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"content": "\u003cp>Gwen Partridge, or Mrs. Gwen to her pre-K students, walked around her homemade Black History Museum at the YMCA Immanuel Early Learning Center in Omaha, Neb., on an icy Thursday. She and her co-workers researched and created each exhibit.\u003c/p>\n\u003cp>“What’s great is when they learn something about Black history and then the parents come back and say ‘Thank you,'” Partridge said.\u003c/p>\n\u003cp>Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has interactive exhibits for the students. There’s a music section with a piano, a makeshift hair salon, and plenty of books about influential Black history-makers.\u003c/p>\n\u003cp>The students in her mostly white class ask her why she has brown skin and they don’t. She uses that question to teach about the first Black student to attend an all-white school, about 65 years ago: Ruby Bridges.\u003c/p>\n\u003cp>“And I’m like, ‘She was little, just like you guys. And just imagine how scared she was walking into a classroom with nobody else the same color as her skin,'” Partridge said.\u003c/p>\n\u003ch2>Tense time for educators who teach Black history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">U.S. Department of Education\u003c/a> recently \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">told public schools and universities\u003c/a> to \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">eliminate diversity initiatives\u003c/a> within 14 days, or lose public funding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year, claiming it was either a sticky subject or citing the “evolving national dialogue around educational observances,” according to one school district.\u003c/p>\n\u003cp>Tim Royers, president of the Nebraska State Education Association, recently attended a national meeting with other teachers union leaders.\u003c/p>\n\u003cp>“There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington,” he said. “I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.”\u003c/p>\n\u003cp>Royers, a former history teacher, said educators at the forefront of these discussions are exhausted, and these pressures contribute to low teacher retention.\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0013161X231159922\" target=\"_blank\" rel=\"noopener\">Studies show\u003c/a> rural districts — the majority of school districts in Nebraska — have some of the highest rates of teacher turnover.\u003c/p>\n\u003cp>“[Teachers are] not necessarily shying away from doing the work to educate on Black History Month, but, I mean literally, we’re hearing stories about if a program mentions the word equity, they’re getting contacted demanding that they either shut the program down or they’re going to lose funding,” Royers said.\u003c/p>\n\u003ch2>Standing up for Black History Month\u003c/h2>\n\u003cp>But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He co-wrote an African American studies course for his high school, which launched last year. He said his school district has been supportive.\u003c/p>\n\u003cp>His class has been near capacity.\u003c/p>\n\u003cp>“Ninety-five percent of the students are not African American that are taking the class,” he said.\u003c/p>\n\u003cp>Wade said it’s often the students who lead the class discussions based on current events.\u003c/p>\n\u003cp>“Me teaching this class, it almost feels like a way of standing up for Black history,” he said. “I think essentially what I’m saying is, it’s caused me to kind of step up in a way that before I would have avoided.”\u003c/p>\n\u003cp>But Wade said he isn’t sure about the future of his class as the debate continues about how schools should teach Black history.\u003c/p>\n\u003cp>“Black histories are not ones that are typically taught in their traditional curriculum, and we’re including different groups of people. So, you know, essentially, it feels as though an attack on DEI can also be an attack on Black histories, or Asian American histories, Mexican-Chicano histories and so forth,” he said.\u003c/p>\n\u003ch2>Black History Month is about accomplishments and history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">“Dear Colleague” letter\u003c/a> sent to schools earlier this month from the U.S. Department of Education Office for Civil Rights accused schools and universities of “repugnant race-based preferences and other forms of racial discrimination.”\u003c/p>\n\u003cp>“American educational institutions have discriminated against students on the basis of race, including white and Asian students,” the letter said.\u003c/p>\n\u003cp>LaGarrett King, professor of social studies education at the State University of New York at Buffalo, serves as the director for the \u003ca href=\"https://ed.buffalo.edu/black-history-ed.html\" target=\"_blank\" rel=\"noopener\">Center for K-12 Black History and Racial Literacy Education.\u003c/a>\u003c/p>\n\u003cp>“Lately it’s, you know, ‘No one should be taught that any race is superior.’ That’s not being taught in Black history. No one’s teaching that Black people are superior to white people,” he said.\u003c/p>\n\u003cp>Royers added that history education is about sharing the whole truth, even if it can be ugly.\u003c/p>\n\u003cp>“Black History Month is about two different things: elevating Black accomplishments and contributions to American history that might have otherwise been not told or under-told, but also acknowledging the history of systemic oppression that was used to diminish Black voices and Black participation in society,” he said.\u003c/p>\n\u003cp>King said Black educators often lead the charge to teach more about Black history, but Black teachers \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">are significantly underrepresented\u003c/a> in American schools. According to \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">data published\u003c/a> in 2020 by the National Center for Education Statistics, about 80% of teachers in U.S. public schools identified as white, non-Hispanic.\u003c/p>\n\u003cp>King said there is hesitation to teach Black history for a couple reasons: many educators and curriculum writers lack formal Black history education from schools and many Black educators do a better job teaching Black history because of the unofficial spaces where they learn Black history like at home and in churches and community centers.\u003c/p>\n\u003cp>“It’s through their perspectives. It’s about their voices, it’s about their experiences, right? So when you frame Black history in that manner, other than Black history that’s taught from a white person’s lens, that could be a little intimidating for people to even kind of approach that,” he said.\u003c/p>\n\u003cp>Mrs. Gwen’s pre-K lesson plan on this day included learning about the stoplight, invented by Black businessman Garrett Morgan.\u003c/p>\n\u003cp>“Black history, you know, that’s something that we all should learn about. It’s part of our history. Because now I’m not for sure, I’m reading different things that they might be taking out Black history and Black studies out of schools. So if they don’t get it here, they might not get it,” Partridge said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She plans to retire in June, but she intends to “pass the torch,” to make sure the pre-K Black History Museum opens its doors every February.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>AILSA CHANG, HOST:\u003c/p>\n\u003cp>Black History Month is drawing to a close, and it’s brought anxiety for some teachers because of the Trump administration’s push to roll back diversity efforts. Nebraska Public Media’s Kassidy Arena has more.\u003c/p>\n\u003cp>GWEN PARTRIDGE: And over here we have Dr. Charles Drew. They love this area, love to pretend they’re doctors.\u003c/p>\n\u003cp>KASSIDY ARENA, BYLINE: Gwen Partridge, or Mrs. Gwen to her pre-K students, walks around her homemade Black history museum at the YMCA Immanuel Early Learning Center in Omaha, Nebraska.\u003c/p>\n\u003cp>PARTRIDGE: What’s great is they – when they learn something about Black history, and then their parents come back and say, thank you.\u003c/p>\n\u003cp>ARENA: Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has exhibits for the students. There’s a music section, a hair salon and plenty of books about influential Black history makers. The students in her mostly white class ask her why she has brown skin and they don’t. One of her lessons is about the first Black student to attend an all-white school – Ruby Bridges.\u003c/p>\n\u003cp>PARTRIDGE: I’m like, she was little, just like you guys. And just imagine how scared she was walking to a – in a classroom with nobody else the same color as her skin.\u003c/p>\n\u003cp>ARENA: But it’s a tense time for educators who teach Black history. The U.S. Department of Education recently told public schools and universities to eliminate diversity initiatives or lose public funding. Tim Royers is president of the Nebraska State Education Association. He recently attended a national meeting with other teacher’s union leaders.\u003c/p>\n\u003cp>TIM ROYERS: There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington. I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.\u003c/p>\n\u003cp>ARENA: Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year. Royers, a former history teacher, says educators at the forefront of these discussions are exhausted and these pressures contribute to low teacher retention. But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He cowrote an African American studies course for his high school, which launched last year.\u003c/p>\n\u003cp>DAN WADE III: Me teaching this class, it almost feels like a way of standing up for Black history. I think essentially what I’m saying is it’s caused me to kind of step up in a way that before, I would have avoided.\u003c/p>\n\u003cp>ARENA: But Wade says he isn’t sure about the future of his class. LaGarrett King is professor of social studies education at the State University of New York at Buffalo, specializing in Black history and racial literacy.\u003c/p>\n\u003cp>LAGARRETT KING: You know, lately, it’s no one should be taught that any race is superior. That’s not being taught in Black history. No one’s teaching that Black people are superior to white people.\u003c/p>\n\u003cp>ARENA: He says, often, it’s Black educators leading the charge to teach more about Black history, but Black teachers are underrepresented in American schools.\u003c/p>\n\u003cp>PARTRIDGE: Are we going to have fun tomorrow?\u003c/p>\n\u003cp>ARENA: Back in Mrs. Gwen’s pre-K class in Omaha, the kids cheer as she walks back into the classroom.\u003c/p>\n\u003cp>(CHEERING)\u003c/p>\n\u003cp>PARTRIDGE: (Laughter).\u003c/p>\n\u003cp>Black history, you know, that’s something that we all should learn about – part of our history. Because now I – not for sure – I’m reading different things, that they might be taking, you know, Black history and Black study out of schools. So if we don’t get it here, they might not get it.\u003c/p>\n\u003cp>ARENA: She plans to retire in June, but she intends to, quote, “pass the torch” to make sure the pre-K Black history museum opens its doors every February.\u003c/p>\n\u003cp>For NPR News, I’m Kassidy Arena in Omaha, Nebraska.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gwen Partridge, or Mrs. Gwen to her pre-K students, walked around her homemade Black History Museum at the YMCA Immanuel Early Learning Center in Omaha, Neb., on an icy Thursday. She and her co-workers researched and created each exhibit.\u003c/p>\n\u003cp>“What’s great is when they learn something about Black history and then the parents come back and say ‘Thank you,'” Partridge said.\u003c/p>\n\u003cp>Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has interactive exhibits for the students. There’s a music section with a piano, a makeshift hair salon, and plenty of books about influential Black history-makers.\u003c/p>\n\u003cp>The students in her mostly white class ask her why she has brown skin and they don’t. She uses that question to teach about the first Black student to attend an all-white school, about 65 years ago: Ruby Bridges.\u003c/p>\n\u003cp>“And I’m like, ‘She was little, just like you guys. And just imagine how scared she was walking into a classroom with nobody else the same color as her skin,'” Partridge said.\u003c/p>\n\u003ch2>Tense time for educators who teach Black history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">U.S. Department of Education\u003c/a> recently \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">told public schools and universities\u003c/a> to \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">eliminate diversity initiatives\u003c/a> within 14 days, or lose public funding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year, claiming it was either a sticky subject or citing the “evolving national dialogue around educational observances,” according to one school district.\u003c/p>\n\u003cp>Tim Royers, president of the Nebraska State Education Association, recently attended a national meeting with other teachers union leaders.\u003c/p>\n\u003cp>“There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington,” he said. “I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.”\u003c/p>\n\u003cp>Royers, a former history teacher, said educators at the forefront of these discussions are exhausted, and these pressures contribute to low teacher retention.\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0013161X231159922\" target=\"_blank\" rel=\"noopener\">Studies show\u003c/a> rural districts — the majority of school districts in Nebraska — have some of the highest rates of teacher turnover.\u003c/p>\n\u003cp>“[Teachers are] not necessarily shying away from doing the work to educate on Black History Month, but, I mean literally, we’re hearing stories about if a program mentions the word equity, they’re getting contacted demanding that they either shut the program down or they’re going to lose funding,” Royers said.\u003c/p>\n\u003ch2>Standing up for Black History Month\u003c/h2>\n\u003cp>But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He co-wrote an African American studies course for his high school, which launched last year. He said his school district has been supportive.\u003c/p>\n\u003cp>His class has been near capacity.\u003c/p>\n\u003cp>“Ninety-five percent of the students are not African American that are taking the class,” he said.\u003c/p>\n\u003cp>Wade said it’s often the students who lead the class discussions based on current events.\u003c/p>\n\u003cp>“Me teaching this class, it almost feels like a way of standing up for Black history,” he said. “I think essentially what I’m saying is, it’s caused me to kind of step up in a way that before I would have avoided.”\u003c/p>\n\u003cp>But Wade said he isn’t sure about the future of his class as the debate continues about how schools should teach Black history.\u003c/p>\n\u003cp>“Black histories are not ones that are typically taught in their traditional curriculum, and we’re including different groups of people. So, you know, essentially, it feels as though an attack on DEI can also be an attack on Black histories, or Asian American histories, Mexican-Chicano histories and so forth,” he said.\u003c/p>\n\u003ch2>Black History Month is about accomplishments and history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">“Dear Colleague” letter\u003c/a> sent to schools earlier this month from the U.S. Department of Education Office for Civil Rights accused schools and universities of “repugnant race-based preferences and other forms of racial discrimination.”\u003c/p>\n\u003cp>“American educational institutions have discriminated against students on the basis of race, including white and Asian students,” the letter said.\u003c/p>\n\u003cp>LaGarrett King, professor of social studies education at the State University of New York at Buffalo, serves as the director for the \u003ca href=\"https://ed.buffalo.edu/black-history-ed.html\" target=\"_blank\" rel=\"noopener\">Center for K-12 Black History and Racial Literacy Education.\u003c/a>\u003c/p>\n\u003cp>“Lately it’s, you know, ‘No one should be taught that any race is superior.’ That’s not being taught in Black history. No one’s teaching that Black people are superior to white people,” he said.\u003c/p>\n\u003cp>Royers added that history education is about sharing the whole truth, even if it can be ugly.\u003c/p>\n\u003cp>“Black History Month is about two different things: elevating Black accomplishments and contributions to American history that might have otherwise been not told or under-told, but also acknowledging the history of systemic oppression that was used to diminish Black voices and Black participation in society,” he said.\u003c/p>\n\u003cp>King said Black educators often lead the charge to teach more about Black history, but Black teachers \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">are significantly underrepresented\u003c/a> in American schools. According to \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">data published\u003c/a> in 2020 by the National Center for Education Statistics, about 80% of teachers in U.S. public schools identified as white, non-Hispanic.\u003c/p>\n\u003cp>King said there is hesitation to teach Black history for a couple reasons: many educators and curriculum writers lack formal Black history education from schools and many Black educators do a better job teaching Black history because of the unofficial spaces where they learn Black history like at home and in churches and community centers.\u003c/p>\n\u003cp>“It’s through their perspectives. It’s about their voices, it’s about their experiences, right? So when you frame Black history in that manner, other than Black history that’s taught from a white person’s lens, that could be a little intimidating for people to even kind of approach that,” he said.\u003c/p>\n\u003cp>Mrs. Gwen’s pre-K lesson plan on this day included learning about the stoplight, invented by Black businessman Garrett Morgan.\u003c/p>\n\u003cp>“Black history, you know, that’s something that we all should learn about. It’s part of our history. Because now I’m not for sure, I’m reading different things that they might be taking out Black history and Black studies out of schools. So if they don’t get it here, they might not get it,” Partridge said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She plans to retire in June, but she intends to “pass the torch,” to make sure the pre-K Black History Museum opens its doors every February.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>AILSA CHANG, HOST:\u003c/p>\n\u003cp>Black History Month is drawing to a close, and it’s brought anxiety for some teachers because of the Trump administration’s push to roll back diversity efforts. Nebraska Public Media’s Kassidy Arena has more.\u003c/p>\n\u003cp>GWEN PARTRIDGE: And over here we have Dr. Charles Drew. They love this area, love to pretend they’re doctors.\u003c/p>\n\u003cp>KASSIDY ARENA, BYLINE: Gwen Partridge, or Mrs. Gwen to her pre-K students, walks around her homemade Black history museum at the YMCA Immanuel Early Learning Center in Omaha, Nebraska.\u003c/p>\n\u003cp>PARTRIDGE: What’s great is they – when they learn something about Black history, and then their parents come back and say, thank you.\u003c/p>\n\u003cp>ARENA: Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has exhibits for the students. There’s a music section, a hair salon and plenty of books about influential Black history makers. The students in her mostly white class ask her why she has brown skin and they don’t. One of her lessons is about the first Black student to attend an all-white school – Ruby Bridges.\u003c/p>\n\u003cp>PARTRIDGE: I’m like, she was little, just like you guys. And just imagine how scared she was walking to a – in a classroom with nobody else the same color as her skin.\u003c/p>\n\u003cp>ARENA: But it’s a tense time for educators who teach Black history. The U.S. Department of Education recently told public schools and universities to eliminate diversity initiatives or lose public funding. Tim Royers is president of the Nebraska State Education Association. He recently attended a national meeting with other teacher’s union leaders.\u003c/p>\n\u003cp>TIM ROYERS: There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington. I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.\u003c/p>\n\u003cp>ARENA: Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year. Royers, a former history teacher, says educators at the forefront of these discussions are exhausted and these pressures contribute to low teacher retention. But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He cowrote an African American studies course for his high school, which launched last year.\u003c/p>\n\u003cp>DAN WADE III: Me teaching this class, it almost feels like a way of standing up for Black history. I think essentially what I’m saying is it’s caused me to kind of step up in a way that before, I would have avoided.\u003c/p>\n\u003cp>ARENA: But Wade says he isn’t sure about the future of his class. LaGarrett King is professor of social studies education at the State University of New York at Buffalo, specializing in Black history and racial literacy.\u003c/p>\n\u003cp>LAGARRETT KING: You know, lately, it’s no one should be taught that any race is superior. That’s not being taught in Black history. No one’s teaching that Black people are superior to white people.\u003c/p>\n\u003cp>ARENA: He says, often, it’s Black educators leading the charge to teach more about Black history, but Black teachers are underrepresented in American schools.\u003c/p>\n\u003cp>PARTRIDGE: Are we going to have fun tomorrow?\u003c/p>\n\u003cp>ARENA: Back in Mrs. Gwen’s pre-K class in Omaha, the kids cheer as she walks back into the classroom.\u003c/p>\n\u003cp>(CHEERING)\u003c/p>\n\u003cp>PARTRIDGE: (Laughter).\u003c/p>\n\u003cp>Black history, you know, that’s something that we all should learn about – part of our history. Because now I – not for sure – I’m reading different things, that they might be taking, you know, Black history and Black study out of schools. So if we don’t get it here, they might not get it.\u003c/p>\n\u003cp>ARENA: She plans to retire in June, but she intends to, quote, “pass the torch” to make sure the pre-K Black history museum opens its doors every February.\u003c/p>\n\u003cp>For NPR News, I’m Kassidy Arena in Omaha, Nebraska.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lately, the internet discourse is about how \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">students don’t know how to read full books\u003c/a>. And notably, \u003ca href=\"https://www.kqed.org/mindshift/59856/6-questions-to-better-understand-math-and-reading-scores\">reading test scores are down\u003c/a>, so it’s no wonder educators are searching for solutions.\u003c/p>\n\u003cp>Middle school readers often have momentum from elementary school reading habits — like read-alouds, interactive reading in the classroom and making connections to real life through non-fiction project-based learning. But for high schoolers, developing reading stamina can be difficult because these practices are often discontinued sometime in middle school. However, librarians like \u003ca href=\"https://www.juliaetorres.com/\">Julia Torres\u003c/a> have identified several strategies to get teens excited about reading.\u003c/p>\n\u003cp>High schoolers are “looking to explore more complex subject matter…but a lot of them lack the stamina to be able to see stories through to the end,” said Torres, who is also an educator and activist.\u003c/p>\n\u003cp>Teens often enjoy and are more likely to read books that they can relate to in some way, according to Torres, who recommended books like “Long Way Down” by \u003ca href=\"https://www.kqed.org/mindshift/55528/teaching-a-new-generation-about-the-history-of-racist-ideas\">Jason Reynolds\u003c/a> because of its engaging subject matter, pacing and relatable language. \u003ca href=\"https://www.kqed.org/mindshift/64402/how-debunking-myths-about-graphic-novels-and-comics-can-unlock-learning\">Graphic novels can also bridge the gap\u003c/a> between middle and high school level reading because of the more mature subject matter that they offer.\u003c/p>\n\u003cp>But in order to read a book, you have to like it. “Nobody’s going to actually read something unless they want to—they’ll find ways around it,” Torres said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding your reading niche can take time and a lot of trial and error, and growing a love for reading can’t be forced.\u003c/p>\n\u003cp>“It can be hard for anybody of any age, but definitely for young people to find that book that they’re really excited about,” said \u003ca href=\"https://www.nationalbook.org/people/siva-ramakrishnan/\">Siva Ramakrishnan\u003c/a>, the director of Young Adult Programs & Services at the New York Public Library (NYPL).\u003c/p>\n\u003cp>https://www.youtube.com/live/VsCFRveMEG0\u003c/p>\n\u003ch2>\u003cstrong>Teens Are Reading, and More \u003c/strong>\u003c/h2>\n\u003cp>Something as simple as proximity to books can encourage teens to pick up a book and read. For the NYPL, which serves communities in Manhattan, Staten Island and the Bronx across 89 locations, physical and e-book circulation was counted at 700,000 for teens alone during the 2023-24 fiscal year. This was an increase from the year before.\u003c/p>\n\u003cp>Contrary to what the recent teen and \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">young adult literacy discourse\u003c/a> might suggest, “young people are going in-person to libraries in greater numbers than in decades before,” said Ramakrishnan. But teens aren’t always going to libraries just to check out books. Public libraries provide space for teens to access Wi-Fi, do homework, socialize and participate in programs like 3D printing.\u003c/p>\n\u003cp>“Libraries have become places where young people gather,” said Ramakrishnan.\u003c/p>\n\u003ch2>\u003cstrong>Banned books\u003c/strong>\u003c/h2>\n\u003cp>Books often provide a welcome space for young people to see themselves reflected in what they are reading, but when books are banned, some groups of people can be left behind. While libraries have become a place for teens to congregate during non-school hours, this still does not guarantee access to all reading materials.\u003c/p>\n\u003cp>In 2023, \u003ca href=\"https://www.ala.org/bbooks/book-ban-data\">4,240 books were banned\u003c/a> from schools and libraries across the nation — a 65% increase from the year prior. “The majority of these banned or challenged books are aimed at materials for young people, and disproportionately these are books that are written by or about people of color or people who identify as LGBTQ+,” said Ramakrishnan.\u003c/p>\n\u003cp>Book bans attack “two really critical components of the reading ecosystem that exist for kids,” said Ramakrishnan — schools and libraries.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ala.org/\">American Library Association\u003c/a> began their \u003ca href=\"https://www.ala.org/bbooks/banned\">Banned Books Week\u003c/a> in 1982, and it still continues today. The NYPL has riffed off of this annual tradition with their year-round \u003ca href=\"https://www.nypl.org/spotlight/freedom-to-read\">Protect The Freedom To Read\u003c/a> initiative, which houses their \u003ca href=\"https://www.nypl.org/spotlight/freedom-to-read/teen-book-club\">Banned Book Club for teens\u003c/a>.\u003c/p>\n\u003cp>“Our mission is to make knowledge accessible to everybody,” said Ramakrishnan.\u003c/p>\n\u003cp>When options are limited, especially the reading options that might open other students to a viewpoint that is unfamiliar to them, “that makes it harder for a young person to pick up a book and get really excited about it,” Ramakrishnan continued.\u003c/p>\n\u003cp>This year, NYPL’s Banned Book Club for teens is reading four titles: “\u003ca href=\"https://www.mikecurato.com/flamer\">Flamer\u003c/a>” by Mike Curato, “\u003ca href=\"https://www.goodreads.com/en/book/show/57600413-run\">Run: Book One\u003c/a>” by John Lewis and Andrew Aydin, “\u003ca href=\"https://us.macmillan.com/books/9781250143174/gowiththeflow/\">Go With the Flow\u003c/a>” by Lily Williams and Karen Schneemann, and “\u003ca href=\"https://www.penguinrandomhouse.com/books/602718/the-magic-fish-by-trung-le-nguyen/\">The Magic Fish\u003c/a>” by Trung Le Nguyen. Each book is also paired with a discussion guide, which is accessible to educators and teens across the country, as well as \u003ca href=\"https://www.youtube.com/live/VsCFRveMEG0\">online author Q&A\u003c/a> which are led by NYPL teen ambassadors.\u003c/p>\n\u003ch2>\u003cstrong>Reading is Reading is Reading \u003c/strong>\u003c/h2>\n\u003cp>Developing healthy reading habits — such as confidence in navigating knowledge systems like libraries and museums, self-selecting appropriate texts, and distinguishing fact from fiction and opinion — needs to happen before long-term sustained reading can happen, said Torres. And these healthy reading habits need to happen early, between fourth and seventh grades.\u003c/p>\n\u003cp>According to Torres, adults who are responsible for facilitating healthy reading habits for students must understand that in this day and age, literacy is multimodal. Young people read many things in many different ways. For example, they might read \u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\">fan fiction\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a>, physical books and anime subtitles.\u003c/p>\n\u003cp>“We need to keep in mind that their literacy encompasses so much more than just reading a book cover to cover,” said Torres. These multimodal reading habits shouldn’t be viewed as a threat to the physical book, Torres added, “but something that could be a companion to the physical book.”\u003c/p>\n\u003cp>If a student already reads anime subtitles, they might be interested in reading Light Novels — books that translate popular anime into prose, and sometimes include images. From there, an educator might help a student extract the themes or characters that they gravitate towards and recommend another book to read.\u003c/p>\n\u003cp>Pretty soon, a student who may not have known where to begin reading has an entire genre that they connect with and can continue reading, while still engaging in the other modalities of literacy that they already practiced.\u003c/p>\n\u003cp>One popular platform that educators and parents can use to help students find books within their interests is \u003ca href=\"https://www.ebsco.com/novelist\">NoveList\u003c/a>, which provides a database of reviews, and informs the reader of a book’s tone. Additionally, “[NoveList] gives you all kinds of helpful ways to pair a book with the next book in a reader’s journey,” said Torres.\u003c/p>\n\u003cp>There are also other ways to support students in developing healthy reading habits towards greater reading stamina.\u003c/p>\n\u003cp>Librarians conduct needs assessments for students, or what Torres calls a “Tastes and Habits” interest survey. These assessments evaluate what a reader needs from pacing to complexity, said Torres. Students may also have cultural and life experiences that can inform the type of reading they might gravitate towards.\u003c/p>\n\u003ch2>\u003cstrong>Developing reading stamina\u003c/strong>\u003c/h2>\n\u003cp>But what about the kids who aren’t at the library every day?\u003c/p>\n\u003cp>One way to reach students who may not be as immersed in literary spaces is to remind them that “there are many different kinds of reading lives that we can develop,” said Torres. There isn’t one type of reading and it doesn’t have to just look like reading book after book, she continued.\u003c/p>\n\u003cp>“It’s to our disservice and the disservice of…young people that we shame them for not being able to sit down and read a 200-page novel from beginning to end,” said Torres.\u003c/p>\n\u003cp>When students need to become skilled at more technical reading, facilitators and educators need to teach students to diversify the ways they can dig deep into the text.\u003c/p>\n\u003cp>Because data does suggest that, overall, \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">young people are reading less\u003c/a>, it’s important to expand the reach of literary spaces as far as they can reach, said Ramakrishnan. For example, the NYPL places video games next to books about mental health, anime or sci-fi. “We want teens to feel like our library spaces are their own,” said Ramakrishnan.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>According to Ramakrishnan, it’s important to remind young people that “you can read for as long as it interests you and you can read the same book again and again for as long as it interests you.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lately, the internet discourse is about how \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">students don’t know how to read full books\u003c/a>. And notably, \u003ca href=\"https://www.kqed.org/mindshift/59856/6-questions-to-better-understand-math-and-reading-scores\">reading test scores are down\u003c/a>, so it’s no wonder educators are searching for solutions.\u003c/p>\n\u003cp>Middle school readers often have momentum from elementary school reading habits — like read-alouds, interactive reading in the classroom and making connections to real life through non-fiction project-based learning. But for high schoolers, developing reading stamina can be difficult because these practices are often discontinued sometime in middle school. However, librarians like \u003ca href=\"https://www.juliaetorres.com/\">Julia Torres\u003c/a> have identified several strategies to get teens excited about reading.\u003c/p>\n\u003cp>High schoolers are “looking to explore more complex subject matter…but a lot of them lack the stamina to be able to see stories through to the end,” said Torres, who is also an educator and activist.\u003c/p>\n\u003cp>Teens often enjoy and are more likely to read books that they can relate to in some way, according to Torres, who recommended books like “Long Way Down” by \u003ca href=\"https://www.kqed.org/mindshift/55528/teaching-a-new-generation-about-the-history-of-racist-ideas\">Jason Reynolds\u003c/a> because of its engaging subject matter, pacing and relatable language. \u003ca href=\"https://www.kqed.org/mindshift/64402/how-debunking-myths-about-graphic-novels-and-comics-can-unlock-learning\">Graphic novels can also bridge the gap\u003c/a> between middle and high school level reading because of the more mature subject matter that they offer.\u003c/p>\n\u003cp>But in order to read a book, you have to like it. “Nobody’s going to actually read something unless they want to—they’ll find ways around it,” Torres said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding your reading niche can take time and a lot of trial and error, and growing a love for reading can’t be forced.\u003c/p>\n\u003cp>“It can be hard for anybody of any age, but definitely for young people to find that book that they’re really excited about,” said \u003ca href=\"https://www.nationalbook.org/people/siva-ramakrishnan/\">Siva Ramakrishnan\u003c/a>, the director of Young Adult Programs & Services at the New York Public Library (NYPL).\u003c/p>\n\u003cp>https://www.youtube.com/live/VsCFRveMEG0\u003c/p>\n\u003ch2>\u003cstrong>Teens Are Reading, and More \u003c/strong>\u003c/h2>\n\u003cp>Something as simple as proximity to books can encourage teens to pick up a book and read. For the NYPL, which serves communities in Manhattan, Staten Island and the Bronx across 89 locations, physical and e-book circulation was counted at 700,000 for teens alone during the 2023-24 fiscal year. This was an increase from the year before.\u003c/p>\n\u003cp>Contrary to what the recent teen and \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">young adult literacy discourse\u003c/a> might suggest, “young people are going in-person to libraries in greater numbers than in decades before,” said Ramakrishnan. But teens aren’t always going to libraries just to check out books. Public libraries provide space for teens to access Wi-Fi, do homework, socialize and participate in programs like 3D printing.\u003c/p>\n\u003cp>“Libraries have become places where young people gather,” said Ramakrishnan.\u003c/p>\n\u003ch2>\u003cstrong>Banned books\u003c/strong>\u003c/h2>\n\u003cp>Books often provide a welcome space for young people to see themselves reflected in what they are reading, but when books are banned, some groups of people can be left behind. While libraries have become a place for teens to congregate during non-school hours, this still does not guarantee access to all reading materials.\u003c/p>\n\u003cp>In 2023, \u003ca href=\"https://www.ala.org/bbooks/book-ban-data\">4,240 books were banned\u003c/a> from schools and libraries across the nation — a 65% increase from the year prior. “The majority of these banned or challenged books are aimed at materials for young people, and disproportionately these are books that are written by or about people of color or people who identify as LGBTQ+,” said Ramakrishnan.\u003c/p>\n\u003cp>Book bans attack “two really critical components of the reading ecosystem that exist for kids,” said Ramakrishnan — schools and libraries.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ala.org/\">American Library Association\u003c/a> began their \u003ca href=\"https://www.ala.org/bbooks/banned\">Banned Books Week\u003c/a> in 1982, and it still continues today. The NYPL has riffed off of this annual tradition with their year-round \u003ca href=\"https://www.nypl.org/spotlight/freedom-to-read\">Protect The Freedom To Read\u003c/a> initiative, which houses their \u003ca href=\"https://www.nypl.org/spotlight/freedom-to-read/teen-book-club\">Banned Book Club for teens\u003c/a>.\u003c/p>\n\u003cp>“Our mission is to make knowledge accessible to everybody,” said Ramakrishnan.\u003c/p>\n\u003cp>When options are limited, especially the reading options that might open other students to a viewpoint that is unfamiliar to them, “that makes it harder for a young person to pick up a book and get really excited about it,” Ramakrishnan continued.\u003c/p>\n\u003cp>This year, NYPL’s Banned Book Club for teens is reading four titles: “\u003ca href=\"https://www.mikecurato.com/flamer\">Flamer\u003c/a>” by Mike Curato, “\u003ca href=\"https://www.goodreads.com/en/book/show/57600413-run\">Run: Book One\u003c/a>” by John Lewis and Andrew Aydin, “\u003ca href=\"https://us.macmillan.com/books/9781250143174/gowiththeflow/\">Go With the Flow\u003c/a>” by Lily Williams and Karen Schneemann, and “\u003ca href=\"https://www.penguinrandomhouse.com/books/602718/the-magic-fish-by-trung-le-nguyen/\">The Magic Fish\u003c/a>” by Trung Le Nguyen. Each book is also paired with a discussion guide, which is accessible to educators and teens across the country, as well as \u003ca href=\"https://www.youtube.com/live/VsCFRveMEG0\">online author Q&A\u003c/a> which are led by NYPL teen ambassadors.\u003c/p>\n\u003ch2>\u003cstrong>Reading is Reading is Reading \u003c/strong>\u003c/h2>\n\u003cp>Developing healthy reading habits — such as confidence in navigating knowledge systems like libraries and museums, self-selecting appropriate texts, and distinguishing fact from fiction and opinion — needs to happen before long-term sustained reading can happen, said Torres. And these healthy reading habits need to happen early, between fourth and seventh grades.\u003c/p>\n\u003cp>According to Torres, adults who are responsible for facilitating healthy reading habits for students must understand that in this day and age, literacy is multimodal. Young people read many things in many different ways. For example, they might read \u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\">fan fiction\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a>, physical books and anime subtitles.\u003c/p>\n\u003cp>“We need to keep in mind that their literacy encompasses so much more than just reading a book cover to cover,” said Torres. These multimodal reading habits shouldn’t be viewed as a threat to the physical book, Torres added, “but something that could be a companion to the physical book.”\u003c/p>\n\u003cp>If a student already reads anime subtitles, they might be interested in reading Light Novels — books that translate popular anime into prose, and sometimes include images. From there, an educator might help a student extract the themes or characters that they gravitate towards and recommend another book to read.\u003c/p>\n\u003cp>Pretty soon, a student who may not have known where to begin reading has an entire genre that they connect with and can continue reading, while still engaging in the other modalities of literacy that they already practiced.\u003c/p>\n\u003cp>One popular platform that educators and parents can use to help students find books within their interests is \u003ca href=\"https://www.ebsco.com/novelist\">NoveList\u003c/a>, which provides a database of reviews, and informs the reader of a book’s tone. Additionally, “[NoveList] gives you all kinds of helpful ways to pair a book with the next book in a reader’s journey,” said Torres.\u003c/p>\n\u003cp>There are also other ways to support students in developing healthy reading habits towards greater reading stamina.\u003c/p>\n\u003cp>Librarians conduct needs assessments for students, or what Torres calls a “Tastes and Habits” interest survey. These assessments evaluate what a reader needs from pacing to complexity, said Torres. Students may also have cultural and life experiences that can inform the type of reading they might gravitate towards.\u003c/p>\n\u003ch2>\u003cstrong>Developing reading stamina\u003c/strong>\u003c/h2>\n\u003cp>But what about the kids who aren’t at the library every day?\u003c/p>\n\u003cp>One way to reach students who may not be as immersed in literary spaces is to remind them that “there are many different kinds of reading lives that we can develop,” said Torres. There isn’t one type of reading and it doesn’t have to just look like reading book after book, she continued.\u003c/p>\n\u003cp>“It’s to our disservice and the disservice of…young people that we shame them for not being able to sit down and read a 200-page novel from beginning to end,” said Torres.\u003c/p>\n\u003cp>When students need to become skilled at more technical reading, facilitators and educators need to teach students to diversify the ways they can dig deep into the text.\u003c/p>\n\u003cp>Because data does suggest that, overall, \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">young people are reading less\u003c/a>, it’s important to expand the reach of literary spaces as far as they can reach, said Ramakrishnan. For example, the NYPL places video games next to books about mental health, anime or sci-fi. “We want teens to feel like our library spaces are their own,” said Ramakrishnan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Ramakrishnan, it’s important to remind young people that “you can read for as long as it interests you and you can read the same book again and again for as long as it interests you.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/antiracist-reading-revolution-285663\">Antiracist Reading Revolution: A Framework for Teaching Beyond Representation Toward Liberation\u003c/a> by Sonja Cherry-Paul. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>While there is no one way to define \u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">antiracist curriculum or instruction\u003c/a>, several characteristics emerge from the existing and growing body of scholarship on antiracism. I have identified five that can \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">inform instruction and shape the educational experiences\u003c/a> of students. Each of these characteristics works together as a whole to construct a vision of an antiracist reading classroom—the work of teachers and the work of students—that leads to liberation.\u003c/p>\n\u003cp>Although I discuss each of the characteristics individually and one at a time, it is important to note that they are not linear, but circuitous and interconnected. Looking at them individually can, I hope, provide a greater understanding of antiracist teaching as lived, liberatory practice.\u003c/p>\n\u003ch2>1. Center BIPOC in texts\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64262 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg\" alt=\"\" width=\"181\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg 452w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230-160x198.jpg 160w\" sizes=\"(max-width: 181px) 100vw, 181px\">Antiracist educators work to affirm racially and culturally diverse people and communities lovingly and \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">joyfully\u003c/a>. One way to achieve this is through \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">transparent, intentional text selection\u003c/a>, understanding that otherwise, books and texts are powerful ways young people can be socialized into racist and inequitable ideas. In \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\"> \u003cem>Stamped (For Kids): Racism, Antiracism, and You\u003c/em>\u003c/a>, I ask young readers to look out for mainstream representations that too often provide limited, deficit, harmful perspectives of Black and Brown people. Therefore, antiracist teaching seeks to powerfully reflect those who have been minoritized and marginalized in depth rather than in superficial breadth that can proliferate stereotypes. Books and texts written by BIPOC creators who share the same racial and cultural identity as the people and characters they are writing about are more likely to \u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\">present important, nuanced perspectives\u003c/a>.\u003c/p>\n\u003ch2>2. Recognize cultural, community and collective practices\u003c/h2>\n\u003cp>Antiracist educators recognize the importance of \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">truly knowing their students\u003c/a> — their personal identities, such as favorite TV shows, movies, sports and music, and also their social identities, which include their racial, cultural and linguistic identities as well as knowing the communities in which they live. Antiracist educators see this work of knowing as continuous, and it helps them to develop instruction and curriculum that are closer fits between students’ home and school cultures. \u003ca href=\"https://drkimparker.org/\">Kimberly Parker\u003c/a> asserts, “We see the world through our own racialized, gendered, complicated lenses” and the importance of educators reframing our thinking. To accomplish this, she recommends we lean into the scholarship around “funds of knowledge” to \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">develop multidimensional understandings of the children\u003c/a> in teachers’ care. Therefore, antiracist teaching is grounded in historical and contemporary experiences and issues of people and community. Rather than revering individualism and competition, books and texts that are centered in curriculum \u003ca href=\"https://www.kqed.org/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency\">support collectivism and communal practices\u003c/a> and are those that value multiple ways of knowing across cultures.\u003c/p>\n\u003ch2>3. Shatter silences around racism\u003c/h2>\n\u003cp>Educators \u003ca href=\"https://www.kqed.org/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms\">name racism proactively\u003c/a> and explicitly and help students develop a working definition of racism. This definition deepens across space, time and context, making it possible for students to recognize social, economic and political factors that create environmental conditions that oppress BIPOC and communities. Each summer, \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> and I co-facilitate the \u003ca href=\"https://theirel.org/\">Institute for Racial Equity in Literacy\u003c/a> (IREL), a unique professional development experience that supports educators in the work of antiracism and equity in their classrooms, schools and communities. This work demands critical reflection and action. We challenge educators to identify the ways in which racism has been embedded throughout history and in every societal institution, \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">including schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>– And we ask educators to reflect on questions such as these:\u003c/p>\n\u003cp>– How can we ensure that our educational practices are not just inclusive but equitable?\u003c/p>\n\u003cp>– How can we use our power and position as educators to transform systems, whether those systems be our individual classrooms, districts or greater communities?\u003c/p>\n\u003cp>– How can we help students read, write and \u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">speak up for justice\u003c/a>?\u003c/p>\n\u003cp>Therefore, antiracist teaching helps students recognize ways racism is entrenched in institutions and systems such as education, housing, health care, media, government, law enforcement and more and ways we can work to dismantle oppressive systems.\u003c/p>\n\u003ch2>4. Teach racial literacy\u003c/h2>\n\u003cp>Antiracist educators acquire racial literacy themselves and help their students become racially literate. This involves teaching that invites students to recognize race as a social construct, acknowledge racism as a contemporary problem and not just a past condition, and interrogate the ways whiteness drives the values, structures and systems in the United States and beyond. \u003ca href=\"https://x.com/detramichelle?lang=en\">Detra Price-Dennis\u003c/a> and \u003ca href=\"https://www.yolandasealeyruiz.com/\">Yolanda Sealey-Ruiz\u003c/a> convey the urgency for educators to not just talk about race and racism “but to learn how to \u003ca href=\"https://www.tc.columbia.edu/articles/2021/may/detra-price-dennis--yolanda-sealey-ruizs-new-book-on-technology-in-education/\">examine carefully how race is lived in our society\u003c/a>.” When educators acquire this skill, they are able to support the racial literacy development of their students so they are able to navigate and interrupt racist structures, systems, policies and practices. \u003ca href=\"https://ncte.org/wp-content/uploads/2021/04/SquireOfficePolicyBrief_RacialLiteracy_April2021.pdf\">Sealey-Ruiz explains\u003c/a> that “a desired outcome of racial literacy in an outwardly racist society like America is for members of the dominant racial category to adopt an antiracist stance and for persons of color to resist a victim stance.” Therefore, antiracist teaching supports authentic, critical and constructive conversations as students apply racial literacy skills to read and discuss texts and develop tools to disrupt racism in their lives.\u003c/p>\n\u003ch2>5. Learn about community activists\u003c/h2>\n\u003cp>Antiracist educators learn about people locally as well as globally who are working to dismantle racism. They recognize that those who make this their life’s work aren’t always heralded in books for students to access. Also crucially important is the recognition of ways activists \u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">work in community with others\u003c/a>. Parker defines community as “a group of people who come together around shared purposes” that includes “members’ needs for connection, interdependence and the belief that a community — and the work required to create and maintain it — are necessary and possible.” The work of antiracist educators cannot flourish without cultivating community in our classrooms. Community, Dr. Parker asserts, “must be intentional if we want it to be liberatory.” The nurturing of our classroom communities must also include connecting students to the people and organizations in the wider school community who work to make life more equitable in their neighborhoods and in the world. Such connection is one way students maintain hope for a more just world — a hope that is underpinned by intention, commitment and action. Therefore, antiracist teaching creates community and connects young people to activists that empower them to consider how they locate themselves in the longevity of work for liberation and ways they will cultivate new ideas that become seeds of change.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://sonjacherrypaul.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64263 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg\" alt=\"\" width=\"164\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-160x155.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-768x742.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download.jpg 932w\" sizes=\"(max-width: 164px) 100vw, 164px\">Sonja Cherry-Paul\u003c/a> is the founder of Red Clay Educators, co-director of the Institute for Racial Equity in Literacy, co-director of the Teach Black History All Year Institute and executive producer and host of The Black Creators Series. She is an educator with more than 20 years of classroom experience who has written several books that support reading and writing instruction and has adapted the #1 New York Times Bestseller, \u003c/em>Stamped (For Kids)\u003cem>. Sonja leads professional development for schools and organizations in equity and antiracism.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/books/antiracist-reading-revolution-285663\">Antiracist Reading Revolution: A Framework for Teaching Beyond Representation Toward Liberation\u003c/a> by Sonja Cherry-Paul. Copyright (c) 2024 by \u003ca href=\"https://us.corwin.com/\">Corwin Press, Inc.\u003c/a> All rights reserved.\u003c/em>\u003c/p>\n\u003cp>While there is no one way to define \u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">antiracist curriculum or instruction\u003c/a>, several characteristics emerge from the existing and growing body of scholarship on antiracism. I have identified five that can \u003ca href=\"https://www.kqed.org/mindshift/58033/three-strategies-for-advancing-antiracist-practices\">inform instruction and shape the educational experiences\u003c/a> of students. Each of these characteristics works together as a whole to construct a vision of an antiracist reading classroom—the work of teachers and the work of students—that leads to liberation.\u003c/p>\n\u003cp>Although I discuss each of the characteristics individually and one at a time, it is important to note that they are not linear, but circuitous and interconnected. Looking at them individually can, I hope, provide a greater understanding of antiracist teaching as lived, liberatory practice.\u003c/p>\n\u003ch2>1. Center BIPOC in texts\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-64262 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg\" alt=\"\" width=\"181\" height=\"224\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230.jpg 452w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/smart-cover-285663-285663130242121820230-160x198.jpg 160w\" sizes=\"(max-width: 181px) 100vw, 181px\">Antiracist educators work to affirm racially and culturally diverse people and communities lovingly and \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">joyfully\u003c/a>. One way to achieve this is through \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">transparent, intentional text selection\u003c/a>, understanding that otherwise, books and texts are powerful ways young people can be socialized into racist and inequitable ideas. In \u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\"> \u003cem>Stamped (For Kids): Racism, Antiracism, and You\u003c/em>\u003c/a>, I ask young readers to look out for mainstream representations that too often provide limited, deficit, harmful perspectives of Black and Brown people. Therefore, antiracist teaching seeks to powerfully reflect those who have been minoritized and marginalized in depth rather than in superficial breadth that can proliferate stereotypes. Books and texts written by BIPOC creators who share the same racial and cultural identity as the people and characters they are writing about are more likely to \u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\">present important, nuanced perspectives\u003c/a>.\u003c/p>\n\u003ch2>2. Recognize cultural, community and collective practices\u003c/h2>\n\u003cp>Antiracist educators recognize the importance of \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">truly knowing their students\u003c/a> — their personal identities, such as favorite TV shows, movies, sports and music, and also their social identities, which include their racial, cultural and linguistic identities as well as knowing the communities in which they live. Antiracist educators see this work of knowing as continuous, and it helps them to develop instruction and curriculum that are closer fits between students’ home and school cultures. \u003ca href=\"https://drkimparker.org/\">Kimberly Parker\u003c/a> asserts, “We see the world through our own racialized, gendered, complicated lenses” and the importance of educators reframing our thinking. To accomplish this, she recommends we lean into the scholarship around “funds of knowledge” to \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">develop multidimensional understandings of the children\u003c/a> in teachers’ care. Therefore, antiracist teaching is grounded in historical and contemporary experiences and issues of people and community. Rather than revering individualism and competition, books and texts that are centered in curriculum \u003ca href=\"https://www.kqed.org/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency\">support collectivism and communal practices\u003c/a> and are those that value multiple ways of knowing across cultures.\u003c/p>\n\u003ch2>3. Shatter silences around racism\u003c/h2>\n\u003cp>Educators \u003ca href=\"https://www.kqed.org/mindshift/64209/6-strategies-for-addressing-hate-speech-and-microaggressions-in-classrooms\">name racism proactively\u003c/a> and explicitly and help students develop a working definition of racism. This definition deepens across space, time and context, making it possible for students to recognize social, economic and political factors that create environmental conditions that oppress BIPOC and communities. Each summer, \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> and I co-facilitate the \u003ca href=\"https://theirel.org/\">Institute for Racial Equity in Literacy\u003c/a> (IREL), a unique professional development experience that supports educators in the work of antiracism and equity in their classrooms, schools and communities. This work demands critical reflection and action. We challenge educators to identify the ways in which racism has been embedded throughout history and in every societal institution, \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">including schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>– And we ask educators to reflect on questions such as these:\u003c/p>\n\u003cp>– How can we ensure that our educational practices are not just inclusive but equitable?\u003c/p>\n\u003cp>– How can we use our power and position as educators to transform systems, whether those systems be our individual classrooms, districts or greater communities?\u003c/p>\n\u003cp>– How can we help students read, write and \u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">speak up for justice\u003c/a>?\u003c/p>\n\u003cp>Therefore, antiracist teaching helps students recognize ways racism is entrenched in institutions and systems such as education, housing, health care, media, government, law enforcement and more and ways we can work to dismantle oppressive systems.\u003c/p>\n\u003ch2>4. Teach racial literacy\u003c/h2>\n\u003cp>Antiracist educators acquire racial literacy themselves and help their students become racially literate. This involves teaching that invites students to recognize race as a social construct, acknowledge racism as a contemporary problem and not just a past condition, and interrogate the ways whiteness drives the values, structures and systems in the United States and beyond. \u003ca href=\"https://x.com/detramichelle?lang=en\">Detra Price-Dennis\u003c/a> and \u003ca href=\"https://www.yolandasealeyruiz.com/\">Yolanda Sealey-Ruiz\u003c/a> convey the urgency for educators to not just talk about race and racism “but to learn how to \u003ca href=\"https://www.tc.columbia.edu/articles/2021/may/detra-price-dennis--yolanda-sealey-ruizs-new-book-on-technology-in-education/\">examine carefully how race is lived in our society\u003c/a>.” When educators acquire this skill, they are able to support the racial literacy development of their students so they are able to navigate and interrupt racist structures, systems, policies and practices. \u003ca href=\"https://ncte.org/wp-content/uploads/2021/04/SquireOfficePolicyBrief_RacialLiteracy_April2021.pdf\">Sealey-Ruiz explains\u003c/a> that “a desired outcome of racial literacy in an outwardly racist society like America is for members of the dominant racial category to adopt an antiracist stance and for persons of color to resist a victim stance.” Therefore, antiracist teaching supports authentic, critical and constructive conversations as students apply racial literacy skills to read and discuss texts and develop tools to disrupt racism in their lives.\u003c/p>\n\u003ch2>5. Learn about community activists\u003c/h2>\n\u003cp>Antiracist educators learn about people locally as well as globally who are working to dismantle racism. They recognize that those who make this their life’s work aren’t always heralded in books for students to access. Also crucially important is the recognition of ways activists \u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">work in community with others\u003c/a>. Parker defines community as “a group of people who come together around shared purposes” that includes “members’ needs for connection, interdependence and the belief that a community — and the work required to create and maintain it — are necessary and possible.” The work of antiracist educators cannot flourish without cultivating community in our classrooms. Community, Dr. Parker asserts, “must be intentional if we want it to be liberatory.” The nurturing of our classroom communities must also include connecting students to the people and organizations in the wider school community who work to make life more equitable in their neighborhoods and in the world. Such connection is one way students maintain hope for a more just world — a hope that is underpinned by intention, commitment and action. Therefore, antiracist teaching creates community and connects young people to activists that empower them to consider how they locate themselves in the longevity of work for liberation and ways they will cultivate new ideas that become seeds of change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://sonjacherrypaul.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64263 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg\" alt=\"\" width=\"164\" height=\"159\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-800x773.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-160x155.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download-768x742.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/download.jpg 932w\" sizes=\"(max-width: 164px) 100vw, 164px\">Sonja Cherry-Paul\u003c/a> is the founder of Red Clay Educators, co-director of the Institute for Racial Equity in Literacy, co-director of the Teach Black History All Year Institute and executive producer and host of The Black Creators Series. She is an educator with more than 20 years of classroom experience who has written several books that support reading and writing instruction and has adapted the #1 New York Times Bestseller, \u003c/em>Stamped (For Kids)\u003cem>. Sonja leads professional development for schools and organizations in equity and antiracism.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A half-century later, students at the University of Mississippi reckon with the past",
"headTitle": "A half-century later, students at the University of Mississippi reckon with the past | KQED",
"content": "\u003cp>OXFORD, Miss. — Many a Black history lesson includes the \u003ca href=\"https://www.npr.org/sections/pictureshow/2012/10/01/161966868/history-photographed-then-hidden\">story of James Meredith\u003c/a>, the man who \u003ca href=\"https://www.npr.org/2012/10/01/162083705/ole-miss-students-look-back-at-integration\">integrated the University of Mississippi\u003c/a> in 1962.\u003c/p>\n\u003cp>But that wasn’t the end of efforts \u003ca href=\"https://www.npr.org/2012/10/01/161573289/integrating-ole-miss-a-transformative-deadly-riot\">to dismantle entrenched segregation\u003c/a> on the college campus most associated with the Old South. Even the school’s moniker — Ole Miss — derives from the term enslaved people once used for the mistress of the plantation.\u003c/p>\n\u003cp>By 1970, about 200 Black students had enrolled at the state’s flagship university. At the time, school pride meant waving a \u003ca href=\"https://www.npr.org/2014/10/25/358871799/ole-miss-debates-campus-traditions-with-confederate-roots\">Confederate battle flag\u003c/a>.\u003c/p>\n\u003cp>“The climate was like the desert,” says Linnie Liggins Willis, who started at Ole Miss in 1967. She describes a sense of isolation for Black students.\u003c/p>\n\u003cp>“We would associate and cling to each other because we didn’t have the opportunity to really interact with the other students on campus,” Willis says. “We just kind of formed our own little community.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her classmate, Kenneth Mayfield says the message was clear that Black students were considered second-class citizens. He remembers they would be taunted when walking by the athletic dorm.\u003c/p>\n\u003cp>“You were going to get harassed, you know, with the N-word, stuff like that,” he says.\u003c/p>\n\u003cp>Mayfield’s best friend, Donald Cole, remembers sitting alone on his first day of chemistry class because white students refused to take the seats near him. He says he was regularly reminded of his place, for instance being forced off the sidewalk on a rainy day.\u003c/p>\n\u003cp>“There were some guys twice my size who blocked the sidewalk. I was supposed to walk around them in the mud,” Cole says.\u003c/p>\n\u003cp>A disheartening experience for students who thought they had a shot at an education here after James Meredith had broken the color barrier eight years before. Yet they encountered only token integration. So they formed a Black Student Union in protest.\u003c/p>\n\u003ch3>Fighting for racial equity in the post-integration era\u003c/h3>\n\u003cp>“We wanted our voices to be heard,” says Willis, secretary of the group. “We wanted to feel that we were a part of the mainstream, and that as Blacks or African-Americans, we would we would have a certain amount of power that we could leverage for whatever we wanted to in the future.”\u003c/p>\n\u003cp>Emboldened by protests on campuses across the country at the time, Cole says, the group came up with 27 demands for racial equity, and presented them to the chancellor on Feb. 24, 1970.\u003c/p>\n\u003cfigure id=\"attachment_63262\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63262\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe\" alt=\"\" width=\"700\" height=\"1184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec-160x271.jpe 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">A typed list of demands the Black Student Union presented to the chancellor of University of Mississippi in 1970. Emboldened by protests on other campuses across the country, Black students saw an opportunity to challenge token integration at Ole Miss. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We were just asking, very very simply, to be treated normally,” Cole says. “We were just trying to better the institution.”\u003c/p>\n\u003cp>They wanted the school to hire Black professors, recruit Black athletes, and do away with sanctioned racist imagery.\u003c/p>\n\u003cp>“Disassociation of the university with Confederate symbols — \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">the flag at the time\u003c/a> because that was that was just one way of individuals constantly telling me that they didn’t want me here,” says Cole.\u003c/p>\n\u003cp>“This was really about telling these Black students, ‘know your place; this is still a white man’s university,'” says Ralph Eubanks. He’s a \u003ca href=\"https://www.wralpheubanks.com/\">writer-in-residence\u003c/a> and Black Power faculty fellow at the Center for the Study of Southern Culture at the University of Mississippi.\u003c/p>\n\u003cfigure id=\"attachment_63263\" class=\"wp-caption aligncenter\" style=\"max-width: 1950px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg\" alt=\"\" width=\"1950\" height=\"1437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg 1950w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-800x590.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1020x752.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-768x566.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1536x1132.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1920x1415.jpg 1920w\" sizes=\"(max-width: 1950px) 100vw, 1950px\">\u003cfigcaption class=\"wp-caption-text\">Black students burn a Confederate battle flag in protest at the University of Mississippi. In 1970, the Black Student Union demanded that Ole Miss disassociate with Confederate symbols. They said waving the flag was a reminder that Ole Miss was still a “white man’s university,” eight years after James Meredith had integrated the college campus most associated with the Old South. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eubanks is working to make sure the \u003ca href=\"https://www.npr.org/2017/02/22/515757039/a-students-perspective-on-mississippi-beautiful-engulfing-and-sometimes-enraging\">current generation of students\u003c/a> at Ole Miss learns about the \u003ca href=\"https://www.newyorker.com/news/news-desk/the-unhealed-wounds-of-a-mass-arrest-of-black-students-at-ole-miss-fifty-years-later\">decades-long struggle to fully integrate the campus\u003c/a>.\u003c/p>\n\u003cp>“I’m talking to you in a building right now that was built by slaves. And I can’t escape that,” Eubanks says. “I want everyone to see the connections, the historical connections between all of these events and not really forget them.”\u003c/p>\n\u003cp>He says they have lessons for today, and the future.\u003c/p>\n\u003cp>“That has been the missing piece of the civil rights movement,” he says. “We as a nation never learned to work together down the road. And this university, with its civil rights history, never had that form of reconciliation.”\u003c/p>\n\u003cfigure id=\"attachment_63264\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63264\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1891\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-800x591.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1020x753.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-768x567.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1536x1135.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-2048x1513.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1920x1418.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Author Ralph Eubanks is faculty fellow and writer-in-residence at the Center for the Study of Southern Culture at the University of Mississippi. He’s part of the Black Power at Ole Miss task force that’s commemorating the 1970 protests. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent commemoration on campus, pre-law freshman Aminata Ba gave a dramatic recitation of the Black Student Union’s demands from 1970, telling the audience that the protest “was in resistance to the remnants of slavery in Mississippi and the consequential rampant racial abuse of Black students on campus.”\u003c/p>\n\u003cp>Ba considers herself a legacy of what those students demanded 54 years ago.\u003c/p>\n\u003cp>“You can’t help but just compare their experiences then to your experience now as a Black student at the University of Mississippi.” Ba says she wants to build on what they achieved.\u003c/p>\n\u003cp>“Addressing the difficult history and not whitewashing it, but instead saying, this is what we did and this is what we’re gonna do, and this is how we’re moving forward,” says Ba.\u003c/p>\n\u003ch3>Arrested and expelled for asserting Black Power\u003c/h3>\n\u003cp>A key event in the struggle of 1970 was when the Black Student Union disrupted a concert on campus. Linnie Willis says students were surprised the university was promoting the show by \u003ca href=\"https://upwithpeople.org/\">Up With People\u003c/a>, a mixed-race international singing group.\u003c/p>\n\u003cp>“How hypocritical, that they are so willing to embrace this interracial group coming here, but yet they did not embrace us,” she says.\u003c/p>\n\u003cp>“We just walked right across in front of the performing group and stood there and, we raised our fists with the Black power symbol.”\u003c/p>\n\u003cfigure id=\"attachment_63265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63265\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Donald Cole, right, describes having a gun pointed at him when Black protesters were arrested in 1970 after storming the stage during a concert by the group “Up With People” on the Ole Miss campus. Cole, and his best friend, Kenneth Mayfield, left, were expelled from the university along with six others. The two are back on campus to tell current Ole Miss students what happened back then. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenneth Mayfield grabbed a microphone from one of the singers to spell out their demands. “A few minutes later, the word came up to those of us who were on the stage that the highway patrol had surrounded the building,” Mayfield remembers.\u003c/p>\n\u003cp>For the first time since that night 54 years ago, Mayfield and Cole are introduced to two members of Up With People who traveled to Oxford for the commemoration.\u003c/p>\n\u003cp>“I am just so glad that we are to be here tonight and laugh about it,” reflects Donald Cole, standing outside the venue where it all happened – Fulton Chapel. “It could have easily been a very violent night here.”\u003c/p>\n\u003cp>Bruce Parker and Ric Newman, both white men, were part of the cast. The protest made a lasting impression on them.\u003c/p>\n\u003cp>“We stopped the song we were singing, and we immediately went into [the song] \u003ca href=\"https://www.youtube.com/watch?v=PTn2C7bwbZc\">What Color Is God’s Skin\u003c/a>,” Parker recalls. “I think it really spoke to the protesters……I just felt like there was something going on here.”\u003c/p>\n\u003cfigure id=\"attachment_63267\" class=\"wp-caption aligncenter\" style=\"max-width: 2554px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63267\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg\" alt=\"\" width=\"2554\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg 2554w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-800x802.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1020x1022.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-768x770.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1532x1536.jpg 1532w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-2043x2048.jpg 2043w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1920x1925.jpg 1920w\" sizes=\"(max-width: 2554px) 100vw, 2554px\">\u003cfigcaption class=\"wp-caption-text\">The campus newspaper, The Daily Mississippian, covered a protest by Black students who disrupted a concert at the University of Mississippi’s Fulton Chapel in 1970. The protesters were demanding racial equality on campus. Eighty-nine Black students were arrested, and eight of them expelled. \u003ccite>(The Daily Mississippian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We wanted them to know that we were standing with them, not against them,” says Newman, recounting the lyrics that said “every man’s the same in the good Lord’s sight.”\u003c/p>\n\u003cp>Eighty-nine protesters were arrested, along with other Black students who had earlier burned a Confederate flag. Eight of them, including Willis, Mayfield and Cole were expelled. Cole says they expected some form of punishment, but not to get kicked off campus.\u003c/p>\n\u003cp>“I mean we’ve seen frat boys do stuff much, much more,” he says.\u003c/p>\n\u003cp>“But those frat boys weren’t trying to change the whole culture of the South either,” Parker tells him.\u003c/p>\n\u003ch3>50 years of silence about their struggle\u003c/h3>\n\u003cp>The students sued to be reinstated, but lost their court battle. Cole says being expelled was a blow at first, but he and Mayfield went on to earn degrees from Tougaloo, a historically Black college in Jackson, Miss. Mayfield is a lawyer. And Cole is retired from the University of Mississippi. In a complicated relationship that spanned more than 50 years, he went back to earn his doctorate, became a math professor, and later, assistant provost for multi-cultural affairs.\u003c/p>\n\u003cp>Linnie Liggins Willis, who had completed all of her coursework, yet was still denied a degree, left the state of Mississippi for good. She’s retired from a career as executive director of a housing authority in Ohio.\u003c/p>\n\u003cp>Willis says she was bitter about the Ole Miss experience for a long time, and remained baffled about how quickly law enforcement showed up to arrest the protesters.\u003c/p>\n\u003cp>“For them to be there, poised and ready when we came out of that building? I always wondered about that.”\u003c/p>\n\u003cp>Years later, it was revealed that the Black Student Union had been under surveillance and infiltrated by the FBI, and the \u003ca href=\"https://da.mdah.ms.gov/sovcom/\">Mississippi Sovereignty Commission\u003c/a>, the state spying agency created to maintain white supremacy. And their story was silenced.\u003c/p>\n\u003cfigure id=\"attachment_63269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Donald Cole, red sweater, and Kenneth Mayfield, right, talk with University of Mississippi students, Emerson Morris and Aminata Ba, right, at Fulton Chapel, the site of a protest for racial equality during a concert in 1970. Former “Up With People” trumpet player Ric Newman, left, says the group tried to show solidarity with the Black students who stormed the stage during the performance. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Our history …. it’s almost like it was just wiped away, a clean slate. Nobody talked about us. Nobody heard about us and knew about us,” says Willis. “The university needs to reckon with the fact that we were there. We made a statement and because of that, there are many who are benefiting from that today.”\u003c/p>\n\u003cp>Fifty years later, Ole Miss did acknowledge their contributions. \u003ca href=\"https://egrove.olemiss.edu/blkpower_photo/15/\">Willis got the degree that she’d earned but been denied.\u003c/a> The university apologized to the expelled students and created scholarships in their honor, and now includes programs like the commemoration this year so that modern day students can learn from their experience.\u003c/p>\n\u003cp>“What we’re focused on now is making sure that we continue to reconcile and repair and build those relationships with those who were impacted and tell the story,” says Shawnboda Mead, Vice Chancellor for Diversity of Community Engagement at the University of Mississippi.\u003c/p>\n\u003ch3>Modern day students embrace the difficult history\u003c/h3>\n\u003cp>“The impact of the 1970 protest was not in vain,” says Robert Mister, a second-generation Black student at Ole Miss who says much has changed since then, and since his mother was a student here in the 1990s.\u003c/p>\n\u003cp>“I really don’t like how we hold Ole Miss to its old roots,” he says. “A lot of people in my community tend to say ‘oh, Ole Miss is that racist school. Ole Miss is that white man’s school.’ I’m here to tell you in 2024 that’s most definitely not the case.”\u003c/p>\n\u003cp>The institution has worked to \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">distance itself from symbols\u003c/a> of the Old South, banning the Confederate battle flag from sporting events, for instance. It’s installing historical markers that more fully reflect what happened, and there are even campus slavery tours now that delve deeply into the history here.\u003c/p>\n\u003cfigure id=\"attachment_63270\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Robert Mister, poses for a portrait on the campus, Feb. 18. He’s a junior majoring in electrical engineering. Mister says he’s a beneficiary of what Black students demanded in 1970. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Ole Miss still struggles to attract and retain Black professors and students in a way that reflects Mississippi. The state’s population is nearly 40% African-American, the highest percentage in the country.\u003c/p>\n\u003cp>Yet Black students make up only 11.4% of the \u003ca href=\"https://irep.olemiss.edu/fall-2022-2023-enrollment/\">University of Mississippi student body\u003c/a>. And the percentage of Black faculty is even smaller — 6.5%.\u003c/p>\n\u003cp>Freshman Edward Wilson has noticed. “I’m like, where are they? You know, where is this representation and where are people who go here going to see any other representation besides the person who prepares my fries?”\u003c/p>\n\u003cp>Wilson says learning about what happened on campus in 1970 has him thinking about what protest means to people his age.\u003c/p>\n\u003cp>“You’re just trying to find a place in the world,” Wilson says. “It doesn’t have to be some big march for massive things like voting rights, but it can be small scale stuff. Just making your voice heard when you feel like you’ve been shut out of the conversation. That itself is protest to me.”\u003c/p>\n\u003cp>It’s not lost on Wilson that this program comes at a time when some conservative state leaders are \u003ca href=\"https://www.npr.org/2023/05/15/1176210007/florida-ron-desantis-dei-ban-diversity\">seeking to curtail diversity, equity, and inclusion programs at publicly-funded universities\u003c/a>, and to squelch frank conversations about difficult racial history.\u003c/p>\n\u003cfigure id=\"attachment_63271\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63271\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-800x512.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1020x652.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-768x491.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1536x983.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-2048x1310.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1920x1228.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Jordan Isbell, 20, takes pictures of fellow student, Razabier Davis, 20 with left, Donald Cole and Kenneth Mayfield on the stage of Fulton Chapel on Feb. 15. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think that it’s blatantly saying ‘so yeah, it happened. But what about it?'” Wilson says. “If you only want the good parts and not understanding the bad parts, then it becomes willful ignorance at that point.”\u003c/p>\n\u003cp>His classmate, Emerson Morris, a white woman from Biloxi, Miss., notes that in the 60s, she would not have been able to participate in an event like this.\u003c/p>\n\u003cp>“These are my friends,” Morris says. “This is progress and we still have so much more to do in the future, but we cannot limit the voices of those around us. There’s a place for everybody here.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For Kenneth Mayfield and Donald Cole, seeing these students asserting their place on campus today, is proof they were on the right side of history back in 1970.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+half-century+later%2C+students+at+the+University+of+Mississippi+reckon+with+the+past&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "In 1970 the University of Mississippi expelled Black students who protested their mistreatment on campus. The university has started to acknowledge that history.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>OXFORD, Miss. — Many a Black history lesson includes the \u003ca href=\"https://www.npr.org/sections/pictureshow/2012/10/01/161966868/history-photographed-then-hidden\">story of James Meredith\u003c/a>, the man who \u003ca href=\"https://www.npr.org/2012/10/01/162083705/ole-miss-students-look-back-at-integration\">integrated the University of Mississippi\u003c/a> in 1962.\u003c/p>\n\u003cp>But that wasn’t the end of efforts \u003ca href=\"https://www.npr.org/2012/10/01/161573289/integrating-ole-miss-a-transformative-deadly-riot\">to dismantle entrenched segregation\u003c/a> on the college campus most associated with the Old South. Even the school’s moniker — Ole Miss — derives from the term enslaved people once used for the mistress of the plantation.\u003c/p>\n\u003cp>By 1970, about 200 Black students had enrolled at the state’s flagship university. At the time, school pride meant waving a \u003ca href=\"https://www.npr.org/2014/10/25/358871799/ole-miss-debates-campus-traditions-with-confederate-roots\">Confederate battle flag\u003c/a>.\u003c/p>\n\u003cp>“The climate was like the desert,” says Linnie Liggins Willis, who started at Ole Miss in 1967. She describes a sense of isolation for Black students.\u003c/p>\n\u003cp>“We would associate and cling to each other because we didn’t have the opportunity to really interact with the other students on campus,” Willis says. “We just kind of formed our own little community.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her classmate, Kenneth Mayfield says the message was clear that Black students were considered second-class citizens. He remembers they would be taunted when walking by the athletic dorm.\u003c/p>\n\u003cp>“You were going to get harassed, you know, with the N-word, stuff like that,” he says.\u003c/p>\n\u003cp>Mayfield’s best friend, Donald Cole, remembers sitting alone on his first day of chemistry class because white students refused to take the seats near him. He says he was regularly reminded of his place, for instance being forced off the sidewalk on a rainy day.\u003c/p>\n\u003cp>“There were some guys twice my size who blocked the sidewalk. I was supposed to walk around them in the mud,” Cole says.\u003c/p>\n\u003cp>A disheartening experience for students who thought they had a shot at an education here after James Meredith had broken the color barrier eight years before. Yet they encountered only token integration. So they formed a Black Student Union in protest.\u003c/p>\n\u003ch3>Fighting for racial equity in the post-integration era\u003c/h3>\n\u003cp>“We wanted our voices to be heard,” says Willis, secretary of the group. “We wanted to feel that we were a part of the mainstream, and that as Blacks or African-Americans, we would we would have a certain amount of power that we could leverage for whatever we wanted to in the future.”\u003c/p>\n\u003cp>Emboldened by protests on campuses across the country at the time, Cole says, the group came up with 27 demands for racial equity, and presented them to the chancellor on Feb. 24, 1970.\u003c/p>\n\u003cfigure id=\"attachment_63262\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63262\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe\" alt=\"\" width=\"700\" height=\"1184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec-160x271.jpe 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">A typed list of demands the Black Student Union presented to the chancellor of University of Mississippi in 1970. Emboldened by protests on other campuses across the country, Black students saw an opportunity to challenge token integration at Ole Miss. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We were just asking, very very simply, to be treated normally,” Cole says. “We were just trying to better the institution.”\u003c/p>\n\u003cp>They wanted the school to hire Black professors, recruit Black athletes, and do away with sanctioned racist imagery.\u003c/p>\n\u003cp>“Disassociation of the university with Confederate symbols — \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">the flag at the time\u003c/a> because that was that was just one way of individuals constantly telling me that they didn’t want me here,” says Cole.\u003c/p>\n\u003cp>“This was really about telling these Black students, ‘know your place; this is still a white man’s university,'” says Ralph Eubanks. He’s a \u003ca href=\"https://www.wralpheubanks.com/\">writer-in-residence\u003c/a> and Black Power faculty fellow at the Center for the Study of Southern Culture at the University of Mississippi.\u003c/p>\n\u003cfigure id=\"attachment_63263\" class=\"wp-caption aligncenter\" style=\"max-width: 1950px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg\" alt=\"\" width=\"1950\" height=\"1437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg 1950w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-800x590.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1020x752.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-768x566.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1536x1132.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1920x1415.jpg 1920w\" sizes=\"(max-width: 1950px) 100vw, 1950px\">\u003cfigcaption class=\"wp-caption-text\">Black students burn a Confederate battle flag in protest at the University of Mississippi. In 1970, the Black Student Union demanded that Ole Miss disassociate with Confederate symbols. They said waving the flag was a reminder that Ole Miss was still a “white man’s university,” eight years after James Meredith had integrated the college campus most associated with the Old South. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eubanks is working to make sure the \u003ca href=\"https://www.npr.org/2017/02/22/515757039/a-students-perspective-on-mississippi-beautiful-engulfing-and-sometimes-enraging\">current generation of students\u003c/a> at Ole Miss learns about the \u003ca href=\"https://www.newyorker.com/news/news-desk/the-unhealed-wounds-of-a-mass-arrest-of-black-students-at-ole-miss-fifty-years-later\">decades-long struggle to fully integrate the campus\u003c/a>.\u003c/p>\n\u003cp>“I’m talking to you in a building right now that was built by slaves. And I can’t escape that,” Eubanks says. “I want everyone to see the connections, the historical connections between all of these events and not really forget them.”\u003c/p>\n\u003cp>He says they have lessons for today, and the future.\u003c/p>\n\u003cp>“That has been the missing piece of the civil rights movement,” he says. “We as a nation never learned to work together down the road. And this university, with its civil rights history, never had that form of reconciliation.”\u003c/p>\n\u003cfigure id=\"attachment_63264\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63264\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1891\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-800x591.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1020x753.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-768x567.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1536x1135.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-2048x1513.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1920x1418.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Author Ralph Eubanks is faculty fellow and writer-in-residence at the Center for the Study of Southern Culture at the University of Mississippi. He’s part of the Black Power at Ole Miss task force that’s commemorating the 1970 protests. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent commemoration on campus, pre-law freshman Aminata Ba gave a dramatic recitation of the Black Student Union’s demands from 1970, telling the audience that the protest “was in resistance to the remnants of slavery in Mississippi and the consequential rampant racial abuse of Black students on campus.”\u003c/p>\n\u003cp>Ba considers herself a legacy of what those students demanded 54 years ago.\u003c/p>\n\u003cp>“You can’t help but just compare their experiences then to your experience now as a Black student at the University of Mississippi.” Ba says she wants to build on what they achieved.\u003c/p>\n\u003cp>“Addressing the difficult history and not whitewashing it, but instead saying, this is what we did and this is what we’re gonna do, and this is how we’re moving forward,” says Ba.\u003c/p>\n\u003ch3>Arrested and expelled for asserting Black Power\u003c/h3>\n\u003cp>A key event in the struggle of 1970 was when the Black Student Union disrupted a concert on campus. Linnie Willis says students were surprised the university was promoting the show by \u003ca href=\"https://upwithpeople.org/\">Up With People\u003c/a>, a mixed-race international singing group.\u003c/p>\n\u003cp>“How hypocritical, that they are so willing to embrace this interracial group coming here, but yet they did not embrace us,” she says.\u003c/p>\n\u003cp>“We just walked right across in front of the performing group and stood there and, we raised our fists with the Black power symbol.”\u003c/p>\n\u003cfigure id=\"attachment_63265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63265\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Donald Cole, right, describes having a gun pointed at him when Black protesters were arrested in 1970 after storming the stage during a concert by the group “Up With People” on the Ole Miss campus. Cole, and his best friend, Kenneth Mayfield, left, were expelled from the university along with six others. The two are back on campus to tell current Ole Miss students what happened back then. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenneth Mayfield grabbed a microphone from one of the singers to spell out their demands. “A few minutes later, the word came up to those of us who were on the stage that the highway patrol had surrounded the building,” Mayfield remembers.\u003c/p>\n\u003cp>For the first time since that night 54 years ago, Mayfield and Cole are introduced to two members of Up With People who traveled to Oxford for the commemoration.\u003c/p>\n\u003cp>“I am just so glad that we are to be here tonight and laugh about it,” reflects Donald Cole, standing outside the venue where it all happened – Fulton Chapel. “It could have easily been a very violent night here.”\u003c/p>\n\u003cp>Bruce Parker and Ric Newman, both white men, were part of the cast. The protest made a lasting impression on them.\u003c/p>\n\u003cp>“We stopped the song we were singing, and we immediately went into [the song] \u003ca href=\"https://www.youtube.com/watch?v=PTn2C7bwbZc\">What Color Is God’s Skin\u003c/a>,” Parker recalls. “I think it really spoke to the protesters……I just felt like there was something going on here.”\u003c/p>\n\u003cfigure id=\"attachment_63267\" class=\"wp-caption aligncenter\" style=\"max-width: 2554px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63267\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg\" alt=\"\" width=\"2554\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg 2554w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-800x802.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1020x1022.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-768x770.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1532x1536.jpg 1532w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-2043x2048.jpg 2043w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1920x1925.jpg 1920w\" sizes=\"(max-width: 2554px) 100vw, 2554px\">\u003cfigcaption class=\"wp-caption-text\">The campus newspaper, The Daily Mississippian, covered a protest by Black students who disrupted a concert at the University of Mississippi’s Fulton Chapel in 1970. The protesters were demanding racial equality on campus. Eighty-nine Black students were arrested, and eight of them expelled. \u003ccite>(The Daily Mississippian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We wanted them to know that we were standing with them, not against them,” says Newman, recounting the lyrics that said “every man’s the same in the good Lord’s sight.”\u003c/p>\n\u003cp>Eighty-nine protesters were arrested, along with other Black students who had earlier burned a Confederate flag. Eight of them, including Willis, Mayfield and Cole were expelled. Cole says they expected some form of punishment, but not to get kicked off campus.\u003c/p>\n\u003cp>“I mean we’ve seen frat boys do stuff much, much more,” he says.\u003c/p>\n\u003cp>“But those frat boys weren’t trying to change the whole culture of the South either,” Parker tells him.\u003c/p>\n\u003ch3>50 years of silence about their struggle\u003c/h3>\n\u003cp>The students sued to be reinstated, but lost their court battle. Cole says being expelled was a blow at first, but he and Mayfield went on to earn degrees from Tougaloo, a historically Black college in Jackson, Miss. Mayfield is a lawyer. And Cole is retired from the University of Mississippi. In a complicated relationship that spanned more than 50 years, he went back to earn his doctorate, became a math professor, and later, assistant provost for multi-cultural affairs.\u003c/p>\n\u003cp>Linnie Liggins Willis, who had completed all of her coursework, yet was still denied a degree, left the state of Mississippi for good. She’s retired from a career as executive director of a housing authority in Ohio.\u003c/p>\n\u003cp>Willis says she was bitter about the Ole Miss experience for a long time, and remained baffled about how quickly law enforcement showed up to arrest the protesters.\u003c/p>\n\u003cp>“For them to be there, poised and ready when we came out of that building? I always wondered about that.”\u003c/p>\n\u003cp>Years later, it was revealed that the Black Student Union had been under surveillance and infiltrated by the FBI, and the \u003ca href=\"https://da.mdah.ms.gov/sovcom/\">Mississippi Sovereignty Commission\u003c/a>, the state spying agency created to maintain white supremacy. And their story was silenced.\u003c/p>\n\u003cfigure id=\"attachment_63269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Donald Cole, red sweater, and Kenneth Mayfield, right, talk with University of Mississippi students, Emerson Morris and Aminata Ba, right, at Fulton Chapel, the site of a protest for racial equality during a concert in 1970. Former “Up With People” trumpet player Ric Newman, left, says the group tried to show solidarity with the Black students who stormed the stage during the performance. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Our history …. it’s almost like it was just wiped away, a clean slate. Nobody talked about us. Nobody heard about us and knew about us,” says Willis. “The university needs to reckon with the fact that we were there. We made a statement and because of that, there are many who are benefiting from that today.”\u003c/p>\n\u003cp>Fifty years later, Ole Miss did acknowledge their contributions. \u003ca href=\"https://egrove.olemiss.edu/blkpower_photo/15/\">Willis got the degree that she’d earned but been denied.\u003c/a> The university apologized to the expelled students and created scholarships in their honor, and now includes programs like the commemoration this year so that modern day students can learn from their experience.\u003c/p>\n\u003cp>“What we’re focused on now is making sure that we continue to reconcile and repair and build those relationships with those who were impacted and tell the story,” says Shawnboda Mead, Vice Chancellor for Diversity of Community Engagement at the University of Mississippi.\u003c/p>\n\u003ch3>Modern day students embrace the difficult history\u003c/h3>\n\u003cp>“The impact of the 1970 protest was not in vain,” says Robert Mister, a second-generation Black student at Ole Miss who says much has changed since then, and since his mother was a student here in the 1990s.\u003c/p>\n\u003cp>“I really don’t like how we hold Ole Miss to its old roots,” he says. “A lot of people in my community tend to say ‘oh, Ole Miss is that racist school. Ole Miss is that white man’s school.’ I’m here to tell you in 2024 that’s most definitely not the case.”\u003c/p>\n\u003cp>The institution has worked to \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">distance itself from symbols\u003c/a> of the Old South, banning the Confederate battle flag from sporting events, for instance. It’s installing historical markers that more fully reflect what happened, and there are even campus slavery tours now that delve deeply into the history here.\u003c/p>\n\u003cfigure id=\"attachment_63270\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Robert Mister, poses for a portrait on the campus, Feb. 18. He’s a junior majoring in electrical engineering. Mister says he’s a beneficiary of what Black students demanded in 1970. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Ole Miss still struggles to attract and retain Black professors and students in a way that reflects Mississippi. The state’s population is nearly 40% African-American, the highest percentage in the country.\u003c/p>\n\u003cp>Yet Black students make up only 11.4% of the \u003ca href=\"https://irep.olemiss.edu/fall-2022-2023-enrollment/\">University of Mississippi student body\u003c/a>. And the percentage of Black faculty is even smaller — 6.5%.\u003c/p>\n\u003cp>Freshman Edward Wilson has noticed. “I’m like, where are they? You know, where is this representation and where are people who go here going to see any other representation besides the person who prepares my fries?”\u003c/p>\n\u003cp>Wilson says learning about what happened on campus in 1970 has him thinking about what protest means to people his age.\u003c/p>\n\u003cp>“You’re just trying to find a place in the world,” Wilson says. “It doesn’t have to be some big march for massive things like voting rights, but it can be small scale stuff. Just making your voice heard when you feel like you’ve been shut out of the conversation. That itself is protest to me.”\u003c/p>\n\u003cp>It’s not lost on Wilson that this program comes at a time when some conservative state leaders are \u003ca href=\"https://www.npr.org/2023/05/15/1176210007/florida-ron-desantis-dei-ban-diversity\">seeking to curtail diversity, equity, and inclusion programs at publicly-funded universities\u003c/a>, and to squelch frank conversations about difficult racial history.\u003c/p>\n\u003cfigure id=\"attachment_63271\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63271\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-800x512.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1020x652.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-768x491.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1536x983.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-2048x1310.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1920x1228.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Jordan Isbell, 20, takes pictures of fellow student, Razabier Davis, 20 with left, Donald Cole and Kenneth Mayfield on the stage of Fulton Chapel on Feb. 15. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think that it’s blatantly saying ‘so yeah, it happened. But what about it?'” Wilson says. “If you only want the good parts and not understanding the bad parts, then it becomes willful ignorance at that point.”\u003c/p>\n\u003cp>His classmate, Emerson Morris, a white woman from Biloxi, Miss., notes that in the 60s, she would not have been able to participate in an event like this.\u003c/p>\n\u003cp>“These are my friends,” Morris says. “This is progress and we still have so much more to do in the future, but we cannot limit the voices of those around us. There’s a place for everybody here.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Kenneth Mayfield and Donald Cole, seeing these students asserting their place on campus today, is proof they were on the right side of history back in 1970.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+half-century+later%2C+students+at+the+University+of+Mississippi+reckon+with+the+past&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Listening to Black Girls to Cultivate Belonging in Middle and High School",
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"content": "\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\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\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \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\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy",
"title": "How One District Diversified Its Advanced Math Classes — Without the Controversy",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about math equity was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Fights over ‘detracking’ math classes have roiled other districts. But Union Public Schools, in Oklahoma, took a middle ground, adding tutoring and non-test-based ways for students to qualify for advanced math.",
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"title": "How One District Diversified Its Advanced Math Classes — Without the Controversy | KQED",
"description": "Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.",
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"socialDescription": "Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.",
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"headline": "How One District Diversified Its Advanced Math Classes — Without the Controversy",
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"nprByline": "Neal Morton, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about math equity was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\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\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\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": "Kids of color get worse health care across the board in the US, research finds",
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"content": "\u003cp>Imagine your child has broken a bone. You head to the emergency department, but the doctors won’t prescribe painkillers. This scenario is one that children of color in the U.S. are more likely to face than their white peers, according to \u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(23)00251-1/fulltext\">new findings\u003c/a> published in \u003cem>The Lancet Child & Adolescent Health.\u003c/em>\u003c/p>\n\u003cp>Researchers reviewed dozens of recent studies looking at the quality of care children receive across a wide spectrum of pediatric specialties. The inequities are widespread, says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=39078\">Nia Heard-Garris\u003c/a>, a researcher at Northwestern University and a pediatrician at Lurie Children’s Hospital of Chicago, who oversaw the review.\u003c/p>\n\u003cp>“No matter where you look, there are disparities in care for Black Americans, Hispanic, Latinx, Asian Americans — pretty much every racial and ethnic group that’s not white,” she says.\u003c/p>\n\u003cp>Heard-Garris says there are lots of examples of inequalities across specialties. The review found children of color are less likely to get diagnostic imaging and more likely to experience complications during and after some surgical procedures. They face longer wait times for care at the emergency room, and they are less likely to get diagnosed and treated for a developmental disability.\u003c/p>\n\u003cp>The strongest disparity evidence was found in pain management. Kids of color are less likely than their white peers to get painkillers for a broken arm or leg, for appendicitis or for migraines. “Those are some really severe examples of how this plays out,” says\u003ca href=\"https://chicago.medicine.uic.edu/directory/name/monique-jindal/\"> Dr. Monique Jindal\u003c/a>, an assistant professor at the University of Illinois Chicago and one of the authors of the review.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The researchers looked only at studies that included children who had health insurance, “so we cannot blame the lack of insurance for causing these disparities,” Heard-Garris says.\u003c/p>\n\u003cp>Compiling evidence of health inequities from across a wide array of pediatric specialties was a “tremendous” undertaking, says \u003ca href=\"https://research.childrensnational.org/people/monika-goyal\">Dr. Monika Goyal\u003c/a>, associate chief of emergency medicine at Children’s National Hospital in Washington, D.C., who was not involved in the research review.\u003c/p>\n\u003cp>“They have really done an amazing job in painstakingly pulling together the data that really highlights the widespread pervasiveness of inequities in care,” says Goyal, whose own research has examined disparities in pediatric care.\u003c/p>\n\u003cp>Researchers say the causes of the inequities are wide-ranging but are ultimately rooted in structural racism, including unequal access to healthy housing and economic opportunities, disparate policing of kids of color and unconscious bias among health care providers.\u003c/p>\n\u003cp>“Anyone who has their eyes open knows that the disparities exist. Where we’re really lacking is talking about tangible solutions,” says \u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(23)00262-6/fulltext\">Jindal\u003c/a>, who was the lead author on a companion paper that offered policy recommendations to counteract these widespread disparities in pediatric care.\u003c/p>\n\u003cp>These solutions may ultimately require sweeping policy changes, Jindal says, because “we cannot have high-quality health care or equitable health care without addressing each of the policy issues with the other sectors of society,” Jindal says.\u003c/p>\n\u003cp>But sweeping policy changes could take a long time, and some, like instituting universal health care, have proved politically unfeasible in the past. Some low-hanging fruit could be tackled at the state level, Jindal says, such as instituting continuous eligibility for social safety-net programs such as SNAP, Medicaid and CHIP, so that children don’t face losing insurance coverage and food assistance for administrative reasons.\u003c/p>\n\u003cp>In the meantime, Heard-Garris says health care providers should take some immediate steps to check their own practices for biases.\u003c/p>\n\u003cp>“Even if you are the most progressive provider, you’re still going to have things that are blinders,” she says. Make sure you check on those, challenge them, learn more, push yourself, review your own charts, Heard-Garris advises.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+of+color+get+worse+health+care+across+the+board+in+the+U.S.%2C+research+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Imagine your child has broken a bone. You head to the emergency department, but the doctors won’t prescribe painkillers. This scenario is one that children of color in the U.S. are more likely to face than their white peers, according to \u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(23)00251-1/fulltext\">new findings\u003c/a> published in \u003cem>The Lancet Child & Adolescent Health.\u003c/em>\u003c/p>\n\u003cp>Researchers reviewed dozens of recent studies looking at the quality of care children receive across a wide spectrum of pediatric specialties. The inequities are widespread, says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=39078\">Nia Heard-Garris\u003c/a>, a researcher at Northwestern University and a pediatrician at Lurie Children’s Hospital of Chicago, who oversaw the review.\u003c/p>\n\u003cp>“No matter where you look, there are disparities in care for Black Americans, Hispanic, Latinx, Asian Americans — pretty much every racial and ethnic group that’s not white,” she says.\u003c/p>\n\u003cp>Heard-Garris says there are lots of examples of inequalities across specialties. The review found children of color are less likely to get diagnostic imaging and more likely to experience complications during and after some surgical procedures. They face longer wait times for care at the emergency room, and they are less likely to get diagnosed and treated for a developmental disability.\u003c/p>\n\u003cp>The strongest disparity evidence was found in pain management. Kids of color are less likely than their white peers to get painkillers for a broken arm or leg, for appendicitis or for migraines. “Those are some really severe examples of how this plays out,” says\u003ca href=\"https://chicago.medicine.uic.edu/directory/name/monique-jindal/\"> Dr. Monique Jindal\u003c/a>, an assistant professor at the University of Illinois Chicago and one of the authors of the review.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers looked only at studies that included children who had health insurance, “so we cannot blame the lack of insurance for causing these disparities,” Heard-Garris says.\u003c/p>\n\u003cp>Compiling evidence of health inequities from across a wide array of pediatric specialties was a “tremendous” undertaking, says \u003ca href=\"https://research.childrensnational.org/people/monika-goyal\">Dr. Monika Goyal\u003c/a>, associate chief of emergency medicine at Children’s National Hospital in Washington, D.C., who was not involved in the research review.\u003c/p>\n\u003cp>“They have really done an amazing job in painstakingly pulling together the data that really highlights the widespread pervasiveness of inequities in care,” says Goyal, whose own research has examined disparities in pediatric care.\u003c/p>\n\u003cp>Researchers say the causes of the inequities are wide-ranging but are ultimately rooted in structural racism, including unequal access to healthy housing and economic opportunities, disparate policing of kids of color and unconscious bias among health care providers.\u003c/p>\n\u003cp>“Anyone who has their eyes open knows that the disparities exist. Where we’re really lacking is talking about tangible solutions,” says \u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(23)00262-6/fulltext\">Jindal\u003c/a>, who was the lead author on a companion paper that offered policy recommendations to counteract these widespread disparities in pediatric care.\u003c/p>\n\u003cp>These solutions may ultimately require sweeping policy changes, Jindal says, because “we cannot have high-quality health care or equitable health care without addressing each of the policy issues with the other sectors of society,” Jindal says.\u003c/p>\n\u003cp>But sweeping policy changes could take a long time, and some, like instituting universal health care, have proved politically unfeasible in the past. Some low-hanging fruit could be tackled at the state level, Jindal says, such as instituting continuous eligibility for social safety-net programs such as SNAP, Medicaid and CHIP, so that children don’t face losing insurance coverage and food assistance for administrative reasons.\u003c/p>\n\u003cp>In the meantime, Heard-Garris says health care providers should take some immediate steps to check their own practices for biases.\u003c/p>\n\u003cp>“Even if you are the most progressive provider, you’re still going to have things that are blinders,” she says. Make sure you check on those, challenge them, learn more, push yourself, review your own charts, Heard-Garris advises.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+of+color+get+worse+health+care+across+the+board+in+the+U.S.%2C+research+finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \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\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>"
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"title": "The Job Market Is Changing. Here’s How Educators Can Help Students Keep Up.",
"headTitle": "The Job Market Is Changing. Here’s How Educators Can Help Students Keep Up. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \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\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \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\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents",
"title": "Feds Urge Schools to Protect Rights of Jewish, Muslim Students Following ‘Alarming’ Rise in Bias Incidents",
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"headTitle": "Feds Urge Schools to Protect Rights of Jewish, Muslim Students Following ‘Alarming’ Rise in Bias Incidents | KQED",
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"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
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"excerpt": "Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.",
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"title": "Feds Urge Schools to Protect Rights of Jewish, Muslim Students Following ‘Alarming’ Rise in Bias Incidents | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\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://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Two Teachers Spark a Love of History with Their Wardrobes",
"headTitle": "How Two Teachers Spark a Love of History with Their Wardrobes | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \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\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \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\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School",
"headTitle": "How Bibliocounseling Can Create Space for Black Girls and Girls of Color to Connect in School | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Like many school counselors, Christina Tillery had trouble reaching kids during the first year of the COVID-19 pandemic. In the 2020-21 school year, only 100 out of 1800 students opted for in-person learning at\u003c/span>\u003cspan style=\"font-weight: 400\"> her school, while \u003c/span>\u003cspan style=\"font-weight: 400\">her office remained in the building. Despite the challenges, Tillery used the opportunity to develop programming that could help her connect with students in new ways. Through many brainstorming sessions, she planned a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50642/how-bibliotherapy-can-help-students-open-up-about-their-mental-health\">\u003cspan style=\"font-weight: 400\">bibliocounseling group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which she launched the next year. This group used literature to “facilitate therapeutic conversations and promote emotional well-being,” Tillery explained in a workshop at the American School Counselors Association (ASCA) \u003c/span>\u003ca href=\"https://ascaconferences.org/2023/\">\u003cspan style=\"font-weight: 400\">conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bibliotherapy group brought together about a dozen students together under the supervision of Tillery and another school counselor at Highland Springs High School, a public school in the suburbs of Richmond, Virginia. This group read a book together and met weekly six times to discuss the themes, conflicts and relevance to their own lives. In the 2021-22 school year, many students were in the first uninterrupted school year since the start of the pandemic, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59379/4-high-school-students-talk-mental-health-and-how-the-pandemic-changed-them\">\u003cspan style=\"font-weight: 400\">readjusting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the social world of school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59540/pandemic-effect-more-fights-and-class-disruptions-new-data-show\">\u003cspan style=\"font-weight: 400\">was rocky\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Against this backdrop, Tillery’s bibliocounseling group was a hit, and she said she loved sitting back and seeing the students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share and connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with each other over vulnerable topics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tillery has continued organizing a bibliotherapy group each year. At the ASCA conference, she discussed how bibliocounseling can be used to create affinity groups for Black girls and girls of color. Tillery’s school \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=510189000809\">\u003cspan style=\"font-weight: 400\">serves a predominantly Black population\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tillery, too, is Black and lives in the school community. “I feel like I have a good relationship with the community,” she said. Many school counselors, however, work with student populations whose race and ethnicity \u003c/span>\u003ca href=\"https://www.kqed.org/news/11895538/representation-matters-the-case-for-more-black-counselors-in-k-12-schools\">\u003cspan style=\"font-weight: 400\">differ from their own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to ASCA, \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/getmedia/9c1d81ab-2484-4615-9dd7-d788a241beaf/member-demographics.pdf\">\u003cspan style=\"font-weight: 400\">almost three-quarters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of its members are white, while \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400\">less than half of K-12 public school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. At the conference, white counselors in several sessions asked about building their capacity to better support students of color. \u003c/span>\u003cspan style=\"font-weight: 400\">In her session, Tillery said white counselors can be \u003c/span>\u003ca href=\"https://www.teachingwhilewhite.org/being-a-coconspirator\">\u003cspan style=\"font-weight: 400\">co-conspirators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students who come to them with experiences of racism.\u003c/span>\u003cspan style=\"font-weight: 400\"> She identified common systemic barriers that Black girls and girls of color face within the K-12 education system, including: racial \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58323/how-to-lay-the-groundwork-for-antibias-and-antiracist-teaching\">\u003cspan style=\"font-weight: 400\">bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, disproportionate \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKUNLrMXic\">\u003cspan style=\"font-weight: 400\">discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, limited representation in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">opportunity gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, lack of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">\u003cspan style=\"font-weight: 400\">culturally responsive supports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inequitable resource allocation like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">\u003cspan style=\"font-weight: 400\">mental health services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and cultural and language barriers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While bibliocounseling is not designed to address every systemic barrier head on, Tillery said it can help Black girls and girls of color connect with each other about their everyday struggles. \u003c/span>\u003cspan style=\"font-weight: 400\">For Tillery’s first bibliocounseling group, the topics were clear: teen dating, teen relationships and teen intimate partner violence. Tillery and her colleagues had heard a lot of concerns from students related to these issues. By picking this focus, Tillery hoped to validate students’ feelings and experiences and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">\u003cspan style=\"font-weight: 400\">help them navigate difficult relationships in positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best themes and books for bibliocounseling will vary by school. Teachers and librarians can also partner with counselors to offer bibliotherapy programs. Tillery offered the following \u003ca href=\"https://docs.google.com/document/d/1hMXlpBVKsBQ3UvqBSVk4QLH-8hDpMMYyOomdV6WnwFI/edit\">advice for those interested in starting bibliocounseling affinity groups\u003c/a> for high school students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Figure out your program’s purpose and goals. Determining these will help to define a topic for that year’s reading topic.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rely on resources found online as well as local and school librarians to find the right book.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the text in full before recommending it to a group of students. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gather permissions from parents and caregivers and issue content warnings pertaining to the material as a part of the permission gathering process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use Google forms, QR codes, posters, and the school’s learning management system to gauge student interest in the group.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Incentivize completion of the bibliocounseling group interest form with a raffle or reward.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to students who are often left out of activities,or who may not have had the opportunity to be a part of affinity groups in the past. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reach out to local literacy groups, libraries, non-profit organizations and even social media to acquire the books for students. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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