Nikole Hannah-Jones' daughter says attending a selective high school was key to her academic recovery
Najya Hannah-Jones, 16, told her mother Nikole Hannah-Jones that choosing a top high school, contrary to her mother's earlier plan to enroll her in under-resourced schools, helped her succeed academically.
Najma Hannah-Jones, the 16-year-old daughter of journalist Nikole Hannah-Jones, told her mother on WBEZ’s "This American Life" that attending a selective high school was essential to her well-being. She said, "I think I’m fine because I’m in the school I am now. I feel like if I picked a different choice that you wanted me to, I don’t think I would be fine," reflecting her belief that the earlier decision to place her in low-performing New York schools had hindered her education.
Nikole Hannah-Jones had previously explained in a New York Times essay that she had deliberately enrolled her daughter in struggling schools as part of a broader effort to support predominantly Black institutions. She later acknowledged that her daughter fell behind in basic math and writing by age 12 and expressed that the experiment had not succeeded as intended.
When Najma presented a list of preferred high schools, her mother said she "internally cringed" at the choices, noting that the schools had few Black students and contrasted with her own career focus. Despite the initial misgivings, Najma was admitted to her top choice, worked hard, and, according to her, has since caught up with peers and is thriving.
In the interview, Hannah-Jones emphasized that disagreement was permissible, stating, "We don’t have to actually agree. It’s OK for us to see this in a different way. But ultimately, you got into your first choice of high school." Najma responded that she could have achieved an even higher level of education.
The conversation also touched on college aspirations. Hannah-Jones said she had encouraged attendance at Howard University and expressed surprise when Najma mentioned interest in Harvard, describing the latter as a "predominantly white institution" and questioning the source of such ideas.
Both participants acknowledged the tension between personal educational goals and broader social objectives, highlighting the complexities of using individual schooling as a tool for systemic change.