How one district has diversified its advanced math classes — without the controversy
A tale of two science classrooms: How different approaches to participation shape learning
How science class can inspire students to explore inequities in their communities
Why teachers must examine their own ideologies to create identity affirming classrooms
Learning from students’ families as a step toward equity in literacy instruction
How the realities of low-income girlhood are overlooked in schools and culture
In two places, researchers find problems with expansion of free pre-K
Students are still struggling to get internet. The infrastructure law could help
How Do You Cultivate Genius in All Students?
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Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Fights over ‘detracking’ math classes have roiled other districts. But Union Public Schools, in Oklahoma, took a middle ground, adding tutoring and non-test-based ways for students to qualify for advanced math.","status":"publish","parent":0,"modified":1706902714,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":2439},"headData":{"title":"How one district has diversified its advanced math classes — without the controversy | KQED","description":"Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How one district has diversified its advanced math classes — without the controversy","datePublished":"2024-02-05T10:00:53.000Z","dateModified":"2024-02-02T19:38:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Neal Morton, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about math equity was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\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\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy","authors":["byline_mindshift_63058"],"categories":["mindshift_21357","mindshift_21579"],"tags":["mindshift_912","mindshift_276","mindshift_21322","mindshift_21846","mindshift_21699","mindshift_20701","mindshift_392","mindshift_20841"],"featImg":"mindshift_63060","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A tale of two science classrooms: How different approaches to participation shape learning","datePublished":"2023-04-04T10:00:33.000Z","dateModified":"2023-04-28T00:36:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\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\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\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\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How science class can inspire students to explore inequities in their communities","datePublished":"2023-03-29T10:00:30.000Z","dateModified":"2023-03-29T04:54:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\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>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60096":{"type":"posts","id":"mindshift_60096","meta":{"index":"posts_1591205157","site":"mindshift","id":"60096","score":null,"sort":[1673434519000]},"guestAuthors":[],"slug":"why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","title":"Why teachers must examine their own ideologies to create identity affirming classrooms","publishDate":1673434519,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \"\u003c/span>\u003c/i>\u003ca href=\"https://www.routledge.com/Identity-Affirming-Classrooms-Spaces-that-Center-Humanity/Buchanan-Rivera/p/book/9781032042930\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Identity Affirming Classrooms: Spaces that Center Humanity\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\" by Erica Buchanan-Rivera. Published by Routledge.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>\u003cb>Decolonize Your Mind and Classroom\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A third-grade teacher attempted to take a brown crayon out of my hand and exchange it for a peach color after she noticed my depiction of Jesus as a Black man—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">yes, a lot of Crayola curriculum\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">back in those days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Little did the teacher know, my house was full of Black Jesus (and Santa too) as my mom collected figurines, and I was also intelligent enough at the age of nine to know that a dark pigment (despite all the pale, fair-skinned images of Jesus in school) would be evident in a biblical story that took place near the equator. Yet, this teacher was passionate about “correcting me” and set a standard for my work due to her social construction. She deliberately overlaid her adopted norms over my reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60156\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg\" alt=\"Identity Affirming Classrooms\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms-160x240.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">The emotions and practices we bring into the classroom are a product of our experiences. Due to the nature of living in an unjust world that upholds forms of oppression within every system, many of us have been socialized to adopt norms while existing in spaces under the confines of whiteness. Many of the systems, policies, and procedures developed by humans in positions of power reflect the ways they have been conditioned to see and live in the world. Therefore, we must interrogate the dominant ideologies and how whiteness influences the spaces we design for children. Teachers also hold power over the decisions made in the classroom. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">determine the content and supplemental materials that need to be taught, and co-construct learning experiences with students. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">honor the native languages, culture, and racial experiences of students within the classroom, having critical conversations about social justice. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">help students to see that there are different methods to showing proficiency. To hold power means that we also have to engage in a practice of ideological unlearning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my most powerful teachable moments occurred during my first year of teaching. While administering a math journal problem to a group of kindergarten students, I was approached by a student who was eager to show me her results. The problem read as followed:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Miss Buchanan only has four chairs in her home. She invited Sydnee, Ashton, Arius, and Jacob over for a snack. Will there be enough chairs for everyone, including Miss Buchanan, to sit down and enjoy the snack?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sydnee solved the problem and shared that there would be enough seats for everyone. Immediately, this innate non-negotiable feeling emerged, and I advised that she may need to rethink her problem and try it again. The student continued to share that she was confident in her response and came up with a solution. I proceeded to demonstrate multiple strategies that matched my thinking. And again, Sydnee conveyed that there were enough seats because she figured out a way to make things work. Baffled by her reasoning, I took the time to meticulously look at her illustration as all students were required to demonstrate their problem-solving methods. In a combination of lowercase and capital letters she wrote, “Jacob cAnt coM.” Then, Sydnee proceeded to explain that she uninvited a student due to the lack of chairs available so we could all have a place to sit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her math journal taught me a valuable lesson about the importance of decolonizing my mind. I started to question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">often do I expect students to fit their thinking into a box that I created? How did I create this box? Why do I hold the notion that things need to be executed in a certain way to meet standards? Where did these standards originate from? How are these standards harming the creativity and brilliance of the students I’m serving, particularly those at the margins?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> While attempting to have Sydnee match my reasoning, I had failed to match \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">her \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">thinking process and see the possibilities beyond the way I conceptualized the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decolonizing our minds is a process of unlearning where we deconstruct the ideologies and binaries that other individuals, repress cultures, or deem people as inadequate due to the categorical, socially constructed hierarchies embedded in thinking—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">sometimes, without even knowing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The advancement of educational equity is a combination of mirror work and systems work where we collectively assess and challenge the power structures that yield unequal outcomes. We must understand the role we play in maintaining inequities. When you think of success, how do you define it and are those views tied to your expectations of students? (Kawi, 2020). In Hahnville High School in Boutte, Louisiana (Page, 2021) a student was prohibited from graduating due to the style of shoes he was wearing (which led to a teacher providing the student his own shoes). How were those standards for a dress code determined? A policy that would cost a significant milestone and accomplishment for a student? Considering the subjective nature of disciplinary offenses such as disruption and insubordination, how are we decolonizing our minds when working with human behaviors? The decolonization process starts with us (mirror work), and then we work to develop content with essential identity questions in a physical environment that is designed to value the identity of students.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ericabrivera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg class=\"alignleft wp-image-60193\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg\" alt=\"\" width=\"250\" height=\"364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1020x1485.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-160x233.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-768x1118.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1055x1536.jpg 1055w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1406x2048.jpg 1406w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1920x2796.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-scaled.jpg 1758w\" sizes=\"(max-width: 250px) 100vw, 250px\">Erica Buchanan-Rivera\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\">, Ph.D., is an educational equity scholar, consultant, community organizer, and fierce advocate for children and liberatory spaces where people can be their authentic selves. She has served as a teacher, principal, director of curriculum, and adjunct professor. She is currently the Director of Equity and Inclusion in a K-12 public school district in Indianapolis, Indiana.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In \"Identity Affirming Classrooms: Spaces that Center Humanity,\" Erica Buchanan-Rivera writes that educators must examine the role they play in maintaining inequities in schools.","status":"publish","parent":0,"modified":1673055489,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":954},"headData":{"title":"Why teachers must examine their own ideologies to create identity affirming classrooms - MindShift","description":"To create spaces that center humanity, educators must examine the role they play in maintaining inequities in schools, writes Erica Buchanan-Rivera.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why teachers must examine their own ideologies to create identity affirming classrooms","datePublished":"2023-01-11T10:55:19.000Z","dateModified":"2023-01-07T01:38:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \"\u003c/span>\u003c/i>\u003ca href=\"https://www.routledge.com/Identity-Affirming-Classrooms-Spaces-that-Center-Humanity/Buchanan-Rivera/p/book/9781032042930\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Identity Affirming Classrooms: Spaces that Center Humanity\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\" by Erica Buchanan-Rivera. Published by Routledge.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>\u003cb>Decolonize Your Mind and Classroom\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A third-grade teacher attempted to take a brown crayon out of my hand and exchange it for a peach color after she noticed my depiction of Jesus as a Black man—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">yes, a lot of Crayola curriculum\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">back in those days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Little did the teacher know, my house was full of Black Jesus (and Santa too) as my mom collected figurines, and I was also intelligent enough at the age of nine to know that a dark pigment (despite all the pale, fair-skinned images of Jesus in school) would be evident in a biblical story that took place near the equator. Yet, this teacher was passionate about “correcting me” and set a standard for my work due to her social construction. She deliberately overlaid her adopted norms over my reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60156\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg\" alt=\"Identity Affirming Classrooms\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms-160x240.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">The emotions and practices we bring into the classroom are a product of our experiences. Due to the nature of living in an unjust world that upholds forms of oppression within every system, many of us have been socialized to adopt norms while existing in spaces under the confines of whiteness. Many of the systems, policies, and procedures developed by humans in positions of power reflect the ways they have been conditioned to see and live in the world. Therefore, we must interrogate the dominant ideologies and how whiteness influences the spaces we design for children. Teachers also hold power over the decisions made in the classroom. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">determine the content and supplemental materials that need to be taught, and co-construct learning experiences with students. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">honor the native languages, culture, and racial experiences of students within the classroom, having critical conversations about social justice. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">help students to see that there are different methods to showing proficiency. To hold power means that we also have to engage in a practice of ideological unlearning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my most powerful teachable moments occurred during my first year of teaching. While administering a math journal problem to a group of kindergarten students, I was approached by a student who was eager to show me her results. The problem read as followed:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Miss Buchanan only has four chairs in her home. She invited Sydnee, Ashton, Arius, and Jacob over for a snack. Will there be enough chairs for everyone, including Miss Buchanan, to sit down and enjoy the snack?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sydnee solved the problem and shared that there would be enough seats for everyone. Immediately, this innate non-negotiable feeling emerged, and I advised that she may need to rethink her problem and try it again. The student continued to share that she was confident in her response and came up with a solution. I proceeded to demonstrate multiple strategies that matched my thinking. And again, Sydnee conveyed that there were enough seats because she figured out a way to make things work. Baffled by her reasoning, I took the time to meticulously look at her illustration as all students were required to demonstrate their problem-solving methods. In a combination of lowercase and capital letters she wrote, “Jacob cAnt coM.” Then, Sydnee proceeded to explain that she uninvited a student due to the lack of chairs available so we could all have a place to sit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her math journal taught me a valuable lesson about the importance of decolonizing my mind. I started to question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">often do I expect students to fit their thinking into a box that I created? How did I create this box? Why do I hold the notion that things need to be executed in a certain way to meet standards? Where did these standards originate from? How are these standards harming the creativity and brilliance of the students I’m serving, particularly those at the margins?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> While attempting to have Sydnee match my reasoning, I had failed to match \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">her \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">thinking process and see the possibilities beyond the way I conceptualized the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decolonizing our minds is a process of unlearning where we deconstruct the ideologies and binaries that other individuals, repress cultures, or deem people as inadequate due to the categorical, socially constructed hierarchies embedded in thinking—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">sometimes, without even knowing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The advancement of educational equity is a combination of mirror work and systems work where we collectively assess and challenge the power structures that yield unequal outcomes. We must understand the role we play in maintaining inequities. When you think of success, how do you define it and are those views tied to your expectations of students? (Kawi, 2020). In Hahnville High School in Boutte, Louisiana (Page, 2021) a student was prohibited from graduating due to the style of shoes he was wearing (which led to a teacher providing the student his own shoes). How were those standards for a dress code determined? A policy that would cost a significant milestone and accomplishment for a student? Considering the subjective nature of disciplinary offenses such as disruption and insubordination, how are we decolonizing our minds when working with human behaviors? The decolonization process starts with us (mirror work), and then we work to develop content with essential identity questions in a physical environment that is designed to value the identity of students.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ericabrivera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg class=\"alignleft wp-image-60193\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg\" alt=\"\" width=\"250\" height=\"364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1020x1485.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-160x233.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-768x1118.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1055x1536.jpg 1055w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1406x2048.jpg 1406w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1920x2796.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-scaled.jpg 1758w\" sizes=\"(max-width: 250px) 100vw, 250px\">Erica Buchanan-Rivera\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\">, Ph.D., is an educational equity scholar, consultant, community organizer, and fierce advocate for children and liberatory spaces where people can be their authentic selves. She has served as a teacher, principal, director of curriculum, and adjunct professor. She is currently the Director of Equity and Inclusion in a K-12 public school district in Indianapolis, Indiana.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_21322","mindshift_21371","mindshift_21126","mindshift_20701","mindshift_21015"],"featImg":"mindshift_60429","label":"mindshift"},"mindshift_60112":{"type":"posts","id":"mindshift_60112","meta":{"index":"posts_1591205157","site":"mindshift","id":"60112","score":null,"sort":[1671706834000]},"guestAuthors":[],"slug":"learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","title":"Learning from students’ families as a step toward equity in literacy instruction","publishDate":1671706834,"format":"standard","headTitle":"Learning from students’ families as a step toward equity in literacy instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” by \u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">Kimberly N. Parker\u003c/a>, Alexandria, VA: ASCD. © 2022 by ASCD. Reproduced with permission. All rights reserved. Visit ASCD at \u003c/span>\u003c/i>\u003ca href=\"http://www.ascd.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">www.ascd.org\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Culturally Relevant Intentional Literacy Communities (CRILCs) are asset-based\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning about the talents and experiences our students already have when they walk into our doors is imperative to being culturally relevant. After all, it’s difficult to create a community if we don’t take the time to know who is in that community, or if we rely on our own assumptions about who we think is in our community.\u003c/span>\u003c/p>\n\u003cp>We see the world through our own racialized, gendered, complicated lenses. We also must acknowledge that our lenses are biased and that we don’t always have a complete understanding of something because of that bias (take Harvard’s \u003ca href=\"https://implicit.harvard.edu/implicit/takeatest.html\" target=\"_blank\" rel=\"noopener noreferrer\">Implicit Bias surveys \u003c/a> to learn more). We see our students through those same lenses (and they, in turn, see us through their own lenses). Accordingly, we can fail to acknowledge the powerful attributes our students bring with them to school and can, instead, see them as deficits unless we actively work to confront our biases.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we don’t have to see our students this way. It’s useful to draw on the theory of “funds of knowledge” (Moll et al., 1992) to reframe our thinking. In this study, researchers worked with Latinx households and communities to determine the “strategic knowledge and related activities essential in households’ functioning, development, and well-being” (p. 139). Teachers—who were trained in using ethnographic methods by the researchers who conducted the study, meaning they were attuned to observing and listening—were not casual observers who visited their students’ homes on fact-finding missions. They were not going to count the number of books inside a family’s home, for instance. Instead, teachers were learners, collaborating with families and exchanging ideas.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One important finding from Moll and colleagues’ study is that the people with whom children interacted possessed a multidimensional understanding of a child. They report:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Thus, the “teacher” in these home based contexts of learning will know the child as a “whole” person, not merely as a “student,” taking into account or having knowledge about the multiple spheres of activity within which the child is enmeshed. In comparison, the typical teacher–student relationships seem “thin” and “single- stranded,” as the teacher “knows” the students only from their performance within rather limited classroom contexts. (pp. 133–134)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>These teacher-learners were intent on learning from and with families, creating a two-way stream of communication that centered the experiences of their students’ households. Students were not separate from their communities. This intention, and the actions of home visits and observations of students’ family networks, established a level of trust with families that helped create a different relationship between home and school. These visits were also an opportunity to understand the rituals and traditions and everyday knowledge that are part of community life, as they also can be points of resonance in classrooms as we work with our students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How might our own literacy practices benefit from adopting this same perspective? What might our spaces look like if we aimed to make them places that are thick and multistranded? CRILCs are these places. It is far too easy to see children as deficits, especially when we use measures that are strictly ones that do not center their funds of knowledge. For instance, we can see a group of Black youth as “struggling readers” because they fail to meet our expectations for engagement without considering all of the broad ways they practice literacy or how they understand those practices. We can think Latinx or other young people come from “families that don’t care about them” because we haven’t attempted to humble ourselves and learn from what all families have to teach us. We might not understand the linguistic fluency some of our other IPOC students have because we shrug and think they “simply refuse to speak English” without challenging our own biases and lack of understanding about linguistic fluency. These assumptions are deficit-driven and harmful to students, families, and any attempts we might have to be culturally relevant or to build community. Our beliefs have to change if we want to work from an assets-based framework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we humble ourselves and lear\u003c/span>n from and work with families and students, though, we have a powerful opportunity to engage with them as the experts of their experiences and bridge these home and school literacies in a productive, powerful way. In our literacy work, we can use our broad understandings of multiliteracies to catalogue the vast literacy practices our students have, using that knowledge to invite students into our classrooms as partners, as collaborators, and as valued members of our community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This information is critical for knowing who our students are, how they experience the world, and how educators develop an intentional community with their students. Adopting an initial stance of humility and openness to learning from families, followed by a thoughtful noting of all of the ways that families and children participate in complex networks of care and support outside school, and finally seeking to understand those networks and participation within them as strengths, is foundational to culturally relevant practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Ernest Morrell provided a powerful way to ask students how they have processed the pandemic. In a \u003c/span>\u003ca href=\"https://twitter.com/ernestmorrell/status/1385537623347929089?lang=en\">\u003cspan style=\"font-weight: 400\">tweet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2021), he suggested, “What if we asked every kid in America next fall as an assignment to tell us what they learned during the pandemic, how they grew, how they are different, and what they wanted to do next? They could represent this multimodally and share within the community!” The answers to these questions can help educators think about how students define their own learning experiences, in their own words, while providing us with feedback about how to help them process and center those experiences in our work. Also, when we have actual data from our students, we can work from a strengths-based orientation and use that insight to develop and respond to the community’s needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we recognize and value our students as imbued with funds of knowledge, we see them differently. We see them from a lens of ability and possibility; we know they enter our classrooms teeming with stories, with strengths, with their full humanity. Then, as educators, our work is to figure out how to center our students as we work together to achieve educational excellence, so that we can make our classrooms and our understanding of our students thick and multistranded, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too many BIPOC students, however, are never allowed even to be acknowledged as human because of our own racism and biases. If we cannot mitigate that racism and bias then we cannot change. If we change how we think we know our students, however, into actually knowing them, we get closer to equity and liberation. Thus, actively interrogating, then reframing and changing our own beliefs about our students is the first value of CRILCs.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60159\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/kimberly_parker.jpg\" alt=\"Kimberly Parker\" width=\"250\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker-160x197.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, PhD, has been working in literacy communities with young people for more than 20 years. She has always believed in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other students of color. Her career has included public school teaching, preparing preservice teachers, conducting research about how to support the success of Black boy readers, and delivering professional development across the country. She is currently the director of the Crimson Summer Academy at Harvard University, the 2020 recipient of the NCTE Outstanding Elementary Educator Award, a cofounder of #DisruptTexts and #31DaysIBPOC, and the current president of the Black Educators’ Alliance of MA (BEAM).\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Adopting a stance of humility and recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice, writes Kimberly N. Parker in her book \"Literacy is Liberation.\"","status":"publish","parent":0,"modified":1702043152,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1347},"headData":{"title":"Learning from students’ families as a step toward equity in literacy instruction | KQED","description":"Recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning from students’ families as a step toward equity in literacy instruction","datePublished":"2022-12-22T11:00:34.000Z","dateModified":"2023-12-08T13:45:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” by \u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">Kimberly N. Parker\u003c/a>, Alexandria, VA: ASCD. © 2022 by ASCD. Reproduced with permission. All rights reserved. Visit ASCD at \u003c/span>\u003c/i>\u003ca href=\"http://www.ascd.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">www.ascd.org\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Culturally Relevant Intentional Literacy Communities (CRILCs) are asset-based\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning about the talents and experiences our students already have when they walk into our doors is imperative to being culturally relevant. After all, it’s difficult to create a community if we don’t take the time to know who is in that community, or if we rely on our own assumptions about who we think is in our community.\u003c/span>\u003c/p>\n\u003cp>We see the world through our own racialized, gendered, complicated lenses. We also must acknowledge that our lenses are biased and that we don’t always have a complete understanding of something because of that bias (take Harvard’s \u003ca href=\"https://implicit.harvard.edu/implicit/takeatest.html\" target=\"_blank\" rel=\"noopener noreferrer\">Implicit Bias surveys \u003c/a> to learn more). We see our students through those same lenses (and they, in turn, see us through their own lenses). Accordingly, we can fail to acknowledge the powerful attributes our students bring with them to school and can, instead, see them as deficits unless we actively work to confront our biases.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we don’t have to see our students this way. It’s useful to draw on the theory of “funds of knowledge” (Moll et al., 1992) to reframe our thinking. In this study, researchers worked with Latinx households and communities to determine the “strategic knowledge and related activities essential in households’ functioning, development, and well-being” (p. 139). Teachers—who were trained in using ethnographic methods by the researchers who conducted the study, meaning they were attuned to observing and listening—were not casual observers who visited their students’ homes on fact-finding missions. They were not going to count the number of books inside a family’s home, for instance. Instead, teachers were learners, collaborating with families and exchanging ideas.\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>One important finding from Moll and colleagues’ study is that the people with whom children interacted possessed a multidimensional understanding of a child. They report:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Thus, the “teacher” in these home based contexts of learning will know the child as a “whole” person, not merely as a “student,” taking into account or having knowledge about the multiple spheres of activity within which the child is enmeshed. In comparison, the typical teacher–student relationships seem “thin” and “single- stranded,” as the teacher “knows” the students only from their performance within rather limited classroom contexts. (pp. 133–134)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>These teacher-learners were intent on learning from and with families, creating a two-way stream of communication that centered the experiences of their students’ households. Students were not separate from their communities. This intention, and the actions of home visits and observations of students’ family networks, established a level of trust with families that helped create a different relationship between home and school. These visits were also an opportunity to understand the rituals and traditions and everyday knowledge that are part of community life, as they also can be points of resonance in classrooms as we work with our students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How might our own literacy practices benefit from adopting this same perspective? What might our spaces look like if we aimed to make them places that are thick and multistranded? CRILCs are these places. It is far too easy to see children as deficits, especially when we use measures that are strictly ones that do not center their funds of knowledge. For instance, we can see a group of Black youth as “struggling readers” because they fail to meet our expectations for engagement without considering all of the broad ways they practice literacy or how they understand those practices. We can think Latinx or other young people come from “families that don’t care about them” because we haven’t attempted to humble ourselves and learn from what all families have to teach us. We might not understand the linguistic fluency some of our other IPOC students have because we shrug and think they “simply refuse to speak English” without challenging our own biases and lack of understanding about linguistic fluency. These assumptions are deficit-driven and harmful to students, families, and any attempts we might have to be culturally relevant or to build community. Our beliefs have to change if we want to work from an assets-based framework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we humble ourselves and lear\u003c/span>n from and work with families and students, though, we have a powerful opportunity to engage with them as the experts of their experiences and bridge these home and school literacies in a productive, powerful way. In our literacy work, we can use our broad understandings of multiliteracies to catalogue the vast literacy practices our students have, using that knowledge to invite students into our classrooms as partners, as collaborators, and as valued members of our community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This information is critical for knowing who our students are, how they experience the world, and how educators develop an intentional community with their students. Adopting an initial stance of humility and openness to learning from families, followed by a thoughtful noting of all of the ways that families and children participate in complex networks of care and support outside school, and finally seeking to understand those networks and participation within them as strengths, is foundational to culturally relevant practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Ernest Morrell provided a powerful way to ask students how they have processed the pandemic. In a \u003c/span>\u003ca href=\"https://twitter.com/ernestmorrell/status/1385537623347929089?lang=en\">\u003cspan style=\"font-weight: 400\">tweet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2021), he suggested, “What if we asked every kid in America next fall as an assignment to tell us what they learned during the pandemic, how they grew, how they are different, and what they wanted to do next? They could represent this multimodally and share within the community!” The answers to these questions can help educators think about how students define their own learning experiences, in their own words, while providing us with feedback about how to help them process and center those experiences in our work. Also, when we have actual data from our students, we can work from a strengths-based orientation and use that insight to develop and respond to the community’s needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we recognize and value our students as imbued with funds of knowledge, we see them differently. We see them from a lens of ability and possibility; we know they enter our classrooms teeming with stories, with strengths, with their full humanity. Then, as educators, our work is to figure out how to center our students as we work together to achieve educational excellence, so that we can make our classrooms and our understanding of our students thick and multistranded, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too many BIPOC students, however, are never allowed even to be acknowledged as human because of our own racism and biases. If we cannot mitigate that racism and bias then we cannot change. If we change how we think we know our students, however, into actually knowing them, we get closer to equity and liberation. Thus, actively interrogating, then reframing and changing our own beliefs about our students is the first value of CRILCs.\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>\u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60159\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/kimberly_parker.jpg\" alt=\"Kimberly Parker\" width=\"250\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker-160x197.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, PhD, has been working in literacy communities with young people for more than 20 years. She has always believed in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other students of color. Her career has included public school teaching, preparing preservice teachers, conducting research about how to support the success of Black boy readers, and delivering professional development across the country. She is currently the director of the Crimson Summer Academy at Harvard University, the 2020 recipient of the NCTE Outstanding Elementary Educator Award, a cofounder of #DisruptTexts and #31DaysIBPOC, and the current president of the Black Educators’ Alliance of MA (BEAM).\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21503","mindshift_21371","mindshift_21126","mindshift_20701","mindshift_21859","mindshift_444","mindshift_21487"],"featImg":"mindshift_60407","label":"mindshift"},"mindshift_60118":{"type":"posts","id":"mindshift_60118","meta":{"index":"posts_1591205157","site":"mindshift","id":"60118","score":null,"sort":[1669888811000]},"guestAuthors":[],"slug":"how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","title":"How the realities of low-income girlhood are overlooked in schools and culture","publishDate":1669888811,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Copyright © 2022 by Amanda Freeman and Lisa Dodson. This excerpt originally appeared in “\u003c/span>\u003ca href=\"https://thenewpress.com/books/getting-me-cheap\">\u003cspan style=\"font-weight: 400\">Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a New York Times article, in November 2021, the journalists Eliza Shapiro and Gabriela Bhaskar \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/11/22/nyregion/nyc-high-school-senior-covid.html\">\u003cspan style=\"font-weight: 400\">introduced readers to Genesis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a sophomore in a northern Manhattan high school whose family was from the Dominican Republic. Genesis was college focused, interested in architecture and thinking about spreading her wings as she looked ahead. But the pandemic upended the family’s rhythm. Over the six months documented by the journalists, Genesis not only had to transition to online learning for her junior year of high school, but she was responsible for overseeing her six-year-old sister Maia’s schooling. Their single mother worked two jobs, so Genesis had to get her little sister up, fed, and onto the computer. “The rest of the day would be spent toggling between her own assignments and monitoring Maia’s needs, which invariably won out.” As the months passed, she spent hours each day trying to help her sister learn to read. As she described her role, Genesis said, “I have to keep in mind that I’m not her mom, I’m her sister.” But she worried about how hard her mother struggles and, looking ahead, that it would be difficult to move away to college, far away from Maia and her hardworking mom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With some ups and downs, Genesis made it through high school buoyed by friends, family, and determination. Importantly, her story got told. The attention that comes with a substantive New York Times article exposed a long-ignored truth about girls’ lives in the United States. Yet, the demands and capabilities revealed in young Genesis’s daily life, while particular in detail and character, have been playing out throughout the nation for decades.\u003c/span>\u003c/p>\n\u003ch2>Unequal Girlhoods\u003c/h2>\n\u003cp>\u003ca href=\"https://sociology.sas.upenn.edu/people/annette-lareau\">\u003cspan style=\"font-weight: 400\">Annette Lareau\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s research draws out and explores differences in parenting approaches that reflect class and race in the United States. Children of the affluent are recipients of intensive parental attention, largely expressed through a wide array of enriching activities, counseling, sports, and other opportunities for individual cultivation. In sharp contrast, working-class children are expected to be self-sufficient and responsible for meeting basic milestones at school and in the world. \u003c/span>\u003ca href=\"https://twitter.com/clairecm\">\u003cspan style=\"font-weight: 400\">Claire Cain Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has reported on research that shows parents of all different income levels aspire to this intensive ideal, setting up low-income parents to fail since they don’t have the time and resources to devote to endless carpools and activities. Moms talked to us about the guilt they felt when forced to take low-wage jobs and patch together care for their kids, which often fell apart. They were frequently leaving children in “self-care” and relying on teens and children, predominantly girls, to take care of even younger children. Lisa recorded a teen girl who, upon listening to other girls describe their routine family-care work, said, “It’s all true. It’s all similar. I am the oldest daughter too . . . living with my mom and my three siblings, so I had to play my father’s role, and I had to be the father. . . . And it was a big responsibility and it changed me a lot.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wendyluttrell.org/\">\u003cspan style=\"font-weight: 400\">Wendy Luttrell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> points to the role of schools as reinforcing this classed framework. She examines how schooling is organized around an “illusion of the ‘care-free’ student.” Presumably, the ‘care-free’ parent is the female caregiver who is doing all the work behind the scenes. This model may in fact be the reality of wealthier children in the United States with some of the caregiving duties performed by hired help. But we heard how children face schooling expectations that largely ignore labor market pressures on their parents, pressures that configure family life beyond income poverty. Instability and uncertainty are absolutes for parents in millions of low-wage jobs. Freedom from daily care work and economic stress reflects the lives of affluent youth whose families can purchase all kinds of care and enrichment services, technology, and other options that free children to pursue self-cultivation. But for working-class and poor children, this kind of childhood is like another country, a far-off life. In the United States, childhood is a commodity reserved for those wealthy enough to buy it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The contrast between growing up female in lower and higher-income America emerges in many arenas. Dan Kindlon, a clinical psychologist and lecturer at the Harvard School of Public Health, described his revelations about today’s “postfeminism” generation of young women, partly gleaned from coaching his daughter’s softball team. As he describes it, unlike their mothers, girls take for granted equal rights and even outperform boys in terms of grades, honors, graduation rates, and college graduation. Kindlon \u003c/span>\u003ca href=\"https://www.harvardmagazine.com/2008/01/girl-power.html\">\u003cspan style=\"font-weight: 400\">explained to Harvard Magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as a result, these “alpha girls . . . are starting to make the psychological shift, the inner transformation, that Simone de Beauvoir predicted” in 1949. “‘Sooner or later [women] will arrive at complete economic and social equality, which will bring about an inner metamorphosis.’” What girls today are saying, adds Kindlon, is “I have flexibility that no other woman has ever had in history, or certainly not in any numbers, and I can play any role—‘Bring it on.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60153 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg\" alt=\"Getting Me Cheap book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">This representation of girls’ lives and their growing power resonates among largely white, higher-income families. But the girlhood we heard described is generally missing from popular campaigns for girls’ empowerment, for building feminist pathways into STEM careers, and for nurturing girls’ leadership skills. Many of the women who traced their biographies with us noted how deep family ties and brutal wage poverty were imprinted on them right from the start. The economy gets their moms’ work for cheap and, behind that, children subsidize low wages by filling in for adults. Just as low-income women are overlooked in a personal choice model that dominates work and family debates, low-income girlhood remains missing from mainstream narratives about girls’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60197\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg\" alt=\"Amanda Freeman\" width=\"175\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman.jpg 1600w\" sizes=\"(max-width: 175px) 100vw, 175px\">Amanda Freeman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assistant professor of sociology at the University of Hartford and a writer and researcher of motherhood and work.\u003c/span>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003ca style=\"color: #41a62a\" href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cimg class=\"alignleft wp-image-60162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg\" alt=\"Lisa Dodson\" width=\"175\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg 675w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson-160x213.jpeg 160w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003c/em>\u003cem>\u003ca href=\"https://www.linkedin.com/in/lisa-dodson-3b6a7059/\">\u003cspan style=\"font-weight: 400\">Lisa Dodson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is Research Professor Emerita at Boston College. She is the author of “The Moral Underground: How Ordinary Americans Subvert an Unfair Economy” and “Don't Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In “Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty,” researchers Amanda Freeman and Lisa Dodson describe how schools often fail to account for the family and labor demands placed on low-income students, especially girls.","status":"publish","parent":0,"modified":1669767728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1137},"headData":{"title":"How the realities of low-income girlhood are overlooked in schools and culture - MindShift","description":"School expectations often ignore the child care and labor responsibilities taken on by students from low-income families, especially girls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the realities of low-income girlhood are overlooked in schools and culture","datePublished":"2022-12-01T10:00:11.000Z","dateModified":"2022-11-30T00:22:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","path":"/mindshift/60118/how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Copyright © 2022 by Amanda Freeman and Lisa Dodson. This excerpt originally appeared in “\u003c/span>\u003ca href=\"https://thenewpress.com/books/getting-me-cheap\">\u003cspan style=\"font-weight: 400\">Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a New York Times article, in November 2021, the journalists Eliza Shapiro and Gabriela Bhaskar \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/11/22/nyregion/nyc-high-school-senior-covid.html\">\u003cspan style=\"font-weight: 400\">introduced readers to Genesis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a sophomore in a northern Manhattan high school whose family was from the Dominican Republic. Genesis was college focused, interested in architecture and thinking about spreading her wings as she looked ahead. But the pandemic upended the family’s rhythm. Over the six months documented by the journalists, Genesis not only had to transition to online learning for her junior year of high school, but she was responsible for overseeing her six-year-old sister Maia’s schooling. Their single mother worked two jobs, so Genesis had to get her little sister up, fed, and onto the computer. “The rest of the day would be spent toggling between her own assignments and monitoring Maia’s needs, which invariably won out.” As the months passed, she spent hours each day trying to help her sister learn to read. As she described her role, Genesis said, “I have to keep in mind that I’m not her mom, I’m her sister.” But she worried about how hard her mother struggles and, looking ahead, that it would be difficult to move away to college, far away from Maia and her hardworking mom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With some ups and downs, Genesis made it through high school buoyed by friends, family, and determination. Importantly, her story got told. The attention that comes with a substantive New York Times article exposed a long-ignored truth about girls’ lives in the United States. Yet, the demands and capabilities revealed in young Genesis’s daily life, while particular in detail and character, have been playing out throughout the nation for decades.\u003c/span>\u003c/p>\n\u003ch2>Unequal Girlhoods\u003c/h2>\n\u003cp>\u003ca href=\"https://sociology.sas.upenn.edu/people/annette-lareau\">\u003cspan style=\"font-weight: 400\">Annette Lareau\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s research draws out and explores differences in parenting approaches that reflect class and race in the United States. Children of the affluent are recipients of intensive parental attention, largely expressed through a wide array of enriching activities, counseling, sports, and other opportunities for individual cultivation. In sharp contrast, working-class children are expected to be self-sufficient and responsible for meeting basic milestones at school and in the world. \u003c/span>\u003ca href=\"https://twitter.com/clairecm\">\u003cspan style=\"font-weight: 400\">Claire Cain Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has reported on research that shows parents of all different income levels aspire to this intensive ideal, setting up low-income parents to fail since they don’t have the time and resources to devote to endless carpools and activities. Moms talked to us about the guilt they felt when forced to take low-wage jobs and patch together care for their kids, which often fell apart. They were frequently leaving children in “self-care” and relying on teens and children, predominantly girls, to take care of even younger children. Lisa recorded a teen girl who, upon listening to other girls describe their routine family-care work, said, “It’s all true. It’s all similar. I am the oldest daughter too . . . living with my mom and my three siblings, so I had to play my father’s role, and I had to be the father. . . . And it was a big responsibility and it changed me a lot.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wendyluttrell.org/\">\u003cspan style=\"font-weight: 400\">Wendy Luttrell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> points to the role of schools as reinforcing this classed framework. She examines how schooling is organized around an “illusion of the ‘care-free’ student.” Presumably, the ‘care-free’ parent is the female caregiver who is doing all the work behind the scenes. This model may in fact be the reality of wealthier children in the United States with some of the caregiving duties performed by hired help. But we heard how children face schooling expectations that largely ignore labor market pressures on their parents, pressures that configure family life beyond income poverty. Instability and uncertainty are absolutes for parents in millions of low-wage jobs. Freedom from daily care work and economic stress reflects the lives of affluent youth whose families can purchase all kinds of care and enrichment services, technology, and other options that free children to pursue self-cultivation. But for working-class and poor children, this kind of childhood is like another country, a far-off life. In the United States, childhood is a commodity reserved for those wealthy enough to buy it.\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\">The contrast between growing up female in lower and higher-income America emerges in many arenas. Dan Kindlon, a clinical psychologist and lecturer at the Harvard School of Public Health, described his revelations about today’s “postfeminism” generation of young women, partly gleaned from coaching his daughter’s softball team. As he describes it, unlike their mothers, girls take for granted equal rights and even outperform boys in terms of grades, honors, graduation rates, and college graduation. Kindlon \u003c/span>\u003ca href=\"https://www.harvardmagazine.com/2008/01/girl-power.html\">\u003cspan style=\"font-weight: 400\">explained to Harvard Magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as a result, these “alpha girls . . . are starting to make the psychological shift, the inner transformation, that Simone de Beauvoir predicted” in 1949. “‘Sooner or later [women] will arrive at complete economic and social equality, which will bring about an inner metamorphosis.’” What girls today are saying, adds Kindlon, is “I have flexibility that no other woman has ever had in history, or certainly not in any numbers, and I can play any role—‘Bring it on.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60153 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg\" alt=\"Getting Me Cheap book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">This representation of girls’ lives and their growing power resonates among largely white, higher-income families. But the girlhood we heard described is generally missing from popular campaigns for girls’ empowerment, for building feminist pathways into STEM careers, and for nurturing girls’ leadership skills. Many of the women who traced their biographies with us noted how deep family ties and brutal wage poverty were imprinted on them right from the start. The economy gets their moms’ work for cheap and, behind that, children subsidize low wages by filling in for adults. Just as low-income women are overlooked in a personal choice model that dominates work and family debates, low-income girlhood remains missing from mainstream narratives about girls’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60197\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg\" alt=\"Amanda Freeman\" width=\"175\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman.jpg 1600w\" sizes=\"(max-width: 175px) 100vw, 175px\">Amanda Freeman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assistant professor of sociology at the University of Hartford and a writer and researcher of motherhood and work.\u003c/span>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003ca style=\"color: #41a62a\" href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cimg class=\"alignleft wp-image-60162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg\" alt=\"Lisa Dodson\" width=\"175\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg 675w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson-160x213.jpeg 160w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003c/em>\u003cem>\u003ca href=\"https://www.linkedin.com/in/lisa-dodson-3b6a7059/\">\u003cspan style=\"font-weight: 400\">Lisa Dodson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is Research Professor Emerita at Boston College. She is the author of “The Moral Underground: How Ordinary Americans Subvert an Unfair Economy” and “Don't Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.”\u003c/span>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60118/how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","authors":["4354"],"categories":["mindshift_21445","mindshift_21491"],"tags":["mindshift_21450","mindshift_21251","mindshift_20701","mindshift_21255","mindshift_20825","mindshift_20568","mindshift_21091","mindshift_21284","mindshift_21494"],"featImg":"mindshift_60410","label":"mindshift"},"mindshift_59452":{"type":"posts","id":"mindshift_59452","meta":{"index":"posts_1591205157","site":"mindshift","id":"59452","score":null,"sort":[1654505238000]},"guestAuthors":[],"slug":"in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","title":"In two places, researchers find problems with expansion of free pre-K","publishDate":1654505238,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Advocates sold free preschool as a way to improve the lives of people in poverty and help level the playing field. Oft-cited research from \u003ca href=\"https://highscope.org/perry-preschool-project/\">a high quality preschool in Ypsilanti, Michigan\u003c/a> concluded that 58 low-income kids who attended in the 1960s were more likely to hold a job, earn more money, own a home and less likely to commit a crime than similar kids who didn’t go to preschool. It not only seems fair, but a wise use of public dollars to give poor children the same early childhood education that wealthier children enjoy.\u003c/p>\n\u003cp>In practice, as communities around the country offer free preschool to more and more tiny Americans, the results are uneven. Tennessee vastly expanded \u003ca href=\"https://www.tn.gov/education/early-learning/voluntary-pre-k.html\">its free preschool programs\u003c/a> in 2005 but a study released in January 2022 showed that the programs can be so low quality that some kids are worse off. They might have done better without preschool. In New York City, which expanded free pre-K to all four-year olds in 2014, the quality is better. But researchers from the University of California, Berkeley found that lower income kids are learning in notably lower quality classrooms than higher income kids.\u003c/p>\n\u003cp>“We found these particularly low levels of quality in heavily Black communities,” said Bruce Fuller, a professor of education at Berkeley and lead author of the May 2022 study. “We’re not going to close disparities unless we equalize the distribution of quality.”\u003c/p>\n\u003cp>Fuller also expressed concern that universal pre-K may have unintentionally lured some of the best early childhood educators away from programs that serve poor children, but he doesn’t yet have enough information about the movements of early childhood teachers in the city to prove that.\u003c/p>\n\u003cp>My colleague Jackie Mader wrote extensively about \u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\">the disappointing Tennessee study\u003c/a> and \u003ca href=\"https://hechingerreport.org/behind-the-findings-of-the-tennessee-pre-k-study-that-found-negative-effects-for-graduates/\">the quality problems in Tennessee\u003c/a> preschools. So I wanted to focus on this latest New York City study, “\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200622000333?via%3Dihub\">Do preschool entitlements distribute quality fairly? Racial inequity in New York City\u003c/a>,” published in the journal Early Childhood Research Quarterly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New York put resources and effort into creating high-quality programs for all. It initially invested \u003ca href=\"https://www1.nyc.gov/office-of-the-mayor/news/425-14/new-york-city-launches-historic-expansion-pre-k-more-51-000-children#/0\">$300 million in 2014\u003c/a>, spending the same amount on rich and poor alike, $10,000 per child. That spending increased over the years. Currently the city pays preschool providers between $18,000 to $20,000 per student, according to Gregory Brender, director of public policy at the Day Care Council of New York, Inc. That’s comparable to some private programs in the city. The city also hired 120 people to observe classrooms to monitor quality and share the ratings with parents to help them pick the best programs for their children.\u003c/p>\n\u003cp>Fuller analyzed these ratings and characterized the overall quality of New York City’s 1,800 preschools as “medium to slightly above medium quality” from 2015 to 2019. They’re not as good as San Francisco’s, but much better than Florida’s or Tennessee’s preschools, based on qualitative measurements that are commonly used by researchers.\u003c/p>\n\u003cp>Fuller mapped these observer ratings against census tracts in New York City and noticed that the early childhood programs in poorer neighborhoods, such as East Tremont in the Bronx, were lower rated than public programs offered in wealthier neighborhoods, such as Brooklyn Heights.\u003c/p>\n\u003cfigure id=\"attachment_59454\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59454\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png\" alt=\"map of quality scores given to pre-K programs in New York City\" width=\"977\" height=\"731\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-768x575.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Each green circle represents a pre-K program in New York City. The darkest green circles are the pre-K programs that received the lowest quality scores and they tend to be concentrated in low-income neighborhoods. The lightest green circles are programs that received the highest ratings. \u003ccite>(Map from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fuller’s team also saw high levels of segregation and many programs that were predominantly filled with Black or Hispanic children. A third of New York City’s preschoolers attend a program that is at least three-quarters populated by one racial or ethnic group. Preschools located in neighborhoods with a high percentage of Black residents were some of the lowest rated, raising concerns that these programs aren’t giving Black children a firm foundation for their future school years.\u003c/p>\n\u003cp>“It’s a fragile floor especially for kids in predominantly Black communities,” said Fuller. Many of the ratings and observational scores “are falling to very dangerously low levels for those youngsters. And we don't really know why.”\u003c/p>\n\u003cp>The quality measures cover a wide range of things, from play space and furniture to the school’s daily routines for going to the toilet and hanging up a coat. Fuller was especially focused on instructional measures, activities and how teachers interact with children.\u003c/p>\n\u003cp>“Child-teacher relationships are quite different between medium and high-quality pre-K,” said Fuller. “There's a big difference between teachers that are really down on the floor, engaging with kids versus teachers that are kind of hovering above and not really interacting with youngsters.”\u003c/p>\n\u003cp>Some aspects of preschool quality, such as physical space, aren’t as important for kids’ future development, Fuller said. But “instructional support,” he said, is highly predictive of kids’ future learning trajectories. One of the biggest gaps between rich and poor, Fuller noticed, was in “program structure.” Low-quality programs weren’t organizing a variety of activities for kids, from playing music and reciting lyrics to playing with math concepts and objects around a table. Kids in low-quality programs also seemed less engaged. Fuller found that programs run by community groups had higher quality overall, regardless of the neighborhood, but city schools provided stronger instructional activities.\u003c/p>\n\u003cp>Fuller wants to understand if teacher quality is responsible for the quality differences but he doesn’t yet have data on the training and years of experience of teachers at different preschool sites. New York City has spent a lot on professional development training to improve the instruction in low-quality programs, but other than some big improvements in the first couple years after universal pre-K launched in 2014, Fuller didn’t detect meaningful improvements after 2016. Some aspects of quality, such as instructional support, continued to deteriorate throughout the city’s preschools.\u003c/p>\n\u003cfigure id=\"attachment_59455\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59455\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png\" alt=\"\" width=\"977\" height=\"433\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-800x355.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-768x340.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">These two graphs show preschool quality in New York City, as measured by professional observers using a structured checklist. Overall preschool quality hasn't improved much since 2016 and some aspects of the city's preschools have deteriorated. \u003ccite>(Charts from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png\" alt=\"\" width=\"977\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-800x383.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-160x77.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-768x368.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Before New York City introduced universal pre-K, low-income children already had access to free preschool through community organizations financed by federal Head Start and the Child Care and Development Block Grant. But participation was low. After a big marketing campaign to encourage everyone to go to free preschool, the number of poor children in preschool more than tripled from about\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,500 in 2013 to more than 37,000 in 2015\u003c/a>. But more than\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,000 poor children\u003c/a> remained not enrolled, according to a 2015 estimate by Berkeley researchers.\u003c/p>\n\u003cp>The critical question is whether low-income children are better off now, even if their preschool programs are not as good as those of wealthier kids. We’re still waiting for the research to learn whether this pricey preschool experiment is making a difference.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>universal pre-\u003c/em>\u003c/a>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>K\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Universal preschool is supposed to particularly helpful to low-income kids, but the quality of free preschool still has persistent gaps, according to a study of New York City preschools. ","status":"publish","parent":0,"modified":1654505238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1299},"headData":{"title":"In two places, researchers find problems with expansion of free pre-K - MindShift","description":"Universal preschool is supposed to particularly helpful to low-income kids, but the quality of free preschool still has persistent gaps, according to a study of New York City preschools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In two places, researchers find problems with expansion of free pre-K","datePublished":"2022-06-06T08:47:18.000Z","dateModified":"2022-06-06T08:47:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59452 https://ww2.kqed.org/mindshift/?p=59452","disqusUrl":"https://ww2.kqed.org/mindshift/2022/06/06/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/","disqusTitle":"In two places, researchers find problems with expansion of free pre-K","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59452/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Advocates sold free preschool as a way to improve the lives of people in poverty and help level the playing field. Oft-cited research from \u003ca href=\"https://highscope.org/perry-preschool-project/\">a high quality preschool in Ypsilanti, Michigan\u003c/a> concluded that 58 low-income kids who attended in the 1960s were more likely to hold a job, earn more money, own a home and less likely to commit a crime than similar kids who didn’t go to preschool. It not only seems fair, but a wise use of public dollars to give poor children the same early childhood education that wealthier children enjoy.\u003c/p>\n\u003cp>In practice, as communities around the country offer free preschool to more and more tiny Americans, the results are uneven. Tennessee vastly expanded \u003ca href=\"https://www.tn.gov/education/early-learning/voluntary-pre-k.html\">its free preschool programs\u003c/a> in 2005 but a study released in January 2022 showed that the programs can be so low quality that some kids are worse off. They might have done better without preschool. In New York City, which expanded free pre-K to all four-year olds in 2014, the quality is better. But researchers from the University of California, Berkeley found that lower income kids are learning in notably lower quality classrooms than higher income kids.\u003c/p>\n\u003cp>“We found these particularly low levels of quality in heavily Black communities,” said Bruce Fuller, a professor of education at Berkeley and lead author of the May 2022 study. “We’re not going to close disparities unless we equalize the distribution of quality.”\u003c/p>\n\u003cp>Fuller also expressed concern that universal pre-K may have unintentionally lured some of the best early childhood educators away from programs that serve poor children, but he doesn’t yet have enough information about the movements of early childhood teachers in the city to prove that.\u003c/p>\n\u003cp>My colleague Jackie Mader wrote extensively about \u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\">the disappointing Tennessee study\u003c/a> and \u003ca href=\"https://hechingerreport.org/behind-the-findings-of-the-tennessee-pre-k-study-that-found-negative-effects-for-graduates/\">the quality problems in Tennessee\u003c/a> preschools. So I wanted to focus on this latest New York City study, “\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200622000333?via%3Dihub\">Do preschool entitlements distribute quality fairly? Racial inequity in New York City\u003c/a>,” published in the journal Early Childhood Research Quarterly.\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>New York put resources and effort into creating high-quality programs for all. It initially invested \u003ca href=\"https://www1.nyc.gov/office-of-the-mayor/news/425-14/new-york-city-launches-historic-expansion-pre-k-more-51-000-children#/0\">$300 million in 2014\u003c/a>, spending the same amount on rich and poor alike, $10,000 per child. That spending increased over the years. Currently the city pays preschool providers between $18,000 to $20,000 per student, according to Gregory Brender, director of public policy at the Day Care Council of New York, Inc. That’s comparable to some private programs in the city. The city also hired 120 people to observe classrooms to monitor quality and share the ratings with parents to help them pick the best programs for their children.\u003c/p>\n\u003cp>Fuller analyzed these ratings and characterized the overall quality of New York City’s 1,800 preschools as “medium to slightly above medium quality” from 2015 to 2019. They’re not as good as San Francisco’s, but much better than Florida’s or Tennessee’s preschools, based on qualitative measurements that are commonly used by researchers.\u003c/p>\n\u003cp>Fuller mapped these observer ratings against census tracts in New York City and noticed that the early childhood programs in poorer neighborhoods, such as East Tremont in the Bronx, were lower rated than public programs offered in wealthier neighborhoods, such as Brooklyn Heights.\u003c/p>\n\u003cfigure id=\"attachment_59454\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59454\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png\" alt=\"map of quality scores given to pre-K programs in New York City\" width=\"977\" height=\"731\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK-768x575.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Each green circle represents a pre-K program in New York City. The darkest green circles are the pre-K programs that received the lowest quality scores and they tend to be concentrated in low-income neighborhoods. The lightest green circles are programs that received the highest ratings. \u003ccite>(Map from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fuller’s team also saw high levels of segregation and many programs that were predominantly filled with Black or Hispanic children. A third of New York City’s preschoolers attend a program that is at least three-quarters populated by one racial or ethnic group. Preschools located in neighborhoods with a high percentage of Black residents were some of the lowest rated, raising concerns that these programs aren’t giving Black children a firm foundation for their future school years.\u003c/p>\n\u003cp>“It’s a fragile floor especially for kids in predominantly Black communities,” said Fuller. Many of the ratings and observational scores “are falling to very dangerously low levels for those youngsters. And we don't really know why.”\u003c/p>\n\u003cp>The quality measures cover a wide range of things, from play space and furniture to the school’s daily routines for going to the toilet and hanging up a coat. Fuller was especially focused on instructional measures, activities and how teachers interact with children.\u003c/p>\n\u003cp>“Child-teacher relationships are quite different between medium and high-quality pre-K,” said Fuller. “There's a big difference between teachers that are really down on the floor, engaging with kids versus teachers that are kind of hovering above and not really interacting with youngsters.”\u003c/p>\n\u003cp>Some aspects of preschool quality, such as physical space, aren’t as important for kids’ future development, Fuller said. But “instructional support,” he said, is highly predictive of kids’ future learning trajectories. One of the biggest gaps between rich and poor, Fuller noticed, was in “program structure.” Low-quality programs weren’t organizing a variety of activities for kids, from playing music and reciting lyrics to playing with math concepts and objects around a table. Kids in low-quality programs also seemed less engaged. Fuller found that programs run by community groups had higher quality overall, regardless of the neighborhood, but city schools provided stronger instructional activities.\u003c/p>\n\u003cp>Fuller wants to understand if teacher quality is responsible for the quality differences but he doesn’t yet have data on the training and years of experience of teachers at different preschool sites. New York City has spent a lot on professional development training to improve the instruction in low-quality programs, but other than some big improvements in the first couple years after universal pre-K launched in 2014, Fuller didn’t detect meaningful improvements after 2016. Some aspects of quality, such as instructional support, continued to deteriorate throughout the city’s preschools.\u003c/p>\n\u003cfigure id=\"attachment_59455\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59455\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png\" alt=\"\" width=\"977\" height=\"433\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-800x355.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK2-768x340.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">These two graphs show preschool quality in New York City, as measured by professional observers using a structured checklist. Overall preschool quality hasn't improved much since 2016 and some aspects of the city's preschools have deteriorated. \u003ccite>(Charts from \"Do preschool entitlements distribute quality fairly? Racial inequity in New York City,\" Early Childhood Research Quarterly, May 2022.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png\" alt=\"\" width=\"977\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-800x383.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-160x77.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Barshay-PreK3-768x368.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Before New York City introduced universal pre-K, low-income children already had access to free preschool through community organizations financed by federal Head Start and the Child Care and Development Block Grant. But participation was low. After a big marketing campaign to encourage everyone to go to free preschool, the number of poor children in preschool more than tripled from about\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,500 in 2013 to more than 37,000 in 2015\u003c/a>. But more than\u003ca href=\"https://gse.berkeley.edu/sites/default/files/gse-archive-7/NYC%20pre-k%20year%202%20-%20GRAPHICS%20-%20Berkeley%20analysis%2021%20Sept%202015.pdf\"> 12,000 poor children\u003c/a> remained not enrolled, according to a 2015 estimate by Berkeley researchers.\u003c/p>\n\u003cp>The critical question is whether low-income children are better off now, even if their preschool programs are not as good as those of wealthier kids. We’re still waiting for the research to learn whether this pricey preschool experiment is making a difference.\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>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>universal pre-\u003c/em>\u003c/a>\u003ca href=\"https://hechingerreport.org/proof-points-in-two-places-researchers-find-problems-with-expansion-of-free-pre-k/\">\u003cem>K\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59452/in-two-places-researchers-find-problems-with-expansion-of-free-pre-k","authors":["byline_mindshift_59452"],"categories":["mindshift_1"],"tags":["mindshift_20701","mindshift_21155"],"featImg":"mindshift_59453","label":"mindshift"},"mindshift_58749":{"type":"posts","id":"mindshift_58749","meta":{"index":"posts_1591205157","site":"mindshift","id":"58749","score":null,"sort":[1637048731000]},"guestAuthors":[],"slug":"students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help","title":"Students are still struggling to get internet. The infrastructure law could help","publishDate":1637048731,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"President Biden's infrastructure package includes $65 billion for improving broadband. That money could make a big difference for rural college students, who are especially disconnected. ","status":"publish","parent":0,"modified":1637052859,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2182},"headData":{"title":"Students are still struggling to get internet. The infrastructure law could help - MindShift","description":"President Biden's infrastructure package includes $65 billion for improving broadband. That money could make a big difference for rural college students, who are especially disconnected. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students are still struggling to get internet. The infrastructure law could help","datePublished":"2021-11-16T07:45:31.000Z","dateModified":"2021-11-16T08:54:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58749 https://ww2.kqed.org/mindshift/?p=58749","disqusUrl":"https://ww2.kqed.org/mindshift/2021/11/15/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help/","disqusTitle":"Students are still struggling to get internet. The infrastructure law could help","nprImageCredit":"Elissa Nadworny","nprByline":"Elissa Nadworny ","nprImageAgency":"NPR","nprStoryId":"1053917252","nprApiLink":"http://api.npr.org/query?id=1053917252&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/11/15/1053917252/infrastructure-bill-broadband-internet-rural-college-students?ft=nprml&f=1053917252","nprRetrievedStory":"1","nprPubDate":"Tue, 16 Nov 2021 01:40:00 -0500","nprStoryDate":"Mon, 15 Nov 2021 05:00:00 -0500","nprLastModifiedDate":"Tue, 16 Nov 2021 01:40:00 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/11/20211115_me_students_are_still_struggling_to_get_internet_the_infrastructure_bill_could_help.mp3?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","nprAudioM3u":"http://api.npr.org/m3u/11055749105-874530.m3u?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","excludeFromSiteSearch":"Include","path":"/mindshift/58749/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/11/20211115_me_students_are_still_struggling_to_get_internet_the_infrastructure_bill_could_help.mp3?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\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>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\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>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58749/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help","authors":["byline_mindshift_58749"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20801"],"featImg":"mindshift_58750","label":"mindshift"},"mindshift_58492":{"type":"posts","id":"mindshift_58492","meta":{"index":"posts_1591205157","site":"mindshift","id":"58492","score":null,"sort":[1631604416000]},"guestAuthors":[],"slug":"how-do-you-cultivate-genius-in-all-students","title":"How Do You Cultivate Genius in All Students?","publishDate":1631604416,"format":"audio","headTitle":"How Do You Cultivate Genius in All Students? | 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://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">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\">‘Genius’ is a rare title often reserved for adults who have accomplished something extraordinary, like making discoveries after decades of research in their field. \u003c/span>\u003cspan style=\"font-weight: 400\">But we shortchange ourselves by reserving genius to a select few, according to Gholdy Muhammad, a professor, teacher-trainer and author of the best-selling book, “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Genius means how are our students intellectually creative, smart, what can they do that is special, intuitive, innovative,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said we have more to gain by starting earlier and seeing genius as the brilliance that can be developed in each person. There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teachers] would say things like, ‘they’re confrontational, defiant,’” said Muhammad, describing what teachers she trained in professional development sessions would say to her about their students. “Teachers would tell me this in high schools where you have to test to get into the high school; you had to test at a college level.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then I would ask them to tell me about their own sons and daughters and magically it became a positive. But that positivity did not carry over, particularly to Black children and Latinx children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. Muhammad distilled what matters into the five tenets of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework: identity, skills, intellectualism, criticality and joy. \u003c/span>\u003c/p>\n\u003cp>[aside postID=’mindshift_57137′ label=’How Historically Responsive Literacy Can Make Learning More Relevant to Students’, heroLink=’\u003cimg decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘]\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">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/p>\n\u003cp>\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=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. But we have more to gain by seeing genius as the brilliance that can be developed in each child, according to professor Gholdy Muhammad.","status":"publish","parent":0,"modified":1700528720,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":544},"headData":{"title":"How Do You Cultivate Genius in All Students? | KQED","description":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. But we have more to gain by seeing genius as the brilliance that can be developed in each child, according to professor Gholdy Muhammad.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. 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There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \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\">“[Teachers] would say things like, ‘they’re confrontational, defiant,’” said Muhammad, describing what teachers she trained in professional development sessions would say to her about their students. “Teachers would tell me this in high schools where you have to test to get into the high school; you had to test at a college level.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then I would ask them to tell me about their own sons and daughters and magically it became a positive. But that positivity did not carry over, particularly to Black children and Latinx children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. Muhammad distilled what matters into the five tenets of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework: identity, skills, intellectualism, criticality and joy. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"’mindshift_57137′","label":"How Historically Responsive Literacy Can Make Learning More Relevant to Students, src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘","herolink":"’\u003cimg","decoding":"async"},"numeric":["Historically","Responsive","Literacy","Can","Make","Learning","More","Relevant","to","Students’,","src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">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/p>\n\u003cp>\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=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58492/how-do-you-cultivate-genius-in-all-students","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21371","mindshift_21126","mindshift_20701","mindshift_20549","mindshift_21597","mindshift_21401"],"featImg":"mindshift_58495","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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