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On this anniversary of Hurricane Katrina, all of Louisiana is reeling from this month’s floods. A third of the state has been declared a disaster area. Here in New Orleans we were spared, but we are opening our hearts, pocketbooks, and homes to our neighbors. It is in this time of crisis that we remember the day that Katrina devastated the Gulf Coast and side-swiped New Orleans, breaching and breaking the levees.

Was Hurricane Katrina a “Natural” Disaster?

• Profits Over People: The Human Cause of the Katrina Disaster
• An Iconic Image of Government Failure: Empty, Flooded School Buses

Racism and Neglect

• Racial Violence in Algiers Point
• African-American Men and Fear of Violence in the Aftermath
• Hurricane Katrina and the Demographics of Death
• The Fate of Prisoners During Hurricane Katrina

Disaster and Discourse

• “Finders” vs “Looters” at the Associated Press
• Disaster Tourism
• The Politics of Hurricane Humor

Devastation and Rebuilding

• Slow Recovery on the Gulf Coast (pre-oil spill)
• Population Recovery in New Orleans
• Rebuilding in the Lower 9th Ward (pictured)

The great Louisiana Floods of 2016 have led to the closure of at least 22 of the state’s 70 public school districts, with additional districts calling off classes as a precaution given the immense devastation. This means that as many as one-third of the state’s public school students were out of school last week ,and potentially for many weeks to come. That equates to more than 241,000 children who are not in classrooms where they belong; and these figures do not even account for the many thousands of private and charter school students also out of school across the water-logged state.

Almost exactly 11 years ago, Hurricane Katrina disrupted some 370,000 school-age children. For our book, Children of Katrina, we spent nearly a decade examining how their lives unfolded in the years after the catastrophe. We focused on education as a key “sphere” of children’s lives. It is a special sphere in that it is unique to children and youth and it has specific time parameters: when the window for schooling is gone, children cannot get it back. Missing school means missing critical stages in cognitive and social development and likely suffering irreparable harm in terms of their intellectual growth, development, and future educational goals.

The school sphere, as with the other spheres of children’s lives, is marked by inequality, with some students having access to greater advantages than others. Some school districts, often segregated by race and class, have more resources and support than others; some families have the ability to enroll children in private schools that require tuition or arrange to be in a high-quality school district, while other families do not have those options.

Keeping this in mind, and recognizing the importance of education during displacement and recovery, there are many things that can and should be done, to support disaster affected children and youth and their educational process. These include:

• Reopening schools (including childcare centers and pre-schools) as quickly as possible after a disaster; this means allocating proper resources to repair, rebuild, and/or revive schools in disaster zones;
• In receiving communities that receive large numbers of displaced children and youth, providing pathways for their rapid enrollment;
• Offering emotional support through optional peer-oriented and/or peer-led support groups as well as licensed professional counselors, social workers, and school therapists;
• Training all school staff—from upper-level administrators, to teachers, to custodians—how to be supportive of children and youth who have been affected by disaster as well as those who are in receiving communities who are now welcoming disaster-affected youth into their classrooms;
• Designing and implementing disaster preparedness, response, and recovery curriculum within classrooms;
• Providing opportunities for children to help their schools’ and classmates’ recovery; this could, for example, come in the form of service learning, fundraising, mentoring programs, or community action activities;
• Offering immediate and long-term support for teachers, who are often recovering from disaster themselves; this may include financial, professional, and emotional support;
• Intervening against bullying and stigma that may be attached to “disaster survivor” status for youth; reminding these professionals that bullying may be exacerbated based on region of origin, gender, age, race, or other characteristics;
• Integrating displaced children in classrooms with familiar faces if possible;
• Making school days as predictable as possible and re-establishing routines within classrooms and schools;
• Allowing children and youth the opportunity to work on projects that help them process their disaster experience;
• Funding school programs in arts, music, drama, and creative writing to encourage expression and foster healing.

Alice Fothergill, PhD is an associate professor of sociology at the University of Vermont. She is a member of the Social Science Research Council Research Network on Persons Displaced by Katrina. Fothergill’s book, Heads Above Water: Gender, Class, and Family in the Grand Forks Flood, examines women’s experiences in the 1997 flood in North Dakota. She is also co-editor of Social Vulnerability to Disasters.

Lori Peek, PhD is an associate professor of sociology and Co-Director of the Center for Disaster and Risk Analysis at Colorado State University. She also serves as the Associate Chair for the SSRC Task Force on Hurricane Katrina and Rebuilding the Gulf Coast and is a member of the SSRC Research Network on Persons Displaced by Katrina. Peek is the author of the award-winning book Behind the Backlash: Muslim Americans after 9/11 and co-editor of the volume Displaced: Life in the Katrina Diaspora.

Together, Fothergill and Peek are the authors of the award-winning book, Children of Katrina, the longest-term ethnographic study of children in disaster.

Today marks ten years to the day that Hurricane Katrina flooded the city of New Orleans and devastated the Gulf Coast.   These posts are from our archives:

Was Hurricane Katrina a “Natural” Disaster?

• Profits Over People: The Human Cause of the Katrina Disaster
• Who Didn’t Evacuate? A Picture of Those Left Behind

Racism and Neglect

• White racial violence in the crisis of Katrina
• Hurricane Katrina and the Demographics of Death
• The Fate of Prisoners During Hurricane Katrina

Disaster and Discourse

• “Finders” vs “Looters” at the Associated Press
• Disaster Tourism
• The Politics of Hurricane Humor

Devastation and Rebuilding

• An Uneven Recovery: Rich and Poor 9 Years After the Storm (pictured)
• Voodoo: Before and After Katrina
• Slow Recovery on the Gulf Coast (pre-oil spill)
• Population Recovery in New Orleans
• Rebuilding in the Lower 9th Ward

10 Years Later and Beyond

• Is New Orleans undergoing a revival?
• Children’s educational trajectories after Katrina

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

A child that was 7 years old when Hurricane Katrina hit New Orleans will be 17 today. When the storm hit, he would have just started 2nd grade. Today, that 17-year-old is more likely than his same age peers in all but two other cities to be both unemployed and not in school. He is part of the Katrina generation.

When the city was evacuated, many families suffered a period of instability. A report published nine months after the storm found that families had moved an average of 3.5 times in the first nine months. One-in-five school-age children were either not enrolled in school or were only partially attending (missing more than 10 days a month).

Five years later, another study found that 40% of children still did not have stable housing and another 20% remained emotionally distressed. 34% of children had been held back in school (compared to a 19% baseline in the South).

With so much trauma and dislocation, it is easy to imagine that even young people in school would have trouble learning; for those who suffered the greatest instability, it’s likely that their education was fully on pause.

At The Atlantic, Katy Reckdahl profiles such a family. They evacuated to Houston, where they suffered abuse from locals who resented their presence. At school, boys from New Orleans were getting picked on and getting in fights. So the mother of three kept her 11- and 13-year-old boys at home, fearful for their safety. Indeed, another New Orleanian boy that they knew was killed while in Houston. The boys missed an entire year of school.

“An untold number of kids,” writes Reckdahl, “probably numbering in the tens of thousands—missed weeks, months, even years of school after Katrina.” She quotes an educator who specializes in teaching students who have fallen behind, who estimates that “90-percent-plus” of his students “didn’t learn for a year.”

When the brothers profiled by Reckdahl returned to New Orleans one year later, they were placed in the correct grade for their age, despite having missed a year of school. The system was in chaos. Teachers were inexperienced thanks to charter schools replacing the public school system. One of the boys struggled to make sense of it all and eventually dropped out and got his GED instead.

No doubt the high number of unemployed and unenrolled young people in New Orleans and other Gulf Coast cities devastated by Katrina is due, in part, to the displacement, trauma, and chaos of disaster. Optimistically, and resisting the “at risk” discourse, the Cowen Institute calls them “opportunity youth.” If there is the political will, we have the opportunity to help empower them to become healthy and productive members of our communities.

For more, pre-order sociologist Alice Fothergill and Lori Peek’s forthcoming book, Children of Katrina, watch an interview about their research, or read their preliminary findings here.

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

Trigger warning for racist language and discussions of racial violence.

After the storm had passed, while New Orleans was still in a state of crisis, residents of a predominantly white neighborhood that had escaped flooding, Algiers Point, took it upon themselves to violently patrol their streets.

“It was great!” says one man interviewed below. “It was like pheasant season in South Dakota. If it moved, you shot it!” According to one witness testimony, they were looking for “anything coming up this street darker than a paper bag…” At least 11 black men were shot.

Here is a short interview with two of the men of Algiers Point, from the documentary Welcome to New Orleans:

This next video, sent in by reader Martha O., includes some of the footage above, but focuses much more on the experiences of several African American men who lived in the neighborhood and were shot or threatened by their White neighbors.

The men talk about the panic and terror they felt during these incidents. Toward the end, Donnell Herrington watches footage of the White residents bragging about their exploits. It’s brutal to watch this man listening to the militia members talk about shooting African Americans casually and with obvious enthusiasm and pride.

The video is part of an in-depth story about the Algiers Point shootings featured in The Nation in 2008. And as Martha explained, it’s a harrowing example of how swiftly organized violent racism can emerge when external constraints are even briefly weakened.

Originally posted in 2012. Watch the full documentary here.

Gwen Sharp is an associate professor of sociology at Nevada State College. You can follow her on Twitter at @gwensharpnv.

This is what it looks like when government fails to protect its citizens:

When Hurricane Katrina hit, more than a quarter of people living in New Orleans in August of 2005 lived below the poverty line. Many of the poor in stayed at home to weather the storm. Why?

27% of New Orleanians didn’t own a car, making evacuation even more difficult and expensive than it would otherwise be.

People without the means to leave are also the most likely to rely on the television, as opposed to the radio or internet, for news. TV news began warning people how bad the storm would be only 48 hours before it hit; some people, then, had only 48 hours to process this information and make plans.

Poor people are more likely than middle and upper class people to never leave where they grew up. This means that they were much less likely to have a network of people outside of New Orleans with whom they could stay, at the same time that they were least able to afford a motel room.

For those who were on government assistance, living check-to-check, it was the end of the month. Their checks were due to arrive three days after the hurricane. It was also back-to-school time and many were extra cash poor because they had extra expenses for their children.

A study of New Orleanians rescued and evacuated to Houston, described here, found that:

…14% were physically disabled, 23% stayed in New Orleans to care for a physically disabled person, and 25% were suffering from a chronic disease…  Also,

• 55% did not have a car or a way to evacuate
• 68% had neither money in the bank nor a useable credit card
• 57% had total household incomes of less than $20,000 in the prior year
• 76% had children under 18 with them in the shelter
• 77% had a high school education or less
• 93% were black
• 67% were employed full or part-time before the hurricane

The city failed to get information to their most vulnerable residents in time and they failed to facilitate their evacuation.  The empty buses in flood water, buses that could have been filled with evacuees prior to the storm, is a testament to this failure.

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

When Hurricane Katrina broke the levees of New Orleans and flooded 85% of the city, 100,000 people were left homeless. Disproportionately, these were the poor and black residents of New Orleans. This same population faced more hurdles to returning than their wealthier and whiter counterparts thanks to the effects of poverty, but also choices made by policymakers and politicians — some would say made deliberately — that reduced the black population of the city.

With them went many of the practitioners of voodoo, a faith with its origins in the merging of West African belief systems and Catholicism.  At Newsweek, Stacey Anderson writes that locals claim that the voodoo community was 2,500 to 3,000 people strong before Katrina, but after that number was reduced to around 300.

The result has been a bridging of different voodoo traditions and communities. Prior to the storm, celebrations and ceremonies were race segregated and those who adhered to Haitian- and New Orleans-style voodoo kept their distance.  After the storm, with their numbers decimated, they could no longer sustain the in-groups and out-groups they once had.  Voodoo practitioners forged bonds across prior divides.

Cross-posted at Pacific Standard.

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

August 29th is the anniversary of the day that Hurricane Katrina devastated the Gulf Coast and side-swiped New Orleans, breaching the levees.  These posts are from our archives:

Was Hurricane Katrina a “Natural” Disaster?

• Profits Over People: The Human Cause of the Katrina Disaster
• An Iconic Image of Government Failure: Empty, Flooded School Buses

Racism and Neglect

• Racial Violence in Algiers Point
• African-American Men and Fear of Violence in the Aftermath
• Hurricane Katrina and the Demographics of Death
• The Fate of Prisoners During Hurricane Katrina

Disaster and Discourse

• “Finders” vs “Looters” at the Associated Press
• Disaster Tourism (pictured)
• The Politics of Hurricane Humor

Devastation and Rebuilding

• Slow Recovery on the Gulf Coast (pre-oil spill)
• Population Recovery in New Orleans
• Rebuilding in the Lower 9th Ward

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.