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"content": "\u003cp>Do you ever get that feeling that you just don’t belong? That you’re a fake who might be found at any minute? There’s a term for that — imposter syndrome. In this video, we explore why this feeling exists and what you can do to fight against it.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/101?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>So what, exactly, IS imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>Imposter syndrome is the persistent inability to believe that one’s success is deserved or has been legitimately achieved as a result of one’s own efforts or skills. But, it’s not its own, diagnosable condition. You won’t find it in the DSM, which covers all the different categories of mental health disorders. That’s because it’s usually thought of as a symptom of a larger problem like depression or anxiety. Because of this, mental health professionals actually prefer the term imposter phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Why and how do people feel like imposters?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Researchers call it the imposter cycle. You might successfully complete a project, but people with imposter syndrome push away any positive feedback they get. It wasn’t skill or talent or intelligence that created the success. It was over-the-top effort or sheer luck. That leads to self-doubt and feeling like a fake. And when it’s time to tackle the next project, the cycle starts all over again, trapping you in this feeling of being an imposter. And imposter syndrome can be a result of factors outside of the individual, too. Like being part of an under-represented group. For example, a woman in a male-dominated profession or the first person in their family to go to college. Feeling a sense of belonging helps with confidence, but if there aren’t people around who look like you or sound like you or have similar experiences, it can be easier to feel like you don’t belong.\u003c/p>\n\u003cp>\u003cstrong>How do you overcome imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>There is no silver bullet, but adopting a growth mindset can help. With a growth mindset, your beliefs about yourself aren’t stuck at a certain level forever. They can change and grow. Failure isn’t evidence that you’re not intelligent or talented. It’s an opportunity to learn and stretch your abilities. In the end, a person’s true potential is unknown. And that is kryptonite for imposter syndrome. Talking about imposter syndrome with others can help, too. Remember – feeling like a fraud requires you to think that you’re fundamentally different and not as good as the people around you. If those other people ALSO feel like an imposter sometimes, you might be less likely to feel like an imposter, too.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means\"> What Having a “Growth Mindset” Actually Means\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://impostorsyndrome.com/5-types-of-impostors/\">5 Types of Imposters\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://link.springer.com/article/10.1007/s11606-019-05364-1\">Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/1948550619882032\">Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2020.575024/full\">Contextualizing the Impostor “Syndrome” \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/pubs2018/2018421.pdf\">First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you ever get that feeling that you just don’t belong? That you’re a fake who might be found at any minute? There’s a term for that — imposter syndrome. In this video, we explore why this feeling exists and what you can do to fight against it.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/101?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>So what, exactly, IS imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>Imposter syndrome is the persistent inability to believe that one’s success is deserved or has been legitimately achieved as a result of one’s own efforts or skills. But, it’s not its own, diagnosable condition. You won’t find it in the DSM, which covers all the different categories of mental health disorders. That’s because it’s usually thought of as a symptom of a larger problem like depression or anxiety. Because of this, mental health professionals actually prefer the term imposter phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Why and how do people feel like imposters?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Researchers call it the imposter cycle. You might successfully complete a project, but people with imposter syndrome push away any positive feedback they get. It wasn’t skill or talent or intelligence that created the success. It was over-the-top effort or sheer luck. That leads to self-doubt and feeling like a fake. And when it’s time to tackle the next project, the cycle starts all over again, trapping you in this feeling of being an imposter. And imposter syndrome can be a result of factors outside of the individual, too. Like being part of an under-represented group. For example, a woman in a male-dominated profession or the first person in their family to go to college. Feeling a sense of belonging helps with confidence, but if there aren’t people around who look like you or sound like you or have similar experiences, it can be easier to feel like you don’t belong.\u003c/p>\n\u003cp>\u003cstrong>How do you overcome imposter syndrome?\u003c/strong>\u003c/p>\n\u003cp>There is no silver bullet, but adopting a growth mindset can help. With a growth mindset, your beliefs about yourself aren’t stuck at a certain level forever. They can change and grow. Failure isn’t evidence that you’re not intelligent or talented. It’s an opportunity to learn and stretch your abilities. In the end, a person’s true potential is unknown. And that is kryptonite for imposter syndrome. Talking about imposter syndrome with others can help, too. Remember – feeling like a fraud requires you to think that you’re fundamentally different and not as good as the people around you. If those other people ALSO feel like an imposter sometimes, you might be less likely to feel like an imposter, too.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means\"> What Having a “Growth Mindset” Actually Means\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://impostorsyndrome.com/5-types-of-impostors/\">5 Types of Imposters\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://link.springer.com/article/10.1007/s11606-019-05364-1\">Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/1948550619882032\">Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2020.575024/full\">Contextualizing the Impostor “Syndrome” \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/pubs2018/2018421.pdf\">First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>Sign up for the \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">free workshop\u003c/a> to learn how to implement the challenge in your classroom!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ask student scientists to experiment, design, explore and observe as they build critical understanding of science concepts. KQED’s new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">Science Documentary Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students bring this learning to life by creating 60-90-second mini-documentaries showing how a science issue, concept or observation connects with their lives or community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Merek Chang, a high school biology and chemistry teacher at William Workman High School near Los Angeles, appreciated the flexibility of the Science Documentary challenge and the opportunities for his students to show off their media-making abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Sci Doc challenge was an eye-opening experience for me as an educator,” said Chang, who did the project remotely in a remedial chemistry class during summer school. “I was shocked by the ability many of my students have when it comes to creating and editing videos. Because the Science Documentary challenge does not limit students to a specific topic, students enjoyed having free rein on producing videos on topics that were of interest to them.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBlZGQxOWE2Zjk0NDY3Nzk1MTY5N2I0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535245 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png\" alt=\"Illustration of microwave and person hugging with heart\" width=\"188\" height=\"127\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959.png 477w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MGQ2MmVkNzg0MjIxZTkzOGZmZTk1\">Watch this example\u003c/a> by Emely C. from Chang’s class, “How Powerful are Microwaves?” and find out if all microwaves are the same.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the school year starts, Chang plans to revisit the Science Documentary challenge, but tie it more closely to the Next Generation Science Standards, including connections to science and engineering practices. In this way, the Science Documentary youth media challenge connects to KQED’s other STEM challenge, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering\">\u003cspan style=\"font-weight: 400\">Engineering for Good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Both challenges are great ways to assess student knowledge while helping them develop media literacy skills,” Chang said. “Students would raise awareness about a local issue with the Science Documentary Challenge, then design a prototype to address this issue through the Engineering for Good Challenge.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about jumping into the Science Documentary challenge? Merek recommends going through the process yourself by creating your own science documentary as an example for students. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Join Merek Chang and KQED staff to learn how to implement this challenge with your students and start your own exemplar science documentary at our two-part workshop on August 4 & 5 from 4-6pm PT. \u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">\u003ci>\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You will build empathy for your students as you will get first-hand experience of the challenge and learning experiences that come with making a short video. You will also be able to better address issues as they arise,” Merek said. “The curriculum provides step by step activities to guide students through the video-making process, but it is still important to use digression and scaffold for your students when the need is there.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See how Merek scaffolded the Science Documentary challenge for his students using a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j3_f-mQFa1fruwIAlBg00gIHY_gq03FGlup9SYmHgGs/copy\">\u003cspan style=\"font-weight: 400\">Science Documentary student notebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Get started by exploring the Science Documentary \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Sign up for the \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">free workshop\u003c/a> to learn how to implement the challenge in your classroom!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">We ask student scientists to experiment, design, explore and observe as they build critical understanding of science concepts. KQED’s new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">Science Documentary Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students bring this learning to life by creating 60-90-second mini-documentaries showing how a science issue, concept or observation connects with their lives or community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Merek Chang, a high school biology and chemistry teacher at William Workman High School near Los Angeles, appreciated the flexibility of the Science Documentary challenge and the opportunities for his students to show off their media-making abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Sci Doc challenge was an eye-opening experience for me as an educator,” said Chang, who did the project remotely in a remedial chemistry class during summer school. “I was shocked by the ability many of my students have when it comes to creating and editing videos. Because the Science Documentary challenge does not limit students to a specific topic, students enjoyed having free rein on producing videos on topics that were of interest to them.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBlZGQxOWE2Zjk0NDY3Nzk1MTY5N2I0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535245 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png\" alt=\"Illustration of microwave and person hugging with heart\" width=\"188\" height=\"127\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959-160x108.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/07/Screenshot-2021-07-21-085959.png 477w\" sizes=\"(max-width: 188px) 100vw, 188px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MGQ2MmVkNzg0MjIxZTkzOGZmZTk1\">Watch this example\u003c/a> by Emely C. from Chang’s class, “How Powerful are Microwaves?” and find out if all microwaves are the same.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the school year starts, Chang plans to revisit the Science Documentary challenge, but tie it more closely to the Next Generation Science Standards, including connections to science and engineering practices. In this way, the Science Documentary youth media challenge connects to KQED’s other STEM challenge, \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering\">\u003cspan style=\"font-weight: 400\">Engineering for Good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Both challenges are great ways to assess student knowledge while helping them develop media literacy skills,” Chang said. “Students would raise awareness about a local issue with the Science Documentary Challenge, then design a prototype to address this issue through the Engineering for Good Challenge.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about jumping into the Science Documentary challenge? Merek recommends going through the process yourself by creating your own science documentary as an example for students. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Join Merek Chang and KQED staff to learn how to implement this challenge with your students and start your own exemplar science documentary at our two-part workshop on August 4 & 5 from 4-6pm PT. \u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAuc-6qpjstHdQsL1K_JaLLwLaG1L-AgJ0U\">\u003ci>\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You will build empathy for your students as you will get first-hand experience of the challenge and learning experiences that come with making a short video. You will also be able to better address issues as they arise,” Merek said. “The curriculum provides step by step activities to guide students through the video-making process, but it is still important to use digression and scaffold for your students when the need is there.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See how Merek scaffolded the Science Documentary challenge for his students using a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j3_f-mQFa1fruwIAlBg00gIHY_gq03FGlup9SYmHgGs/copy\">\u003cspan style=\"font-weight: 400\">Science Documentary student notebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Get started by exploring the Science Documentary \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/science\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and some may be featured on KQED digital channels and in posts like this one! \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As we head back into school buildings after 16 months of pandemic-induced disruption, how will you center your students’ voices and experiences as they reconnect with school? KQED’s newest Youth Media Challenge \u003c/span>\u003ca style=\"font-size: 16px\" href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan>Rethink School With MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to reflect on their experience and then create an audio or video commentary on the question: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Now that things are getting back to “normal,” should they? What do you want to change (or stay the same) about school?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rachel Collay, a high school English teacher in Mesa, Arizona, the time is right for students to reflect and share what the past year has taught them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we start this school year, I want to really engage in a conversation (vocal, artistic, written, etc) with students to decide how we transition from our reality last year to a reimagining of what the future can be,” Collay said. “For years, we knew that we needed to reimagine education for a new century, and this school year is the perfect time to innovate with students leading the way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re excited to partner with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift\">\u003cspan style=\"font-weight: 400\">MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s award-winning future of learning podcast. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ki Sung, senior editor of MindShift, thinks this challenge is vital right now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are more than capable of reimagining the school experience after everything they went through because of the pandemic. We must listen to our students and do our best to meet their needs.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submissions are open through June 2022. \u003c/span>\u003cspan style=\"font-weight: 400\">All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003cb>s\u003c/b>\u003cb>tudent pieces received before October 15 will be considered for broadcast on the MindShift podcast in November!\u003c/b>\u003cspan style=\"font-weight: 400\"> Use our standards-aligned \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/school\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to guide students from brainstorming to submission. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we head back into school buildings after 16 months of pandemic-induced disruption, how will you center your students’ voices and experiences as they reconnect with school? KQED’s newest Youth Media Challenge \u003c/span>\u003ca style=\"font-size: 16px\" href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan>Rethink School With MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to reflect on their experience and then create an audio or video commentary on the question: \u003c/span>\u003c/p>\n\u003cp>\u003cb>Now that things are getting back to “normal,” should they? What do you want to change (or stay the same) about school?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Rachel Collay, a high school English teacher in Mesa, Arizona, the time is right for students to reflect and share what the past year has taught them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we start this school year, I want to really engage in a conversation (vocal, artistic, written, etc) with students to decide how we transition from our reality last year to a reimagining of what the future can be,” Collay said. “For years, we knew that we needed to reimagine education for a new century, and this school year is the perfect time to innovate with students leading the way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re excited to partner with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift\">\u003cspan style=\"font-weight: 400\">MindShift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s award-winning future of learning podcast. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ki Sung, senior editor of MindShift, thinks this challenge is vital right now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are more than capable of reimagining the school experience after everything they went through because of the pandemic. We must listen to our students and do our best to meet their needs.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submissions are open through June 2022. \u003c/span>\u003cspan style=\"font-weight: 400\">All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003cb>s\u003c/b>\u003cb>tudent pieces received before October 15 will be considered for broadcast on the MindShift podcast in November!\u003c/b>\u003cspan style=\"font-weight: 400\"> Use our standards-aligned \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/school\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to guide students from brainstorming to submission. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This year in 2021 alone, over 20 states have introduced bills that would ban transgender girls from competing in girls’ sports in middle and high school–some bans even apply to elementary school and college. These bills are controversial and sparking debate. So in this video from \u003cem>Above the Noise\u003c/em>, we are asking, what’s the debate about trans girls in sports all about?\u003c/span>\u003c/p>\n\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EMjFarvcuwPnUfub_c4f3aXGYHiq3lv1iqjj6lkymAY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1TrLuvY3hkbxVoaagYmPHQwLq_ARKPm3uIm3pHCuhPdA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1dfT3No2FIHsvoQePN7BvYh6_TmMANMbomG6tGFUOn-4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zOt5VqYgTPU1c2QpXsv2kvxyMfCS7a8g4DZeoghPoQw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate is centered around the idea that if a trans girl was assigned male at birth, they have a physical advantage over girls who aren’t trans, and therefore competing in girls’ sports would be unfair. Supporters of this legislation argue that schools and sports teams should have these bans to keep the playing field level, otherwise trans girls would come in and dominate the sport, or take away opportunities for cis girls. With names like, “Fairness in Women’s Sports Act” or “Save Girls Sports Act,” these bills are often backed by conservative & religious legal groups, like Alliance Defending Freedom–which has a track record of pushing anti-LGBTQ policies.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against the bills banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opponents of these bills argue that they don’t do anything to make girls’ sports fairer. Instead, what they do is marginalize, exclude and hurt trans youth— who are already vulnerable and more at risk for being bullied. They say that the bills are anti-trans and are trying to solve a problem that just doesn’t exist. If lawmakers were really concerned about addressing problems in women’s sports, they would tackle things like lack of resources and funding for women’s sports, sexual harassment, and lack of media attention.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Do transgender girls have a physical advantage compared to cisgender girls?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s generally accepted that males can perform 10-12% better than women in any given sport, and this advantage is largely attributed to testosterone. There’s evidence that those physical advantages decrease for trans girls who have been suppressing testosterone. The extent to which those advantages decrease can vary based on how long a person has been on hormone therapy, and if they began treatment before or after puberty. But this is an emerging field and there is not a ton of research on how puberty blockers and other hormone therapies affect physical performance. It’s also possible for cis girls to have more impressive size and strength than trans girls. In short, there’s not a one size fits all answer.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>RESOURCES FOR TRANSGENDER YOUTH\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online Community: \u003ca href=\"https://lounge.genderspectrum.org/\">Gender Spectrum Lounge\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://itgetsbetter.org/blog/initiatives/resources-for-trans-gnc-and-intersex-youth/\">It Gets Better\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://transgenderlawcenter.org/resources/youth\">\u003cspan style=\"font-weight: 400\">Transgender Law Center\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://freedomforallamericans.org/legislative-tracker/student-athletics/\">\u003cspan style=\"font-weight: 400\">Freedom for All Americans- Legislative Tracker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\">How\u003c/a>\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\"> Some States Are Moving to Restrict Transgender Women in Sports\u003c/a> (NY Times)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vox.com/identities/22334014/trans-athletes-bills-explained\">The Massive Republican Push to Ban Trans Athletes Explained\u003c/a> (Vox)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.washingtonpost.com/opinions/2021/03/28/megan-rapinoe-transgender-kids-sports-ban/\">Opinion by Megan Rapinoe\u003c/a> (Washington Post)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsnationnow.com/us-news/west/caitlyn-jenner-says-transgender-girls-in-womens-sports-is-unfair/\">Caitlyn Jenner Says Transgender Girls in Women’s Sports ‘is unfair’\u003c/a> (News Nation) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsweek.com/transgender-threat-womens-sports-opinion-1540418\">The Transgender Threat to Women’s Sports\u003c/a> (Newsweek)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.scientificamerican.com/article/trans-girls-belong-on-girls-sports-teams/\">Trans Girls Belong on Girls’ Teams\u003c/a> (Scientific American)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.hsph.harvard.edu/news/hsph-in-the-news/transgender-youth-at-risk-for-depression-suicide/\">Transgender Youth at Risk for Depression, Suicide\u003c/a> (Harvard)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://bjsm.bmj.com/content/55/11/577.full?ijkey=yjlCzZVZFRDZzHz&keytype=ref\">Effect of Hormones on Athletic Performance\u003c/a> (British Journal of Sports Medicine)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5357259/\">Literature Review: Sports and Transgender People\u003c/a> (Sports Medicine)\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This year in 2021 alone, over 20 states have introduced bills that would ban transgender girls from competing in girls’ sports in middle and high school–some bans even apply to elementary school and college. These bills are controversial and sparking debate. So in this video from \u003cem>Above the Noise\u003c/em>, we are asking, what’s the debate about trans girls in sports all about?\u003c/span>\u003c/p>\n\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EMjFarvcuwPnUfub_c4f3aXGYHiq3lv1iqjj6lkymAY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1TrLuvY3hkbxVoaagYmPHQwLq_ARKPm3uIm3pHCuhPdA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1dfT3No2FIHsvoQePN7BvYh6_TmMANMbomG6tGFUOn-4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1zOt5VqYgTPU1c2QpXsv2kvxyMfCS7a8g4DZeoghPoQw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate is centered around the idea that if a trans girl was assigned male at birth, they have a physical advantage over girls who aren’t trans, and therefore competing in girls’ sports would be unfair. Supporters of this legislation argue that schools and sports teams should have these bans to keep the playing field level, otherwise trans girls would come in and dominate the sport, or take away opportunities for cis girls. With names like, “Fairness in Women’s Sports Act” or “Save Girls Sports Act,” these bills are often backed by conservative & religious legal groups, like Alliance Defending Freedom–which has a track record of pushing anti-LGBTQ policies.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments against the bills banning transgender girls from girls’ sports?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opponents of these bills argue that they don’t do anything to make girls’ sports fairer. Instead, what they do is marginalize, exclude and hurt trans youth— who are already vulnerable and more at risk for being bullied. They say that the bills are anti-trans and are trying to solve a problem that just doesn’t exist. If lawmakers were really concerned about addressing problems in women’s sports, they would tackle things like lack of resources and funding for women’s sports, sexual harassment, and lack of media attention.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Do transgender girls have a physical advantage compared to cisgender girls?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s generally accepted that males can perform 10-12% better than women in any given sport, and this advantage is largely attributed to testosterone. There’s evidence that those physical advantages decrease for trans girls who have been suppressing testosterone. The extent to which those advantages decrease can vary based on how long a person has been on hormone therapy, and if they began treatment before or after puberty. But this is an emerging field and there is not a ton of research on how puberty blockers and other hormone therapies affect physical performance. It’s also possible for cis girls to have more impressive size and strength than trans girls. In short, there’s not a one size fits all answer.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>RESOURCES FOR TRANSGENDER YOUTH\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online Community: \u003ca href=\"https://lounge.genderspectrum.org/\">Gender Spectrum Lounge\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://itgetsbetter.org/blog/initiatives/resources-for-trans-gnc-and-intersex-youth/\">It Gets Better\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://transgenderlawcenter.org/resources/youth\">\u003cspan style=\"font-weight: 400\">Transgender Law Center\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://freedomforallamericans.org/legislative-tracker/student-athletics/\">\u003cspan style=\"font-weight: 400\">Freedom for All Americans- Legislative Tracker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\">How\u003c/a>\u003ca href=\"https://www.nytimes.com/2021/03/11/sports/transgender-athletes-bills.html\"> Some States Are Moving to Restrict Transgender Women in Sports\u003c/a> (NY Times)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vox.com/identities/22334014/trans-athletes-bills-explained\">The Massive Republican Push to Ban Trans Athletes Explained\u003c/a> (Vox)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.washingtonpost.com/opinions/2021/03/28/megan-rapinoe-transgender-kids-sports-ban/\">Opinion by Megan Rapinoe\u003c/a> (Washington Post)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsnationnow.com/us-news/west/caitlyn-jenner-says-transgender-girls-in-womens-sports-is-unfair/\">Caitlyn Jenner Says Transgender Girls in Women’s Sports ‘is unfair’\u003c/a> (News Nation) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.newsweek.com/transgender-threat-womens-sports-opinion-1540418\">The Transgender Threat to Women’s Sports\u003c/a> (Newsweek)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.scientificamerican.com/article/trans-girls-belong-on-girls-sports-teams/\">Trans Girls Belong on Girls’ Teams\u003c/a> (Scientific American)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.hsph.harvard.edu/news/hsph-in-the-news/transgender-youth-at-risk-for-depression-suicide/\">Transgender Youth at Risk for Depression, Suicide\u003c/a> (Harvard)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://bjsm.bmj.com/content/55/11/577.full?ijkey=yjlCzZVZFRDZzHz&keytype=ref\">Effect of Hormones on Athletic Performance\u003c/a> (British Journal of Sports Medicine)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5357259/\">Literature Review: Sports and Transgender People\u003c/a> (Sports Medicine)\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A year at home has given students a lot of time to think. Through \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">KQED’s Podcasting With The California Report Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they got to speak their mind and practice audio storytelling. Using layered sounds to bring listeners in, they dove into topics that appealed to broad audiences and exposed them to new information. The result was youth-produced content that centered around what matters most to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Missed out submitting for this year’s showcase? Don’t worry, \u003c/span>\u003cb>this challenge will be back in the fall! \u003c/b>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZUuce6prz8sGtVShUCHRlHV_Xwt5cCcoEEj\">\u003cspan style=\"font-weight: 400\">Come to our free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with PBS Student Reporting Labs on August 10 and 12 to learn how to implement this challenge in your classroom. For more media-making projects to engage your students across a spectrum of topics, check out all of KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Get Inspired\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out some of the highlights from this year’s entries and\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\"> browse the entire showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MDY3ZDFkMGVkZGM0NWI1NmI4OTBh\">Woodside Students Entering the Trades \u003c/a>\u003c/p>\n\u003cp>Many students feel as if they’re expected to attend a 4-year university after graduation, but some have realized pursuing a career in skilled trades is the route for them. John B. and Jack F. of Woodside High School hear from students who have decided to follow this path of their choice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5YWQyMDUyODZmMWUwMWRiZjFjMzVj\">Kids in America\u003c/a>\u003c/p>\n\u003cp>Marguerite M. of Novato High School speaks with classmates on the hardships the COVID-19 pandemic has placed on teens as school has shifted online and they’ve lost valuable time usually spent on building friendships.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhODJhZTljMmE1MmQ1YmM5NWY3YTQ3\">Hispanic Household and Society: Toxic Masculinity\u003c/a>\u003c/p>\n\u003cp>In their conversation, Maria M. and Alondra A. of Elizabeth High School – Frank J Cicarell Academy speak from their own experiences with machismo in Latino culture and include an analysis of their own generation.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwYTg1NTAzZDc2MjVjMWY0MjQ3\">Why Do We Dream?\u003c/a>\u003c/p>\n\u003cp>Trey C. of Black River Falls High School answers a common question in his podcast by addressing factors that impact sleep.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEzMjU1NTAzZDc2MjVjMWY0MjQ5\">How Social Media Impacts Body Image\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I chose this podcast topic because it is something that I feel has greatly impacted my life and I wanted to look more into how it impacted others,” says Olivia R. of Black River Falls High School. Her podcast dives into the impacts of social media on young people, speaking directly with friends on their own experiences. Reflecting on her podcast, she added, “Throughout the process of recording and editing my podcast, I learned a ton about the process of different ways that podcasts can be created.“ \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">Podcasting With The California Report \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">challenge\u003c/span> \u003cspan style=\"font-weight: 400\">is the perfect opportunity for middle and high school students to create a short audio documentary. Using \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/podcasting\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that guide from brainstorming to submission, students are involved in all steps of the hands-on process. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A year at home has given students a lot of time to think. Through \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">KQED’s Podcasting With The California Report Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they got to speak their mind and practice audio storytelling. Using layered sounds to bring listeners in, they dove into topics that appealed to broad audiences and exposed them to new information. The result was youth-produced content that centered around what matters most to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Missed out submitting for this year’s showcase? Don’t worry, \u003c/span>\u003cb>this challenge will be back in the fall! \u003c/b>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZUuce6prz8sGtVShUCHRlHV_Xwt5cCcoEEj\">\u003cspan style=\"font-weight: 400\">Come to our free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with PBS Student Reporting Labs on August 10 and 12 to learn how to implement this challenge in your classroom. For more media-making projects to engage your students across a spectrum of topics, check out all of KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Get Inspired\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out some of the highlights from this year’s entries and\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\"> browse the entire showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MDY3ZDFkMGVkZGM0NWI1NmI4OTBh\">Woodside Students Entering the Trades \u003c/a>\u003c/p>\n\u003cp>Many students feel as if they’re expected to attend a 4-year university after graduation, but some have realized pursuing a career in skilled trades is the route for them. John B. and Jack F. of Woodside High School hear from students who have decided to follow this path of their choice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5YWQyMDUyODZmMWUwMWRiZjFjMzVj\">Kids in America\u003c/a>\u003c/p>\n\u003cp>Marguerite M. of Novato High School speaks with classmates on the hardships the COVID-19 pandemic has placed on teens as school has shifted online and they’ve lost valuable time usually spent on building friendships.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhODJhZTljMmE1MmQ1YmM5NWY3YTQ3\">Hispanic Household and Society: Toxic Masculinity\u003c/a>\u003c/p>\n\u003cp>In their conversation, Maria M. and Alondra A. of Elizabeth High School – Frank J Cicarell Academy speak from their own experiences with machismo in Latino culture and include an analysis of their own generation.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEwYTg1NTAzZDc2MjVjMWY0MjQ3\">Why Do We Dream?\u003c/a>\u003c/p>\n\u003cp>Trey C. of Black River Falls High School answers a common question in his podcast by addressing factors that impact sleep.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA3MGEzMjU1NTAzZDc2MjVjMWY0MjQ5\">How Social Media Impacts Body Image\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I chose this podcast topic because it is something that I feel has greatly impacted my life and I wanted to look more into how it impacted others,” says Olivia R. of Black River Falls High School. Her podcast dives into the impacts of social media on young people, speaking directly with friends on their own experiences. Reflecting on her podcast, she added, “Throughout the process of recording and editing my podcast, I learned a ton about the process of different ways that podcasts can be created.“ \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cspan style=\"font-weight: 400\">Podcasting With The California Report \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">challenge\u003c/span> \u003cspan style=\"font-weight: 400\">is the perfect opportunity for middle and high school students to create a short audio documentary. Using \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/podcasting\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that guide from brainstorming to submission, students are involved in all steps of the hands-on process. All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and some may be featured on KQED digital channels and in posts like this one! \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Learn how to implement this challenge with your students and create your own exemplar audio commentary at our two-part workshop on August 10 and 12.\u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZUuce6prz8sGtVShUCHRlHV_Xwt5cCcoEEj\">\u003ci>\u003cspan style=\"font-weight: 400\"> Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Student Dance Challenge Starts with a Kick!",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The KQED \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> youth media challenge launched earlier this year and has already received submissions from Bay Area students and beyond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the format of KQED’s award-winning PBS Digital Studios series \u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\">If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED asked middle and high schoolers to submit narrated dance videos that told viewers what performance and creative movement mean to them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is aligned with national arts and Common Core standards and encourages literacy and media creation. All videos are published on the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED digital channels throughout the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these videos produced by dancers in Jessy Kronenberg’s class at El Cerrito High School in El Cerrito, California and start thinking about what the challenge could look like in your classroom. \u003c/span>\u003cb>This challenge is coming back in the fall!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Get inspired by these student videos\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDJkZDhjMmE1MmQ1YmM5NWY3YTI0\">The Storm\u003c/a>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDJkZDhjMmE1MmQ1YmM5NWY3YTI0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-535165 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-43-160x91.png\" alt=\"\" width=\"160\" height=\"91\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-800x453.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-1020x577.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-768x435.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43.png 1348w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anela A. says that despite the turbulence of the last year and a half, dance has always made her feel free and in her own world. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDAwZGFjMmE1MmQ1YmM5NWY3YTIw\">Strong\u003c/a> \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDAwZGFjMmE1MmQ1YmM5NWY3YTIw\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535167 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-44-160x93.png\" alt=\"\" width=\"160\" height=\"93\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-800x464.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-1020x592.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-768x445.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44.png 1469w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Azriel J. used We Video’s free online editing program to show that dance has made her strong and that you don’t need fancy tools to make a great video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MzgyN2MzYmRiOTc1ZmRlZDE0NGRj\">My Dance Journey\u003c/a> \u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MzgyN2MzYmRiOTc1ZmRlZDE0NGRj\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535169 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-45-160x97.png\" alt=\"\" width=\"160\" height=\"97\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-800x485.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-1020x619.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-768x466.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45.png 1391w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Priscilla B. showed off her amazing moves as well as creative editing chops to tell her story of learning to dance in the Bay Area. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kronenberg says the dance challenge is a unique invitation for young movers of all kinds to show KQED’s audience who they are. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The arts have a unique way of making us all feel connected. This dance challenge can help young people connect to themselves and their greater communities through meaningful movement.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Get involved — this year or next!\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While video creation has been a useful tool in remote dance learning environments, KQED is excited to see what students will create when they are back together in dance studios at school and beyond! This challenge is open to middle and high school dance classes, extracurricular programs, step clubs, cheer, P.E. classes and more. If your students can groove, they can participate! \u003c/span>\u003cspan style=\"font-weight: 400\">Find \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/dance\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which walk students through brainstorming to video production, and more student examples on \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"description": "The If Schools Could Dance challenge asks students to create videos about what dance means to them. Watch these selected pieces and participate in the fall!",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The KQED \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> youth media challenge launched earlier this year and has already received submissions from Bay Area students and beyond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the format of KQED’s award-winning PBS Digital Studios series \u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\">If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED asked middle and high schoolers to submit narrated dance videos that told viewers what performance and creative movement mean to them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is aligned with national arts and Common Core standards and encourages literacy and media creation. All videos are published on the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED digital channels throughout the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these videos produced by dancers in Jessy Kronenberg’s class at El Cerrito High School in El Cerrito, California and start thinking about what the challenge could look like in your classroom. \u003c/span>\u003cb>This challenge is coming back in the fall!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Get inspired by these student videos\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDJkZDhjMmE1MmQ1YmM5NWY3YTI0\">The Storm\u003c/a>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDJkZDhjMmE1MmQ1YmM5NWY3YTI0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-535165 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-43-160x91.png\" alt=\"\" width=\"160\" height=\"91\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-800x453.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-1020x577.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43-768x435.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-43.png 1348w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anela A. says that despite the turbulence of the last year and a half, dance has always made her feel free and in her own world. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDAwZGFjMmE1MmQ1YmM5NWY3YTIw\">Strong\u003c/a> \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhNDAwZGFjMmE1MmQ1YmM5NWY3YTIw\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535167 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-44-160x93.png\" alt=\"\" width=\"160\" height=\"93\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-800x464.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-1020x592.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44-768x445.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-44.png 1469w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Azriel J. used We Video’s free online editing program to show that dance has made her strong and that you don’t need fancy tools to make a great video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MzgyN2MzYmRiOTc1ZmRlZDE0NGRj\">My Dance Journey\u003c/a> \u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MzgyN2MzYmRiOTc1ZmRlZDE0NGRj\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535169 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/06/Screenshot-45-160x97.png\" alt=\"\" width=\"160\" height=\"97\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-800x485.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-1020x619.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45-768x466.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/06/Screenshot-45.png 1391w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Priscilla B. showed off her amazing moves as well as creative editing chops to tell her story of learning to dance in the Bay Area. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kronenberg says the dance challenge is a unique invitation for young movers of all kinds to show KQED’s audience who they are. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The arts have a unique way of making us all feel connected. This dance challenge can help young people connect to themselves and their greater communities through meaningful movement.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Get involved — this year or next!\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While video creation has been a useful tool in remote dance learning environments, KQED is excited to see what students will create when they are back together in dance studios at school and beyond! This challenge is open to middle and high school dance classes, extracurricular programs, step clubs, cheer, P.E. classes and more. If your students can groove, they can participate! \u003c/span>\u003cspan style=\"font-weight: 400\">Find \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/dance\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which walk students through brainstorming to video production, and more student examples on \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Students Learn the Power of Sharing Their Own Stories",
"headTitle": "Students Learn the Power of Sharing Their Own Stories | KQED",
"content": "\u003cblockquote>\u003cp>Through Perspectives, Students Across the Nation Learn Importance of Their Own Story\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a crazy school year nearly behind them, students across the country faced some major obstacles. They’ve used this time to gather their thoughts, and now they’re letting the world know their point-of-view through \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cspan style=\"font-weight: 400\">KQED’s Perspectives Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From Zoom school stress and FOMO to breakthroughs and introspection, they’ve grown and overcome many hurdles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Producing Stories Like the Pros\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following the format of long-running KQED program \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students from California to New Jersey learned the editorial process behind creating essays for broadcast. They pitched their own stories based on their own life experiences, practiced script writing and editing, audio production and more. In addition to these hands-on skills, they’ve learned the importance and impact of telling their own story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly 500 entries have been submitted to our Youth Media Challenges so far, with more pieces being uploaded every day. Missed out submitting for this year’s showcase? Don’t worry, \u003c/span>\u003cb>this challenge will be back in the fall! \u003c/b>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZIud-CvrTwtHda-Zq8LpOoAp1e8IFVNpHee\">\u003cspan style=\"font-weight: 400\">Come to our free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on June 29 and July 1 to learn how to implement this challenge in your classroom. For more media-making projects to engage your students across a spectrum of topics, check out all of KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Get Inspired\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listen to some of the highlighted stories below, and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">browse the showcase here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1MjZhNzZhYWE2NGYxZTg5ZGEyMGJi\">Cool Kid\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not new for kids to give into peer pressure in hopes of looking cool, leading teens into trouble. Hear from Wilfredo M. of De Anza High School on how reflecting on his personal growth over the years for this assignment has helped him become a better version of himself. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiMDBhZjhjMmE1MmQ1YmM5NWY3YTg5\">Bad Hair Day \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through scripting and recording this whole story, I’ve become more aware of how much I’ve grown in the past three years,“ says Parvathy N. of Notre Dame High School. In her Perspective\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">she shares an experience that taught her the power of confidence. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYxZTZjMmE1MmQ1YmM5NWY3YTg4\">Everything at Once \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dominic B. of Skyview High School takes us into the scenes of his life and highlights the ways ADHD has affected him in school.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiMDBkMmFjMmE1MmQ1YmM5NWY3YThh\">Debate Like A Girl\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Girls are held to unfair standards across so many fields, including high school debate teams. Anika G. of Notre Dame High School shares the double standards faced by her peers and her story of fighting back against it within this community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiNTZiYzRjMmE1MmQ1YmM5NWY3YTll\">Immigrant \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">America is a country of immigrants, including Matteo T. of Evergreen Valley High School. But they still face difficulties when they get here. In his Perspective, Matteo tells of the culture shock he felt in his first years in the U.S. and how he ultimately overcame his challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives challenge\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">is the perfect opportunity for middle and high school students to find their voice. Using \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/perspectives\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that guide from brainstorming to submission, students have the freedom to speak what’s on their mind. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Through Perspectives, Students Across the Nation Learn Importance of Their Own Story\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a crazy school year nearly behind them, students across the country faced some major obstacles. They’ve used this time to gather their thoughts, and now they’re letting the world know their point-of-view through \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cspan style=\"font-weight: 400\">KQED’s Perspectives Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From Zoom school stress and FOMO to breakthroughs and introspection, they’ve grown and overcome many hurdles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Producing Stories Like the Pros\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following the format of long-running KQED program \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students from California to New Jersey learned the editorial process behind creating essays for broadcast. They pitched their own stories based on their own life experiences, practiced script writing and editing, audio production and more. In addition to these hands-on skills, they’ve learned the importance and impact of telling their own story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly 500 entries have been submitted to our Youth Media Challenges so far, with more pieces being uploaded every day. Missed out submitting for this year’s showcase? Don’t worry, \u003c/span>\u003cb>this challenge will be back in the fall! \u003c/b>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZIud-CvrTwtHda-Zq8LpOoAp1e8IFVNpHee\">\u003cspan style=\"font-weight: 400\">Come to our free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on June 29 and July 1 to learn how to implement this challenge in your classroom. For more media-making projects to engage your students across a spectrum of topics, check out all of KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Get Inspired\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listen to some of the highlighted stories below, and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">browse the showcase here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1MjZhNzZhYWE2NGYxZTg5ZGEyMGJi\">Cool Kid\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not new for kids to give into peer pressure in hopes of looking cool, leading teens into trouble. Hear from Wilfredo M. of De Anza High School on how reflecting on his personal growth over the years for this assignment has helped him become a better version of himself. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiMDBhZjhjMmE1MmQ1YmM5NWY3YTg5\">Bad Hair Day \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through scripting and recording this whole story, I’ve become more aware of how much I’ve grown in the past three years,“ says Parvathy N. of Notre Dame High School. In her Perspective\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">she shares an experience that taught her the power of confidence. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYxZTZjMmE1MmQ1YmM5NWY3YTg4\">Everything at Once \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dominic B. of Skyview High School takes us into the scenes of his life and highlights the ways ADHD has affected him in school.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiMDBkMmFjMmE1MmQ1YmM5NWY3YThh\">Debate Like A Girl\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Girls are held to unfair standards across so many fields, including high school debate teams. Anika G. of Notre Dame High School shares the double standards faced by her peers and her story of fighting back against it within this community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBiNTZiYzRjMmE1MmQ1YmM5NWY3YTll\">Immigrant \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">America is a country of immigrants, including Matteo T. of Evergreen Valley High School. But they still face difficulties when they get here. In his Perspective, Matteo tells of the culture shock he felt in his first years in the U.S. and how he ultimately overcame his challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Join us!\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives challenge\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">is the perfect opportunity for middle and high school students to find their voice. Using \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/perspectives\">\u003cspan style=\"font-weight: 400\">curriculum resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that guide from brainstorming to submission, students have the freedom to speak what’s on their mind. All student submissions are published to the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and some may be featured on KQED digital channels and in posts like this one! \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Learn how to implement this challenge with your students and create your own exemplar audio commentary at our two-part workshop on June 29 and July 1.\u003c/span>\u003c/i>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZIud-CvrTwtHda-Zq8LpOoAp1e8IFVNpHee\">\u003ci>\u003cspan style=\"font-weight: 400\"> Register here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Unpaid internships can be a touchy subject for a lot of people. For some, it’s a temporary sacrifice to get one step closer to a paying job. For others, it’s just a tool companies that use to exploit people for free labor. So, the question for today is, should we abolish unpaid internships?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/99?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How did unpaid internships ever become a thing in the first place?\u003c/strong>\u003c/p>\n\u003cp>Back in the day, from the middle ages up through the 1800s, apprenticeships were THE way to get into the skilled trades. Want to get into a fabulous career-making glass? You didn’t go get a BA in glassblow-ology. You apprenticed for a master glassblower. The whole experience was like a really long and well-structured internship before there were internships. Today, one in three Americans 25 and older have a college degree. And these new grads don’t want to be glassblowers. They’re competing for a limited number of entry-level jobs in fields like tech, finance, media, and fashion. So, you’ve got more people than ever before competing for a limited number of jobs. And that’s ushered in the rise of the internship. New grads now have to prove to companies that they’re worth hiring for entry-level jobs. And the bigger and fancier the company, the more people want to intern there, even if it’s unpaid.\u003c/p>\n\u003cp>\u003cstrong>Why do some people take unpaid internships?\u003c/strong>\u003c/p>\n\u003cp>Not all industries are the same when it comes to internships. If you’re into finance or tech or engineering, paid internships are generally the norm. Jobs in those fields pay well and are in demand, so those companies prioritize paying their interns. But that’s not the case when it comes to other industries like entertainment, publishing, fashion, the arts, or most do-good nonprofits. In those fields, unpaid internships are common, because the number of people who want them is greater than the actual number of internships available. So if an unpaid internship is your best shot to do that, there a lot of people who will find a way to make it work. Because it’s not just what you do that’s important. It’s who you meet. It’s networking. It’s getting in front of important people — the decision-makers — and getting noticed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the cons of unpaid internships?\u003c/strong>\u003c/p>\n\u003cp>There’s an unfair reality behind unpaid internships. They’re way easier for people who have some outside source of cash, so they tend to attract people who come from more privileged backgrounds. People who don’t come from money either have to work a paid gig on top of the unpaid internship or just flat out decide that it won’t work financially. And unpaid internships don’t necessarily guarantee you a paying job in the future. A survey from 2015 found that 44 percent of unpaid interns got job offers with a median starting salary around $34,000. Paid interns generally fared better. They got job offers 72 percent of the time and made more money — around $53,000.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.dol.gov/agencies/whd/fact-sheets/71-flsa-internships\">Internship Fact Sheet\u003c/a> (U.S. Dept. of Labor)\u003c/p>\n\u003cp>\u003ca href=\"https://www.naceweb.org/job-market/internships/paid-interns-co-ops-see-greater-offer-rates-and-salary-offers-than-their-unpaid-classmates/\"> Job Offer Rates for Interns\u003c/a> (NACE)\u003c/p>\n\u003cp>\u003ca href=\"https://time.com/5342599/history-of-interns-internships/\">History of Interns\u003c/a> (Time)\u003c/p>\n\u003cp>W\u003ca href=\"https://www.propublica.org/article/when-interns-should-be-paid-explained\">hen Is It OK to Not Pay an Intern?\u003c/a> (ProPublica)\u003c/p>\n\u003cp>\u003ca href=\"https://www.fastcompany.com/3061841/paid-internships-lead-to-more-job-offers-than-unpaid-internships\">Paid Internships Lead To More Job Offers Than Unpaid Internships\u003c/a> (Fast Company)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://newrepublic.com/article/161040/happened-intern-revolution\">What happened to the intern revolution?\u003c/a> (New Republic)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unpaid internships can be a touchy subject for a lot of people. For some, it’s a temporary sacrifice to get one step closer to a paying job. For others, it’s just a tool companies that use to exploit people for free labor. So, the question for today is, should we abolish unpaid internships?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/99?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How did unpaid internships ever become a thing in the first place?\u003c/strong>\u003c/p>\n\u003cp>Back in the day, from the middle ages up through the 1800s, apprenticeships were THE way to get into the skilled trades. Want to get into a fabulous career-making glass? You didn’t go get a BA in glassblow-ology. You apprenticed for a master glassblower. The whole experience was like a really long and well-structured internship before there were internships. Today, one in three Americans 25 and older have a college degree. And these new grads don’t want to be glassblowers. They’re competing for a limited number of entry-level jobs in fields like tech, finance, media, and fashion. So, you’ve got more people than ever before competing for a limited number of jobs. And that’s ushered in the rise of the internship. New grads now have to prove to companies that they’re worth hiring for entry-level jobs. And the bigger and fancier the company, the more people want to intern there, even if it’s unpaid.\u003c/p>\n\u003cp>\u003cstrong>Why do some people take unpaid internships?\u003c/strong>\u003c/p>\n\u003cp>Not all industries are the same when it comes to internships. If you’re into finance or tech or engineering, paid internships are generally the norm. Jobs in those fields pay well and are in demand, so those companies prioritize paying their interns. But that’s not the case when it comes to other industries like entertainment, publishing, fashion, the arts, or most do-good nonprofits. In those fields, unpaid internships are common, because the number of people who want them is greater than the actual number of internships available. So if an unpaid internship is your best shot to do that, there a lot of people who will find a way to make it work. Because it’s not just what you do that’s important. It’s who you meet. It’s networking. It’s getting in front of important people — the decision-makers — and getting noticed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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