Bettina Love examines the impact of education policies on Black students and what we can do next
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FM","link":"/"}},"mindshift_62934":{"type":"posts","id":"mindshift_62934","meta":{"index":"posts_1591205157","site":"mindshift","id":"62934","score":null,"sort":[1704798057000]},"guestAuthors":[],"slug":"bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","title":"Bettina Love examines the impact of education policies on Black students and what we can do next","publishDate":1704798057,"format":"audio","headTitle":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After Brown v. Board of Education, over 38,000 Black educators lost their jobs. That transformation, along with other policies that followed have had long-lasting consequences for Black children. Bettina Love, Columbia University professor and abolitionist educator, discusses these topics in her book, \"Punished for Dreaming.\"","status":"publish","parent":0,"modified":1704816769,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":4399},"headData":{"title":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","description":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Bettina Love examines the impact of education policies on Black students and what we can do next","datePublished":"2024-01-09T11:00:57.000Z","dateModified":"2024-01-09T16:12:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC2522512170.mp3?updated=1704737099","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","authors":["11721"],"categories":["mindshift_21357","mindshift_21517","mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_21455","mindshift_21479","mindshift_20794","mindshift_20598","mindshift_35","mindshift_199","mindshift_381"],"featImg":"mindshift_62937","label":"mindshift"},"mindshift_62163":{"type":"posts","id":"mindshift_62163","meta":{"index":"posts_1591205157","site":"mindshift","id":"62163","score":null,"sort":[1692095441000]},"guestAuthors":[],"slug":"are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","title":"Are dress codes fair? How one middle school transformed its rules for what students wear","publishDate":1692095441,"format":"audio","headTitle":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1706031517,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are dress codes fair? How one middle school transformed its rules for what students wear","datePublished":"2023-08-15T10:30:41.000Z","dateModified":"2024-01-23T17:38:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_61570":{"type":"posts","id":"mindshift_61570","meta":{"index":"posts_1591205157","site":"mindshift","id":"61570","score":null,"sort":[1683126050000]},"guestAuthors":[],"slug":"how-do-children-learn-right-from-wrong","title":"How do children learn right from wrong?","publishDate":1683126050,"format":"standard","headTitle":"How do children learn right from wrong? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/how-do-children-learn-right-from\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As parents, our short-term goal is to get our children to listen to us and follow the rules and limits we set for our family. Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Research shows that logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","status":"publish","parent":0,"modified":1688826343,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1110},"headData":{"title":"How do children learn right from wrong? | KQED","description":"Logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How do children learn right from wrong?","datePublished":"2023-05-03T15:00:50.000Z","dateModified":"2023-07-08T14:25:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61570/how-do-children-learn-right-from-wrong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/how-do-children-learn-right-from\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As parents, our short-term goal is to get our children to listen to us and follow the rules and limits we set for our family. Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61570/how-do-children-learn-right-from-wrong","authors":["byline_mindshift_61570"],"categories":["mindshift_21385"],"tags":["mindshift_20892","mindshift_21612","mindshift_20794","mindshift_21268","mindshift_21613","mindshift_21615","mindshift_20568","mindshift_21706","mindshift_290","mindshift_21703","mindshift_21614"],"featImg":"mindshift_61573","label":"mindshift"},"mindshift_59777":{"type":"posts","id":"mindshift_59777","meta":{"index":"posts_1591205157","site":"mindshift","id":"59777","score":null,"sort":[1661757499000]},"guestAuthors":[],"slug":"want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","title":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves.","publishDate":1661757499,"format":"audio","headTitle":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves. | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n[aside postID=’mindshift_58616′]\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Classroom management styles run the gamut, from controlling to free. Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively.","status":"publish","parent":0,"modified":1700528879,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1776},"headData":{"title":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves. | KQED","description":"Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves.","datePublished":"2022-08-29T07:18:19.000Z","dateModified":"2023-11-21T01:07:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://dcs.megaphone.fm/KQINC9096356573.mp3?key=c09807f43df7464d183fc6e1ad3bc9d8&request_event_id=6690caeb-2a10-47d3-bbd5-b0fa34f36f62","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"’mindshift_58616′","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_20729","mindshift_21130","mindshift_21848"],"tags":["mindshift_21198","mindshift_21474","mindshift_698","mindshift_21167","mindshift_20794","mindshift_21134","mindshift_21213","mindshift_72","mindshift_21252"],"featImg":"mindshift_59783","label":"mindshift_21847"},"mindshift_59094":{"type":"posts","id":"mindshift_59094","meta":{"index":"posts_1591205157","site":"mindshift","id":"59094","score":null,"sort":[1646121602000]},"guestAuthors":[],"slug":"does-my-kid-have-a-tech-addiction","title":"Does my kid have a tech addiction?","publishDate":1646121602,"format":"audio","headTitle":"Does my kid have a tech addiction? | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For parents who need strategies for monitoring screen time, Dr. Anna Lembke’s book \"Dopamine Nation\" breaks down the neuroscience behind why today’s kids are addicted to devices and strategies for limiting use.","status":"publish","parent":0,"modified":1713642557,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2273},"headData":{"title":"Does my kid have a tech addiction? | KQED","description":"For parents who need strategies for monitoring screen time, Dr. Anna Lembke’s new book Dopamine Nation breaks down the neuroscience behind why today’s kids are addicted to devices and strategies for limiting use.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For parents who need strategies for monitoring screen time, Dr. Anna Lembke’s new book Dopamine Nation breaks down the neuroscience behind why today’s kids are addicted to devices and strategies for limiting use.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does my kid have a tech addiction?","datePublished":"2022-03-01T08:00:02.000Z","dateModified":"2024-04-20T19:49:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC1413255058.mp3?updated=1646074546","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59094/does-my-kid-have-a-tech-addiction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59094/does-my-kid-have-a-tech-addiction","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21207","mindshift_21198","mindshift_20794","mindshift_20865","mindshift_46","mindshift_21116","mindshift_21906","mindshift_20816","mindshift_20536"],"featImg":"mindshift_59096","label":"mindshift_21847"},"mindshift_58817":{"type":"posts","id":"mindshift_58817","meta":{"index":"posts_1591205157","site":"mindshift","id":"58817","score":null,"sort":[1642063499000]},"guestAuthors":[],"slug":"how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity","title":"How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity","publishDate":1642063499,"format":"standard","headTitle":"How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">Even grown adults can remember that one teacher they had who made school really exciting or terribly boring. Student-teacher relationships carry weight and have a significant effect on how kids perform in school. And this is even more apparent with \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that show students who share their teacher’s racial identity experience benefits, such as better academic performance and more persistence in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More evidence suggests that Black, Asian and Latinx students in grades four through eight who have teachers that match their ethnoracial identity get \u003c/span>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/10/11/how-does-student-teacher-matching-affect-suspensions-for-students-of-color/\">\u003cspan style=\"font-weight: 400;\">fewer school suspensions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, according to findings by educators \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol-hehimhis\">Travis Bristol\u003c/a>, \u003ca href=\"https://gsehd.gwu.edu/directory/shirrell-matthew\">Matt Shirrell\u003c/a> and \u003ca href=\"https://gse.berkeley.edu/tolani-britton\">Tolani Britton\u003c/a> published last fall. In 2016, researchers at NYU found students of all races have more \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">favorable perceptions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> of their Black and Latino teachers. “Something is happening in the classrooms of these teachers, and this is something that’s worthy of study and understanding,” said Britton, an assistant professor at UC Berkeley’s Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s not to say that every student needs a teacher who exactly matches their race. With \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400;\">more than half of the nation’s public school students being children of colo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">r\u003c/a> compared to about \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\">\u003cspan style=\"font-weight: 400;\">20% of teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, that would be an unrealistic expectation. It is to say that connecting with students matters and with that comes a need to diversify the teacher workforce and learn from the practices educators of color are using in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools continue to \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionately dole out suspensions to Black student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">s\u003c/a>, even after reaching a peak in 2011-2012, \u003c/span>\u003ca href=\"https://www.ncsl.org/research/education/new-state-approaches-to-student-discipline.aspx\">\u003cspan style=\"font-weight: 400;\">which prompted action from state and federal governments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While one might see student misconduct and socioeconomic status as responsible for these high discipline rates, research suggests that\u003c/span>\u003cspan style=\"font-weight: 400;\"> it has more to do with how teachers and school leaders \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/EZUzzne2qzAxus2Q69dK/full\">perceive student behavior\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. White teachers, who make up about 80% of the teacher workforce, are\u003c/span>\u003cspan style=\"font-weight: 400;\"> more likely \u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">t\u003c/a>\u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">o punish Black students more harshly\u003c/a> than white students for the same misbehavior\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Suspensions come with consequences that go far beyond missing several days of school. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s really tremendous evidence that the negatives far outweigh the benefits,” said Shirrell, an assistant professor at George Washington University’s Graduate School of Education and Human Development. He’s referring to \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13RSSf4C6nD5La4VnlrYA1cnoGzVgTJ-d/view\">\u003cspan style=\"font-weight: 400;\">data \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">showing that student suspensions are linked to a lower likelihood of graduating high school and going to college as well as\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\"> a higher likelihood of interactions with the police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">Missing school, overall, even as little as \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\">10 days in a school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, jeopardizes chances of graduating.\u003c/span>\u003cspan style=\"font-weight: 400;\"> Other studies show that \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good\">\u003cspan style=\"font-weight: 400;\">suspended students become less engaged in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, leading to low performance without necessarily correcting the behavior that caused the suspension in the first place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If we’re trying to be more inclusive, what are we teaching young children by using exclusionary discipline practices?” asked Britton. “It’s not just that children are missing school or less likely to graduate, but it’s also what [they are] learning and internalizing about themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a transition back to learning in school buildings, \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2021/p1007-covid-19-orphaned-children.html\">\u003cspan style=\"font-weight: 400;\">many students have experienced trauma from the COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and it’s showing up as alarming behavioral issues at school. “Our children are in crisis,” said Britton. Learning from Black, Asian and Latinx teachers about what is going well in their classrooms, especially in regards to discipline, helps all educators develop ways to better cope with how trauma is playing out in today’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Strategies for shaping school culture\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">School leaders are essential to \u003c/span>\u003cspan style=\"font-weight: 400;\">shaping\u003c/span>\u003cspan style=\"font-weight: 400;\"> school culture and retaining teachers who reflect the identities of their students. While school leaders are often under pressure from a variety of forces, including districts and school boards, factors that lead to increased retention are well in their control. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/19427751211034214?journalCode=jrla\">\u003cspan style=\"font-weight: 400;\">Evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that teachers are more likely to stay at their school if their principal respects their input, is transparent and prioritizes quality student education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400;\">Shaping school culture \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">around discipline may include prioritizing mental health resources that address the underlying reasons for students’ behavioral issues or creating mandates around what types of disciplinary responses are allowed. Most importantly, school leaders need buy-in from teachers so that everyone is on the same page about how reexamining school discipline will have positive effects on both teaching and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Having teachers examine their own data, such as the race and gender of the students they have suspended in the past year, reveals helpful information, said Britton. Afterwards, teachers can participate in trainings and have honest, data-informed conversations about what they found when they reviewed the ways they were using discipline in their classrooms. “We need to understand and have more insight into what these biases are and how they might shape their expectations for students,” said Shirrell. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Coming up with creative solutions together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators don’t need to share the same race as their students in order to support their learning because teachers of color aren’t successful in the classroom just because they are teachers of color. “There are practices that they are bringing into their classroom that are allowing for some sort of relationship with students,” said Britton. “[It is] both social emotional as well as pedagogical.” \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">The success of teachers of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with students is only in part because of their ability to serve as role models for students of color, draw from their own experience when addressing topics related to race and be culturally sensitive to the needs of their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to bring these effective practices to light, teachers need to be in community together so that they can learn from each other, specifically in how to de-escalate situations with students. “There are so few opportunities for teachers to engage in that kind of collective work,” said Shirrell. He said creating a consistent space for teachers to come together to talk about the challenges they are having in the classroom could be impactful. “Engaging in this kind of critical thinking about our own biases and how that influences our work with our students is going to be more productive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, there are opportunities for learning on both sides, said Britton about teachers of color and white teachers. Schools can make it a practice to allow teachers to visit their colleagues’ classrooms to learn about how they manage their classes. “Particularly when they’re teaching the same students,” she said, urging teachers to pay attention to how children perform with different teachers and in different environments. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These conversations about discipline aren’t just isolated to schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “It’s part and parcel of the larger conversations that we are having as a society about how we police and monitor communities of color and students of color,” said Shirrell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Creativity will play an important role in finding new ways to address students who are not behaving according to expectations. One alternative is looking to parents and caregivers for the ways that they manage children’s behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our children spent a year home with us learning,” said Britton. “I may have wanted to use exclusionary discipline, but I didn’t.” Teachers can ask caregivers questions like “How can I support your child?” and “What does your child need in order to have a good learning experience?” to find different ways to address behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Fortunately, caregivers, school leaders and educators are united in one thing: wanting students to have a positive school experience. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The long-term negative consequences of suspensions are high, especially for students of color, who are disproportionately affected. Retaining diverse staff and creating opportunities for teachers to learn from each other can lead to less disciplinary responses and better outcomes for students.","status":"publish","parent":0,"modified":1713642519,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1336},"headData":{"title":"How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity | KQED","description":"With suspensions, the negatives far outweigh the positives. Retaining diverse staff and creating opportunities for teachers to learn from each other can lead to less disciplinary responses and better outcomes for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"With suspensions, the negatives far outweigh the positives. Retaining diverse staff and creating opportunities for teachers to learn from each other can lead to less disciplinary responses and better outcomes for students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Changing Schools’ Culture of Discipline Paves the Way for Inclusivity","datePublished":"2022-01-13T08:44:59.000Z","dateModified":"2024-04-20T19:48:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Even grown adults can remember that one teacher they had who made school really exciting or terribly boring. Student-teacher relationships carry weight and have a significant effect on how kids perform in school. And this is even more apparent with \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that show students who share their teacher’s racial identity experience benefits, such as better academic performance and more persistence in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More evidence suggests that Black, Asian and Latinx students in grades four through eight who have teachers that match their ethnoracial identity get \u003c/span>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/10/11/how-does-student-teacher-matching-affect-suspensions-for-students-of-color/\">\u003cspan style=\"font-weight: 400;\">fewer school suspensions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, according to findings by educators \u003ca href=\"https://gse.berkeley.edu/travis-j-bristol-hehimhis\">Travis Bristol\u003c/a>, \u003ca href=\"https://gsehd.gwu.edu/directory/shirrell-matthew\">Matt Shirrell\u003c/a> and \u003ca href=\"https://gse.berkeley.edu/tolani-britton\">Tolani Britton\u003c/a> published last fall. In 2016, researchers at NYU found students of all races have more \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">favorable perceptions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> of their Black and Latino teachers. “Something is happening in the classrooms of these teachers, and this is something that’s worthy of study and understanding,” said Britton, an assistant professor at UC Berkeley’s Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">That’s not to say that every student needs a teacher who exactly matches their race. With \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">\u003cspan style=\"font-weight: 400;\">more than half of the nation’s public school students being children of colo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">r\u003c/a> compared to about \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\">\u003cspan style=\"font-weight: 400;\">20% of teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, that would be an unrealistic expectation. It is to say that connecting with students matters and with that comes a need to diversify the teacher workforce and learn from the practices educators of color are using in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools continue to \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionately dole out suspensions to Black student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">s\u003c/a>, even after reaching a peak in 2011-2012, \u003c/span>\u003ca href=\"https://www.ncsl.org/research/education/new-state-approaches-to-student-discipline.aspx\">\u003cspan style=\"font-weight: 400;\">which prompted action from state and federal governments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While one might see student misconduct and socioeconomic status as responsible for these high discipline rates, research suggests that\u003c/span>\u003cspan style=\"font-weight: 400;\"> it has more to do with how teachers and school leaders \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/EZUzzne2qzAxus2Q69dK/full\">perceive student behavior\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. White teachers, who make up about 80% of the teacher workforce, are\u003c/span>\u003cspan style=\"font-weight: 400;\"> more likely \u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">t\u003c/a>\u003ca href=\"https://www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study\">o punish Black students more harshly\u003c/a> than white students for the same misbehavior\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Suspensions come with consequences that go far beyond missing several days of school. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s really tremendous evidence that the negatives far outweigh the benefits,” said Shirrell, an assistant professor at George Washington University’s Graduate School of Education and Human Development. He’s referring to \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13RSSf4C6nD5La4VnlrYA1cnoGzVgTJ-d/view\">\u003cspan style=\"font-weight: 400;\">data \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">showing that student suspensions are linked to a lower likelihood of graduating high school and going to college as well as\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\"> a higher likelihood of interactions with the police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">Missing school, overall, even as little as \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7288849/\">\u003cspan style=\"font-weight: 400;\">10 days in a school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, jeopardizes chances of graduating.\u003c/span>\u003cspan style=\"font-weight: 400;\"> Other studies show that \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good\">\u003cspan style=\"font-weight: 400;\">suspended students become less engaged in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, leading to low performance without necessarily correcting the behavior that caused the suspension in the first place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“If we’re trying to be more inclusive, what are we teaching young children by using exclusionary discipline practices?” asked Britton. “It’s not just that children are missing school or less likely to graduate, but it’s also what [they are] learning and internalizing about themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a transition back to learning in school buildings, \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2021/p1007-covid-19-orphaned-children.html\">\u003cspan style=\"font-weight: 400;\">many students have experienced trauma from the COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and it’s showing up as alarming behavioral issues at school. “Our children are in crisis,” said Britton. Learning from Black, Asian and Latinx teachers about what is going well in their classrooms, especially in regards to discipline, helps all educators develop ways to better cope with how trauma is playing out in today’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Strategies for shaping school culture\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">School leaders are essential to \u003c/span>\u003cspan style=\"font-weight: 400;\">shaping\u003c/span>\u003cspan style=\"font-weight: 400;\"> school culture and retaining teachers who reflect the identities of their students. While school leaders are often under pressure from a variety of forces, including districts and school boards, factors that lead to increased retention are well in their control. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/19427751211034214?journalCode=jrla\">\u003cspan style=\"font-weight: 400;\">Evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that teachers are more likely to stay at their school if their principal respects their input, is transparent and prioritizes quality student education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400;\">Shaping school culture \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">around discipline may include prioritizing mental health resources that address the underlying reasons for students’ behavioral issues or creating mandates around what types of disciplinary responses are allowed. Most importantly, school leaders need buy-in from teachers so that everyone is on the same page about how reexamining school discipline will have positive effects on both teaching and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Having teachers examine their own data, such as the race and gender of the students they have suspended in the past year, reveals helpful information, said Britton. Afterwards, teachers can participate in trainings and have honest, data-informed conversations about what they found when they reviewed the ways they were using discipline in their classrooms. “We need to understand and have more insight into what these biases are and how they might shape their expectations for students,” said Shirrell. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Coming up with creative solutions together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators don’t need to share the same race as their students in order to support their learning because teachers of color aren’t successful in the classroom just because they are teachers of color. “There are practices that they are bringing into their classroom that are allowing for some sort of relationship with students,” said Britton. “[It is] both social emotional as well as pedagogical.” \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">The success of teachers of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with students is only in part because of their ability to serve as role models for students of color, draw from their own experience when addressing topics related to race and be culturally sensitive to the needs of their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to bring these effective practices to light, teachers need to be in community together so that they can learn from each other, specifically in how to de-escalate situations with students. “There are so few opportunities for teachers to engage in that kind of collective work,” said Shirrell. He said creating a consistent space for teachers to come together to talk about the challenges they are having in the classroom could be impactful. “Engaging in this kind of critical thinking about our own biases and how that influences our work with our students is going to be more productive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, there are opportunities for learning on both sides, said Britton about teachers of color and white teachers. Schools can make it a practice to allow teachers to visit their colleagues’ classrooms to learn about how they manage their classes. “Particularly when they’re teaching the same students,” she said, urging teachers to pay attention to how children perform with different teachers and in different environments. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These conversations about discipline aren’t just isolated to schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “It’s part and parcel of the larger conversations that we are having as a society about how we police and monitor communities of color and students of color,” said Shirrell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Creativity will play an important role in finding new ways to address students who are not behaving according to expectations. One alternative is looking to parents and caregivers for the ways that they manage children’s behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our children spent a year home with us learning,” said Britton. “I may have wanted to use exclusionary discipline, but I didn’t.” Teachers can ask caregivers questions like “How can I support your child?” and “What does your child need in order to have a good learning experience?” to find different ways to address behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Fortunately, caregivers, school leaders and educators are united in one thing: wanting students to have a positive school experience. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity","authors":["11721"],"categories":["mindshift_21357"],"tags":["mindshift_21322","mindshift_20818","mindshift_20794","mindshift_21284","mindshift_21906","mindshift_943"],"featImg":"mindshift_58820","label":"mindshift"},"mindshift_58898":{"type":"posts","id":"mindshift_58898","meta":{"index":"posts_1591205157","site":"mindshift","id":"58898","score":null,"sort":[1641284749000]},"guestAuthors":[],"slug":"retaining-and-sustaining-black-teachers","title":"Retaining and sustaining Black teachers","publishDate":1641284749,"format":"audio","headTitle":"Retaining and sustaining Black teachers | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400;\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400;\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400;\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400;\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400;\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400;\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400;\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400;\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400;\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400;\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400;\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400;\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400;\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400;\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though BTP focuses their support on Back teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage.","status":"publish","parent":0,"modified":1713642502,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1364},"headData":{"title":"Retaining and sustaining Black teachers | KQED","description":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Micia Mosely from the Black Teacher Project shares tips on how to end burnout, improve diversity and address the Black teacher shortage.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Retaining and sustaining Black teachers","datePublished":"2022-01-04T08:25:49.000Z","dateModified":"2024-04-20T19:48:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58898/retaining-and-sustaining-black-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400;\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400;\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400;\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400;\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400;\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400;\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400;\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400;\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400;\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400;\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400;\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400;\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400;\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400;\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400;\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400;\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400;\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though BTP focuses their support on Back teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58898/retaining-and-sustaining-black-teachers","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21357","mindshift_21130","mindshift_21848"],"tags":["mindshift_21198","mindshift_21250","mindshift_21455","mindshift_21027","mindshift_20794","mindshift_20610","mindshift_21223","mindshift_20865","mindshift_21213","mindshift_21906","mindshift_21398","mindshift_21263"],"featImg":"mindshift_58918","label":"mindshift_21847"},"mindshift_58616":{"type":"posts","id":"mindshift_58616","meta":{"index":"posts_1591205157","site":"mindshift","id":"58616","score":null,"sort":[1634630732000]},"guestAuthors":[],"slug":"how-student-led-vision-statements-for-can-nurture-school-community","title":"How student-led vision statements can nurture school community","publishDate":1634630732,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For teachers, the first weeks of school can feel like a blur, between setting the tone of your classroom and trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">remember a whole set of new names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It doesn't work that way every time. There are still times where I can see that kids are being harmed and I need to step in in a more structured way. But at that moment, the kids showed me, ‘Look, we've got this. We can do this.’”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Instead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.\r\n","status":"publish","parent":0,"modified":1634684454,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1850},"headData":{"title":"How student-led vision statements can nurture school community - MindShift","description":"Instead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How student-led vision statements can nurture school community","datePublished":"2021-10-19T08:05:32.000Z","dateModified":"2021-10-19T23:00:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58616 https://ww2.kqed.org/mindshift/?p=58616","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/19/how-student-led-vision-statements-for-can-nurture-school-community/","disqusTitle":"How student-led vision statements can nurture school community","path":"/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For teachers, the first weeks of school can feel like a blur, between setting the tone of your classroom and trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">remember a whole set of new names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It doesn't work that way every time. There are still times where I can see that kids are being harmed and I need to step in in a more structured way. But at that moment, the kids showed me, ‘Look, we've got this. We can do this.’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community","authors":["11721"],"categories":["mindshift_20729"],"tags":["mindshift_20738","mindshift_21198","mindshift_1028","mindshift_21036","mindshift_20794","mindshift_21395","mindshift_20779"],"featImg":"mindshift_58617","label":"mindshift"},"mindshift_58551":{"type":"posts","id":"mindshift_58551","meta":{"index":"posts_1591205157","site":"mindshift","id":"58551","score":null,"sort":[1632813765000]},"guestAuthors":[],"slug":"a-framework-for-conversations-about-race-in-schools","title":"A Framework for Conversations About Race in Schools","publishDate":1632813765,"format":"audio","headTitle":"A Framework for Conversations About Race in Schools | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers and school leaders looking to promote more equity in their schools, Glenn Singleton’s Courageous Conversations framework guides educators through tough discussions about race.","status":"publish","parent":0,"modified":1713642473,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1992},"headData":{"title":"A Framework for Conversations About Race in Schools | KQED","description":"For teachers and school leaders looking to promote more equity in their schools, Glenn Singleton’s Courageous Conversations framework guides educators through tough discussions about race.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For teachers and school leaders looking to promote more equity in their schools, Glenn Singleton’s Courageous Conversations framework guides educators through tough discussions about race.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Framework for Conversations About Race in Schools","datePublished":"2021-09-28T07:22:45.000Z","dateModified":"2024-04-20T19:47:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC4990773915.mp3?updated=1632776384","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58551/a-framework-for-conversations-about-race-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58551/a-framework-for-conversations-about-race-in-schools","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21357","mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_21198","mindshift_20818","mindshift_21036","mindshift_20794","mindshift_96","mindshift_21284","mindshift_21906"],"featImg":"mindshift_58567","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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