Schools Miss Black Genius, Says Tre Johnson

In an exclusive excerpt from his new book, “Black Genius: Essays on an American Legacy,” author Tre Johnson argues that the American education system often fails to recognize and nurture the unique brilliance of Black students. Johnson introduces the concept of “streemal education” through the story of his Uncle Alan, highlighting the ingenuity required for Black youth to navigate both street smarts and formal schooling.

Beyond Traditional Markers of Genius

Johnson points out that traditional definitions of academic genius—straight A’s, high SAT scores, and admission to elite institutions—often overlook a different kind of brilliance. This “under the radar” genius involves navigating complex social, academic, and cultural landscapes, often creating a “DIY life curriculum” to succeed against the odds. Johnson believes this ingenuity, born from negotiation, risk-taking, and cultural creation, deserves celebration.

His own experiences as an educator have forced him to confront how often he was pressured to value a narrow definition of genius, sometimes at the expense of his own authenticity and awareness. This realization began during a pivotal moment in his family’s history.

Uncle Alan’s ‘Streemal Education’

Johnson shares the story of his Uncle Alan, who grew up in Trenton, New Jersey, and later attended the prestigious Princeton Day School (PDS) on a scholarship. Alan’s experience was a constant negotiation between his working-class Black community in Trenton and the affluent, predominantly white environment of PDS. He often felt like he didn’t quite fit into either world.

Despite facing racism and social alienation, Alan excelled academically, graduating at the top of his class from PDS. He developed a unique perspective on success, which he later articulated in a college paper as “streemal education”—a blend of “street” and “formal” learning. Alan saw this as more than just code-switching; it was about melding these experiences to gain a critical awareness of life’s inconsistencies, making him “scary to a lot of White folks.”

The Systemic Overlooking of Black Brilliance

Johnson argues that this “streemal education” is a testament to the resilience and adaptability of Black students, a form of genius that schools often fail to recognize or value. The system, he suggests, tends to “smother and smooth over Black genius,” leading to the marginalization of students who don’t fit the conventional mold.

By highlighting his uncle’s journey and coining the term “streemal education,” Johnson aims to bring attention to this vital aspect of Black intelligence and advocate for educational approaches that embrace and celebrate it. His work encourages a broader understanding of genius that includes the lived experiences and cultural knowledge Black students bring to the classroom.