Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction
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"slug": "sonja-cherry-paul-shares-5-antiracist-practices-to-transform-reading-instruction",
"title": "Sonja Cherry-Paul Shares 5 Antiracist Practices to Transform Reading Instruction",
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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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"excerpt": "Sonja Cherry-Paul's new book, \"Antiracist Reading Revolution,\" offers five antiracist teaching strategies that go beyond adding diverse texts to the classroom library.",
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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": "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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"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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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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