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While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\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=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n","blocks":[],"excerpt":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","status":"publish","parent":0,"modified":1713291222,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":3930},"headData":{"title":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them | KQED","description":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them","datePublished":"2024-02-14T07:21:35.000Z","dateModified":"2024-04-16T18:13:42.000Z","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/KQINC6360082356.mp3?updated=1707786862","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>.\u003c/p>\n\u003cp>Teachers are tasked with making countless decisions every day, and some of those decisions happen quickly because they are rooted in bias. While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\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=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\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>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\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>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","authors":["4596"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_21319","mindshift_21899","mindshift_21322","mindshift_20818","mindshift_21645","mindshift_21015","mindshift_21317"],"featImg":"mindshift_63162","label":"mindshift"},"mindshift_63014":{"type":"posts","id":"mindshift_63014","meta":{"index":"posts_1591205157","site":"mindshift","id":"63014","score":null,"sort":[1706612418000]},"guestAuthors":[],"slug":"a-diverse-classroom-library-includes-and-respects-fat-characters-too","title":"A Diverse Classroom Library Includes and Respects Fat Characters, Too","publishDate":1706612418,"format":"standard","headTitle":"A Diverse Classroom Library Includes and Respects Fat Characters, Too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.","status":"publish","parent":0,"modified":1713534588,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1098},"headData":{"title":"A Diverse Classroom Library Includes and Respects Fat Characters, Too | KQED","description":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Diverse Classroom Library Includes and Respects Fat Characters, Too","datePublished":"2024-01-30T11:00:18.000Z","dateModified":"2024-04-19T13:49:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \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\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\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\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","authors":["11721"],"categories":["mindshift_21512","mindshift_21280","mindshift_193"],"tags":["mindshift_21250","mindshift_20818","mindshift_21561","mindshift_20997","mindshift_843","mindshift_268","mindshift_20564","mindshift_21277","mindshift_20770","mindshift_96","mindshift_550","mindshift_825"],"featImg":"mindshift_63016","label":"mindshift"},"mindshift_62913":{"type":"posts","id":"mindshift_62913","meta":{"index":"posts_1591205157","site":"mindshift","id":"62913","score":null,"sort":[1704679258000]},"guestAuthors":[],"slug":"the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","title":"The job market is changing. Here’s how educators can help students keep up.","publishDate":1704679258,"format":"standard","headTitle":"The job market is changing. Here’s how educators can help students keep up. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What is the link between college and getting a job? According to researcher and former high school teacher Keith Benson, teachers need to talk more about hiring practices.","status":"publish","parent":0,"modified":1712196156,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1243},"headData":{"title":"The job market is changing. Here’s how educators can help students keep up. | KQED","description":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The job market is changing. Here’s how educators can help students keep up.","datePublished":"2024-01-08T02:00:58.000Z","dateModified":"2024-04-04T02:02:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","authors":["11721"],"categories":["mindshift_21445","mindshift_21357","mindshift_21504","mindshift_21694"],"tags":["mindshift_21844","mindshift_1023","mindshift_20818","mindshift_21261","mindshift_21189","mindshift_21305","mindshift_21811","mindshift_21810","mindshift_733","mindshift_146","mindshift_68","mindshift_21700","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62915","label":"mindshift"},"mindshift_62718":{"type":"posts","id":"mindshift_62718","meta":{"index":"posts_1591205157","site":"mindshift","id":"62718","score":null,"sort":[1699426849000]},"guestAuthors":[],"slug":"feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","title":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents","publishDate":1699426849,"format":"standard","headTitle":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.","status":"publish","parent":0,"modified":1699457491,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1063},"headData":{"title":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents | KQED","description":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents","datePublished":"2023-11-08T07:00:49.000Z","dateModified":"2023-11-08T15:31:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Kalyn Belsha, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62718/feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>\u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62718/feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","authors":["byline_mindshift_62718"],"categories":["mindshift_21357","mindshift_192"],"tags":["mindshift_21844","mindshift_21843","mindshift_21841","mindshift_20818","mindshift_21635","mindshift_21842"],"featImg":"mindshift_62720","label":"mindshift"},"mindshift_62083":{"type":"posts","id":"mindshift_62083","meta":{"index":"posts_1591205157","site":"mindshift","id":"62083","score":null,"sort":[1690393904000]},"guestAuthors":[],"slug":"teachers-sue-over-tennessee-law-restricting-what-they-can-teach-about-race-gender-and-bias","title":"Teachers sue over Tennessee law restricting what they can teach about race, gender and bias","publishDate":1690393904,"format":"standard","headTitle":"Teachers sue over Tennessee law restricting what they can teach about race, gender and bias | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/7/26/23808118/tennessee-teachers-lawsuit-tea-prohibited-concepts-crt-bill-lee-race-gender-bias\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Tennessee’s largest teacher organization has joined with five public school educators to legally challenge a two-year-old state law restricting what they can teach about race, gender, and bias in their classrooms.\u003c/p>\n\u003cp>Their lawsuit, which was filed late Tuesday in a federal court in Nashville by lawyers for the Tennessee Education Association, maintains the language in the \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 law\u003c/a> is unconstitutionally vague and that the \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">state’s enforcement plan\u003c/a> is subjective.\u003c/p>\n\u003cp>The complaint also charges that Tennessee’s so-called “prohibited concepts” law interferes with instruction on difficult but important topics included in the state’s academic standards. Those standards outline state-approved learning goals, which dictate other decisions around curriculum and testing.\u003c/p>\n\u003cp>The lawsuit is the first legal challenge to the controversial state law that was among the first of its kind in the nation. The law passed amid a conservative backlash to America’s reckoning over racism after the 2020 murder of George Floyd by a white police officer in Minneapolis and subsequent anti-racist protests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rep. John Ragan of Oak Ridge, one of the Republican sponsors of the legislation, argued the law was needed to protect K-12 students from being “indoctrinated” with social concepts that he and other lawmakers considered misguided and divisive such as critical race theory. That academic framework, which \u003ca class=\"Link\" href=\"https://www.nbcnews.com/news/us-news/teaching-critical-race-theory-isn-t-happening-classrooms-teachers-say-n1272945\" target=\"_blank\" rel=\"noopener\">surveys of teachers\u003c/a> suggest are not being taught in K-12 schools, is more commonly found in higher education to examine how policies and the law perpetuate systemic racism.\u003c/p>\n\u003cp>Tennessee’s GOP-controlled legislature \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/5/22421860/tennessee-senate-joins-house-in-move-to-ban-classroom-discussions-about-systemic-racism\" target=\"_blank\" rel=\"noopener\">overwhelmingly passed the legislation\u003c/a> in the final days of their 2021 session, just days after the bill’s introduction. Gov. Bill Lee quickly \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">signed it into law\u003c/a>, and later that year, the state education department set rules for enforcement. If found in violation, teachers can be stripped of their licenses and school districts can lose state funding.\u003c/p>\n\u003cp>Only a small number of complaints have been filed and no penalties levied during the law’s first two years on the books. But Ragan has introduced new legislation that \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/17/23645451/tennessee-schools-prohibited-concepts-law-legislature\" target=\"_blank\" rel=\"noopener\">would widen eligibility for who can file a complaint\u003c/a>.\u003c/p>\n\u003cp>The lawsuit seeks to overturn the law and asks for a court order against its enforcement.\u003c/p>\n\u003cp>The complaint claims the statute fails to give Tennessee educators a reasonable opportunity to understand what conduct and teachings are prohibited.\u003c/p>\n\u003cp>“Teachers are in this gray area where we don’t know what we can and can’t do or say in our classrooms,” said Kathryn Vaughn, a veteran teacher in Tipton County, near Memphis, and one of five educators who are plaintiffs in the case.\u003c/p>\n\u003cp>“The rollout of the law — from guidance to training — has been almost nonexistent,” Vaughn added. “That’s put educators in an impossible position.”\u003c/p>\n\u003cp>The lawsuit also charges the law encourages arbitrary and discriminatory enforcement and violates the 14th Amendment to the U.S. Constitution, which forbids any state from “depriving any person of life, liberty, or property without due process of law.”\u003c/p>\n\u003cp>“Laws need to be clear,” said Tanya Coats, president of the teachers group known as TEA, which is leading the litigation.\u003c/p>\n\u003cp>She said educators have spent “countless hours” trying to understand the law and the \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> banned from the classroom — including that the United States is “fundamentally or irredeemably racist or sexist;” or that an individual, by virtue of their race or sex, “bears responsibility” for past actions committed by other members of the same race or sex.\u003c/p>\n\u003cp>TEA says the ambiguity of those concepts has had a chilling effect in schools — from how teachers answer a student’s question to what materials they read in class. To avoid the risk of time-consuming complaints and potential penalties from the state, school leaders have made changes to instruction and school activities. But ultimately, it’s students who suffer, Coats said.\u003c/p>\n\u003cp>“This law interferes with Tennessee teachers’ job to provide a fact-based, well-rounded education to their students,” Coats said in a news release.\u003c/p>\n\u003cp>The 52-page lawsuit gives specific examples of how the ban is affecting what nearly a million public school students are learning — and not learning — daily across Tennessee.\u003c/p>\n\u003cp>“In Tipton County, for example, one school has replaced an annual field trip to the National Civil Rights Museum in Memphis with a trip to a baseball game. In Shelby County, a choir director fears that his decades-long practice of teaching his students to sing and understand the history behind spirituals sung by enslaved people will be perceived as ‘divisive’ or otherwise violative of the Ban,” the suit says. Other districts have removed books from their curriculum as a result of the law.\u003c/p>\n\u003cp>Spokespeople for the governor’s office and the state education department did not immediately respond Wednesday when asked for comment about the litigation.\u003c/p>\n\u003ch2 id=\"gS2DCk\">Tennessee targeted anti-CRT policies early\u003c/h2>\n\u003cp>Tennessee was among the first states to pass a law limiting the depth of classroom discussions about inequality and concepts such as white privilege.\u003c/p>\n\u003cp>In March, Tennessee’s education department reported that few complaints had been filed with local school districts based on the law. And the department had received only a few appeals of local decisions.\u003c/p>\n\u003cp>One was from the parent of a student enrolled in a private school in Davidson County. Because the law does not apply to private schools, the department found that the parent did not have standing to file an appeal under the law.\u003c/p>\n\u003cp>Another complaint was filed by a Blount County parent over the book “Dragonwings,” a novel told from the perspective of a Chinese immigrant boy in the early 20th century. The state denied the appeal based on the results of its investigation.\u003c/p>\n\u003cp>However, Blount County Schools still removed the book from its sixth grade curriculum. And the lawsuit described the emotional toll of the proceedings on a 45-year teaching veteran who was “entangled in months of administrative proceedings, with her job on the line, because of a single parent’s complaint about an award-winning work of young adult literature that the Tennessee Department of Education approved and the local elected school board adopted as part of the district’s curriculum.”\u003c/p>\n\u003cp>The department also \u003ca class=\"Link\" href=\"https://www.tennessean.com/story/news/education/2021/11/29/tennessee-department-education-declines-investigate-curriculum-complaint-filed-under-new-anti-crt-la/8744479002/\" target=\"_blank\" rel=\"noopener\">declined to investigate\u003c/a> a complaint from Williamson County, south of Nashville, filed soon after the law was enacted. Robin Steenman, chair of the local Moms for Liberty chapter, alleged the literacy curriculum “Wit and Wisdom,” used by Williamson County Schools in 2020-21, has a “heavily biased agenda” that makes children “hate their country, each other and/or themselves.”\u003c/p>\n\u003cp>A spokesman said the department was only authorized to investigate claims beginning with the 2021-22 school year and encouraged Steenman to work with Williamson County Schools to resolve her concerns.\u003c/p>\n\u003cp>Department officials did not immediately respond Wednesday when asked whether the state has received more appeals in recent months.\u003c/p>\n\u003cp>Meanwhile, critics of the law worry about new legislative efforts to broaden its application.\u003c/p>\n\u003cp>Under the state’s current rules, only students, parents, or employees within a district or charter school can file complaints involving their school. Ragan’s \u003ca class=\"Link\" href=\"https://www.capitol.tn.gov/Bills/113/Bill/HB1377.pdf\" target=\"_blank\" rel=\"noopener\">bill\u003c/a>, co-sponsored by Sen. Joey Hensley of Hohenwald, would allow any resident within a public school zone to file a complaint.\u003c/p>\n\u003cp>But critics argue such a change would open the door to conservative groups, like Moms for Liberty, to flood their local school boards with complaints about instruction, books, or materials they believe violate the law, even if they do not have direct contact with the teacher or school in question.\u003c/p>\n\u003cp>The prohibited concepts law is separate from \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 Tennessee law\u003c/a> that, based on appeals of local school board decisions, empowers a state panel to ban school library books statewide if deemed “inappropriate for the age or maturity levels” of students.\u003c/p>\n\u003cp>\u003ci>Editor’s note: This story has been updated to include a comment from one of the plaintiffs.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Marta W. Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://tn.chalkbeat.org/2023/7/26/23808118/tennessee-teachers-lawsuit-tea-prohibited-concepts-crt-bill-lee-race-gender-bias\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"The Tennessee Education Association has joined with five public school educators to challenge a 2021 state law restricting what they can teach about race, gender, and bias in their classrooms.","status":"publish","parent":0,"modified":1690396749,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1418},"headData":{"title":"Teachers sue over Tennessee law restricting what they can teach about race, gender and bias | KQED","description":"The Tennessee Education Association has joined with five public school educators to challenge a 2021 state law restricting what they can teach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Tennessee Education Association has joined with five public school educators to challenge a 2021 state law restricting what they can teach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers sue over Tennessee law restricting what they can teach about race, gender and bias","datePublished":"2023-07-26T17:51:44.000Z","dateModified":"2023-07-26T18:39:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Marta W. Aldrich, Chalkbeat Tennessee","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62083/teachers-sue-over-tennessee-law-restricting-what-they-can-teach-about-race-gender-and-bias","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/7/26/23808118/tennessee-teachers-lawsuit-tea-prohibited-concepts-crt-bill-lee-race-gender-bias\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Tennessee’s largest teacher organization has joined with five public school educators to legally challenge a two-year-old state law restricting what they can teach about race, gender, and bias in their classrooms.\u003c/p>\n\u003cp>Their lawsuit, which was filed late Tuesday in a federal court in Nashville by lawyers for the Tennessee Education Association, maintains the language in the \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 law\u003c/a> is unconstitutionally vague and that the \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">state’s enforcement plan\u003c/a> is subjective.\u003c/p>\n\u003cp>The complaint also charges that Tennessee’s so-called “prohibited concepts” law interferes with instruction on difficult but important topics included in the state’s academic standards. Those standards outline state-approved learning goals, which dictate other decisions around curriculum and testing.\u003c/p>\n\u003cp>The lawsuit is the first legal challenge to the controversial state law that was among the first of its kind in the nation. The law passed amid a conservative backlash to America’s reckoning over racism after the 2020 murder of George Floyd by a white police officer in Minneapolis and subsequent anti-racist protests.\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>Rep. John Ragan of Oak Ridge, one of the Republican sponsors of the legislation, argued the law was needed to protect K-12 students from being “indoctrinated” with social concepts that he and other lawmakers considered misguided and divisive such as critical race theory. That academic framework, which \u003ca class=\"Link\" href=\"https://www.nbcnews.com/news/us-news/teaching-critical-race-theory-isn-t-happening-classrooms-teachers-say-n1272945\" target=\"_blank\" rel=\"noopener\">surveys of teachers\u003c/a> suggest are not being taught in K-12 schools, is more commonly found in higher education to examine how policies and the law perpetuate systemic racism.\u003c/p>\n\u003cp>Tennessee’s GOP-controlled legislature \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/5/22421860/tennessee-senate-joins-house-in-move-to-ban-classroom-discussions-about-systemic-racism\" target=\"_blank\" rel=\"noopener\">overwhelmingly passed the legislation\u003c/a> in the final days of their 2021 session, just days after the bill’s introduction. Gov. Bill Lee quickly \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">signed it into law\u003c/a>, and later that year, the state education department set rules for enforcement. If found in violation, teachers can be stripped of their licenses and school districts can lose state funding.\u003c/p>\n\u003cp>Only a small number of complaints have been filed and no penalties levied during the law’s first two years on the books. But Ragan has introduced new legislation that \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/17/23645451/tennessee-schools-prohibited-concepts-law-legislature\" target=\"_blank\" rel=\"noopener\">would widen eligibility for who can file a complaint\u003c/a>.\u003c/p>\n\u003cp>The lawsuit seeks to overturn the law and asks for a court order against its enforcement.\u003c/p>\n\u003cp>The complaint claims the statute fails to give Tennessee educators a reasonable opportunity to understand what conduct and teachings are prohibited.\u003c/p>\n\u003cp>“Teachers are in this gray area where we don’t know what we can and can’t do or say in our classrooms,” said Kathryn Vaughn, a veteran teacher in Tipton County, near Memphis, and one of five educators who are plaintiffs in the case.\u003c/p>\n\u003cp>“The rollout of the law — from guidance to training — has been almost nonexistent,” Vaughn added. “That’s put educators in an impossible position.”\u003c/p>\n\u003cp>The lawsuit also charges the law encourages arbitrary and discriminatory enforcement and violates the 14th Amendment to the U.S. Constitution, which forbids any state from “depriving any person of life, liberty, or property without due process of law.”\u003c/p>\n\u003cp>“Laws need to be clear,” said Tanya Coats, president of the teachers group known as TEA, which is leading the litigation.\u003c/p>\n\u003cp>She said educators have spent “countless hours” trying to understand the law and the \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> banned from the classroom — including that the United States is “fundamentally or irredeemably racist or sexist;” or that an individual, by virtue of their race or sex, “bears responsibility” for past actions committed by other members of the same race or sex.\u003c/p>\n\u003cp>TEA says the ambiguity of those concepts has had a chilling effect in schools — from how teachers answer a student’s question to what materials they read in class. To avoid the risk of time-consuming complaints and potential penalties from the state, school leaders have made changes to instruction and school activities. But ultimately, it’s students who suffer, Coats said.\u003c/p>\n\u003cp>“This law interferes with Tennessee teachers’ job to provide a fact-based, well-rounded education to their students,” Coats said in a news release.\u003c/p>\n\u003cp>The 52-page lawsuit gives specific examples of how the ban is affecting what nearly a million public school students are learning — and not learning — daily across Tennessee.\u003c/p>\n\u003cp>“In Tipton County, for example, one school has replaced an annual field trip to the National Civil Rights Museum in Memphis with a trip to a baseball game. In Shelby County, a choir director fears that his decades-long practice of teaching his students to sing and understand the history behind spirituals sung by enslaved people will be perceived as ‘divisive’ or otherwise violative of the Ban,” the suit says. Other districts have removed books from their curriculum as a result of the law.\u003c/p>\n\u003cp>Spokespeople for the governor’s office and the state education department did not immediately respond Wednesday when asked for comment about the litigation.\u003c/p>\n\u003ch2 id=\"gS2DCk\">Tennessee targeted anti-CRT policies early\u003c/h2>\n\u003cp>Tennessee was among the first states to pass a law limiting the depth of classroom discussions about inequality and concepts such as white privilege.\u003c/p>\n\u003cp>In March, Tennessee’s education department reported that few complaints had been filed with local school districts based on the law. And the department had received only a few appeals of local decisions.\u003c/p>\n\u003cp>One was from the parent of a student enrolled in a private school in Davidson County. Because the law does not apply to private schools, the department found that the parent did not have standing to file an appeal under the law.\u003c/p>\n\u003cp>Another complaint was filed by a Blount County parent over the book “Dragonwings,” a novel told from the perspective of a Chinese immigrant boy in the early 20th century. The state denied the appeal based on the results of its investigation.\u003c/p>\n\u003cp>However, Blount County Schools still removed the book from its sixth grade curriculum. And the lawsuit described the emotional toll of the proceedings on a 45-year teaching veteran who was “entangled in months of administrative proceedings, with her job on the line, because of a single parent’s complaint about an award-winning work of young adult literature that the Tennessee Department of Education approved and the local elected school board adopted as part of the district’s curriculum.”\u003c/p>\n\u003cp>The department also \u003ca class=\"Link\" href=\"https://www.tennessean.com/story/news/education/2021/11/29/tennessee-department-education-declines-investigate-curriculum-complaint-filed-under-new-anti-crt-la/8744479002/\" target=\"_blank\" rel=\"noopener\">declined to investigate\u003c/a> a complaint from Williamson County, south of Nashville, filed soon after the law was enacted. Robin Steenman, chair of the local Moms for Liberty chapter, alleged the literacy curriculum “Wit and Wisdom,” used by Williamson County Schools in 2020-21, has a “heavily biased agenda” that makes children “hate their country, each other and/or themselves.”\u003c/p>\n\u003cp>A spokesman said the department was only authorized to investigate claims beginning with the 2021-22 school year and encouraged Steenman to work with Williamson County Schools to resolve her concerns.\u003c/p>\n\u003cp>Department officials did not immediately respond Wednesday when asked whether the state has received more appeals in recent months.\u003c/p>\n\u003cp>Meanwhile, critics of the law worry about new legislative efforts to broaden its application.\u003c/p>\n\u003cp>Under the state’s current rules, only students, parents, or employees within a district or charter school can file complaints involving their school. Ragan’s \u003ca class=\"Link\" href=\"https://www.capitol.tn.gov/Bills/113/Bill/HB1377.pdf\" target=\"_blank\" rel=\"noopener\">bill\u003c/a>, co-sponsored by Sen. Joey Hensley of Hohenwald, would allow any resident within a public school zone to file a complaint.\u003c/p>\n\u003cp>But critics argue such a change would open the door to conservative groups, like Moms for Liberty, to flood their local school boards with complaints about instruction, books, or materials they believe violate the law, even if they do not have direct contact with the teacher or school in question.\u003c/p>\n\u003cp>The prohibited concepts law is separate from \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 Tennessee law\u003c/a> that, based on appeals of local school board decisions, empowers a state panel to ban school library books statewide if deemed “inappropriate for the age or maturity levels” of students.\u003c/p>\n\u003cp>\u003ci>Editor’s note: This story has been updated to include a comment from one of the plaintiffs.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Marta W. Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\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>\u003ca href=\"https://tn.chalkbeat.org/2023/7/26/23808118/tennessee-teachers-lawsuit-tea-prohibited-concepts-crt-bill-lee-race-gender-bias\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62083/teachers-sue-over-tennessee-law-restricting-what-they-can-teach-about-race-gender-and-bias","authors":["byline_mindshift_62083"],"categories":["mindshift_21357","mindshift_194"],"tags":["mindshift_20818","mindshift_21442","mindshift_21304","mindshift_21725","mindshift_21284","mindshift_21605","mindshift_21586","mindshift_21724"],"featImg":"mindshift_62085","label":"mindshift"},"mindshift_59560":{"type":"posts","id":"mindshift_59560","meta":{"index":"posts_1591205157","site":"mindshift","id":"59560","score":null,"sort":[1658216441000]},"guestAuthors":[],"slug":"how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer","title":"How do you stop cheating students? (Hint: tech isn’t the only answer)","publishDate":1658216441,"format":"audio","headTitle":"How do you stop cheating students? (Hint: tech isn’t the only answer) | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\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\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\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=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"These teaching strategies prevent cheating and ensure academic integrity without relying on harmful tech services that claim to detect cheaters. ","status":"publish","parent":0,"modified":1700528909,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":2837},"headData":{"title":"How do you stop cheating students? (Hint: tech isn’t the only answer) | KQED","description":"These teaching strategies prevent cheating and ensure academic integrity without relying on harmful tech services that claim to detect cheaters.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"These teaching strategies prevent cheating and ensure academic integrity without relying on harmful tech services that claim to detect cheaters.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How do you stop cheating students? (Hint: tech isn’t the only answer)","datePublished":"2022-07-19T07:40:41.000Z","dateModified":"2023-11-21T01:08:29.000Z","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/KQINC5076798519.mp3?updated=1658183104","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\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\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\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=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\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\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_1023","mindshift_108","mindshift_20818","mindshift_739","mindshift_21294","mindshift_21132","mindshift_21317","mindshift_21355","mindshift_21094"],"featImg":"mindshift_59568","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_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"},"mindshift_57457":{"type":"posts","id":"mindshift_57457","meta":{"index":"posts_1591205157","site":"mindshift","id":"57457","score":null,"sort":[1614662858000]},"guestAuthors":[],"slug":"for-some-black-students-remote-learning-has-offered-a-chance-to-thrive","title":"For Some Black Students, Remote Learning Has Offered A Chance To Thrive","publishDate":1614662858,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Back when school was in person, Josh Secrett was always tired.\u003c/p>\n\u003cp>\"I used to come home and just lay down and go to sleep for like hours,\" the eighth-grader says. \"Wake up for dinner, go to bed.\"\u003c/p>\n\u003cp>Josh's mom, Sharnissa Secrett, says teachers at his Portland, Ore., school would sometimes discipline Josh for small things, like talking when he wasn't supposed to. Those interactions would hang over him the rest of the day.\u003c/p>\n\u003cp>\"You look in my baby's eyes, when he used to come home, he was tired...mentally tired,\" she says.\u003c/p>\n\u003cp>But ever since his school went all-virtual, Josh has been doing much better.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His mom says there are fewer distractions, he can work independently and it's been easier for him to focus.\u003c/p>\n\u003cp>\"It's like almost the noise is shut out and we can just get to the work.\"\u003c/p>\n\u003cp>Middle school is tough for just about everyone, but for Black students like Josh, school can be even harder. That's because, in addition to learning algebra and coping with social awkwardness, they're often navigating an educational system that historically hasn't supported them.\u003c/p>\n\u003cp>In Texas, students have been assigned history textbooks that \u003ca href=\"https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history\">downplay slavery and avoid talking about Jim Crow\u003c/a>. In Massachusetts, Black girls have been reprimanded for \u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">violating dress codes that ban hair extensions\u003c/a>. And across the country, according to federal data, Black students are \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">more likely than white classmates to be disciplined at school\u003c/a>.\u003c/p>\n\u003cp>In Oregon, where Josh lives, Black students have lower graduation rates. They're also less likely to be identified as \"talented and gifted.\"\u003c/p>\n\u003cp>All that can take a toll on kids. But for some students like Josh, remote learning during the pandemic has offered an escape.\u003c/p>\n\u003cp>Of course, that hasn't been every student's experience. Between \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">mental health struggles\u003c/a>, \u003ca href=\"https://www.npr.org/2020/09/28/916571273/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning\">limited Internet access\u003c/a> and reduced child care options, distance learning isn't working for a lot of families. Research shows students with disabilities, those experiencing poverty and Black and Latinx students are among those especially at risk of falling behind.\u003c/p>\n\u003cp>Still, for Josh and kids like him, learning from home has given them a chance to thrive.\u003c/p>\n\u003cp>\u003cstrong>\"Always on alert ... always deflecting\"\u003c/strong>\u003c/p>\n\u003cp>At school, Josh learns from predominantly white teachers in classrooms full of predominantly nonwhite students. That demographic disparity is \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2019/03/07/the-diversity-gap-for-public-school-teachers-is-actually-growing-across-generations/\">not exclusive to Portland\u003c/a>. National data \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_clr.asp#:~:text=In%202017%E2%80%9318%2C%20about%2079,1%20percent%20of%20public%20school\">show\u003c/a> the U.S. public school teacher population is overwhelmingly white, while more than half of the students those teachers interact with are nonwhite. And whether it's explicit or implicit, many teachers bring some kind of bias into the classroom.\u003c/p>\n\u003cp>Valerie Adams-Bass is a developmental psychologist at the University of Virginia who studies Black youth and media stereotypes. She says often, in the media, Black students are portrayed as being uninterested in education, and Black boys are portrayed as scary or intimidating.\u003c/p>\n\u003cp>\"If that's what the teachers and administrators or their peers see, then oftentimes that is what they're responding to when they're engaging with Black students in reality.\"\u003c/p>\n\u003cp>Adams-Bass says it's no surprise some Black students are doing better at home than they were at school. School can take a lot out of them.\u003c/p>\n\u003cp>\"There is emotional energy and a cognitive energy that goes along with navigating the spaces where you don't feel welcome or comfortable. You're always on alert, you're always on, you're always deflecting, so you would be exhausted at the end of the day on top of growing,\" she says.\u003c/p>\n\u003cp>\u003cstrong>\"I'm more energized. I want to do more things.\"\u003c/strong>\u003c/p>\n\u003cp>Before the pandemic, Josh says he wasn't connecting with his teachers. Instead, he put his energy into showing them he wasn't a \"bad\" kid.\u003c/p>\n\u003cp>\"I didn't want the teachers to think I was the problem in the classroom, or what they thought of my skin color,\" he says. \"I just wanted to show them I was better.\"\u003c/p>\n\u003cp>\"Even that is problematic,\" his mom interjects. She and Josh's father often talk to him about growing up as a Black boy, and how to advocate for himself if he feels singled out by teachers or peers.\u003c/p>\n\u003cp>\"You're not the model,\" she tells him. \"They have to do better, to make you feel like you are seen and heard.\"\u003c/p>\n\u003cp>In the past, when that hasn't happened, Secrett says she would step in on her son's behalf.\u003c/p>\n\u003cp>\"The nagging, the 'you're not doing well' — that damages our babies' self-esteem, especially our Black babies' and our kids of color.\"\u003c/p>\n\u003cp>Now, at home, both Josh and his mom say he's more comfortable. They say Josh and his teachers have been building relationships based around his classwork and academic achievements.\u003c/p>\n\u003cp>\"I can interact with the teachers as I need.\" Secrett says. \"He interacts with the teachers as they need.\"\u003c/p>\n\u003cp>Secrett says she's also seeing her son's confidence go up, and she's better able to monitor how he's feeling. \"I know what's going on with him. I can maintain the emotional.\"\u003c/p>\n\u003cp>She does worry about the mental health impacts of Josh learning from home, but for now she's decided the benefits outweigh the costs.\u003c/p>\n\u003cp>Josh can take breaks and relax, and he can spend more time with his family, including his older brothers. He's not exhausted at the end of the school day anymore.\u003c/p>\n\u003cp>\"I'm more energized,\" Josh says. \"I want to do more things.\"\u003c/p>\n\u003cp>\u003cstrong>How schools can help\u003c/strong>\u003c/p>\n\u003cp>The pandemic won't go on forever. Soon enough, Josh and his peers will be back in a physical classroom. And there are a few things schools can do to make learning in-person a better experience for all students, Adams-Bass says.\u003c/p>\n\u003cp>Schools could hire more teachers of color, and offer a curriculum that reflects students' culture and history.\u003c/p>\n\u003cp>\"[Students] should see teachers, they should see administrators that look like them. And certainly, the curriculum should include them beyond one month of celebration,\" she explains.\u003c/p>\n\u003cp>Adams-Bass also recommends training current teachers to understand their own biases. She says students need caring relationships with their teachers, and \"teachers that demonstrate and understand a knowledge and sensitivity to who the students are as individuals, as well as part of the classroom.\"\u003c/p>\n\u003cp>She also suggests forming groups where marginalized students can share their stories with each other.\u003c/p>\n\u003cp>\"Affinity spaces allow them to talk about common experiences, to develop solutions, to support one another, and also to figure out ... how to navigate the larger space where they're learning.\"\u003c/p>\n\u003cp>Of course, not all of these things can happen overnight.\u003c/p>\n\u003cp>\"Our staff is our staff,\" says Michael Contreras, Josh's principal at Ron Russell Middle School.\u003c/p>\n\u003cp>\"We admit that we're a bunch of white teachers teaching mostly nonwhite kids.\"\u003c/p>\n\u003cp>Contreras says it's not easy to quickly diversify a school's teaching staff. But he's committed to supporting teachers \"in teaching kids who don't necessarily have the same life experience as them.\" He says trust and strong relationships are important for teachers and students, no matter their differences.\u003c/p>\n\u003cp>Still, any changes at Ron Russell will come too late for Josh, who is heading to high school next year. His family is considering a high school in another district, one that may be a better fit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>With the right teachers, they're hoping Josh's newfound energy — both during school and after — extends beyond the pandemic.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Oregon Public Broadcasting. To see more, visit \u003ca href=\"https://www.opb.org\">Oregon Public Broadcasting\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Black+Students%2C+Remote+Learning+Has+Offered+A+Chance+To+Thrive&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Back when school was in person, eighth-grader Josh Secrett was always tired. Now, away from the bias he sometimes encountered in classrooms, he says, \"I'm more energized. I want to do more things.\"","status":"publish","parent":0,"modified":1614662858,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":1260},"headData":{"title":"For Some Black Students, Remote Learning Has Offered A Chance To Thrive - MindShift","description":"Back when school was in person, eighth-grader Josh Secrett was always tired. Now, away from the bias he sometimes encountered in classrooms, he says, "I'm more energized. I want to do more things."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Some Black Students, Remote Learning Has Offered A Chance To Thrive","datePublished":"2021-03-02T05:27:38.000Z","dateModified":"2021-03-02T05:27:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57457 https://ww2.kqed.org/mindshift/?p=57457","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/01/for-some-black-students-remote-learning-has-offered-a-chance-to-thrive/","disqusTitle":"For Some Black Students, Remote Learning Has Offered A Chance To Thrive","nprByline":"Elizabeth Miller","nprImageAgency":"Tracy J. Lee for NPR","nprStoryId":"963282430","nprApiLink":"http://api.npr.org/query?id=963282430&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/01/963282430/for-some-black-students-remote-learning-has-offered-a-chance-to-thrive?ft=nprml&f=963282430","nprRetrievedStory":"1","nprPubDate":"Mon, 01 Mar 2021 05:00:00 -0500","nprStoryDate":"Mon, 01 Mar 2021 05:00:52 -0500","nprLastModifiedDate":"Mon, 01 Mar 2021 05:00:52 -0500","path":"/mindshift/57457/for-some-black-students-remote-learning-has-offered-a-chance-to-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Back when school was in person, Josh Secrett was always tired.\u003c/p>\n\u003cp>\"I used to come home and just lay down and go to sleep for like hours,\" the eighth-grader says. \"Wake up for dinner, go to bed.\"\u003c/p>\n\u003cp>Josh's mom, Sharnissa Secrett, says teachers at his Portland, Ore., school would sometimes discipline Josh for small things, like talking when he wasn't supposed to. Those interactions would hang over him the rest of the day.\u003c/p>\n\u003cp>\"You look in my baby's eyes, when he used to come home, he was tired...mentally tired,\" she says.\u003c/p>\n\u003cp>But ever since his school went all-virtual, Josh has been doing much better.\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>His mom says there are fewer distractions, he can work independently and it's been easier for him to focus.\u003c/p>\n\u003cp>\"It's like almost the noise is shut out and we can just get to the work.\"\u003c/p>\n\u003cp>Middle school is tough for just about everyone, but for Black students like Josh, school can be even harder. That's because, in addition to learning algebra and coping with social awkwardness, they're often navigating an educational system that historically hasn't supported them.\u003c/p>\n\u003cp>In Texas, students have been assigned history textbooks that \u003ca href=\"https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history\">downplay slavery and avoid talking about Jim Crow\u003c/a>. In Massachusetts, Black girls have been reprimanded for \u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">violating dress codes that ban hair extensions\u003c/a>. And across the country, according to federal data, Black students are \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">more likely than white classmates to be disciplined at school\u003c/a>.\u003c/p>\n\u003cp>In Oregon, where Josh lives, Black students have lower graduation rates. They're also less likely to be identified as \"talented and gifted.\"\u003c/p>\n\u003cp>All that can take a toll on kids. But for some students like Josh, remote learning during the pandemic has offered an escape.\u003c/p>\n\u003cp>Of course, that hasn't been every student's experience. Between \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">mental health struggles\u003c/a>, \u003ca href=\"https://www.npr.org/2020/09/28/916571273/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning\">limited Internet access\u003c/a> and reduced child care options, distance learning isn't working for a lot of families. Research shows students with disabilities, those experiencing poverty and Black and Latinx students are among those especially at risk of falling behind.\u003c/p>\n\u003cp>Still, for Josh and kids like him, learning from home has given them a chance to thrive.\u003c/p>\n\u003cp>\u003cstrong>\"Always on alert ... always deflecting\"\u003c/strong>\u003c/p>\n\u003cp>At school, Josh learns from predominantly white teachers in classrooms full of predominantly nonwhite students. That demographic disparity is \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2019/03/07/the-diversity-gap-for-public-school-teachers-is-actually-growing-across-generations/\">not exclusive to Portland\u003c/a>. National data \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_clr.asp#:~:text=In%202017%E2%80%9318%2C%20about%2079,1%20percent%20of%20public%20school\">show\u003c/a> the U.S. public school teacher population is overwhelmingly white, while more than half of the students those teachers interact with are nonwhite. And whether it's explicit or implicit, many teachers bring some kind of bias into the classroom.\u003c/p>\n\u003cp>Valerie Adams-Bass is a developmental psychologist at the University of Virginia who studies Black youth and media stereotypes. She says often, in the media, Black students are portrayed as being uninterested in education, and Black boys are portrayed as scary or intimidating.\u003c/p>\n\u003cp>\"If that's what the teachers and administrators or their peers see, then oftentimes that is what they're responding to when they're engaging with Black students in reality.\"\u003c/p>\n\u003cp>Adams-Bass says it's no surprise some Black students are doing better at home than they were at school. School can take a lot out of them.\u003c/p>\n\u003cp>\"There is emotional energy and a cognitive energy that goes along with navigating the spaces where you don't feel welcome or comfortable. You're always on alert, you're always on, you're always deflecting, so you would be exhausted at the end of the day on top of growing,\" she says.\u003c/p>\n\u003cp>\u003cstrong>\"I'm more energized. I want to do more things.\"\u003c/strong>\u003c/p>\n\u003cp>Before the pandemic, Josh says he wasn't connecting with his teachers. Instead, he put his energy into showing them he wasn't a \"bad\" kid.\u003c/p>\n\u003cp>\"I didn't want the teachers to think I was the problem in the classroom, or what they thought of my skin color,\" he says. \"I just wanted to show them I was better.\"\u003c/p>\n\u003cp>\"Even that is problematic,\" his mom interjects. She and Josh's father often talk to him about growing up as a Black boy, and how to advocate for himself if he feels singled out by teachers or peers.\u003c/p>\n\u003cp>\"You're not the model,\" she tells him. \"They have to do better, to make you feel like you are seen and heard.\"\u003c/p>\n\u003cp>In the past, when that hasn't happened, Secrett says she would step in on her son's behalf.\u003c/p>\n\u003cp>\"The nagging, the 'you're not doing well' — that damages our babies' self-esteem, especially our Black babies' and our kids of color.\"\u003c/p>\n\u003cp>Now, at home, both Josh and his mom say he's more comfortable. They say Josh and his teachers have been building relationships based around his classwork and academic achievements.\u003c/p>\n\u003cp>\"I can interact with the teachers as I need.\" Secrett says. \"He interacts with the teachers as they need.\"\u003c/p>\n\u003cp>Secrett says she's also seeing her son's confidence go up, and she's better able to monitor how he's feeling. \"I know what's going on with him. I can maintain the emotional.\"\u003c/p>\n\u003cp>She does worry about the mental health impacts of Josh learning from home, but for now she's decided the benefits outweigh the costs.\u003c/p>\n\u003cp>Josh can take breaks and relax, and he can spend more time with his family, including his older brothers. He's not exhausted at the end of the school day anymore.\u003c/p>\n\u003cp>\"I'm more energized,\" Josh says. \"I want to do more things.\"\u003c/p>\n\u003cp>\u003cstrong>How schools can help\u003c/strong>\u003c/p>\n\u003cp>The pandemic won't go on forever. Soon enough, Josh and his peers will be back in a physical classroom. And there are a few things schools can do to make learning in-person a better experience for all students, Adams-Bass says.\u003c/p>\n\u003cp>Schools could hire more teachers of color, and offer a curriculum that reflects students' culture and history.\u003c/p>\n\u003cp>\"[Students] should see teachers, they should see administrators that look like them. And certainly, the curriculum should include them beyond one month of celebration,\" she explains.\u003c/p>\n\u003cp>Adams-Bass also recommends training current teachers to understand their own biases. She says students need caring relationships with their teachers, and \"teachers that demonstrate and understand a knowledge and sensitivity to who the students are as individuals, as well as part of the classroom.\"\u003c/p>\n\u003cp>She also suggests forming groups where marginalized students can share their stories with each other.\u003c/p>\n\u003cp>\"Affinity spaces allow them to talk about common experiences, to develop solutions, to support one another, and also to figure out ... how to navigate the larger space where they're learning.\"\u003c/p>\n\u003cp>Of course, not all of these things can happen overnight.\u003c/p>\n\u003cp>\"Our staff is our staff,\" says Michael Contreras, Josh's principal at Ron Russell Middle School.\u003c/p>\n\u003cp>\"We admit that we're a bunch of white teachers teaching mostly nonwhite kids.\"\u003c/p>\n\u003cp>Contreras says it's not easy to quickly diversify a school's teaching staff. But he's committed to supporting teachers \"in teaching kids who don't necessarily have the same life experience as them.\" He says trust and strong relationships are important for teachers and students, no matter their differences.\u003c/p>\n\u003cp>Still, any changes at Ron Russell will come too late for Josh, who is heading to high school next year. His family is considering a high school in another district, one that may be a better fit.\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>With the right teachers, they're hoping Josh's newfound energy — both during school and after — extends beyond the pandemic.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Oregon Public Broadcasting. To see more, visit \u003ca href=\"https://www.opb.org\">Oregon Public Broadcasting\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Black+Students%2C+Remote+Learning+Has+Offered+A+Chance+To+Thrive&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57457/for-some-black-students-remote-learning-has-offered-a-chance-to-thrive","authors":["byline_mindshift_57457"],"categories":["mindshift_193"],"tags":["mindshift_20818","mindshift_21344","mindshift_21343","mindshift_358","mindshift_21317","mindshift_21347","mindshift_21359"],"featImg":"mindshift_57458","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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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. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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