experiences have more than adequately prepared him to take on.
The Center, for instance, will carry forth the freedom or liberation school legacy. In August it celebrated the completion of its first Freedom School program. Philadelphia already has several sites where college students/servant leaders spend six to eight weeks teaching and mentoring elementary school students/scholars. A priority for the center’s Freedom School is to incorporate research-based curricula. Another priority is to make sure high school students teaching alongside college students are being actively recruited to consider becoming teachers, El-Mekki said. The goal is to expose as many young people as possible to the teaching profession to help fuel a pipeline of Black educators.
As El-Mekki starts this school year answering his own call for “nation-building” by bringing Black educators into the profession and providing them with the support they need to thrive, he is also helping to build a movement toward educational justice. Part of that movement is ensuring that the adults who work with students hold themselves accountable for what students are able to do, he said. “If we have that, and if we look at every child in our schools as our own children, and that we bring the love and commitment to outcomes, then we will radically transform educational spaces and schools in our communities.”
Black History
OP-ED: The Black Church Writes AI’s Next Chapter
BLACKPRESSUSA NEWSWIRE — I implore my fellow faith leaders to use these tools. Start now and use them with wisdom. We count on each and every one of you to make sure our communities help write the next chapter of this story. This rapid change is not as unfamiliar as it may sound. My first understanding of AI came from using a calculator for the first time in grade school. We did not call it AI, but it was a tool that helped me work through mathematical equations hours more efficiently.
For generations, the Black church has stood strong in our communities through every historical change this country has experienced. During the civil rights movement and in recent times, faith leaders have helped uplift Black sanctuaries to register voters, keep food pantries open for people in need, and sit with families in hospital rooms in their most desperate moments. When our people faced new trials, they could always look to our faith leaders and the church to lean in to help us be included in these transformative changes.
Artificial intelligence is the latest revolutionary change to impact our society, and much like other transformations before us, underserved communities often get left behind.
I was recently featured in a report entitled “Faith, Community & AI” and it found that people send ChatGPT more than 70 million messages a week about religion. Nearly 22 million involve studying sacred texts, and 16 million ask about religious practices and holy days. Our members make up part of those numbers. They bring questions of faith to these tools every day.
Pastors have noticed, and according to a September 2025 Lifeway Research survey of 1,003 Protestant pastors, 42 percent said they use or experiment with AI in ministry. I count myself among them.
I write my sermons by hand, through prayer and study. When I finish a draft, I ask ChatGPT this question: “Where might this sermon become unclear or difficult to follow for someone early in their walk of faith?” It shows me gaps in my preparation, like where I incorrectly assumed everyone would know the context of who the Pharisees were. Then, change comes from my own pen, not the robot. The tool helps me reach the person in the back pew while the message still comes from me.
If I could have my wish, our whole community would take a similar posture. We must use these tools, understand them, and most importantly be present to help shape them if we want to be included in the coming change.
I implore my fellow faith leaders to use these tools. Start now and use them with wisdom. We count on each and every one of you to make sure our communities help write the next chapter of this story. This rapid change is not as unfamiliar as it may sound. My first understanding of AI came from using a calculator for the first time in grade school. We did not call it AI, but it was a tool that helped me work through mathematical equations hours more efficiently.
It starts with training; there is no involvement without understanding. Free AI trainings have begun in our churches and community centers across the nation. Every faith leader should sign up and, when possible, encourage members of your congregations to join you. By learning how to use AI, we can better understand what it can do, make up our own minds about its impact, and have a say in how it shapes our communities.”
Next, we must be at the tables where the builders of these tools make decisions. Presence is the first step toward understanding, and that gap is only bridged through a coordinated effort. How can any tool serve a community well if that community is not part of the conversation? Our traditions, needs, and concerns must be accounted for, and Black faith leaders are already making that happen. OpenAI’s recent Faith report states plainly that AI should never become an arbiter of religious truth. I fully intend to hold the company to its word, and the most effective way I can do that is from inside.
I will close with this––we must diligently protect what only the church can give. A believer in Seoul, Korea quoted in the report warned, “if you pour every struggle into a private chat, your pastor and your friends may never learn you need help.” A chatbot will not sit with a grieving family or pray with you at two in the morning. As we adopt this technology, it is up to us to ensure it keeps people connected to each other and to their church.
Rev. Dr. Adolphus Lacey is senior pastor of Bethany Baptist Church in Brooklyn, New York.
Black History
Federal Agents Search Ilhan Omar’s Home Just 22 Days Before Election
WASHINGTON INFORMER — Federal agents searched the D.C.-area home of Rep. Ilhan Omar (D-Minn.) on Monday, 22 days before Election Day. This extraordinary step involved executing a criminal search warrant against a sitting member of Congress.
Federal agents searched the D.C.-area home of Rep. Ilhan Omar (D-Minn.) on Monday, taking the extraordinary step of executing a criminal search warrant against a sitting member of Congress just 22 days before Election Day, as the Trump administration investigates allegations involving her family’s immigration records.
The search immediately drew accusations of political intimidation from Omar’s supporters, who pointed to President Donald Trump’s repeated attacks on the Minnesota congresswoman and questioned the timing of an investigation targeting one of his most outspoken critics.
“Representative Omar is a dedicated public servant and a true ally for working families, and Donald Trump has done nothing but use racist tropes and stereotypes to attack her,” said Joel Payne, MoveOn’s chief communications officer. “Now, he’s abusing his power to physically intimidate and harass her.”
A Justice Department spokeswoman acknowledged that Homeland Security Investigations agents, part of Immigration and Customs Enforcement, searched a District residence as part of an ongoing federal criminal investigation.
The spokeswoman declined to provide additional information or publicly identify the person under investigation.
According to published reports, the warrant identified possible violations involving false statements, immigration document fraud and conspiracy. Federal investigators have also examined questions concerning Omar’s finances, campaign funds and interactions with foreign citizens.
No criminal charges against the congresswoman were identified, but Monday’s search occurred less than four weeks before voters decided whether to return Omar to Congress.
The investigation follows months of public accusations from senior Trump administration officials, including Vice President JD Vance, who previously claimed that Omar committed immigration fraud.
In an interview with conservative commentator Benny Johnson, Vance asserted, without publicly presenting evidence, that the administration believed Omar had broken immigration laws. He also said he and White House deputy chief of staff Stephen Miller had discussed how to pursue the allegations.
“What are the legal remedies now that we know that she’s committed immigration fraud?” Vance asked during the interview. “How do you go after her? How do you investigate her?”
Omar has repeatedly rejected the accusations, including claims that she married her brother to facilitate immigration fraud. Her office dismissed Vance’s allegations in March as fabricated and defamatory.
Questions about the investigation intensified in August when Immigration and Customs Enforcement refused to release records sought under the Freedom of Information Act concerning allegations surrounding Omar’s 2009 marriage to Ahmed Nur Said Elmi.
The agency cited an exemption allowing law enforcement authorities to withhold records when disclosure could interfere with enforcement proceedings. The refusal did not establish that Omar committed fraud or, at the time, confirmed that she was personally under investigation.
Omar, who came to the United States as a refugee from Somalia, was elected to Congress in 2018 and became one of the first two Muslim women to serve in the House. She represents Minnesota’s 5th Congressional District, which includes Minneapolis, and has frequently challenged Trump over immigration enforcement, civil rights, and his administration’s treatment of immigrant communities.
Her confrontations with the administration have made her a recurring target of the president’s political attacks. The criminal investigation also follows a frightening incident earlier this year in which Omar was physically attacked during a public appearance.
On Jan. 27, a man attacked Omar during a town hall meeting at the National Urban League’s Twin Cities headquarters in Minneapolis. The incident prompted condemnation from the National Coalition on Black Civic Participation and its Black Women’s Roundtable, which demanded accountability and warned against political violence.
“We are shocked and extremely disturbed by the attack on Rep. Ilhan Omar yesterday while she attempted to address the critical issues and chaos swirling around in Minneapolis,” Melanie L. Campbell, president and CEO of the coalition and national convener of the Black Women’s Roundtable, said in a Jan. 28 statement.
Campbell praised Omar for continuing to speak out despite threats against her.
“We believe that NO public official should be threatened or physically attacked, especially when they are serving in the best interests of their constituents,” Campbell said. “Political violence and intimidation have no place in our democracy.”
MoveOn, the progressive advocacy organization, accused Trump of using federal law enforcement to intimidate a political opponent and urged voters to respond at the ballot box.
“On Nov. 3rd, we get our chance to fight back and hold him and his corrupt administration accountable,” Payne said.
Based on reporting by Washington Informer.
Black History
‘We Are Ready’: NAACP Launches Voter Protection Hub Ahead of Midterms
ATLANTA DAILY WORLD — The NAACP is launching a voter protection hub to protect voting rights ahead of the midterm elections. Voters can report intimidation and suppression via phone and online, with NAACP attorneys and legal volunteers investigating complaints and seeking emergency court intervention.
The NAACP is launching a voter protection hub ahead of the 2026 midterm elections as voting rights groups prepare for potential challenges at the polls.
Voters will be able to report allegations of intimidation and suppression by phone and through online submissions, while NAACP attorneys and legal volunteers investigate complaints and seek emergency court intervention when necessary.
According to The Washington Post, the hub is scheduled to launch October 24.
“We are ready,” NAACP General Counsel Kristen Clarke told The Washington Post. “We have an army of legal volunteers across the country and are prepared to activate and seek emergency relief on Election Day where necessary.”
The effort comes as organizations are also working to increase Black voter participation ahead of the midterms. BIN reported in September that the Congressional Black Caucus Institute launched its “SO VOTE” campaign, which plans to spend at least $4.5 million registering and mobilizing Black voters, young voters and rural voters.
The Associated Press reported that the campaign is targeting Georgia and Mississippi statewide, along with 16 congressional districts.
The NAACP is particularly focused on voter intimidation, changes to election rules and the impact of redistricting on Black voting power.
The organization filed a lawsuit against Justice Department Assistant Attorney General Harmeet Dhillon on Friday (October 2), seeking records about the department’s plans to deploy election monitors at polling places during the midterm elections.
“To be clear, there is no federal statute that gives the U.S. Department of Justice the right to send their so-called ‘election monitors’ to polling sites across the country,” Clarke said in a statement.
The NAACP’s voter protection hub will give voters a centralized way to report problems and connect with the organization’s legal team during the election.
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Based on reporting by Atlanta Daily World.
Black History
Pleasant Zion Missionary Baptist Church Celebrates 100 Years of Spiritual, Mind, Body, and Soul Ministries
LOUISIANA WEEKLY — Pleasant Zion Missionary Baptist Church, located at 3317 Toledano Street in uptown New Orleans, is celebrating its 100th anniversary with a Centennial Weekend on October 17-18.
The legacy of the African-American church in the United States is that of a refuge, a caring and welcoming institution, a port in the storm, that has fed African Americans spiritually, economically, mentally and physically, and has nurtured the souls of people of African ancestry throughout their existence in America.
Pleasant Zion Missionary Baptist Church has carried on that legacy for the past 100 years. Established in 1926, Pleasant Zion MBC, located at 3317 Toledano Street, is a cornerstone of faith in uptown New Orleans and a beacon of hope for the Hoffman Triangle/Central City neighborhood.
Pleasant Zion MBC continues its mission of faith, education and empowerment for future generations. The church celebrates its 100th anniversary with a forward-looking Centennial Weekend, October 17-18.
Throughout its long history, Pleasant Zion has served its community by providing religious training and cultural, educational and recreational activities for children and adults. For decades, PZMBC has worked with neighborhood leadership to address issues such as neighborhood blight, housing and safety concerns.
Many have sought Pastor Kenneth E. Thompson’s confidential, wise counsel and comfort.
Pleasant Zion Missionary Baptist Church’s Centennial Celebration focuses on youth. “Our Centennial is not just about looking back – it’s about investing in our youth and building the future of our community,” Pastor Thompson affirms.
For decades, PZMBC has worked with neighborhood leadership to address issues such as neighborhood blight, housing, and safety concerns, Pastor Thompson adds.
During the summer, PZMBC sponsored summer enrichment camps for children with a range of activities, including culinary arts, STEM, music and field trips to museums and Black historic sites such as Armstrong Park.
The church has provided free food baskets, placed homeless women in hotel rooms, and provided financial assistance to people at risk of eviction or homelessness.
“Throughout its long history, Pleasant Zion has served the needs of its community by providing religious training, cultural, educational and recreational activities for both children and adults.
This upcoming Centennial Celebration honors a century of spiritual leadership while investing in the next generation, uplifting youth voices, education and sacred music.
Special guests at the celebration include the famous Zion Harmonizers. The world-renowned gospel group celebrated 87 years in gospel music with a special anniversary performance in March 2026 at St. John Institutional Missionary Baptist Sanctuary.
The program also features acclaimed Bishop Tyrone Jefferson, Voices of SUNO and the NORD Choir.
This article originally published in the October 12, 2026 print edition of The Louisiana Weekly newspaper.
Based on reporting by Louisiana Weekly.
Black History
Cash for Moms: As Medicaid Cuts Loom, Cities Test a New Approach to Black Maternal Health
LOUISIANA WEEKLY — WORD IN BLACK — A maternal health crisis continues to disproportionately impact the Black community, with Black mothers experiencing significantly higher mortality rates during childbirth and their infants facing increased risks of prematurity and death. Data indicates Black moms die at three times the rate of white moms, and Black infants are about twice as likely to die as white infants in some states.
By now, there’s little question that a maternal health crisis is rocking the Black community. The data tells the story: Black moms are dying during childbirth at three times the rate of white moms, a disproportionately high percentage of Black children are born prematurely, and Black infants are about twice as likely to die as white infants in states like Louisiana.
But new data from a handful of pilot projects also suggests a potential solution that could significantly improve outcomes for Black mothers and their babies: cash payments, no strings attached.
Studies show the unrestricted money led to fewer preterm births, higher newborn birth weights, and fewer critical-care infant hospitalizations. It also reduced stress among new moms who would otherwise struggle to attend prenatal check-ups, pay for food and formula, or keep a roof over their heads.
“This makes so much sense to me,” says Tamara Mason, an official with the nonprofit March of Dimes who worked on an Atlanta project distributing money to low-income pregnant women. “Why isn’t everyone doing this?”
Sen. Cory Booker, a New Jersey Democrat, is among several sponsors of legislation that would provide direct financial aid to new mothers, similar to the expanded child tax credit in 2021. The credit sent monthly payments of up to $300 per child straight to most families’ bank accounts; experts credit it with lifting millions of children out of poverty.
When it expired, child poverty rose again.
“I believe that we need to, for moms, flood resources to them through things like the child tax credit,” Booker said during an August press briefing on the Black Maternal Health Momnibus Act. “We were able to cut child poverty virtually in half for our communities, and that actually does affect child outcomes.”
Those positive outcomes in part spurred the March of Dimes to launch trial programs providing universal basic income, or UBI, to pregnant women and new moms in two cities: Atlanta, which Bloomberg ranked as the most economically unequal large city in the country, and New Orleans, which March of Dimes gave an F grade.
No strings attached
In Atlanta, the Guaranteed Basic Income Program gave each participant $1,000 a month during pregnancy and her baby’s first year. Women most likely to live in poverty in that city are Black women of reproductive age; 25 pregnant women in two of the area’s highest-need ZIP codes received the cash.
March of Dimes ran the pilot through an Atlanta collective-impact partnership known as the collaborative. It is modeled on San Francisco’s Abundant Birth Project and, organizers say, rooted in an idea the Rev. Martin Luther King Jr. championed decades ago.
Funders Skeptical at First – Then All In
Mason said she spent months pitching foundations on the idea, which some considered outside her organization’s lane.
“I was honestly surprised that a couple of foundations,” Mason says. “Funders were like, ‘Why is March of Dimes in this space? You all are the birth defects people. You’re the preterm birth people.’”
The Community Foundation for Greater Atlanta signed on as the primary funder. The Liz Blake Giving Fund and the Jesse Parker Williams Foundation funded data gathering and evaluation Emory University conducted.
The nonprofit Center for Black Women’s Wellness handled recruitment, and more than 110 women applied for the 25 spots, Mason said. Applicants had to live in one of the two ZIP codes, earn no more than 200 percent of the federal poverty level, and be 12 to 28 weeks pregnant.
Cash, Diapers and a Network
Stipends were paid through a prepaid card, letting evaluators track spending without restricting it. Helping Mamas, a nonprofit focused on diaper insecurity, supplied 300 diapers and eight packs of wipes a month, plus a car seat and other essentials. The Georgia Black Doula Network encouraged, but didn’t require, participants to hire doulas.
Early results from Emory’s evaluation, as described by Mason, show a 20 percent decrease in financial stress and a 66 percent decrease in hopelessness, a figure she called striking. Prenatal outcomes trended better than average.
Mason was careful not to oversell what $1,000 a month can fix. Several participants lost housing; one or two dealt with domestic violence.
Even though GBI reduced financial stress, “it still is one piece of the puzzle,” Mason said.
New Orleans: Overcoming Crisis
March of Dimes runs a similar program in New Orleans, GBI Rx, offering pregnant patients in their first or second trimester $12,000, as a lump sum or $1,000 a month. Two partner medical clinics enroll patients for healthcare, and the payment card blocks cash withdrawals and spending on liquor and gambling.
In Louisiana, “we have a maternal and infant health crisis – specifically, a Black maternal and infant health crisis,” said Robin Gruenfeld, director of collective impact for March of Dimes in New Orleans. ”And it’s been that way for a long time.”
Black infants there died at about twice the rate of white infants from 2021 to 2023. Gruenfeld said Orleans Parish has the state’s lowest prenatal care utilization rate.
Gruenfeld said the program’s city seed money, federal pandemic relief funds, and foundation funding were “zeroed out” without notice. Most funds were later restored at a lower level, forcing organizers to scale down to 94 participants instead of the 100 planned. They also enrolled on a first-come, first-served basis.
Recipients spent lump sums on housing, cars and insurance. But spending priorities for the participants changed when the federal government stopped paying out SNAP food benefits during last fall’s federal shutdown.
“During that time, more than a quarter of the funds that we gave folks was going to groceries,” Gruenfeld said.
Several New Orleans city government officials are now weighing a program modeled on Michigan’s Rx Kids, which a study credits with nearly halving neonatal deaths in Flint, one of the poorest cities in the state.
“We are seeing policies pushed by the political will of predominantly Black women come into effect, and then also the backlash,” says Danielle Atkinson of Mothering Justice Action Fund, a nonprofit advocacy organization. “In Michigan, we have Rx Kids, which is extremely popular [and] the data on the impact is undeniable.”
But recent changes are endangering the success of such programs, particularly amid President Donald Trump’s hostility towards programs focused on diversity, equity and inclusion.
“We’re getting this pushback around identifying race and parental status as systemic areas of oppression,” Atkinson says. It remains to be seen, she says, “whether or not we are going to be able to prevail with the political power and the popular will of these issues, or the rhetoric and the history of racism in our country.”
Washington Looks Elsewhere
That includes the Republican-controlled Congress, which has shown little appetite for cash aid tied to pregnancy.
The Black Maternal Health Momnibus Act, which Booker reintroduced along with Democratic Reps. Lauren Underwood of Illinois and Alma Adams of North Carolina, bundles 14 bills on housing, nutrition, WIC and the perinatal workforce, but not direct cash.
Still, signs suggest the issue – providing cash aid to low-income mothers and their babies – may stay on the front burner as the midterm elections approach in November.
This month, former Vice President Kamala Harris and Michigan Senate nominee Abdul El-Sayed, both Democrats, hosted a Black maternal health roundtable in Detroit. Danielle Atkinson of Mothering Justice took part.
“Black mamas deserve access to quality healthcare that sees us, listens to us, and understands us at every step of the way,” Atkinson said afterward. “The responsibilities we carry do not end at pregnancy, nor do they disappear when we give birth and want to spend time with our newborn. They stay with us throughout all that we experience.”
Based on reporting by Louisiana Weekly.
Black History
Jamika Phillips: Software Engineer Turned Manicurist Entrepreneur
HOUSTON DEFENDER — Jamika Phillips transformed a two-decade-old dream into Shades The Nail Bar, a Sienna-area salon she opened in January 2022. Phillips, who spent over 20 years in software engineering and global process management, envisioned a nail salon that fosters community, quality care, and client education, aspiring to be the “Cheers” of nail salons.
For Jamika Phillips, getting your nails done should feel like more than another appointment squeezed onto an already crowded calendar.
She wanted a place where the person doing your nails knows your name, remembers what you drink, what colors you like, and maybe even what was happening in your life the last time you sat in their chair.
“I kind of wanted to be the ‘Cheers’ of nail salons,” Phillips said. “I wanted clients to be able to have a community where they could come and know their nail techs, know that they were getting quality care with their nails, and know that we would give them education.”
That vision became Shades The Nail Bar, the Sienna-area salon Phillips opened in January 2022 after leaving a career that had nothing to do with the beauty industry.
A dream decades in the making
Phillips spent more than 20 years in corporate America, working in software engineering and global process management. Her background is in computer science, but the idea of owning a nail salon wouldn’t go away.
“I have notes back from probably 2000 where I would think about the names of the salons that I wanted,” Phillips said. “I still have these pages, and I look back at them and thank God for them every day.”
While still working full time, Phillips enrolled in manicurist school, working her corporate job during the day and attending classes at night and on Saturdays until she earned her license.
“I would work from 9 to 5. I would go to school from 5 to 9 Monday through Friday, on Saturdays from like 8 to 2,” she recalled.
“There were a lot of people that said, ‘Are you sure you want to do this?’…’ `There’s a lot of competition’… ‘Typically, not a lot of Black people own nail salons.’ I refused to let that stop me.”
Jamika Phillips
After moving to Houston with her husband, Phillips prepared to open a salon in the city. She had signed a letter of intent and was about a week away from signing a lease when the COVID-19 pandemic hit.
“I thank God I did not sign the lease,” Phillips said.
The setback redirected her closer to home. While driving through Sienna, where her family lives, Phillips spotted an available space, pulled over, and called the number. The space was available. Shades The Nail Bar was on its way.
Creating a different kind of nail salon
Phillips knew she was entering a crowded industry, but she also saw an opportunity as a Black woman entering a business where few salon owners looked like her.
“There were a lot of people that said, ‘Are you sure you want to do this?’” she said. “There’s a lot of competition. There are nail salons every two miles from each other. Typically, not a lot of Black people own nail salons.”
Instead of discouraging her, Phillips said the skepticism became “ammunition” to keep going.
“Black women spend tons of money in the nail care industry,” Phillips said. “So it was something that I said, we got to do this.”
Even the name Shades was intentional.
“I wanted shades to represent not just the nail polish colors, but I wanted it to represent different shades of nail technicians as well as clientele,” she said.
Today, her staff includes Black, Hispanic, and Asian nail technicians, reflecting the diverse community the business serves.
The salon is also acrylic-free, offering alternatives including builder gel, polygel, and Gel-X. Phillips researches products and often tries them herself before introducing them to clients.
“I’m always looking at new ways to make Shades different.”
Those differences extend beyond nail services. Shades offers complimentary beverages, cleans clients’ rings during appointments, and emphasizes sanitation and nail health.
@shadesthenailbar 50 looks GOOD on you, Lolita! 🥂✨💅🏾 We had the pleasure of being part of Lolita’s 50th birthday celebration, and hearing her share her experience at Shades made it even sweeter. ❤️ There’s something special about celebrating a milestone with a little self-care, beautiful nails, and GOOD energy. Thank you, Lolita, for choosing Shades to be part of such a special birthday. Here’s to 50 and FABULOUS! 🎂✨ Celebrating something special? Come celebrate with us. Book now at ShadesTheNailBar.com 📍 9101 Sienna Crossing Dr., Suite 160 Missouri City, TX 77459 #ShadesTheNailBar#50thBirthday#BirthdayNails#MissouriCityNails#SiennaTX#HoustonNails#BirthdayCelebration♬ original sound – Shades The Nail Bar
But Phillips said its biggest distinction is the relationships.
“We’ve seen them have babies. We’ve seen them lose their babies. We’ve seen them lose their parents. We’ve seen marriages, divorces,” Phillips said. “I mean, we are there for them.”
Staff members send cards and cookies during important moments and often know a regular client’s preferred drink before the client asks.
“We really do try to build and bond a relationship with our clientele so that they know that, hey, we are here for them,” Phillips said.
Shades also supports local schools, churches, and Fort Bend-area charitable efforts.
Corporate lessons meet entrepreneurship
Phillips may have traded software engineering for nail polish, but she didn’t leave her corporate experience behind. She said the leadership, teamwork, and organizational skills she developed during more than two decades in corporate America became the foundation for running Shades.
“I can’t say that I was an entrepreneur by trade,” she said. “A lot of those things — the leadership, the teamwork, the organizational skills — all those things were built over my corporate career.”
Entrepreneurship brought its own lessons, from finding vendors who understood her vision to keeping detailed financial records, building the right team, and maintaining strong customer service.
Phillips credits her husband and children with supporting her through missed family dinners and soccer games. She also credits mentor LeeVera Smith, a business adviser with the Small Business Development Center, with helping her develop the business plan that became Shades’ foundation.
“Jamika is one of those people who wants to learn everything to bring her customers the best experience,” Smith said. “I’m supposed to be her mentor, but I learn so much from her.”
Phillips’ girlfriends also pitched in, proofreading her website, organizing supplies, offering feedback, and talking her through the inevitable difficult days.
Because Phillips knows better than most that dreams don’t always arrive on schedule. Sometimes they sit quietly in notebooks for 20 years before you finally decide it’s time to bet on yourself.
Based on reporting by Houston Defender.
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