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"content": "\u003cp>In a move as surprising as a pop quiz, San Francisco Unified School District Superintendent Dr. Vincent Matthews on Monday said he plans to postpone his retirement.\u003c/p>\n\u003cp>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/sf-schools-superintendent-announces-his-retirement\">Only a month after announcing he would retire in June\u003c/a>, Matthews now says he will stay on for an additional year to lend more stability to the district while the search for his replacement is underway.\u003c/p>\n\u003cp>In a statement to SFUSD families, Matthews said he has agreed to remain at the helm until June 30, 2022, fulfilling what he said was a request by the head of the San Francisco Board of Education.\u003c/p>\n\u003cp>\"SFUSD needs stability and focus at this time,\" Matthews said in the statement. \"I am dedicated to supporting all of our SFUSD community as we navigate the many challenges and opportunities that lay ahead in the coming year.\"\u003c/p>\n\u003cp>https://twitter.com/SFUSD_Supe/status/1379101641937326085\u003c/p>\n\u003cp>San Francisco Board of Education President Gabriela Lopez said selecting the next superintendent through an \"inclusive community process\" could take up to a year, during a particularly challenging period for the district, as it works to reopen schools.\u003c/p>\n\u003cp>\"With that in mind, I asked the superintendent to delay his retirement by another year. His commitment to the wellbeing of our young people has shone through,\" Lopez said in a statement.\u003c/p>\n\u003cp>Matthews said that the superintendent search would be a distraction from the district's goal to resume in-person instruction for all students by this fall.\u003c/p>\n\u003cp>\"I am dedicated to supporting all of our SFUSD staff as we navigate the many challenges and opportunities that lay ahead in the coming year. I have the highest regard for the team assembled at SFUSD and am honored to continue to work together,\" Matthews said.\u003c/p>\n\u003cp>The reversal is the latest in a series of dramatic events that have marked a challenging year for the school district and the families it serves.\u003c/p>\n\u003cp>While simultaneously struggling to bring students back for in-person learning, the school board in January drew fire for \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">trying to rename\u003c/a> more than 40 of its schools. Meanwhile, the city \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">sued the school district\u003c/a> in February to hasten the sluggish pace of school reopenings. And just last month, Alison Collins, a school board commissioner, was stripped by the board of her leadership roles after \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">a series of controversial tweets\u003c/a> she wrote in 2016, sharply critical of the Asian American community, were unearthed and circulated by her critics. Collins has since sued the district and her fellow board members, to the tune of nearly $90 million.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]Matthews' decision to prolong his tenure also comes just a week before many pre-K through second grade students prepare\u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/return-person-learning-plan-frequently-asked-questions-faqs/timeline-frequently-asked-questions-faqs\"> to return to their classrooms \u003c/a>— for the first time in more than a year.\u003c/p>\n\u003cp>Susan Solomon, president of the United Educators of San Francisco, who also recently announced plans to step down in June, echoed the call for stability.\u003c/p>\n\u003cp>\"We look forward to continuing to work with Superintendent Matthews over the next year,\" she said in a statement. \"We have a lot of work to do to safely transition all of our students and families back to in-person learning, and it is our hope that consistency will move us in that direction.\"\u003c/p>\n\u003cp>Jenny Lam, a school board commissioner, said the tumultuousness of the past year, and the district's pending reopening, is exactly why the board asked Matthews to stay on for another year.\u003c/p>\n\u003cp>\"Given that we're just one week away from returning our students to in-person learning, we're grateful to Dr. Matthews because this will allow the board to focus on a replacement and a full return of K-12 for the fall,\" she told KQED.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>For thousands of students in the district, however, it remains unclear when in-person classes might resume. Some middle school students and the highest-risk high school students are scheduled to return to classrooms later this month. But there is still no firm date of return in place for the vast majority of high school students.\u003c/p>\n\u003cp>Lam said the board will take up a vote on her resolution at Tuesday's school board meeting to affirm a return to in-person classes by fall for all students in the district.\u003c/p>\n\u003cp>\"Since May of last year I've been vocal and consistent, as a board commissioner, in our efforts to return for in-person learning, working safely and in partnership with families and staff,\" Lam said.\u003c/p>\n\u003cp>When asked why San Francisco remains behind other large school districts in its reopening timeline, Lam said, \"As a large urban school district there are many considerations ... and we will continue to push until we get all our students back to in-person learning.\"\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a move as surprising as a pop quiz, San Francisco Unified School District Superintendent Dr. Vincent Matthews on Monday said he plans to postpone his retirement.\u003c/p>\n\u003cp>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/sf-schools-superintendent-announces-his-retirement\">Only a month after announcing he would retire in June\u003c/a>, Matthews now says he will stay on for an additional year to lend more stability to the district while the search for his replacement is underway.\u003c/p>\n\u003cp>In a statement to SFUSD families, Matthews said he has agreed to remain at the helm until June 30, 2022, fulfilling what he said was a request by the head of the San Francisco Board of Education.\u003c/p>\n\u003cp>\"SFUSD needs stability and focus at this time,\" Matthews said in the statement. \"I am dedicated to supporting all of our SFUSD community as we navigate the many challenges and opportunities that lay ahead in the coming year.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>San Francisco Board of Education President Gabriela Lopez said selecting the next superintendent through an \"inclusive community process\" could take up to a year, during a particularly challenging period for the district, as it works to reopen schools.\u003c/p>\n\u003cp>\"With that in mind, I asked the superintendent to delay his retirement by another year. His commitment to the wellbeing of our young people has shone through,\" Lopez said in a statement.\u003c/p>\n\u003cp>Matthews said that the superintendent search would be a distraction from the district's goal to resume in-person instruction for all students by this fall.\u003c/p>\n\u003cp>\"I am dedicated to supporting all of our SFUSD staff as we navigate the many challenges and opportunities that lay ahead in the coming year. I have the highest regard for the team assembled at SFUSD and am honored to continue to work together,\" Matthews said.\u003c/p>\n\u003cp>The reversal is the latest in a series of dramatic events that have marked a challenging year for the school district and the families it serves.\u003c/p>\n\u003cp>While simultaneously struggling to bring students back for in-person learning, the school board in January drew fire for \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">trying to rename\u003c/a> more than 40 of its schools. Meanwhile, the city \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">sued the school district\u003c/a> in February to hasten the sluggish pace of school reopenings. And just last month, Alison Collins, a school board commissioner, was stripped by the board of her leadership roles after \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">a series of controversial tweets\u003c/a> she wrote in 2016, sharply critical of the Asian American community, were unearthed and circulated by her critics. Collins has since sued the district and her fellow board members, to the tune of nearly $90 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Matthews' decision to prolong his tenure also comes just a week before many pre-K through second grade students prepare\u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/return-person-learning-plan-frequently-asked-questions-faqs/timeline-frequently-asked-questions-faqs\"> to return to their classrooms \u003c/a>— for the first time in more than a year.\u003c/p>\n\u003cp>Susan Solomon, president of the United Educators of San Francisco, who also recently announced plans to step down in June, echoed the call for stability.\u003c/p>\n\u003cp>\"We look forward to continuing to work with Superintendent Matthews over the next year,\" she said in a statement. \"We have a lot of work to do to safely transition all of our students and families back to in-person learning, and it is our hope that consistency will move us in that direction.\"\u003c/p>\n\u003cp>Jenny Lam, a school board commissioner, said the tumultuousness of the past year, and the district's pending reopening, is exactly why the board asked Matthews to stay on for another year.\u003c/p>\n\u003cp>\"Given that we're just one week away from returning our students to in-person learning, we're grateful to Dr. Matthews because this will allow the board to focus on a replacement and a full return of K-12 for the fall,\" she told KQED.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For thousands of students in the district, however, it remains unclear when in-person classes might resume. Some middle school students and the highest-risk high school students are scheduled to return to classrooms later this month. But there is still no firm date of return in place for the vast majority of high school students.\u003c/p>\n\u003cp>Lam said the board will take up a vote on her resolution at Tuesday's school board meeting to affirm a return to in-person classes by fall for all students in the district.\u003c/p>\n\u003cp>\"Since May of last year I've been vocal and consistent, as a board commissioner, in our efforts to return for in-person learning, working safely and in partnership with families and staff,\" Lam said.\u003c/p>\n\u003cp>When asked why San Francisco remains behind other large school districts in its reopening timeline, Lam said, \"As a large urban school district there are many considerations ... and we will continue to push until we get all our students back to in-person learning.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Seattle-based essayist and journalism professor Sonora Jha’s latest book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/658292/how-to-raise-a-feminist-son-by-sonora-jha/\" target=\"_blank\" rel=\"noopener noreferrer\">How to Raise a Feminist Son: Motherhood, Masculinity and the Making of My Family\u003c/a>,” is both a memoir and clear set of instructions for raising an emotionally intelligent son, aimed at everyone involved in the raising of children — aunties and uncles included.\u003c/p>\n\u003cp>Jha’s first book, “Foreign,” published in 2013, is a novel with storyline that touches farmer suicides in India, as well as a mother-son relationship. But her latest book tackles topics some might see as too taboo or uncomfortable to talk to kids about, such as sex, and race, with a chapter on nursery rhymes and storytelling called “Has Mother Goose Ever Heard of Feminism?” and “Do I Really Have to Talk to Him About Sex?” Each chapter folds in Jha’s own experiences growing up in India, working as a journalist and becoming an academic in the U.S., and uses her first-hand accounts of polio, marriage, racism, divorce and everything in between. [pullquote size=\"medium\" align=\"right\" citation=\"Sonora Jha, author of 'How to Raise a Feminist Son'\"]‘I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it.’[/pullquote]\u003c/p>\n\u003cp>Jha’s words are powerful. Even before she began writing her most recent book — a \u003ca href=\"https://medium.com/@sonorajha/dear-india-when-youre-done-marching-for-asifa-clean-up-your-homes-42ed8abb5a04\" target=\"_blank\" rel=\"noopener noreferrer\">2018 essay\u003c/a> she wrote in a state of rage nearly three years ago prompted her mother to stop speaking to her. In conversation with KQED, she said her mother has yet to speak to her. The essay mentions Jha’s own Me Too experience and uncovers some of the violence within her family. She calls out incidences of violence in the home that go without consequences, which can lead to public violence as in the case of an 8-year-old girl named \u003ca href=\"https://www.bbc.com/news/world-asia-india-43722714\" target=\"_blank\" rel=\"noopener noreferrer\">Asifa Bano\u003c/a>. That essay garnered extensive attention and a BBC Asia interview that helped solidify her desire to continue sharing her story.\u003c/p>\n\u003cp>While Jha’s book looks at different family members, the central focus is her relationship with her son, Gibran, who is now an adult, and how she has intentionally raised him to be a feminist. “I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it,” she said.\u003c/p>\n\u003cp>Throughout the book, she weaves in her son’s perspectives, thoughts and growing feminist sensibilities, alongside interviews with researchers. “If boys are not able to talk about heartbreak, if they’re not able to cry when either they physically hurt or they see a moving piece of art … then we are just telling them to be less human,” Jha said. Educating boys, and all young people, with an eye toward emotional intelligence is good for boys themselves as well as the broader community. “These boys grow into men and they’re more emotionally available … And so they make better human beings, partners, parents and everything else,” Jha said. [aside tag=\"books, feminism\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\n\u003cp>https://www.instagram.com/p/CNP5AGcjoiv/\u003c/p>\n\u003cp>For Jha, who is now in her early 50s, trying to break the silence and shame is part of what calls her to write, and act in solidarity. “Let’s just explode some of these things about shame that keep us back,” she said.\u003c/p>\n\u003cp>Jha’s writing is the kind that is pleasant to read, and her way with words means that even the uncomfortable parts are brought together with care. The way she deftly interweaves her own story, alongside educational anecdotes and academic research reminds me of taking long road trips with my mother, in which no thought or discussion is off the table, and everything comes back to our relationships with one another, and society at large.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Jha said, “Living a feminist life … is really about making feminist choices and knowing that those only leads to good things,” she said, “once you start to live a feminist life, things do get better for all of us, and for our families.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jha’s words are powerful. Even before she began writing her most recent book — a \u003ca href=\"https://medium.com/@sonorajha/dear-india-when-youre-done-marching-for-asifa-clean-up-your-homes-42ed8abb5a04\" target=\"_blank\" rel=\"noopener noreferrer\">2018 essay\u003c/a> she wrote in a state of rage nearly three years ago prompted her mother to stop speaking to her. In conversation with KQED, she said her mother has yet to speak to her. The essay mentions Jha’s own Me Too experience and uncovers some of the violence within her family. She calls out incidences of violence in the home that go without consequences, which can lead to public violence as in the case of an 8-year-old girl named \u003ca href=\"https://www.bbc.com/news/world-asia-india-43722714\" target=\"_blank\" rel=\"noopener noreferrer\">Asifa Bano\u003c/a>. That essay garnered extensive attention and a BBC Asia interview that helped solidify her desire to continue sharing her story.\u003c/p>\n\u003cp>While Jha’s book looks at different family members, the central focus is her relationship with her son, Gibran, who is now an adult, and how she has intentionally raised him to be a feminist. “I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it,” she said.\u003c/p>\n\u003cp>Throughout the book, she weaves in her son’s perspectives, thoughts and growing feminist sensibilities, alongside interviews with researchers. “If boys are not able to talk about heartbreak, if they’re not able to cry when either they physically hurt or they see a moving piece of art … then we are just telling them to be less human,” Jha said. Educating boys, and all young people, with an eye toward emotional intelligence is good for boys themselves as well as the broader community. “These boys grow into men and they’re more emotionally available … And so they make better human beings, partners, parents and everything else,” Jha said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.[pullquote align=\"right\" size=\"medium\" citation=\"Shavonne Hines-Foster, Lowell High School senior\"]‘A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.’[/pullquote]The story \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">further blew up\u003c/a> this week, when Collins sued the district and her fellow board members, accusing them of violating her constitutional rights and inflicting “irreparable harm.” The suit demands that she be reinstated to her leadership positions and seeks nearly $90 million in damages.\u003c/p>\n\u003cp>Adults have taken center stage in this and the many other controversies enveloping the school board this year, leaving the voices of students — those with most at stake — notably underrepresented.\u003c/p>\n\u003cp>That was evident in a school board meeting earlier this month, just days after the Collins tweets were unearthed. During the palpably tense meeting, attended by around 1,000 people, only a few students offered comments.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of them was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are the lives of actual students,” she said. “These are actual students that are coming into school … that are not getting the education they deserve.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of them was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are the lives of actual students,” she said. “These are actual students that are coming into school … that are not getting the education they deserve.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "'Sacred Land': How Mills College's Proposed Transformation Sits With its Proud LGBTQ Legacy",
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"content": "\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cassandra James, Mills College undergraduate\"]‘They’re going to have people walking around on sacred land. Do they understand the concept of Mills’ values and Mills’ morals? ‘[/pullquote]The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Renel Brooks-Moon, SF Giants announcer and Mills alumn\"]‘My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.’[/pullquote]Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>[aside postID=news_11867137 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48245_007_Oakland_MillsCollege_03242021-qut-1020x680.jpg']“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘They’re going to have people walking around on sacred land. Do they understand the concept of Mills’ values and Mills’ morals? ‘",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Censured SF School Board Member Alison Collins Sues District, Colleagues for Constitutional Rights Violations",
"title": "Censured SF School Board Member Alison Collins Sues District, Colleagues for Constitutional Rights Violations",
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"content": "\u003cp>Alison Collins, the former vice president of San Francisco’s school board, is suing the district and five of its board members after they voted last week to strip her of several leadership roles over recently unearthed tweets she posted in 2016 sharply critical of Asian Americans.\u003c/p>\n\u003cp>In \u003ca href=\"https://assets.documentcloud.org/documents/20536492/alisoncollinscomplaint.pdf\">the lawsuit\u003c/a>, filed Wednesday in federal court, Collins accuses her colleagues and the district of violating her constitutional rights, including free speech. The suit is seeking close to $90 million in damages from the San Francisco Unified School District and five Board of Education members who supported a no-confidence vote against her. It also demands the board reinstate her as vice president and back into the committee leadership positions she was removed from.\u003c/p>\n\u003cp>“Rather than take actions to protect Black and Brown children from racist harassment and bullying, defendants opted to ‘burn’ the messenger, using a pretzel-twisted redirection of Ms. Collins' seasoned social metaphors aimed at uniting all marginalized, colonized and racially oppressed people against racism and oppression,” the suit says.\u003c/p>\n\u003cp>The suit further alleges that the action to remove Collins as vice presidents caused “irreparable injury, loss and damage to Ms. Collins, including damage to her reputation and standing in the community.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://abc7news.com/10465034/?ex_cid=TA_KGO_TW&taid=606569ee11410f0001ac5e8c&utm_campaign=trueAnthem%3A+Trending+Content&utm_medium=trueAnthem&utm_source=twitter\">rally \u003c/a>supporting her, held Wednesday evening outside of SFUSD headquarters, Collins said she has been the focus of a “targeted smear campaign to label me as a racist.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I will continue to advocate for children and family and for those whose voices are often unheard and whose futures lie in the balance,” Collins told a crowd of about 50 supporters. “I invite you to join me in making this moment count to not let me or anyone else be swept under the rug, canceled or dismissed for speaking truth to power.”\u003c/p>\n\u003cp>Collins, who is Black, came under fire earlier this month after critics resurfaced a thread of inflammatory tweets she wrote more than four years ago, accusing Asian Americans of failing to support other racial minority groups.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]Many Asian Americans, she wrote, “believe they benefit from the ‘model minority’ BS’ ” and “use white supremacist thinking to assimilate and ‘get ahead.’ ” Collins also used derogatory terms like \"tiger moms\" and \"house n****r\" in some references to Asian Americans.\u003c/p>\n\u003cp>At the end of the thread, Collins called for Asian Americans to speak out against then-President Donald Trump’s policies, citing an incident in which her daughter allegedly helped stop a group of Asian American boys from bullying a Latino student at her Asian American majority school.\u003c/p>\n\u003cp>“Don’t Asian Americans know they are on his list as well?” Collins wrote. “Do they think they won’t be deported? profiled? beaten?”\u003c/p>\n\u003cp>Collins has since said her words were taken out of context and apologized “for the pain my words may have caused.”\u003c/p>\n\u003cp>Since they were first circulated over a week ago, dozens of officials, including San Francisco Mayor London Breed, have condemned the tweets and called on Collins to resign, even as a number of local Black leaders and civil rights groups have come to her defense.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that left six women of Asian descent and two others dead.\u003c/p>\n\u003cp>The tweeting incident is the latest embarrassment for the city's \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">embattled school board\u003c/a>, which has prided itself on putting racial equity at the top of its agenda. The board has recently faced fierce criticism from parent groups for its handling of school reopenings, as well as its support for renaming many district schools and changing the admissions policy of its most prestigious high school.\u003c/p>\n\u003cp>During a school board meeting earlier this month, shortly after Collins' tweets reemerged, Lowell High School senior Shavonne Hines-Foster, a student delegate for the district and a member of her school's Black Student Union, admonished some of the adults who have been most vocal in this controversy. Students, she said, have been afraid to weigh in for fear of the backlash that might follow.\u003c/p>\n\u003cp>“A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic,” Hines-Foster said. \"A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.”\u003c/p>\n\u003cp>Hines-Foster, who is Black, and two other San Francisco high school students, who are both Asian American, created a presentation summarizing their reactions to Collins' tweets, each teen offering a different perspective.\u003c/p>\n\u003cp>“I understand the message she’s trying to get to, just anti-Blackness in the Asian community. I think it’s a very real thing,” said Vishal Krishnaiah, a junior at Lowell High School, the only one in the group of three students who thinks Collins should resign. “And as an Asian person myself, I just can’t overlook the way she’s expressed that. I understand the message, but the way she said it is atrocious.”\u003c/p>\n\u003cp>Krishnaiah said he didn't understand what Collins gains from filing the lawsuit.\u003c/p>\n\u003cp>\"After a long time of incessantly calling people out for even the most minor faults, the moment people retaliate for her own racist actions, she sues the very body that she represents,\" he said.\u003c/p>\n\u003cp>The third student, George Washington High School senior Madeline Cho, said she wants more people to be willing to talk about internalized racism and white supremacy.\u003c/p>\n\u003cp>And in order to have a constructive conversation, Cho said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\"There needs to be just an open mindedness and a setting down of ego and pride,” she said, “especially by a lot of politicians and particularly parents who seem the most hesitant to just calm down and just listen.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Holly McDede, Matthew Green and The Associated Press.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The suit seeks close to $90 million in damages from the school district and five school board members who supported a no-confidence vote against Collins over a series of tweets she posted five years ago criticizing Asian Americans.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Alison Collins, the former vice president of San Francisco’s school board, is suing the district and five of its board members after they voted last week to strip her of several leadership roles over recently unearthed tweets she posted in 2016 sharply critical of Asian Americans.\u003c/p>\n\u003cp>In \u003ca href=\"https://assets.documentcloud.org/documents/20536492/alisoncollinscomplaint.pdf\">the lawsuit\u003c/a>, filed Wednesday in federal court, Collins accuses her colleagues and the district of violating her constitutional rights, including free speech. The suit is seeking close to $90 million in damages from the San Francisco Unified School District and five Board of Education members who supported a no-confidence vote against her. It also demands the board reinstate her as vice president and back into the committee leadership positions she was removed from.\u003c/p>\n\u003cp>“Rather than take actions to protect Black and Brown children from racist harassment and bullying, defendants opted to ‘burn’ the messenger, using a pretzel-twisted redirection of Ms. Collins' seasoned social metaphors aimed at uniting all marginalized, colonized and racially oppressed people against racism and oppression,” the suit says.\u003c/p>\n\u003cp>The suit further alleges that the action to remove Collins as vice presidents caused “irreparable injury, loss and damage to Ms. Collins, including damage to her reputation and standing in the community.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://abc7news.com/10465034/?ex_cid=TA_KGO_TW&taid=606569ee11410f0001ac5e8c&utm_campaign=trueAnthem%3A+Trending+Content&utm_medium=trueAnthem&utm_source=twitter\">rally \u003c/a>supporting her, held Wednesday evening outside of SFUSD headquarters, Collins said she has been the focus of a “targeted smear campaign to label me as a racist.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I will continue to advocate for children and family and for those whose voices are often unheard and whose futures lie in the balance,” Collins told a crowd of about 50 supporters. “I invite you to join me in making this moment count to not let me or anyone else be swept under the rug, canceled or dismissed for speaking truth to power.”\u003c/p>\n\u003cp>Collins, who is Black, came under fire earlier this month after critics resurfaced a thread of inflammatory tweets she wrote more than four years ago, accusing Asian Americans of failing to support other racial minority groups.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Many Asian Americans, she wrote, “believe they benefit from the ‘model minority’ BS’ ” and “use white supremacist thinking to assimilate and ‘get ahead.’ ” Collins also used derogatory terms like \"tiger moms\" and \"house n****r\" in some references to Asian Americans.\u003c/p>\n\u003cp>At the end of the thread, Collins called for Asian Americans to speak out against then-President Donald Trump’s policies, citing an incident in which her daughter allegedly helped stop a group of Asian American boys from bullying a Latino student at her Asian American majority school.\u003c/p>\n\u003cp>“Don’t Asian Americans know they are on his list as well?” Collins wrote. “Do they think they won’t be deported? profiled? beaten?”\u003c/p>\n\u003cp>Collins has since said her words were taken out of context and apologized “for the pain my words may have caused.”\u003c/p>\n\u003cp>Since they were first circulated over a week ago, dozens of officials, including San Francisco Mayor London Breed, have condemned the tweets and called on Collins to resign, even as a number of local Black leaders and civil rights groups have come to her defense.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that left six women of Asian descent and two others dead.\u003c/p>\n\u003cp>The tweeting incident is the latest embarrassment for the city's \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">embattled school board\u003c/a>, which has prided itself on putting racial equity at the top of its agenda. The board has recently faced fierce criticism from parent groups for its handling of school reopenings, as well as its support for renaming many district schools and changing the admissions policy of its most prestigious high school.\u003c/p>\n\u003cp>During a school board meeting earlier this month, shortly after Collins' tweets reemerged, Lowell High School senior Shavonne Hines-Foster, a student delegate for the district and a member of her school's Black Student Union, admonished some of the adults who have been most vocal in this controversy. Students, she said, have been afraid to weigh in for fear of the backlash that might follow.\u003c/p>\n\u003cp>“A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic,” Hines-Foster said. \"A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.”\u003c/p>\n\u003cp>Hines-Foster, who is Black, and two other San Francisco high school students, who are both Asian American, created a presentation summarizing their reactions to Collins' tweets, each teen offering a different perspective.\u003c/p>\n\u003cp>“I understand the message she’s trying to get to, just anti-Blackness in the Asian community. I think it’s a very real thing,” said Vishal Krishnaiah, a junior at Lowell High School, the only one in the group of three students who thinks Collins should resign. “And as an Asian person myself, I just can’t overlook the way she’s expressed that. I understand the message, but the way she said it is atrocious.”\u003c/p>\n\u003cp>Krishnaiah said he didn't understand what Collins gains from filing the lawsuit.\u003c/p>\n\u003cp>\"After a long time of incessantly calling people out for even the most minor faults, the moment people retaliate for her own racist actions, she sues the very body that she represents,\" he said.\u003c/p>\n\u003cp>The third student, George Washington High School senior Madeline Cho, said she wants more people to be willing to talk about internalized racism and white supremacy.\u003c/p>\n\u003cp>And in order to have a constructive conversation, Cho said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\"There needs to be just an open mindedness and a setting down of ego and pride,” she said, “especially by a lot of politicians and particularly parents who seem the most hesitant to just calm down and just listen.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Gerry Salazar, LAUSD\"]‘I’ve always felt that the outdoors is a bit of a human equalizer … [Nature] provides opportunities for children to be able to lower their anxiety, to lower their stress levels.’[/pullquote]\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>[aside postID=\"news_11851837\" label=\"More on education during the pandemic\"]\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>[aside postID=\"news_11866954\" label=\"Bay Area education resumes in-person learning\"]\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I’ve always felt that the outdoors is a bit of a human equalizer … [Nature] provides opportunities for children to be able to lower their anxiety, to lower their stress levels.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "im-going-to-learn-a-lot-more-here-first-wave-of-students-return-to-oakland-public-schools",
"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom",
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"headTitle": "‘I’m Going to Learn a Lot More Here’: Oakland’s Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Maite Barloga, Montclair Elementary School principal\"]‘Welcome to the first day of school like we’ve never seen before!’[/pullquote]\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”[pullquote align=\"right\" size=\"medium\" citation=\"Peter Wilson, Sankofa United Elementary School fourth grade teacher\"]‘I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.’[/pullquote]About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Scores of Oakland's youngest students returned to in-person classes on Tuesday for the first time in more than a year. More than 60 pre-K and elementary schools reopened their doors, offering afternoon classes.",
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"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Welcome to the first day of school like we’ve never seen before!’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s been a big day for some Berkeley students and parents who have endured a challenging, seemingly endless year of closed classrooms and online learning. On Monday, nearly all Berkeley public elementary schools resumed in-person classes, opening their doors to children in pre-K through second grade — one of the first districts in the region to do so.\u003c/p>\n\u003cp>Getting to this point has been no small feat, involving months of tense negotiations between the Berkeley Unified School District and the teachers union, as well as sometimes strained involvement from groups of passionate, increasingly frustrated parents.\u003c/p>\n\u003cp>The day was a moment of excitement and a huge relief, if not some trepidation, for scores of students and parents, especially those who have staunchly advocated for schools to reopen.\u003c/p>\n\u003cp>In all, more than 76% of Berkeley students in pre-K through second grade plan to return to in-person learning, according to \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\">district enrollment data\u003c/a>, while more than 18% of students are expected to continue with distance learning. About 5% of students’ families didn’t respond.\u003c/p>\n\u003cp>Caroline Francis, who has a first grader at Berkeley’s Malcolm X Elementary School, said she trusts that the district has the process under control.\u003c/p>\n\u003cp>“I’ve been following the school board meetings and reading the documents that they send us, and I know that they’ve done a ton of work to prepare and that the city public health department has been really involved,” she said. “So I’m very confident that they’re ready for this.”\u003c/p>\n\u003cfigure id=\"attachment_11867039\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867039 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A long line of students and parents outside of Berkeley Arts Magnet School on Monday morning, March 29, the first day of in-person classes in over a year. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The safety of students and staff will be top of mind, BUSD Superintendent Brent Stephens told KQED. Everyone, he said, will be given a “health screener” each morning, and will be required to wear face coverings — except when eating and drinking — and remain socially distanced, \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">among a bevy of other precautions\u003c/a>.\u003c/p>\n\u003cp>“This particular return, for pre-K through grade two, represents a lot of collaboration, a lot of problem solving, and we’re very happy that the day has finally arrived,” Stephens said.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"busd\"]Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n[ad fullwidth]\u003cbr>\nThat gap is widest between white and Black families, with about 84% of white Berkeley families with children in pre-K through second grade opting to send their children back to the classroom, compared with less than 60% of Black families.\u003c/p>\n\u003cp>“It’s worth noting that it’s the majority of every group that is selected to come back. But these differences are present and they’re concerning,” Stephens said. In a town hall earlier this month, he reassured concerned families who have opted out of in-person schooling that their children would continue to receive online instruction from their regular teachers — not from substitutes, as some had feared.\u003c/p>\n\u003cp>“It’s been very important to us that we acknowledge that some families are simply not ready and that we must provide a high-quality alternative for those families,” Stephens said.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño and Lily Jamali contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n\u003c/p>\u003c/div>",
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"disqusTitle": "South and Southeast Asian Studies Community at UC Berkeley Celebrate, School Won’t Close Library",
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"content": "\u003cp>After massive uproar from the Berkeley community and beyond, UC Berkeley has withdrawn its plan to shutter its much-beloved 50-year-old South/Southeast Asia Library, or S/SEAL, in order to turn the area into more office space.\u003c/p>\n\u003cp>The university issued a \u003ca href=\"https://update.lib.berkeley.edu/2021/03/08/library-call-for-comment/\" target=\"_blank\" rel=\"noopener noreferrer\">call for comments\u003c/a> on their proposal on March 8 to the university community, with a deadline to submit comments by April 9, but \u003ca href=\"https://news.lib.berkeley.edu/sseal\" target=\"_blank\" rel=\"noopener noreferrer\">called off\u003c/a> the potential closure more than two weeks before the original deadline in the face of mounting pressure.\u003c/p>\n\u003cp>Monday’s announcement has “brought untold relief” said Paula Varsano, chair of the Department of South and Southeast Asian Studies. “The immediate outcry that the proposal provoked, not just on this campus or in our state, but from around the world, was so heartfelt and so powerfully expressed,” adding that “the repercussions of moving forward with the plan would have been much more severe than they [the university and library leadership] had imagined.”\u003c/p>\n\u003cp>Varsano thanked all those who advocated on behalf of preserving the “precious resource.”\u003c/p>\n\u003cp>The S/SEAL is a 2,200-square-foot room on the first floor of the school's Doe Library. Its collection covers 19 countries, represents over 30 languages and is made up of roughly 6,400 reference materials and periodicals, according to the \u003ca href=\"https://www.lib.berkeley.edu/libraries/ssea-library\" target=\"_blank\" rel=\"noopener noreferrer\">school\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those who use the S/SEAL describe it as a cozy and intimate space — a \u003ca href=\"https://news.lib.berkeley.edu/intellectual-legacy-campus-historian-endures-southsoutheast-asia-library\" target=\"_blank\" rel=\"noopener noreferrer\">space\u003c/a> that's more than just to study or check out books.\u003c/p>\n\u003cp>\"It's a place where they can find a sense of community,\" said Khatharya Um, an associate professor in the Asian American and Asian Diaspora Studies program who also teaches and conducts research at the Center for Southeast Asian Studies at UC Berkeley. \"It's the only dedicated space on this campus for them.\"\u003c/p>\n\u003cp>Under the now-scrapped proposal, the S/SEAL would've made room for more offices, and the small library's collections, services and staffing would've been integrated \"with the rest of Doe Library,\" according to the call for comments \u003ca href=\"https://www.lib.berkeley.edu/sites/default/files/call_for_public_comment_for_south_southeast_asia_library.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">announcement\u003c/a>.\u003c/p>\n\u003cp>In other words, the S/SEAL would've been swallowed up by the larger library system and no longer provide a single dedicated space for South and Southeast Asian works.\u003c/p>\n\u003cp>The announcement prompted a swift and vocal mobilization. The ripples traveled beyond the school's — and even the nation's — borders. Students, staff, faculty and alumni amassed support from thousands.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.change.org/p/uc-berkeley-library-save-the-south-southeast-asia-library-at-uc-berkeley?redirect=false\" target=\"_blank\" rel=\"noopener noreferrer\">petition\u003c/a> to save the S/SEAL has garnered more than 8,500 signatures so far.\u003c/p>\n\u003cp>Um says the growing and highly diverse South Asian and Southeast Asian student population on campus were, among others, at the core of this mobilization.\u003c/p>\n\u003cp>https://twitter.com/psejenks/status/1374202787181981696\u003c/p>\n\u003cp>UC Berkeley declined to speak to KQED on Monday afternoon, and announced it was withdrawing its proposal to close S/SEAL later that evening.\u003c/p>\n\u003cp>University Librarian Jeffrey MacKie-Mason said since opening the public comment period two weeks ago, they \"received substantial input from scholars at Berkeley and beyond, and discussions on this feedback began almost immediately. We spent over a week consulting with decision makers; the decision that resulted from those discussions was announced Monday.\"\u003c/p>\n\u003cp>He said, \"As soon as it became clear that the university had enough information to make a decision on the proposal, there was no reason to prolong the process.\"\u003c/p>\n\u003ch3>A Second Home; A Space for Rediscovery\u003c/h3>\n\u003cp>Kashi Gomez is a Ph.D. candidate in the Department of South and Southeast Asian Studies at UC Berkeley. She's been a Cal student since 2009, when she began her undergraduate studies. And for the past 12 years, the S/SEAL — a room that fits only 40 seats and the university refers to as \"the smallest of our campus libraries\" — was to Gomez a place of solace.\u003c/p>\n\u003cp>As a first-generation college student who opted to live in an apartment in South Berkeley because dorms were too expensive, Gomez spent a considerable amount of time at the S/SEAL. She didn't have the social community one builds when living in a dorm, and it was easier for her to camp out at the library than traverse back and forth between her home and school.\u003c/p>\n\u003cp>To Gomez, the S/SEAL felt like \"a space that's mine. It was a place that I felt really connected to, that made me feel like I was part of a community, and I hadn't found that elsewhere.\"[pullquote size=\"medium\" align=\"right\" citation=\"Paula Varsano, chair of the Department of South and Southeast Asian Studies\"]'There's this terrible irony that while the campus absolutely seems to be behind these values [of diversity, equity and inclusion], that they would actually eliminate one of the rare spaces that serves this community both intellectually and culturally.'[/pullquote]\u003c/p>\n\u003cp>So when the university library announced on March 8 its plan to shutter the S/SEAL, Gomez felt a deep personal sadness.\u003c/p>\n\u003cp>Rose Schweis, an undergraduate student in the Southeast Asian Studies Department who's in her last semester at Cal, moved to the U.S. when she was 5 years old, and says, like \"a typical immigration story,\" there was an expectation for her and her sister to move away from their Thai roots and instead assimilate. \"And usually in America, that means closer proximity to whiteness,\" she said.\u003c/p>\n\u003cp>The S/SEAL gave Schweis access to something she didn't have before: resources to her cultural history. Resources centralized in one location and carefully curated by the staff.\u003c/p>\n\u003cp>As a result, the space holds a special place in her heart and was integral to her \"process of rediscovery.\" And she hoped other Southeast Asian students like herself would have the opportunity to embark upon a similar journey.\u003c/p>\n\u003cp>She, and many others, said the university's reasoning to close the S/SEAL because it \"attracts the lowest foot traffic\" felt like the school was betraying its values to celebrate diversity.\u003c/p>\n\u003cp>Varsano, the department chair, showed deep concern about the message S/SEAL's closure would send to the Asian community during a time when there have been increasing reports anti-Asian racism and violence against the AAPI community.\u003c/p>\n\u003cp>\"There's this terrible irony that while the campus absolutely seems to be behind these values [of diversity, equity and inclusion], that they would actually eliminate one of the rare spaces that serves this community both intellectually and culturally,\" Varsano said.\u003c/p>\n\u003cp>Last Wednesday, UC Berkeley Chancellor Carol Christ released \u003ca href=\"https://news.berkeley.edu/2021/03/17/chancellor-christ-were-united-in-support-of-our-asian-american-community-members/\" target=\"_blank\" rel=\"noopener noreferrer\">a letter\u003c/a> in support of the Asian American community and condemning the shootings in Atlanta, Georgia, that left eight people dead, six of whom were Asian women.\u003c/p>\n\u003cp>Varsano, and many others, wrote letters to administrators, library officials and the Chancellor, asking they reconsider the closure.\u003c/p>\n\u003cp>Dismantling the S/SEAL would be \"reinforcing the logic that's behind a lot of the the violence and discrimination against Asians and Asian Americans in this country\" both in the present and in the past, said Trent Walker, an alum of UC Berkeley, where he earned a Ph.D. in Buddhist studies and now teaches at Stanford University.\u003c/p>\n\u003cp>https://twitter.com/vivientngo/status/1373759384937897987\u003c/p>\n\u003cp>He said the loss of that space would contribute to the \"erasure and marginalization of Asians and Asian Americans in American society\" by devaluing languages and cultures that aren't Western, European and connected with white people.\u003c/p>\n\u003cp>South and Southeast Asia represent more than 19 countries and have about 2.5 billion people. \"A huge proportion of the world. And yet, this is a part of the world that many Americans know very little about,\" and they're the \"homeland of many vibrant diaspora communities, particularly in the Bay Area,\" Walker said.\u003c/p>\n\u003cp>Kathleen Gutierrez, also an alum of UC Berkeley who earned a Ph.D. in South and Southeast Asian Studies and is now teaching at UC Santa Cruz, said while she's pleased by the university's decision to withdraw its proposal and look for space elsewhere, the need for students, faculty, alumni and others to fight for a dedicated learning space is \"an all-too-common experience for marginalized fields of study.\"\u003c/p>\n\u003cp>Um, the associate professor, says the UC Berkeley student community is highly diverse, but South and Southeast Asian students are often lumped in with the larger Asian group, and that \"inherent diversity and complexity of the Asian American student population is often lost to the administration\" and makes many of those students feel \"invisible, marginalized and isolated on this campus.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Um says the school's decision to preserve the S/SEAL serves as \"an important statement that they [South and Southeast Asian students] matter.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After massive uproar from the Berkeley community and beyond, UC Berkeley has withdrawn its plan to shutter its much-beloved 50-year-old South/Southeast Asia Library, or S/SEAL, in order to turn the area into more office space.\u003c/p>\n\u003cp>The university issued a \u003ca href=\"https://update.lib.berkeley.edu/2021/03/08/library-call-for-comment/\" target=\"_blank\" rel=\"noopener noreferrer\">call for comments\u003c/a> on their proposal on March 8 to the university community, with a deadline to submit comments by April 9, but \u003ca href=\"https://news.lib.berkeley.edu/sseal\" target=\"_blank\" rel=\"noopener noreferrer\">called off\u003c/a> the potential closure more than two weeks before the original deadline in the face of mounting pressure.\u003c/p>\n\u003cp>Monday’s announcement has “brought untold relief” said Paula Varsano, chair of the Department of South and Southeast Asian Studies. “The immediate outcry that the proposal provoked, not just on this campus or in our state, but from around the world, was so heartfelt and so powerfully expressed,” adding that “the repercussions of moving forward with the plan would have been much more severe than they [the university and library leadership] had imagined.”\u003c/p>\n\u003cp>Varsano thanked all those who advocated on behalf of preserving the “precious resource.”\u003c/p>\n\u003cp>The S/SEAL is a 2,200-square-foot room on the first floor of the school's Doe Library. Its collection covers 19 countries, represents over 30 languages and is made up of roughly 6,400 reference materials and periodicals, according to the \u003ca href=\"https://www.lib.berkeley.edu/libraries/ssea-library\" target=\"_blank\" rel=\"noopener noreferrer\">school\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those who use the S/SEAL describe it as a cozy and intimate space — a \u003ca href=\"https://news.lib.berkeley.edu/intellectual-legacy-campus-historian-endures-southsoutheast-asia-library\" target=\"_blank\" rel=\"noopener noreferrer\">space\u003c/a> that's more than just to study or check out books.\u003c/p>\n\u003cp>\"It's a place where they can find a sense of community,\" said Khatharya Um, an associate professor in the Asian American and Asian Diaspora Studies program who also teaches and conducts research at the Center for Southeast Asian Studies at UC Berkeley. \"It's the only dedicated space on this campus for them.\"\u003c/p>\n\u003cp>Under the now-scrapped proposal, the S/SEAL would've made room for more offices, and the small library's collections, services and staffing would've been integrated \"with the rest of Doe Library,\" according to the call for comments \u003ca href=\"https://www.lib.berkeley.edu/sites/default/files/call_for_public_comment_for_south_southeast_asia_library.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">announcement\u003c/a>.\u003c/p>\n\u003cp>In other words, the S/SEAL would've been swallowed up by the larger library system and no longer provide a single dedicated space for South and Southeast Asian works.\u003c/p>\n\u003cp>The announcement prompted a swift and vocal mobilization. The ripples traveled beyond the school's — and even the nation's — borders. Students, staff, faculty and alumni amassed support from thousands.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.change.org/p/uc-berkeley-library-save-the-south-southeast-asia-library-at-uc-berkeley?redirect=false\" target=\"_blank\" rel=\"noopener noreferrer\">petition\u003c/a> to save the S/SEAL has garnered more than 8,500 signatures so far.\u003c/p>\n\u003cp>Um says the growing and highly diverse South Asian and Southeast Asian student population on campus were, among others, at the core of this mobilization.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>UC Berkeley declined to speak to KQED on Monday afternoon, and announced it was withdrawing its proposal to close S/SEAL later that evening.\u003c/p>\n\u003cp>University Librarian Jeffrey MacKie-Mason said since opening the public comment period two weeks ago, they \"received substantial input from scholars at Berkeley and beyond, and discussions on this feedback began almost immediately. We spent over a week consulting with decision makers; the decision that resulted from those discussions was announced Monday.\"\u003c/p>\n\u003cp>He said, \"As soon as it became clear that the university had enough information to make a decision on the proposal, there was no reason to prolong the process.\"\u003c/p>\n\u003ch3>A Second Home; A Space for Rediscovery\u003c/h3>\n\u003cp>Kashi Gomez is a Ph.D. candidate in the Department of South and Southeast Asian Studies at UC Berkeley. She's been a Cal student since 2009, when she began her undergraduate studies. And for the past 12 years, the S/SEAL — a room that fits only 40 seats and the university refers to as \"the smallest of our campus libraries\" — was to Gomez a place of solace.\u003c/p>\n\u003cp>As a first-generation college student who opted to live in an apartment in South Berkeley because dorms were too expensive, Gomez spent a considerable amount of time at the S/SEAL. She didn't have the social community one builds when living in a dorm, and it was easier for her to camp out at the library than traverse back and forth between her home and school.\u003c/p>\n\u003cp>To Gomez, the S/SEAL felt like \"a space that's mine. It was a place that I felt really connected to, that made me feel like I was part of a community, and I hadn't found that elsewhere.\"\u003c/p>\u003c/div>",
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"content": "'There's this terrible irony that while the campus absolutely seems to be behind these values [of diversity, equity and inclusion], that they would actually eliminate one of the rare spaces that serves this community both intellectually and culturally.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So when the university library announced on March 8 its plan to shutter the S/SEAL, Gomez felt a deep personal sadness.\u003c/p>\n\u003cp>Rose Schweis, an undergraduate student in the Southeast Asian Studies Department who's in her last semester at Cal, moved to the U.S. when she was 5 years old, and says, like \"a typical immigration story,\" there was an expectation for her and her sister to move away from their Thai roots and instead assimilate. \"And usually in America, that means closer proximity to whiteness,\" she said.\u003c/p>\n\u003cp>The S/SEAL gave Schweis access to something she didn't have before: resources to her cultural history. Resources centralized in one location and carefully curated by the staff.\u003c/p>\n\u003cp>As a result, the space holds a special place in her heart and was integral to her \"process of rediscovery.\" And she hoped other Southeast Asian students like herself would have the opportunity to embark upon a similar journey.\u003c/p>\n\u003cp>She, and many others, said the university's reasoning to close the S/SEAL because it \"attracts the lowest foot traffic\" felt like the school was betraying its values to celebrate diversity.\u003c/p>\n\u003cp>Varsano, the department chair, showed deep concern about the message S/SEAL's closure would send to the Asian community during a time when there have been increasing reports anti-Asian racism and violence against the AAPI community.\u003c/p>\n\u003cp>\"There's this terrible irony that while the campus absolutely seems to be behind these values [of diversity, equity and inclusion], that they would actually eliminate one of the rare spaces that serves this community both intellectually and culturally,\" Varsano said.\u003c/p>\n\u003cp>Last Wednesday, UC Berkeley Chancellor Carol Christ released \u003ca href=\"https://news.berkeley.edu/2021/03/17/chancellor-christ-were-united-in-support-of-our-asian-american-community-members/\" target=\"_blank\" rel=\"noopener noreferrer\">a letter\u003c/a> in support of the Asian American community and condemning the shootings in Atlanta, Georgia, that left eight people dead, six of whom were Asian women.\u003c/p>\n\u003cp>Varsano, and many others, wrote letters to administrators, library officials and the Chancellor, asking they reconsider the closure.\u003c/p>\n\u003cp>Dismantling the S/SEAL would be \"reinforcing the logic that's behind a lot of the the violence and discrimination against Asians and Asian Americans in this country\" both in the present and in the past, said Trent Walker, an alum of UC Berkeley, where he earned a Ph.D. in Buddhist studies and now teaches at Stanford University.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>He said the loss of that space would contribute to the \"erasure and marginalization of Asians and Asian Americans in American society\" by devaluing languages and cultures that aren't Western, European and connected with white people.\u003c/p>\n\u003cp>South and Southeast Asia represent more than 19 countries and have about 2.5 billion people. \"A huge proportion of the world. And yet, this is a part of the world that many Americans know very little about,\" and they're the \"homeland of many vibrant diaspora communities, particularly in the Bay Area,\" Walker said.\u003c/p>\n\u003cp>Kathleen Gutierrez, also an alum of UC Berkeley who earned a Ph.D. in South and Southeast Asian Studies and is now teaching at UC Santa Cruz, said while she's pleased by the university's decision to withdraw its proposal and look for space elsewhere, the need for students, faculty, alumni and others to fight for a dedicated learning space is \"an all-too-common experience for marginalized fields of study.\"\u003c/p>\n\u003cp>Um, the associate professor, says the UC Berkeley student community is highly diverse, but South and Southeast Asian students are often lumped in with the larger Asian group, and that \"inherent diversity and complexity of the Asian American student population is often lost to the administration\" and makes many of those students feel \"invisible, marginalized and isolated on this campus.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Um says the school's decision to preserve the S/SEAL serves as \"an important statement that they [South and Southeast Asian students] matter.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-generations-of-berkeley-high-students-forced-a-reckoning-about-sexual-abuse",
"title": "How Generations of Berkeley High Students Forced a Reckoning About Sexual Abuse",
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"headTitle": "How Generations of Berkeley High Students Forced a Reckoning About Sexual Abuse | KQED",
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"content": "\u003cp>The Women’s Student Union at Berkeley High School \u003ca href=\"https://www.berkeleyside.com/2021/03/11/womens-student-union-at-berkeley-high-sues-dept-of-ed-to-overturn-trump-era-sexual-misconduct-rules\">sued the U.S. Department of Education earlier this month\u003c/a> over Title IX rules adopted during the Trump administration that govern how schools respond to cases of sexual harassment and assault.\u003c/p>\n\u003cp>Those rules, \u003ca href=\"https://www.npr.org/2020/05/06/851733630/federal-rules-give-more-protection-to-students-accused-of-sexual-assault\">announced last May and implemented in August under former Secretary of Education Betsy DeVos \u003c/a>, offer more protections for students who are accused of sexual misconduct. They apply to colleges as well as K-12 schools. The Women’s Student Union – a student-founded and student-led group that advocates for policies to reduce sexual harassment on Berkeley High’s campus – argued in its \u003ca href=\"https://www.documentcloud.org/documents/20517245-20210308-doc-1-complaint\">lawsuit\u003c/a> that the policy discourages students from reporting harassment and schools from investigating complaints.\u003c/p>\n\u003cp>This latest action by students comes more than a year after victims and advocates at Berkeley High organized a \u003ca href=\"https://www.kqed.org/news/11801840/reckoning-with-sexual-assault-at-berkeley-high-school\">walkout\u003c/a> in February 2020 to demand changes over how misconduct was handled on their own campus.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ayisha Friedman, Berkeley High alum\"]‘I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart.’[/pullquote]“We were realizing that a lot of the issues that students at Berkeley High were facing stemmed from national policies,” said Ava, a junior at Berkeley High and one of the students who filed the lawsuit. “And if we could change national policies, we could help people at every school in the United States, not just Berkeley High.” KQED is identifying Ava by only her first name over fears she could face harassment.\u003c/p>\n\u003cp>In the year since the walkout, the Berkeley Unified School District has adopted some changes in response to students’ demands. In December, the district \u003ca href=\"https://berkeleyhighjacket.com/2020/features/busd-implements-title-ix-reform-demanded-by-students/\">announced\u003c/a> they had hired a full-time Title IX coordinator and investigator, and set up a committee of mostly Berkeley High School students to lead some of the changes around consent education.\u003c/p>\n\u003cp>It’s not the first time the district’s students and adult advocates have demanded changes in how their schools handle misconduct complaints.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>A History of Activism at Berkeley High\u003c/h3>\n\u003cp>In 2014, Berkeley High alum Liana Thomason and her classmates \u003ca href=\"https://www.kqed.org/news/10392296/berkeley-high-students-trying-to-change-schools-sexual-harassment-policy\">started the group BHS Stop Harassing\u003c/a>. She said they founded the group after comments made during a school assembly seemed to blame harassment on the ways students dressed. But Thomason said the need was about more than just those comments.\u003c/p>\n\u003cp>“The unofficial story is that there had just been this culture of harassment in Berkeley High and middle school. There was Slap Ass Friday where boys would slap the girls’ asses on Friday,” Thomason said. “And it was just like, ‘This is what the world is like. That’s fine.’ ”\u003c/p>\n\u003cp>After the assembly, Thomason invited a group of female friends to her house to talk about what they saw as a culture of unchecked harassment.\u003c/p>\n\u003cp>“We realized that we had to say something. We had to let the school know that it was not OK,” she said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Maha Ibrahim, attorney with Equal Rights Advocates\"]‘Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem. It was sort of like, ‘Well, this can’t be us. We’re Berkeley.”[/pullquote]Berkeley High students had also \u003ca href=\"https://www.dailycal.org/2015/10/02/berkeley-unified-school-district-inadequately-handles-sexual-harassment/\">created\u003c/a> an Instagram account on which some female students were referred to as “sluts” alongside degrading photos of them. Thomason was also motivated to address these issues after her sister was sexually assaulted at a middle school bike cage in 2014. She said the school responded by setting up a restorative justice circle that traumatized her sister even more.\u003c/p>\n\u003cp>Thomason’s mother, Heidi Goldstein, became an adviser for BHS Stop Harassing and is still working on these issues today.\u003c/p>\n\u003cp>“I started researching Title IX and school district policies,” Goldstein said. “And that’s where I came to the conclusion that the whole system was just in disarray. There was no system and there really was no process.”\u003c/p>\n\u003cfigure id=\"attachment_11865854\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865854\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Liana Thomason, right, a Berkeley High alum, founded the group BHS Stop Harassing. Her mother Heidi Goldstein continues to be an adult adviser for the group. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goldstein filed a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/OCR-Letter-1-14-2015.pdf\">complaint\u003c/a> with the U.S Department of Education’s Office for Civil Rights about how the school handled misconduct complaints, prompting an investigation.\u003c/p>\n\u003cp>Members of BHS Stop Harassing began showing up at school board meetings to demand better policies around sexual harassment and more training for teachers as well as education for students.\u003c/p>\n\u003cp>“The Berkeley Public School District places an immense value on student safety and well-being,” former BUSD Superintendent Donald Evans and BUSD Board President Judy Appel wrote in a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/Sexual-Harrassment-Letter-v4c-1-7-.pdf\">letter\u003c/a> to district families at the time. “Based on student, teacher, and community feedback about this and other related issues, we have come to realize that there is an urgent need to work on developing a culture focused on prevention of sexual harassment, not simply reacting to it.”\u003c/p>\n\u003ch3>The Wild West of Title IX Regulations\u003c/h3>\n\u003cp>Maha Ibrahim, an attorney with Equal Rights Advocates, a nonprofit that advocates for gender equity in schools, has worked with Berkeley High students. She said few schools do a sufficient job responding to sexual harassment or assault claims.\u003c/p>\n\u003cp>“The federal rules and regulations for Title IX have been written for universities – and schools K-12 were an afterthought,” Ibrahim said. “It’s like the Wild West. It’s a lot of individual adults who are shooting from the hip when approached with difficult or traumatic experiences of their students.”\u003c/p>\n\u003cp>[aside postID=news_11859164 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS46527_003_SanFrancisco_LowellHS_01092021-qut-1038x576.jpg']According to a new \u003ca href=\"https://www.knowyourix.org/wp-content/uploads/2021/03/Know-Your-IX-2021-Report-Final-Copy.pdf\">report\u003c/a> from the advocacy group Know Your IX, a survey of more than 100 students found that 20% of students who reported sexual violence to their school transferred schools, and nearly 10% dropped out entirely.\u003c/p>\n\u003cp>But she said Berkeley’s progressive image also made it difficult for some to acknowledge that some students felt unsafe.\u003c/p>\n\u003cp>“Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem,” Ibrahim said. “It was sort of like, ‘Well, this can’t be us. We’re Berkeley.’ ”\u003c/p>\n\u003cp>In response to demands from students made in 2014, the district \u003ca href=\"https://www.berkeleyschools.net/wp-content/uploads/2015/03/ActionStepstoAddressSexualHarassment3.8.17.docx-1.pdf\">said\u003c/a> it expanded an advisory committee to create a comprehensive sexual harassment policy, held restorative justice circles for students who were targeted by sexual harassment and established a Title IX coordinator and compliance officer position.\u003c/p>\n\u003ch3>A Lawsuit and a Sexual Assault Reported on Campus\u003c/h3>\n\u003cp>But students say the problems continued. The district was sued by a student over its handling of a sexual assault allegation last year.\u003c/p>\n\u003cp>The lawsuit alleges a student was sexually assaulted by another student during school hours in an unlocked classroom at Berkeley High in 2019. It claims the district failed to take steps to adequately ensure the victim’s safety. KQED is identifying the student as “Faith” to protect her identity over concerns for her safety. In the lawsuit, she is identified as “Jane Doe.”\u003c/p>\n\u003cp>Faith said she kept seeing her assailant on campus after the assault, and that he continued to sexually harass her. She said she had meltdowns for months.\u003c/p>\n\u003cp>“Usually, I’m a happy, goofy person. My teachers were just worried, and they would always just look at me and they’re like, ‘You look so sad,’ ” Faith said. “They would try to help me get back to how I used to be. And it was just hard.”\u003c/p>\n\u003cfigure id=\"attachment_11865919\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865919\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg\" alt=\"Faith sits with hands on knees, only legs and shoes visible\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faith, a former Berkeley High student, sued the district in January 2020 over its handling of her sexual assault allegations against a fellow student. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eventually, Faith and her parents decided it was too much, and she transferred into an independent studies program. Attorneys for the district argued in a court filing that administrators worked with Faith to make sure she was safe, and they tried to limit the potential for contact between the two students. They said district personnel were responsive to Faith’s complaints.\u003c/p>\n\u003cp>Faith \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2020/02/RG20052743-Doe-VS-Berkeley-Unified-School-District.pdf\">sued the district\u003c/a> in January 2020 before she left Berkeley High the next month, and she said students at the school began talking about the case, trying to guess the identity of Jane Doe. She said it was scary, but that she also felt resilient knowing she had helped spark a larger conversation about safety on campus.\u003c/p>\n\u003cp>“I just want there to be a change, especially being a person of color. I became a person of color who was also assaulted,” Faith said. “It was just something I had to speak up on, because my voice is not heard by a lot of people.”\u003c/p>\n\u003ch3>The Names on the Bathroom Stall\u003c/h3>\n\u003cp>Some Berkeley High students had already thought the school had a culture where sexual misconduct was swept under the rug, but the lawsuit Faith filed seemed to break something open.\u003c/p>\n\u003cp>Days after the lawsuit was filed, a group of Berkeley High students began writing the names of alleged perpetrators on a bathroom stall. In black ink, they wrote “Boys To Watch Out 4,” followed by several names and the words “rapist” and “abuser.”\u003c/p>\n\u003cfigure id=\"attachment_11864779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_0893-e1616451221449.jpg\" alt=\"Ayisha Friedman sitting outside, arms crossed\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ayisha Friedman organized a walkout over sexual harassment and assault at Berkeley High in February 2020. \u003ccite>(Courtesy of Ayisha Friedman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ayisha Friedman, a senior at Berkeley High during this time, said she saw the list during first or second period. Reading the list, Friedman thought about her friends who’d been harassed or assaulted.\u003c/p>\n\u003cp>“I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart,” Friedman said.\u003c/p>\n\u003cp>Friedman said a lot of the boys were popular and known for inappropriate behavior around young women. She said the list was impossible to ignore. By the end of the school day, a picture of the stall had been shared on Instagram, and it felt like everyone in the school had seen it and had something to say.\u003c/p>\n\u003cp>“And that goes both ways. That goes people who were defending these women and who are saying, ‘I believe you, I am here for you,’ ” Friedman said. “And then people on the other side who were like, ‘Anybody could have written this. And this is a lie.’ ”\u003c/p>\n\u003ch3>A Walkout Gets the District’s Attention\u003c/h3>\n\u003cp>Several students who spoke to KQED described a climate at the high school where victims who reported their assaults to administrators were questioned or doubted by their peers. Students wanted the school district to do more to support victims and keep them safe on campus. Friedman and others began organizing a walkout.\u003c/p>\n\u003cp>Mia Redmond, one of the organizers, reported her own sexual assault about a week before the walkout in February 2020.\u003c/p>\n\u003cp>“This was in the midst of a really hard situation. But we were all coming together and working on something that we really cared about,” Redmond said.\u003c/p>\n\u003cp>She said she found a supportive community during a time when others were gossiping about her experience.\u003c/p>\n\u003cp>“It was so tense,” said Sophia Kerievsky, another organizer and friend of Redmond. “I remember people were pointing at me in the courtyard, and just really attacking my character, and especially her character. It was this strange energy. It was a lot of girls who were standing up for her, and then a huge group of boys standing by his side.”\u003c/p>\n\u003cfigure id=\"attachment_11864969\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864969\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BHS_Rape_Walkout-17-1-1-scaled-e1616451482414.jpg\" alt=\"BHS students behind podium during walkout\" width=\"1920\" height=\"1353\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School students organized a walkout in February 2020 to address sexual harassment and assault on campus. \u003ccite>(Courtesy Mia Redmond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The day of the walkout, Redmond wasn’t sure how many people would show up. So when she looked out at the courtyard, she was stunned by the support, and said the entire courtyard was filled with students, staff and administration.\u003c/p>\n\u003cp>“It made me feel like I wasn’t alone in it. At the time I was feeling a lot of lack of understanding,” Redmond said. “And it definitely gave me a group of people who I was like, ‘I can trust these people. These people support me, and I want to support these people.’ ”\u003c/p>\n\u003ch3>A Practical and Philosophical Set of Demands\u003c/h3>\n\u003cp>The students drafted up specific demands, such as more resources for the Title IX office handling misconduct complaints, expanded consent education and policies stating that perpetrators found to be guilty by the school would be suspended from school-sanctioned events. They wanted to create a culture where victims could heal, and for the school to continue the conversation long after they had graduated.\u003c/p>\n\u003cp>Superintendent Brent Stephens had begun working for the district less than a year before the walkout, and he said many of the students’ requests were practical, and that change felt necessary. There had also been high turnover in the district’s Title IX coordinator role, with at least six different people working in that position from 2015 to 2020.\u003c/p>\n\u003cp>The students, he said, had done their homework, and met with teachers, staff and adult advocates.\u003c/p>\n\u003cp>“And so when they came with a set of demands, they were sort of philosophical in nature, but they were very pragmatic as well,” Stephens said. “It was … a political moment, but it resonated with what I and many others saw as legitimate needs of the district.”\u003c/p>\n\u003ch3>The Conversation Continues Online\u003c/h3>\n\u003cp>Just weeks after the walkout, schools shut down because of COVID-19. And as everyone focused on the pandemic, the momentum began to fade.\u003c/p>\n\u003cp>Then, Annette Kwon, a former Berkeley High student now at Branham High School in San Jose, decided to find another way to restart the conversation. Over the summer, she made a TikTok video showing the faces of alleged perpetrators at Berkeley High and Lowell High School in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_11865849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_6669.jpg\" alt=\"\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Annette Kwon, a former Berkeley High student, created a TikTok video to continue a public conversation around sexual harassment and assault in high school. \u003ccite>(Courtesy Annette Kwon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When the quarantine started, everything died down,” she said. “And I just felt like it was necessary that the topic stays relevant, because if it had faded out once again, nothing would change.”\u003c/p>\n\u003cp>The video received over 100,000 views, and soon students throughout the Bay Area launched Instagram accounts for people to post their experiences of harassment and assault anonymously.\u003c/p>\n\u003cp>Mia Redmond remembered seeing dozens of stories of harassment and assault posted on an Instagram account called BHS Protectors.\u003c/p>\n\u003cp>“It just felt like everyone was coming together again, and addressing the issue again that we had done in February,” Redmond said. “It was powerful to see not only so many people at Berkeley High being able to tell their stories, that they couldn’t talk about before, but also other schools following that, too.”\u003c/p>\n\u003cp>[aside label='Education Coverage' tag='education']But for others, the account was also overwhelming, especially during a pandemic that left so many people isolated.\u003c/p>\n\u003cp>“A lot of people were like, ‘I’m in a pandemic, I’m in my room 24/7. This is already messing with my mental health. And everyday I open my Instagram and I’m reminded of my own trauma,’ ” said Ayisha Friedman, another walkout organizer, of people she knew who had seen the account. “Where does the conversation go? You’re stuck in your room with no support.”\u003c/p>\n\u003cp>Trish McDermott, a spokesperson for the Berkeley Unified School District, said in a statement that administrators reached out to those who posted about incidents of sexual harm, discrimination or racism, and those who were named in the posts. She said administrators also informed police and Child Protective Services about the account and specific allegations that could be traced to any students.\u003c/p>\n\u003cp>The account has since been removed, and now students who participated in the walkout are hoping some of the cultural shifts inspired by their organizing will last when the pandemic is over.\u003c/p>\n\u003ch3>District Announces Changes, and the Culture Begins to Shift\u003c/h3>\n\u003cp>Ultraviolet Schneider-Dwyer, a senior at Berkeley High, said that before the walkout a lot of the incidents of harassment and assault occurred during parties where young people were too intoxicated to consent. She’s hopeful her peers will no longer tolerate that culture after so many students shared their experiences of abuse.\u003c/p>\n\u003cp>“There will be more social consequences than there are administrative or academically,” she said. “At the same time, I’m just making sure that they’re not doing it out of fear of not being accepted, but they’re doing it because it’s the right thing to do.”\u003c/p>\n\u003cp>Now, Mia Redmond is a part of a committee to give students a chance to provide the school with input on issues like harassment and consent education. She feels like the district is taking students’ demands seriously. She’s graduating this year and plans to continue her advocacy after high school. And she said it will be up to future generations of Berkeley High students as well as administrators to make sure the changes she and others started will last.\u003c/p>\n\u003cp>“I can’t say for certain whether [the walkout] changed the culture at Berkeley High, but it definitely brought up a conversation that wasn’t being had before,” Redmond said. “It was such a monumental thing in Berkeley High history that everyone who experienced it, they’re not going to forget about it.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://revealnews.org/podcast/protecting-kids-from-abuse/\">This story\u003c/a> was reported in collaboration with Reveal from The Center for Investigative Reporting and PRX. It was produced as a project for the USC Annenberg Center for Health Journalism Impact Fund.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Women’s Student Union at Berkeley High School \u003ca href=\"https://www.berkeleyside.com/2021/03/11/womens-student-union-at-berkeley-high-sues-dept-of-ed-to-overturn-trump-era-sexual-misconduct-rules\">sued the U.S. Department of Education earlier this month\u003c/a> over Title IX rules adopted during the Trump administration that govern how schools respond to cases of sexual harassment and assault.\u003c/p>\n\u003cp>Those rules, \u003ca href=\"https://www.npr.org/2020/05/06/851733630/federal-rules-give-more-protection-to-students-accused-of-sexual-assault\">announced last May and implemented in August under former Secretary of Education Betsy DeVos \u003c/a>, offer more protections for students who are accused of sexual misconduct. They apply to colleges as well as K-12 schools. The Women’s Student Union – a student-founded and student-led group that advocates for policies to reduce sexual harassment on Berkeley High’s campus – argued in its \u003ca href=\"https://www.documentcloud.org/documents/20517245-20210308-doc-1-complaint\">lawsuit\u003c/a> that the policy discourages students from reporting harassment and schools from investigating complaints.\u003c/p>\n\u003cp>This latest action by students comes more than a year after victims and advocates at Berkeley High organized a \u003ca href=\"https://www.kqed.org/news/11801840/reckoning-with-sexual-assault-at-berkeley-high-school\">walkout\u003c/a> in February 2020 to demand changes over how misconduct was handled on their own campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We were realizing that a lot of the issues that students at Berkeley High were facing stemmed from national policies,” said Ava, a junior at Berkeley High and one of the students who filed the lawsuit. “And if we could change national policies, we could help people at every school in the United States, not just Berkeley High.” KQED is identifying Ava by only her first name over fears she could face harassment.\u003c/p>\n\u003cp>In the year since the walkout, the Berkeley Unified School District has adopted some changes in response to students’ demands. In December, the district \u003ca href=\"https://berkeleyhighjacket.com/2020/features/busd-implements-title-ix-reform-demanded-by-students/\">announced\u003c/a> they had hired a full-time Title IX coordinator and investigator, and set up a committee of mostly Berkeley High School students to lead some of the changes around consent education.\u003c/p>\n\u003cp>It’s not the first time the district’s students and adult advocates have demanded changes in how their schools handle misconduct complaints.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>A History of Activism at Berkeley High\u003c/h3>\n\u003cp>In 2014, Berkeley High alum Liana Thomason and her classmates \u003ca href=\"https://www.kqed.org/news/10392296/berkeley-high-students-trying-to-change-schools-sexual-harassment-policy\">started the group BHS Stop Harassing\u003c/a>. She said they founded the group after comments made during a school assembly seemed to blame harassment on the ways students dressed. But Thomason said the need was about more than just those comments.\u003c/p>\n\u003cp>“The unofficial story is that there had just been this culture of harassment in Berkeley High and middle school. There was Slap Ass Friday where boys would slap the girls’ asses on Friday,” Thomason said. “And it was just like, ‘This is what the world is like. That’s fine.’ ”\u003c/p>\n\u003cp>After the assembly, Thomason invited a group of female friends to her house to talk about what they saw as a culture of unchecked harassment.\u003c/p>\n\u003cp>“We realized that we had to say something. We had to let the school know that it was not OK,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Berkeley High students had also \u003ca href=\"https://www.dailycal.org/2015/10/02/berkeley-unified-school-district-inadequately-handles-sexual-harassment/\">created\u003c/a> an Instagram account on which some female students were referred to as “sluts” alongside degrading photos of them. Thomason was also motivated to address these issues after her sister was sexually assaulted at a middle school bike cage in 2014. She said the school responded by setting up a restorative justice circle that traumatized her sister even more.\u003c/p>\n\u003cp>Thomason’s mother, Heidi Goldstein, became an adviser for BHS Stop Harassing and is still working on these issues today.\u003c/p>\n\u003cp>“I started researching Title IX and school district policies,” Goldstein said. “And that’s where I came to the conclusion that the whole system was just in disarray. There was no system and there really was no process.”\u003c/p>\n\u003cfigure id=\"attachment_11865854\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865854\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Liana Thomason, right, a Berkeley High alum, founded the group BHS Stop Harassing. Her mother Heidi Goldstein continues to be an adult adviser for the group. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goldstein filed a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/OCR-Letter-1-14-2015.pdf\">complaint\u003c/a> with the U.S Department of Education’s Office for Civil Rights about how the school handled misconduct complaints, prompting an investigation.\u003c/p>\n\u003cp>Members of BHS Stop Harassing began showing up at school board meetings to demand better policies around sexual harassment and more training for teachers as well as education for students.\u003c/p>\n\u003cp>“The Berkeley Public School District places an immense value on student safety and well-being,” former BUSD Superintendent Donald Evans and BUSD Board President Judy Appel wrote in a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/Sexual-Harrassment-Letter-v4c-1-7-.pdf\">letter\u003c/a> to district families at the time. “Based on student, teacher, and community feedback about this and other related issues, we have come to realize that there is an urgent need to work on developing a culture focused on prevention of sexual harassment, not simply reacting to it.”\u003c/p>\n\u003ch3>The Wild West of Title IX Regulations\u003c/h3>\n\u003cp>Maha Ibrahim, an attorney with Equal Rights Advocates, a nonprofit that advocates for gender equity in schools, has worked with Berkeley High students. She said few schools do a sufficient job responding to sexual harassment or assault claims.\u003c/p>\n\u003cp>“The federal rules and regulations for Title IX have been written for universities – and schools K-12 were an afterthought,” Ibrahim said. “It’s like the Wild West. It’s a lot of individual adults who are shooting from the hip when approached with difficult or traumatic experiences of their students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to a new \u003ca href=\"https://www.knowyourix.org/wp-content/uploads/2021/03/Know-Your-IX-2021-Report-Final-Copy.pdf\">report\u003c/a> from the advocacy group Know Your IX, a survey of more than 100 students found that 20% of students who reported sexual violence to their school transferred schools, and nearly 10% dropped out entirely.\u003c/p>\n\u003cp>But she said Berkeley’s progressive image also made it difficult for some to acknowledge that some students felt unsafe.\u003c/p>\n\u003cp>“Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem,” Ibrahim said. “It was sort of like, ‘Well, this can’t be us. We’re Berkeley.’ ”\u003c/p>\n\u003cp>In response to demands from students made in 2014, the district \u003ca href=\"https://www.berkeleyschools.net/wp-content/uploads/2015/03/ActionStepstoAddressSexualHarassment3.8.17.docx-1.pdf\">said\u003c/a> it expanded an advisory committee to create a comprehensive sexual harassment policy, held restorative justice circles for students who were targeted by sexual harassment and established a Title IX coordinator and compliance officer position.\u003c/p>\n\u003ch3>A Lawsuit and a Sexual Assault Reported on Campus\u003c/h3>\n\u003cp>But students say the problems continued. The district was sued by a student over its handling of a sexual assault allegation last year.\u003c/p>\n\u003cp>The lawsuit alleges a student was sexually assaulted by another student during school hours in an unlocked classroom at Berkeley High in 2019. It claims the district failed to take steps to adequately ensure the victim’s safety. KQED is identifying the student as “Faith” to protect her identity over concerns for her safety. In the lawsuit, she is identified as “Jane Doe.”\u003c/p>\n\u003cp>Faith said she kept seeing her assailant on campus after the assault, and that he continued to sexually harass her. She said she had meltdowns for months.\u003c/p>\n\u003cp>“Usually, I’m a happy, goofy person. My teachers were just worried, and they would always just look at me and they’re like, ‘You look so sad,’ ” Faith said. “They would try to help me get back to how I used to be. And it was just hard.”\u003c/p>\n\u003cfigure id=\"attachment_11865919\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865919\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg\" alt=\"Faith sits with hands on knees, only legs and shoes visible\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faith, a former Berkeley High student, sued the district in January 2020 over its handling of her sexual assault allegations against a fellow student. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eventually, Faith and her parents decided it was too much, and she transferred into an independent studies program. Attorneys for the district argued in a court filing that administrators worked with Faith to make sure she was safe, and they tried to limit the potential for contact between the two students. They said district personnel were responsive to Faith’s complaints.\u003c/p>\n\u003cp>Faith \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2020/02/RG20052743-Doe-VS-Berkeley-Unified-School-District.pdf\">sued the district\u003c/a> in January 2020 before she left Berkeley High the next month, and she said students at the school began talking about the case, trying to guess the identity of Jane Doe. She said it was scary, but that she also felt resilient knowing she had helped spark a larger conversation about safety on campus.\u003c/p>\n\u003cp>“I just want there to be a change, especially being a person of color. I became a person of color who was also assaulted,” Faith said. “It was just something I had to speak up on, because my voice is not heard by a lot of people.”\u003c/p>\n\u003ch3>The Names on the Bathroom Stall\u003c/h3>\n\u003cp>Some Berkeley High students had already thought the school had a culture where sexual misconduct was swept under the rug, but the lawsuit Faith filed seemed to break something open.\u003c/p>\n\u003cp>Days after the lawsuit was filed, a group of Berkeley High students began writing the names of alleged perpetrators on a bathroom stall. In black ink, they wrote “Boys To Watch Out 4,” followed by several names and the words “rapist” and “abuser.”\u003c/p>\n\u003cfigure id=\"attachment_11864779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_0893-e1616451221449.jpg\" alt=\"Ayisha Friedman sitting outside, arms crossed\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ayisha Friedman organized a walkout over sexual harassment and assault at Berkeley High in February 2020. \u003ccite>(Courtesy of Ayisha Friedman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ayisha Friedman, a senior at Berkeley High during this time, said she saw the list during first or second period. Reading the list, Friedman thought about her friends who’d been harassed or assaulted.\u003c/p>\n\u003cp>“I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart,” Friedman said.\u003c/p>\n\u003cp>Friedman said a lot of the boys were popular and known for inappropriate behavior around young women. She said the list was impossible to ignore. By the end of the school day, a picture of the stall had been shared on Instagram, and it felt like everyone in the school had seen it and had something to say.\u003c/p>\n\u003cp>“And that goes both ways. That goes people who were defending these women and who are saying, ‘I believe you, I am here for you,’ ” Friedman said. “And then people on the other side who were like, ‘Anybody could have written this. And this is a lie.’ ”\u003c/p>\n\u003ch3>A Walkout Gets the District’s Attention\u003c/h3>\n\u003cp>Several students who spoke to KQED described a climate at the high school where victims who reported their assaults to administrators were questioned or doubted by their peers. Students wanted the school district to do more to support victims and keep them safe on campus. Friedman and others began organizing a walkout.\u003c/p>\n\u003cp>Mia Redmond, one of the organizers, reported her own sexual assault about a week before the walkout in February 2020.\u003c/p>\n\u003cp>“This was in the midst of a really hard situation. But we were all coming together and working on something that we really cared about,” Redmond said.\u003c/p>\n\u003cp>She said she found a supportive community during a time when others were gossiping about her experience.\u003c/p>\n\u003cp>“It was so tense,” said Sophia Kerievsky, another organizer and friend of Redmond. “I remember people were pointing at me in the courtyard, and just really attacking my character, and especially her character. It was this strange energy. It was a lot of girls who were standing up for her, and then a huge group of boys standing by his side.”\u003c/p>\n\u003cfigure id=\"attachment_11864969\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864969\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BHS_Rape_Walkout-17-1-1-scaled-e1616451482414.jpg\" alt=\"BHS students behind podium during walkout\" width=\"1920\" height=\"1353\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School students organized a walkout in February 2020 to address sexual harassment and assault on campus. \u003ccite>(Courtesy Mia Redmond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The day of the walkout, Redmond wasn’t sure how many people would show up. So when she looked out at the courtyard, she was stunned by the support, and said the entire courtyard was filled with students, staff and administration.\u003c/p>\n\u003cp>“It made me feel like I wasn’t alone in it. At the time I was feeling a lot of lack of understanding,” Redmond said. “And it definitely gave me a group of people who I was like, ‘I can trust these people. These people support me, and I want to support these people.’ ”\u003c/p>\n\u003ch3>A Practical and Philosophical Set of Demands\u003c/h3>\n\u003cp>The students drafted up specific demands, such as more resources for the Title IX office handling misconduct complaints, expanded consent education and policies stating that perpetrators found to be guilty by the school would be suspended from school-sanctioned events. They wanted to create a culture where victims could heal, and for the school to continue the conversation long after they had graduated.\u003c/p>\n\u003cp>Superintendent Brent Stephens had begun working for the district less than a year before the walkout, and he said many of the students’ requests were practical, and that change felt necessary. There had also been high turnover in the district’s Title IX coordinator role, with at least six different people working in that position from 2015 to 2020.\u003c/p>\n\u003cp>The students, he said, had done their homework, and met with teachers, staff and adult advocates.\u003c/p>\n\u003cp>“And so when they came with a set of demands, they were sort of philosophical in nature, but they were very pragmatic as well,” Stephens said. “It was … a political moment, but it resonated with what I and many others saw as legitimate needs of the district.”\u003c/p>\n\u003ch3>The Conversation Continues Online\u003c/h3>\n\u003cp>Just weeks after the walkout, schools shut down because of COVID-19. And as everyone focused on the pandemic, the momentum began to fade.\u003c/p>\n\u003cp>Then, Annette Kwon, a former Berkeley High student now at Branham High School in San Jose, decided to find another way to restart the conversation. Over the summer, she made a TikTok video showing the faces of alleged perpetrators at Berkeley High and Lowell High School in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_11865849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_6669.jpg\" alt=\"\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Annette Kwon, a former Berkeley High student, created a TikTok video to continue a public conversation around sexual harassment and assault in high school. \u003ccite>(Courtesy Annette Kwon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When the quarantine started, everything died down,” she said. “And I just felt like it was necessary that the topic stays relevant, because if it had faded out once again, nothing would change.”\u003c/p>\n\u003cp>The video received over 100,000 views, and soon students throughout the Bay Area launched Instagram accounts for people to post their experiences of harassment and assault anonymously.\u003c/p>\n\u003cp>Mia Redmond remembered seeing dozens of stories of harassment and assault posted on an Instagram account called BHS Protectors.\u003c/p>\n\u003cp>“It just felt like everyone was coming together again, and addressing the issue again that we had done in February,” Redmond said. “It was powerful to see not only so many people at Berkeley High being able to tell their stories, that they couldn’t talk about before, but also other schools following that, too.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But for others, the account was also overwhelming, especially during a pandemic that left so many people isolated.\u003c/p>\n\u003cp>“A lot of people were like, ‘I’m in a pandemic, I’m in my room 24/7. This is already messing with my mental health. And everyday I open my Instagram and I’m reminded of my own trauma,’ ” said Ayisha Friedman, another walkout organizer, of people she knew who had seen the account. “Where does the conversation go? You’re stuck in your room with no support.”\u003c/p>\n\u003cp>Trish McDermott, a spokesperson for the Berkeley Unified School District, said in a statement that administrators reached out to those who posted about incidents of sexual harm, discrimination or racism, and those who were named in the posts. She said administrators also informed police and Child Protective Services about the account and specific allegations that could be traced to any students.\u003c/p>\n\u003cp>The account has since been removed, and now students who participated in the walkout are hoping some of the cultural shifts inspired by their organizing will last when the pandemic is over.\u003c/p>\n\u003ch3>District Announces Changes, and the Culture Begins to Shift\u003c/h3>\n\u003cp>Ultraviolet Schneider-Dwyer, a senior at Berkeley High, said that before the walkout a lot of the incidents of harassment and assault occurred during parties where young people were too intoxicated to consent. She’s hopeful her peers will no longer tolerate that culture after so many students shared their experiences of abuse.\u003c/p>\n\u003cp>“There will be more social consequences than there are administrative or academically,” she said. “At the same time, I’m just making sure that they’re not doing it out of fear of not being accepted, but they’re doing it because it’s the right thing to do.”\u003c/p>\n\u003cp>Now, Mia Redmond is a part of a committee to give students a chance to provide the school with input on issues like harassment and consent education. She feels like the district is taking students’ demands seriously. She’s graduating this year and plans to continue her advocacy after high school. And she said it will be up to future generations of Berkeley High students as well as administrators to make sure the changes she and others started will last.\u003c/p>\n\u003cp>“I can’t say for certain whether [the walkout] changed the culture at Berkeley High, but it definitely brought up a conversation that wasn’t being had before,” Redmond said. “It was such a monumental thing in Berkeley High history that everyone who experienced it, they’re not going to forget about it.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://revealnews.org/podcast/protecting-kids-from-abuse/\">This story\u003c/a> was reported in collaboration with Reveal from The Center for Investigative Reporting and PRX. It was produced as a project for the USC Annenberg Center for Health Journalism Impact Fund.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Dressed in a white gown and hooked to an IV pump, Tina Jones was sitting on a hospital bed when nursing student Erin Abille greeted her.\u003c/p>\n\u003cp>Glancing at Jones’ chart, Abille saw that the patient came into the hospital for a foot infection and had a penicillin allergy.\u003c/p>\n\u003cp>“Are you in any pain?” Abille asked.\u003c/p>\n\u003cp>“Oh, OK,” Jones responded.\u003c/p>\n\u003cp>The bizarre response wasn’t the only unusual thing, Abille noted. The patient also had stilted facial and hand movements.\u003c/p>\n\u003cp>But those symptoms weren’t due to a medical condition — they were because Jones is not a real patient but a computer avatar in Shadow Health, a virtual simulation that has been widely adopted by nursing education programs across California since the start of the coronavirus pandemic.\u003c/p>\n\u003cp>The pandemic has restricted the number of clinical placements available to nursing students in hospitals, forcing them to practice their skills instead on mannequins, virtual patients like Jones, or at home with relatives and even stuffed animals.\u003c/p>\n\u003cp>California has relaxed regulations to allow for more virtual education, but some nursing students say they feel less confident in their skills, and others have had their graduation delayed, at a time when the state arguably needs nurses more than ever.\u003c/p>\n\u003cp>Hospitals have been reluctant to place nursing students at risk by having them enter a workplace filled with COVID patients, and more experienced nurses have been too busy with patient care to supervise them, said Loretta Melby, president of the California Board of Registered Nursing, a state agency that regulates nursing education.\u003c/p>\n\u003cp>“It was really difficult for all of our students when the facilities that they’ve relied on for years to do their clinical practice said, ‘We can’t have you here anymore,’ ” she said.\u003c/p>\n\u003ch3>What Practicing at Home Means\u003c/h3>\n\u003cfigure id=\"attachment_11866000\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11866000\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/012321_NursingStudent_AB_10.jpg\" alt=\"\" width=\"768\" height=\"1152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/012321_NursingStudent_AB_10.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/012321_NursingStudent_AB_10-160x240.jpg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">Nursing student Erin Abille finds new ways to learn medicine by practicing techniques on a stuffed animal in Mulberry Park in Chula Vista on Jan. 23, 2021. \u003ccite>(Arlene Banuelos for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Prior to the pandemic, nursing students were required to spend at least 75% of their clinical time providing direct care to patients in hospitals. The Board of Registered Nursing \u003ca href=\"https://edsource.org/2020/new-california-nursing-waiver-will-allow-some-students-to-complete-training-but-leaves-others-out/628170\">relaxed its regulations\u003c/a> in April 2020 to allow students to fulfill half of their clinical hours in simulated scenarios, but said it will reverse that decision when the pandemic is over.\u003c/p>\n\u003cp>For Abille, that means that instead of checking her patients’ vital signs with her stethoscope and thermometer, she now relies on the electronic health records shown at the bottom of her laptop screen.\u003c/p>\n\u003cp>Caring for faux-patient Jones, she said, is a stark contrast to the close relationships she developed with patients when working as a certified nursing assistant at a skilled nursing facility. There, she had emotional conversations with elderly patients on the geriatrics floor, many of whom were reflecting on the choices they’d made in life as they neared its end.\u003c/p>\n\u003cp>Abille wasn’t able to do that with Jones. “I couldn’t pry into her personal life, I couldn’t pry into her worries, I couldn’t pry even into her pain,” she said.\u003c/p>\n\u003cp>Before the pandemic, Abille would have received one-on-one mentorship from a senior nurse on how to do sensitive procedures, such as inserting a catheter into a patient’s urethra. Now, with her college’s skills lab closed and even mannequins unavailable, she practices at home. A unicorn Pillow Pet stands in as her patient and she uses a water bottle to replicate the urethra.\u003c/p>\n\u003cp>Abille said she worries that she might accidentally reinforce mistakes because she doesn’t have her instructor to immediately correct her. Having a catheter inserted is a scary procedure for many patients, who often wonder whether the procedure will hurt. That’s not a conversation she can have with her unicorn.\u003c/p>\n\u003cp>In person, nursing students can use all of their senses when caring for patients, but with simulations, they miss out on the physical cues that patients give to signify pain or discomfort, said Melby of the BRN.\u003c/p>\n\u003cp>“When I worked in the ICU, I could smell various things like a gastrointestinal bleed,” she said. In a simulation, “you’re not getting that kind of input. Your mannequin can’t grimace.”\u003c/p>\n\u003cfigure id=\"attachment_11866001\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866001 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/TINA-JONES.png\" alt=\"\" width=\"1024\" height=\"581\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES.png 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-800x454.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-1020x579.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-160x91.png 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot from a simulated patient interaction in Shadow Health, a computer program that colleges are using to train nurses during the pandemic. \u003ccite>(CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>‘A Real-Life Situation in a Non-Threatening Environment’\u003c/h3>\n\u003cp>Despite the drawbacks, virtual simulations do have some upsides, said KT Waxman, director of the California Simulation Alliance at HealthImpact, a nonprofit focused on health workforce development.\u003c/p>\n\u003cp>Students can still develop their critical thinking and clinical judgement. When instructors create clinical scenarios over Zoom or show a video of a heart failure, debriefing allows students to grow more confident in their ability to handle those situations, Waxman said.\u003c/p>\n\u003cp>“You expose the students to a real-life situation in a non-threatening environment, where students know if they make a mistake that the life of the patient is not at stake,” said Salima Allahbachayo, director of the nursing program at Citrus College, which has relied on computer simulation to continue teaching during the pandemic.\u003c/p>\n\u003cp>She says her students were able to learn more through Zoom scenarios because repetition allows them to correct their mistakes.\u003c/p>\n\u003cp>Besides spurring a move toward more simulation, the pandemic has shrunk the number of available slots in colleges’ nursing programs, said Joanne Spetz, director of the Philip R. Lee Institute for Health Policy Studies at UCSF.\u003c/p>\n\u003cp>Some nursing programs in California didn’t admit any new students this year, at a time when the state is projected to have \u003ca href=\"https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/nchwa-hrsa-nursing-report.pdf\">a shortage of 44,500 full-time registered nurses by 2030\u003c/a>, according to the National Center for Health Workforce Analysis. And around one in 10 nursing programs in California has suspended admissions for 2021-2022, according to preliminary data from a survey Spetz is conducting.\u003c/p>\n\u003cp>“For those students, that’s another semester or quarter where they’re not able to get started,” said Spetz. “It slows down their graduation, and overall slows down the supply of nurses into our workforce.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>A Growing Demand for Nurses\u003c/h3>\n\u003cp>Alexis Hawkins, a nursing student at Grossmont College in El Cajon, said her nursing program paused classes halfway through the spring 2020 semester. She had to redo the entire first semester online and missed out on learning how to give IV injections, a skill that’s only taught in person and that she should have learned her first year.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Joanne Spetz, director of Philip R. Lee Institute for Health Policy Studies at UCSF\"]‘If we end up losing a bunch of nurses who are in their 30s, those are nurses who had another 20 or 30 years of working life available for us and that’s a much bigger loss for the workforce.’[/pullquote]Coming back for her second semester, she said, was like trying to keep up with a moving conveyor belt; she was expected to perform as if she’d had clinical rotations her first semester, and ended up quitting her job to study harder.\u003c/p>\n\u003cp>“I do feel that my education is compromised,” Hawkins said. “I’m not getting the best education that I think I would be getting if we were in person.”\u003c/p>\n\u003cp>Even before the pandemic, nursing programs were \u003ca href=\"https://hechingerreport.org/when-nurses-are-needed-most-nursing-programs-arent-keeping-up-with-demand/\">reporting record numbers of applicants\u003c/a> but struggling to accommodate more students.\u003c/p>\n\u003cp>“Nursing is a particularly resource-heavy field,” said Rehman Attar, director of health care workforce development at California State University. Colleges need to find space for labs, attract faculty away from other well-paying jobs and compete with other schools for limited clinical placements, Attar said.\u003c/p>\n\u003cp>At the same time, the last year on the front lines of COVID-19 has led many older nurses to retire early and younger nurses to quit. Spetz said hospital leaders are concerned that senior nurses currently in the workforce will burn out before new graduates can be hired.\u003c/p>\n\u003cp>“Hospitals are losing nurses close to retirement a few years early … but we knew that they were going to retire,” Spetz said. “But if we end up losing a bunch of nurses who are in their 30s, those are nurses who had another 20 or 30 years of working life available for us and that’s a much bigger loss for the workforce.”\u003c/p>\n\u003cp>The situation is more acute in high-demand areas such as the emergency room and intensive care unit, Spetz said. Those departments have been off-limits to nursing students during the pandemic — and that’s experience that can’t be replicated in a virtual scenario.\u003c/p>\n\u003ch3>‘You Cannot Simulate the Fear and Dread of Some People’\u003c/h3>\n\u003cp>Even with clinical experience, the transition from being a nursing student to being a nurse working in a hospital can be jarring, said Gerard Brogan, the director of nursing practice at the California Nurses Association, a labor union that represents registered nurses.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='nurses']“Lack of access to these specialty units, and this more generic simulation-based education, is not going to prepare these nurses on their own for a major shock,” Brogan said. He likened it to soldiers learning warfare on simulators, which has been linked to significant increases in post-traumatic stress disorder.\u003c/p>\n\u003cp>Union members are also concerned that colleges will rely heavily on virtual simulations even after the pandemic because software is cheaper than staff, Brogan said. Instruction that doesn’t prepare students to connect with patients on a human level, he said, threatens to compromise safety.\u003c/p>\n\u003cp>“You cannot simulate the fear and dread of some people,” Brogan said. “And frankly, we’re worried about the attempt to do so.”\u003c/p>\n\u003cp>Experts say the availability of clinical placements has recently begun to increase in California as \u003ca href=\"https://calmatters.org/health/coronavirus/2021/03/california-milestone-reopening-today/\">more vaccines are distributed\u003c/a> and coronavirus cases decline.\u003c/p>\n\u003cp>But Waxman, of the nonprofit California Simulation Alliance, agreed that the state is likely to see an expanded use of technology in nurse training post-pandemic, including a wider adoption of virtual reality that will replace some clinical experience.\u003c/p>\n\u003cp>Though cost has limited the use of virtual reality in nursing programs — each headset costs around $300, not including the price of the software — it overcomes some of the shortcomings of the 2D virtual simulations that colleges currently use, Waxman said, because it is immersive and students can use their sense of touch when practicing physical assessments and hands-on skills such as immunization.\u003c/p>\n\u003cp>“Once the pandemic is over, I believe that students will need to get back into the hands-on skills lab. I don’t think that will go away,” Waxman said. “But education is going to change dramatically.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003ca href=\"https://calmatters.org/author/shehreen-karim/\">Shehreen Karim\u003c/a> is a fellow with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. \u003ca href=\"https://calmatters.org/author/charlotte-west/\">Charlotte West\u003c/a> contributed reporting. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Nursing schools have turned to virtual simulations during the coronavirus pandemic to keep teaching. But students say this type of distance learning lacks many real-world elements.",
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"title": "Nursing Schools Turned to Computer Simulations During the Pandemic. Are Students Learning? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dressed in a white gown and hooked to an IV pump, Tina Jones was sitting on a hospital bed when nursing student Erin Abille greeted her.\u003c/p>\n\u003cp>Glancing at Jones’ chart, Abille saw that the patient came into the hospital for a foot infection and had a penicillin allergy.\u003c/p>\n\u003cp>“Are you in any pain?” Abille asked.\u003c/p>\n\u003cp>“Oh, OK,” Jones responded.\u003c/p>\n\u003cp>The bizarre response wasn’t the only unusual thing, Abille noted. The patient also had stilted facial and hand movements.\u003c/p>\n\u003cp>But those symptoms weren’t due to a medical condition — they were because Jones is not a real patient but a computer avatar in Shadow Health, a virtual simulation that has been widely adopted by nursing education programs across California since the start of the coronavirus pandemic.\u003c/p>\n\u003cp>The pandemic has restricted the number of clinical placements available to nursing students in hospitals, forcing them to practice their skills instead on mannequins, virtual patients like Jones, or at home with relatives and even stuffed animals.\u003c/p>\n\u003cp>California has relaxed regulations to allow for more virtual education, but some nursing students say they feel less confident in their skills, and others have had their graduation delayed, at a time when the state arguably needs nurses more than ever.\u003c/p>\n\u003cp>Hospitals have been reluctant to place nursing students at risk by having them enter a workplace filled with COVID patients, and more experienced nurses have been too busy with patient care to supervise them, said Loretta Melby, president of the California Board of Registered Nursing, a state agency that regulates nursing education.\u003c/p>\n\u003cp>“It was really difficult for all of our students when the facilities that they’ve relied on for years to do their clinical practice said, ‘We can’t have you here anymore,’ ” she said.\u003c/p>\n\u003ch3>What Practicing at Home Means\u003c/h3>\n\u003cfigure id=\"attachment_11866000\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11866000\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/012321_NursingStudent_AB_10.jpg\" alt=\"\" width=\"768\" height=\"1152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/012321_NursingStudent_AB_10.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/012321_NursingStudent_AB_10-160x240.jpg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">Nursing student Erin Abille finds new ways to learn medicine by practicing techniques on a stuffed animal in Mulberry Park in Chula Vista on Jan. 23, 2021. \u003ccite>(Arlene Banuelos for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Prior to the pandemic, nursing students were required to spend at least 75% of their clinical time providing direct care to patients in hospitals. The Board of Registered Nursing \u003ca href=\"https://edsource.org/2020/new-california-nursing-waiver-will-allow-some-students-to-complete-training-but-leaves-others-out/628170\">relaxed its regulations\u003c/a> in April 2020 to allow students to fulfill half of their clinical hours in simulated scenarios, but said it will reverse that decision when the pandemic is over.\u003c/p>\n\u003cp>For Abille, that means that instead of checking her patients’ vital signs with her stethoscope and thermometer, she now relies on the electronic health records shown at the bottom of her laptop screen.\u003c/p>\n\u003cp>Caring for faux-patient Jones, she said, is a stark contrast to the close relationships she developed with patients when working as a certified nursing assistant at a skilled nursing facility. There, she had emotional conversations with elderly patients on the geriatrics floor, many of whom were reflecting on the choices they’d made in life as they neared its end.\u003c/p>\n\u003cp>Abille wasn’t able to do that with Jones. “I couldn’t pry into her personal life, I couldn’t pry into her worries, I couldn’t pry even into her pain,” she said.\u003c/p>\n\u003cp>Before the pandemic, Abille would have received one-on-one mentorship from a senior nurse on how to do sensitive procedures, such as inserting a catheter into a patient’s urethra. Now, with her college’s skills lab closed and even mannequins unavailable, she practices at home. A unicorn Pillow Pet stands in as her patient and she uses a water bottle to replicate the urethra.\u003c/p>\n\u003cp>Abille said she worries that she might accidentally reinforce mistakes because she doesn’t have her instructor to immediately correct her. Having a catheter inserted is a scary procedure for many patients, who often wonder whether the procedure will hurt. That’s not a conversation she can have with her unicorn.\u003c/p>\n\u003cp>In person, nursing students can use all of their senses when caring for patients, but with simulations, they miss out on the physical cues that patients give to signify pain or discomfort, said Melby of the BRN.\u003c/p>\n\u003cp>“When I worked in the ICU, I could smell various things like a gastrointestinal bleed,” she said. In a simulation, “you’re not getting that kind of input. Your mannequin can’t grimace.”\u003c/p>\n\u003cfigure id=\"attachment_11866001\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866001 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/TINA-JONES.png\" alt=\"\" width=\"1024\" height=\"581\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES.png 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-800x454.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-1020x579.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/TINA-JONES-160x91.png 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot from a simulated patient interaction in Shadow Health, a computer program that colleges are using to train nurses during the pandemic. \u003ccite>(CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>‘A Real-Life Situation in a Non-Threatening Environment’\u003c/h3>\n\u003cp>Despite the drawbacks, virtual simulations do have some upsides, said KT Waxman, director of the California Simulation Alliance at HealthImpact, a nonprofit focused on health workforce development.\u003c/p>\n\u003cp>Students can still develop their critical thinking and clinical judgement. When instructors create clinical scenarios over Zoom or show a video of a heart failure, debriefing allows students to grow more confident in their ability to handle those situations, Waxman said.\u003c/p>\n\u003cp>“You expose the students to a real-life situation in a non-threatening environment, where students know if they make a mistake that the life of the patient is not at stake,” said Salima Allahbachayo, director of the nursing program at Citrus College, which has relied on computer simulation to continue teaching during the pandemic.\u003c/p>\n\u003cp>She says her students were able to learn more through Zoom scenarios because repetition allows them to correct their mistakes.\u003c/p>\n\u003cp>Besides spurring a move toward more simulation, the pandemic has shrunk the number of available slots in colleges’ nursing programs, said Joanne Spetz, director of the Philip R. Lee Institute for Health Policy Studies at UCSF.\u003c/p>\n\u003cp>Some nursing programs in California didn’t admit any new students this year, at a time when the state is projected to have \u003ca href=\"https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/nchwa-hrsa-nursing-report.pdf\">a shortage of 44,500 full-time registered nurses by 2030\u003c/a>, according to the National Center for Health Workforce Analysis. And around one in 10 nursing programs in California has suspended admissions for 2021-2022, according to preliminary data from a survey Spetz is conducting.\u003c/p>\n\u003cp>“For those students, that’s another semester or quarter where they’re not able to get started,” said Spetz. “It slows down their graduation, and overall slows down the supply of nurses into our workforce.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>A Growing Demand for Nurses\u003c/h3>\n\u003cp>Alexis Hawkins, a nursing student at Grossmont College in El Cajon, said her nursing program paused classes halfway through the spring 2020 semester. She had to redo the entire first semester online and missed out on learning how to give IV injections, a skill that’s only taught in person and that she should have learned her first year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘If we end up losing a bunch of nurses who are in their 30s, those are nurses who had another 20 or 30 years of working life available for us and that’s a much bigger loss for the workforce.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Coming back for her second semester, she said, was like trying to keep up with a moving conveyor belt; she was expected to perform as if she’d had clinical rotations her first semester, and ended up quitting her job to study harder.\u003c/p>\n\u003cp>“I do feel that my education is compromised,” Hawkins said. “I’m not getting the best education that I think I would be getting if we were in person.”\u003c/p>\n\u003cp>Even before the pandemic, nursing programs were \u003ca href=\"https://hechingerreport.org/when-nurses-are-needed-most-nursing-programs-arent-keeping-up-with-demand/\">reporting record numbers of applicants\u003c/a> but struggling to accommodate more students.\u003c/p>\n\u003cp>“Nursing is a particularly resource-heavy field,” said Rehman Attar, director of health care workforce development at California State University. Colleges need to find space for labs, attract faculty away from other well-paying jobs and compete with other schools for limited clinical placements, Attar said.\u003c/p>\n\u003cp>At the same time, the last year on the front lines of COVID-19 has led many older nurses to retire early and younger nurses to quit. Spetz said hospital leaders are concerned that senior nurses currently in the workforce will burn out before new graduates can be hired.\u003c/p>\n\u003cp>“Hospitals are losing nurses close to retirement a few years early … but we knew that they were going to retire,” Spetz said. “But if we end up losing a bunch of nurses who are in their 30s, those are nurses who had another 20 or 30 years of working life available for us and that’s a much bigger loss for the workforce.”\u003c/p>\n\u003cp>The situation is more acute in high-demand areas such as the emergency room and intensive care unit, Spetz said. Those departments have been off-limits to nursing students during the pandemic — and that’s experience that can’t be replicated in a virtual scenario.\u003c/p>\n\u003ch3>‘You Cannot Simulate the Fear and Dread of Some People’\u003c/h3>\n\u003cp>Even with clinical experience, the transition from being a nursing student to being a nurse working in a hospital can be jarring, said Gerard Brogan, the director of nursing practice at the California Nurses Association, a labor union that represents registered nurses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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