Are dress codes fair? How one middle school transformed its rules for what students wear
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How one middle school transformed its rules for what students wear","publishDate":1692095441,"format":"audio","headTitle":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \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\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\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=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1706031517,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are dress codes fair? How one middle school transformed its rules for what students wear","datePublished":"2023-08-15T10:30:41.000Z","dateModified":"2024-01-23T17:38:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \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\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\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=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_36793":{"type":"posts","id":"mindshift_36793","meta":{"index":"posts_1591205157","site":"mindshift","id":"36793","score":null,"sort":[1408629641000]},"guestAuthors":[],"slug":"four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","title":"Four Skills to Teach Students In the First Five Days of School","publishDate":1408629641,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\">\u003cimg class=\"wp-image-36719 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a>, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year.\u003c/p>\n\u003cp>\u003cstrong>POWER RESEARCHING\u003c/strong>\u003c/p>\n\u003cp>“The name of the game is to find the right information with the right question,” said November during a workshop at the 2014 gathering of the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">International Society of Technology in Education\u003c/a> in Atlanta. “My job used to be to give you the information, now my job is to teach you how to find the information.” November firmly believes this dynamic needs to be made very clear in the first five days of school.\u003c/p>\n\u003cp class=\"pull-quote half left\">\"The best teachers were kids who had really struggled with the material and really understand what it's like to learn.\"\u003c/p>\n\u003cp>Kids think they know how to use the internet to search and find the information they need, but November has found through many interviews and school visits that often students have no idea why Google or any other search provider works the way it does. And they don’t know how to phrase questions to get the answers they seek.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids literally take their teachers assignment and Google it,” November said. “They don’t understand that Google doesn’t speak English or any other language.” He’s tested his theory in classrooms, asking students to research the Iran Hostage Crisis. Students inevitably Googled the event and cited the first few pages that came up. But every resource was written from a U.S. perspective on an event that affected two very different countries.\u003c/p>\n\u003cp>“Your kids are not thorough,” November said to the hundreds of educators gathered. “They don’t see what they don’t see, so it’s really important that teachers challenge what’s missing.” Even more important is for students to learn the syntax of searching. To find sources from Iran students need to type “site:ir” in order to direct a search engine to explore that part of the internet. Even using that trick doesn’t solve the problem because Iranians don’t call that event “Iran Hostage Crisis,” they call it \"\u003ca href=\"http://en.wikipedia.org/wiki/Iran_hostage_crisis\" target=\"_blank\">Conquest of the American Spy Den\u003c/a>.\"\u003c/p>\n\u003cp>“It’s my observation that we are not instilling a discipline and rigor of the grammar and syntax of the tool they are going to use more than anything else for homework,” November said. And worse, when he asked kids about the kinds of assignments teachers give, students said 85 to 90 percent of the answers could be found with a quick internet search.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Wck8Hiv3k7PXbLWkWGyxX11ygh0LTzXc\"]\u003c/p>\n\u003cp>“I think we should give kids problems that you can’t look up on the internet,” November said. “Or, if you do, build the capacity to do it well.” With the Iran Hostage Crises example, a teacher could require that students use sources from Iran, and could spend time brainstorming the right questions to ask a search engine to get the best information. These skills will help students throughout the rest of the school year and should be covered early.\u003c/p>\n\u003cp>“In the first 5 days I think we should front load really high level research skills,” November said. That means teaching students to “\u003ca href=\"http://www.powersearchingwithgoogle.com/\" target=\"_blank\">power search\u003c/a>” using \u003ca href=\"https://support.google.com/websearch/answer/136861?hl=en\" target=\"_blank\">Google operators\u003c/a>, the words that define how Google searches. “A lot of kids have never used the advanced system of Google algorithms,” November said. Without it, the internet is a vast space with little organization. November compared power searching to the Dewey Decimal System in a library – without it people are just wandering around a building hoping they find the right book.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL CONTRIBUTIONS\u003c/strong>\u003c/p>\n\u003cp>Another important concept to impart within the first few days of school to students: you can make meaningful contributions to the world, no matter how old you are, November said. He described \u003ca href=\"http://www.mathtrain.com/\" target=\"_blank\">MathTrain\u003c/a>, a website created by middle school math teacher Eric Marcos. Marcos asks his students to make math tutorials to help one another and posts them on the site. Some of the tutorials have been viewed over 50,000 times by people all over the world. When students learn their work can make an impact, they're not only more motivated, but they work harder.\u003c/p>\n\u003cp>“A global audience can be more motivating than a teacher in the classroom,” November said. And kids love to connect with other kids, so why not give them that experience early in the school year and make it a regular occurrence. Most kids say they will ask a friend for help with something they don’t understand before asking the teacher, November said. So why not let kids teach each other and help them see that what they are learning can help others.\u003c/p>\n\u003cp>“The best teachers were kids who had really struggled with the material and really understand what it's like to learn,” November said. “Sometimes teachers suffer from knowing too much. The material they teach is easy to them and it can be hard to empathize with the stumbles of a new learner. Kids who have struggled with the material understand the pitfalls and can often explain them in ways other kids will understand.\u003c/p>\n\u003cp>\u003cstrong>ASK THEM ABOUT THEIR PASSIONS\u003c/strong>\u003c/p>\n\u003cp>The school year is often broken into so many units of study, standards to cover and snippets of time, that kids rarely get to work on one sustained project for very long. November is a big proponent of letting kids define and work on a project that has very few parameters and no rubric, and that will be presented at the end of the year.\u003c/p>\n\u003cp>“They resist because they have all this anxiety over the unknown,” November said. “They are seeking safety in your rubric.” But insisting students give it a try can yield strong projects, and more importantly it gives students the experience of defining the project and deciding when it’s good enough. In a computer science class November taught, the most resistant student ended up building a massive database of resources for people with disabilities in her town. She couldn’t finish it by the end of the year, so she came in during the summer to complete the work.\u003c/p>\n\u003cp>“That’s the difference when students define their own problems with intrinsic motivation,” November said. They care so much they're begging for the computer lab to stay open during the summer.\u003c/p>\n\u003cp>\u003cstrong>BUILD A LEARNING ECOLOGY\u003c/strong>\u003c/p>\n\u003cp>One great way to teach students how to learn is to show them how teachers learn and what their sources are. \u003ca href=\"https://www.diigo.com/user/globalearner\" target=\"_blank\">November favors Diigo\u003c/a>, but there are lots of sites that help people organize what they’ve read online and share those resources. For teachers who are actively improving their knowledge of the subject matter they teach, why not share that digital library with students and show them what lifelong learning looks like?\u003c/p>\n\u003cp>“I think teachers should demonstrate how they learn in the first five days,” November said. Typically we demonstrate what we already know and have learned. That has to change. We have to teach students to learn to learn.”\u003c/p>\n\u003cp>A great way to do that is through social media, one of the best ways for\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\"> teachers to connect professionally\u003c/a> and find ideas to further their own craft. If Twitter is such an important tool for educators, why keep it from students who also want to know how to connect and build a network?\u003c/p>\n\u003cp>“We should teach them to follow the best minds in the world on whatever their passion is,” November said. He remembers showing a boy interested in becoming an entrepreneur the Harvard Business Review’s Twitter page. The magazine follows heavyweights in their fields, who are accessible to students in ways they never were before the internet, if student know how to look.\u003c/p>\n\u003cp>“Before the internet there were two important things to teach: content and skills, like writing,” November said. “Now there’s a third skill which is to build out your network to the world.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teaching students to view Twitter as a research tool, a way to see what the brightest minds in a discipline are thinking and reading is akin to teaching them to search the internet powerfully. It's giving them the tools to continue learning long after the test.\u003c/p>\n\n","blocks":[],"excerpt":"Alan November explains how he would use the first five days of school to lay the groundwork for a year of learning that goes far beyond the test.","status":"publish","parent":0,"modified":1409249977,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1487},"headData":{"title":"Four Skills to Teach Students In the First Five Days of School | KQED","description":"Alan November explains how he would use the first five days of school to lay the groundwork for a year of learning that goes far beyond the test.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Skills to Teach Students In the First Five Days of School","datePublished":"2014-08-21T14:00:41.000Z","dateModified":"2014-08-28T18:19:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36793 http://blogs.kqed.org/mindshift/?p=36793","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/","disqusTitle":"Four Skills to Teach Students In the First Five Days of School","path":"/mindshift/36793/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\">\u003cimg class=\"wp-image-36719 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a>, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year.\u003c/p>\n\u003cp>\u003cstrong>POWER RESEARCHING\u003c/strong>\u003c/p>\n\u003cp>“The name of the game is to find the right information with the right question,” said November during a workshop at the 2014 gathering of the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">International Society of Technology in Education\u003c/a> in Atlanta. “My job used to be to give you the information, now my job is to teach you how to find the information.” November firmly believes this dynamic needs to be made very clear in the first five days of school.\u003c/p>\n\u003cp class=\"pull-quote half left\">\"The best teachers were kids who had really struggled with the material and really understand what it's like to learn.\"\u003c/p>\n\u003cp>Kids think they know how to use the internet to search and find the information they need, but November has found through many interviews and school visits that often students have no idea why Google or any other search provider works the way it does. And they don’t know how to phrase questions to get the answers they seek.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids literally take their teachers assignment and Google it,” November said. “They don’t understand that Google doesn’t speak English or any other language.” He’s tested his theory in classrooms, asking students to research the Iran Hostage Crisis. Students inevitably Googled the event and cited the first few pages that came up. But every resource was written from a U.S. perspective on an event that affected two very different countries.\u003c/p>\n\u003cp>“Your kids are not thorough,” November said to the hundreds of educators gathered. “They don’t see what they don’t see, so it’s really important that teachers challenge what’s missing.” Even more important is for students to learn the syntax of searching. To find sources from Iran students need to type “site:ir” in order to direct a search engine to explore that part of the internet. Even using that trick doesn’t solve the problem because Iranians don’t call that event “Iran Hostage Crisis,” they call it \"\u003ca href=\"http://en.wikipedia.org/wiki/Iran_hostage_crisis\" target=\"_blank\">Conquest of the American Spy Den\u003c/a>.\"\u003c/p>\n\u003cp>“It’s my observation that we are not instilling a discipline and rigor of the grammar and syntax of the tool they are going to use more than anything else for homework,” November said. And worse, when he asked kids about the kinds of assignments teachers give, students said 85 to 90 percent of the answers could be found with a quick internet search.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I think we should give kids problems that you can’t look up on the internet,” November said. “Or, if you do, build the capacity to do it well.” With the Iran Hostage Crises example, a teacher could require that students use sources from Iran, and could spend time brainstorming the right questions to ask a search engine to get the best information. These skills will help students throughout the rest of the school year and should be covered early.\u003c/p>\n\u003cp>“In the first 5 days I think we should front load really high level research skills,” November said. That means teaching students to “\u003ca href=\"http://www.powersearchingwithgoogle.com/\" target=\"_blank\">power search\u003c/a>” using \u003ca href=\"https://support.google.com/websearch/answer/136861?hl=en\" target=\"_blank\">Google operators\u003c/a>, the words that define how Google searches. “A lot of kids have never used the advanced system of Google algorithms,” November said. Without it, the internet is a vast space with little organization. November compared power searching to the Dewey Decimal System in a library – without it people are just wandering around a building hoping they find the right book.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL CONTRIBUTIONS\u003c/strong>\u003c/p>\n\u003cp>Another important concept to impart within the first few days of school to students: you can make meaningful contributions to the world, no matter how old you are, November said. He described \u003ca href=\"http://www.mathtrain.com/\" target=\"_blank\">MathTrain\u003c/a>, a website created by middle school math teacher Eric Marcos. Marcos asks his students to make math tutorials to help one another and posts them on the site. Some of the tutorials have been viewed over 50,000 times by people all over the world. When students learn their work can make an impact, they're not only more motivated, but they work harder.\u003c/p>\n\u003cp>“A global audience can be more motivating than a teacher in the classroom,” November said. And kids love to connect with other kids, so why not give them that experience early in the school year and make it a regular occurrence. Most kids say they will ask a friend for help with something they don’t understand before asking the teacher, November said. So why not let kids teach each other and help them see that what they are learning can help others.\u003c/p>\n\u003cp>“The best teachers were kids who had really struggled with the material and really understand what it's like to learn,” November said. “Sometimes teachers suffer from knowing too much. The material they teach is easy to them and it can be hard to empathize with the stumbles of a new learner. Kids who have struggled with the material understand the pitfalls and can often explain them in ways other kids will understand.\u003c/p>\n\u003cp>\u003cstrong>ASK THEM ABOUT THEIR PASSIONS\u003c/strong>\u003c/p>\n\u003cp>The school year is often broken into so many units of study, standards to cover and snippets of time, that kids rarely get to work on one sustained project for very long. November is a big proponent of letting kids define and work on a project that has very few parameters and no rubric, and that will be presented at the end of the year.\u003c/p>\n\u003cp>“They resist because they have all this anxiety over the unknown,” November said. “They are seeking safety in your rubric.” But insisting students give it a try can yield strong projects, and more importantly it gives students the experience of defining the project and deciding when it’s good enough. In a computer science class November taught, the most resistant student ended up building a massive database of resources for people with disabilities in her town. She couldn’t finish it by the end of the year, so she came in during the summer to complete the work.\u003c/p>\n\u003cp>“That’s the difference when students define their own problems with intrinsic motivation,” November said. They care so much they're begging for the computer lab to stay open during the summer.\u003c/p>\n\u003cp>\u003cstrong>BUILD A LEARNING ECOLOGY\u003c/strong>\u003c/p>\n\u003cp>One great way to teach students how to learn is to show them how teachers learn and what their sources are. \u003ca href=\"https://www.diigo.com/user/globalearner\" target=\"_blank\">November favors Diigo\u003c/a>, but there are lots of sites that help people organize what they’ve read online and share those resources. For teachers who are actively improving their knowledge of the subject matter they teach, why not share that digital library with students and show them what lifelong learning looks like?\u003c/p>\n\u003cp>“I think teachers should demonstrate how they learn in the first five days,” November said. Typically we demonstrate what we already know and have learned. That has to change. We have to teach students to learn to learn.”\u003c/p>\n\u003cp>A great way to do that is through social media, one of the best ways for\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\"> teachers to connect professionally\u003c/a> and find ideas to further their own craft. If Twitter is such an important tool for educators, why keep it from students who also want to know how to connect and build a network?\u003c/p>\n\u003cp>“We should teach them to follow the best minds in the world on whatever their passion is,” November said. He remembers showing a boy interested in becoming an entrepreneur the Harvard Business Review’s Twitter page. The magazine follows heavyweights in their fields, who are accessible to students in ways they never were before the internet, if student know how to look.\u003c/p>\n\u003cp>“Before the internet there were two important things to teach: content and skills, like writing,” November said. “Now there’s a third skill which is to build out your network to the world.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching students to view Twitter as a research tool, a way to see what the brightest minds in a discipline are thinking and reading is akin to teaching them to search the internet powerfully. It's giving them the tools to continue learning long after the test.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36793/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november","authors":["234"],"categories":["mindshift_20729","mindshift_193"],"tags":["mindshift_20707","mindshift_1040","mindshift_506","mindshift_20708","mindshift_220"],"featImg":"mindshift_36719","label":"mindshift"},"mindshift_20062":{"type":"posts","id":"mindshift_20062","meta":{"index":"posts_1591205157","site":"mindshift","id":"20062","score":null,"sort":[1332265354000]},"guestAuthors":[],"slug":"building-good-search-skills-what-students-need-to-know","title":"Building Good Search Skills: What Students Need to Know","publishDate":1332265354,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1332266429,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1235},"headData":{"title":"Building Good Search Skills: What Students Need to Know | KQED","description":"Getty The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short. That's part of the argument made by Wheaton College Professor Alan Jacobs in The Atlantic, who","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building Good Search Skills: What Students Need to Know","datePublished":"2012-03-20T17:42:34.000Z","dateModified":"2012-03-20T18:00:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20062 http://blogs.kqed.org/mindshift/?p=20062","disqusUrl":"https://ww2.kqed.org/mindshift/2012/03/20/building-good-search-skills-what-students-need-to-know/","disqusTitle":"Building Good Search Skills: What Students Need to Know","path":"/mindshift/20062/building-good-search-skills-what-students-need-to-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20062/building-good-search-skills-what-students-need-to-know","authors":["4359"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_695","mindshift_220"],"featImg":"mindshift_20079","label":"mindshift"},"mindshift_5168":{"type":"posts","id":"mindshift_5168","meta":{"index":"posts_1591205157","site":"mindshift","id":"5168","score":null,"sort":[1292447820000]},"guestAuthors":[],"slug":"how-should-we-use-technology-in-schools-ask-students","title":"How Should We Use Technology in Schools? Ask Students","publishDate":1292447820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1293143830,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":822},"headData":{"title":"How Should We Use Technology in Schools? Ask Students | KQED","description":"By Sara Bernard Last summer, 15 students from Chicago's public school system were charged with answering this question: "How can 21st century technology enhance rigor, relevance, and relationships in high school?" To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Should We Use Technology in Schools? Ask Students","datePublished":"2010-12-15T21:17:00.000Z","dateModified":"2010-12-23T22:37:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5168 http://blogs.kqed.org/mindshift/?p=5168","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/15/how-should-we-use-technology-in-schools-ask-students/","disqusTitle":"How Should We Use Technology in Schools? Ask Students","path":"/mindshift/5168/how-should-we-use-technology-in-schools-ask-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5168/how-should-we-use-technology-in-schools-ask-students","authors":["4351"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_110","mindshift_219","mindshift_220","mindshift_65","mindshift_56"],"featImg":"mindshift_5298","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","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. 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