Listening to Black Girls to Cultivate Belonging in Middle and High School
5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them
Learning from student language — instead of prohibiting it
7 Strategies to ignite active learning – and help students see its benefits
Using picture books and classroom dialogue to honor and respect students' names
Are dress codes fair? How one middle school transformed its rules for what students wear
Why teachers must examine their own ideologies to create identity affirming classrooms
Using “Dear Math” letters to overcome dread in math class
How social-emotional learning became a frontline in the battle against CRT
window.__IS_SSR__=true
window.__INITIAL_STATE__={"attachmentsReducer":{"audio_0":{"type":"attachments","id":"audio_0","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"}}},"audio_1":{"type":"attachments","id":"audio_1","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"}}},"audio_2":{"type":"attachments","id":"audio_2","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"}}},"audio_3":{"type":"attachments","id":"audio_3","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"}}},"audio_4":{"type":"attachments","id":"audio_4","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"}}},"placeholder":{"type":"attachments","id":"placeholder","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-160x96.jpg","width":160,"height":96,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-800x478.jpg","width":800,"height":478,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1020x610.jpg","width":1020,"height":610,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-960x574.jpg","width":960,"height":574,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"xxsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-240x143.jpg","width":240,"height":143,"mimeType":"image/jpeg"},"xsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-375x224.jpg","width":375,"height":224,"mimeType":"image/jpeg"},"small":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-520x311.jpg","width":520,"height":311,"mimeType":"image/jpeg"},"xlarge":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-e1514998105161.jpg","width":1920,"height":1148}}},"mindshift_63225":{"type":"attachments","id":"mindshift_63225","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63225","found":true},"title":null,"publishDate":1708481757,"status":"inherit","parent":63223,"modified":1708481922,"caption":null,"credit":"Drazen Zigic/iStock","altTag":"A Black young teenage girl walks through a school hallway wearing and backpack and looking back with a smile. Her friends walk a few feet ahead of her.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1500076821.jpg","width":2121,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_63162":{"type":"attachments","id":"mindshift_63162","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63162","found":true},"title":"Mutual understanding, common ground, negotiation compromise, mentor concept, guidance, consulting service, decision making","publishDate":1707893495,"status":"inherit","parent":63160,"modified":1707893561,"caption":null,"credit":"Scar1984/iStock","altTag":"Illustration of two silhouette heads facing each other, one covered with check marks and the other with question marks.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-800x800.jpg","width":800,"height":800,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-1020x1020.jpg","width":1020,"height":1020,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-160x160.jpg","width":160,"height":160,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-768x768.jpg","width":768,"height":768,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-1536x1536.jpg","width":1536,"height":1536,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1004303650.jpg","width":1732,"height":1732}},"fetchFailed":false,"isLoading":false},"mindshift_63114":{"type":"attachments","id":"mindshift_63114","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63114","found":true},"title":"Multiracial young people communicating and exchanging news.","publishDate":1707339784,"status":"inherit","parent":63106,"modified":1707339879,"caption":null,"credit":"MariaGisina/iStock","altTag":"Illustration: Multiracial young people with speech bubbles above. Some speech bubbles contain punctuation.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-800x560.jpg","width":800,"height":560,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-1020x714.jpg","width":1020,"height":714,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-160x112.jpg","width":160,"height":112,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-768x538.jpg","width":768,"height":538,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-1536x1075.jpg","width":1536,"height":1075,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-2048x1434.jpg","width":2048,"height":1434,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810-1920x1344.jpg","width":1920,"height":1344,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/iStock-1257234810.jpg","width":2070,"height":1449}},"fetchFailed":false,"isLoading":false},"mindshift_62845":{"type":"attachments","id":"mindshift_62845","meta":{"index":"attachments_1591205162","site":"mindshift","id":"62845","found":true},"title":"Plan Creative Class Library Student Teacher Ideas Concept","publishDate":1702324944,"status":"inherit","parent":62841,"modified":1702325058,"caption":null,"credit":"iStock/Rawpixel","altTag":"Above view of a group of students working around a large brown board covered in papers and labels. Hands of various skin tones reach into the center with highlighters, markers and sticky notes.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-800x534.jpg","width":800,"height":534,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-1020x681.jpg","width":1020,"height":681,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-1536x1025.jpg","width":1536,"height":1025,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-2048x1367.jpg","width":2048,"height":1367,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574-1920x1281.jpg","width":1920,"height":1281,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/iStock-665394574.jpg","width":2119,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_62674":{"type":"attachments","id":"mindshift_62674","meta":{"index":"attachments_1591205162","site":"mindshift","id":"62674","found":true},"title":"Creative design with human hands holding speech bubble symbolizing business cooperation and communication","publishDate":1698694650,"status":"inherit","parent":62672,"modified":1698694854,"caption":null,"credit":"Anton Vierietin/ iStock","altTag":"human hands holding a speech bubble","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-800x612.jpg","width":800,"height":612,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-1020x780.jpg","width":1020,"height":780,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-160x122.jpg","width":160,"height":122,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-768x587.jpg","width":768,"height":587,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-1536x1174.jpg","width":1536,"height":1174,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139-1920x1468.jpg","width":1920,"height":1468,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/10/iStock-1370889139.jpg","width":1980,"height":1514}},"fetchFailed":false,"isLoading":false},"mindshift_62176":{"type":"attachments","id":"mindshift_62176","meta":{"index":"attachments_1591205162","site":"mindshift","id":"62176","found":true},"title":"Shirt, jumper and skirt hanging on yellow brick wall. School uniform","publishDate":1691411114,"status":"inherit","parent":62163,"modified":1691411145,"caption":null,"credit":"Liudmila Chernetska/ iStock","altTag":"Shirt, jumper and skirt hanging on yellow brick wall. School uniform","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/08/dress-code-outfit.jpg","width":2121,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_60429":{"type":"attachments","id":"mindshift_60429","meta":{"index":"attachments_1591205162","site":"mindshift","id":"60429","found":true},"title":null,"publishDate":1669351752,"status":"inherit","parent":60096,"modified":1669351808,"caption":null,"credit":"Ridofranz/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-800x531.jpg","width":800,"height":531,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-1020x677.jpg","width":1020,"height":677,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-160x106.jpg","width":160,"height":106,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-768x510.jpg","width":768,"height":510,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-1536x1020.jpg","width":1536,"height":1020,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-2048x1360.jpg","width":2048,"height":1360,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-1920x1275.jpg","width":1920,"height":1275,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/01/iStock-Ridofranz-e1669351804842.jpg","width":1920,"height":1275}},"fetchFailed":false,"isLoading":false},"mindshift_60416":{"type":"attachments","id":"mindshift_60416","meta":{"index":"attachments_1591205162","site":"mindshift","id":"60416","found":true},"title":null,"publishDate":1669344754,"status":"inherit","parent":60108,"modified":1669344802,"caption":null,"credit":"BRO Vector/iStock","altTag":"Students learning math","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/BRO-Vector-iStock.jpg","width":2121,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_59945":{"type":"attachments","id":"mindshift_59945","meta":{"index":"attachments_1591205162","site":"mindshift","id":"59945","found":true},"title":"Classrooms through the decades.","publishDate":1664520399,"status":"inherit","parent":59944,"modified":1664520496,"caption":null,"credit":"Lucy Engleman for NPR","altTag":"Illustration of classrooms through the decades.","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-800x499.jpg","width":800,"height":499,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-1020x637.jpg","width":1020,"height":637,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-160x100.jpg","width":160,"height":100,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-768x479.jpg","width":768,"height":479,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-1536x959.jpg","width":1536,"height":959,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-2048x1278.jpg","width":2048,"height":1278,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-1920x1198.jpg","width":1920,"height":1198,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/09/lengleman-sel_revised2_custom-fe8885ea967becbd4f16499786f0f5a17fde7f1a-scaled-e1664520430727.jpg","width":1920,"height":1199}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_59944":{"type":"authors","id":"byline_mindshift_59944","meta":{"override":true},"slug":"byline_mindshift_59944","name":"Meg Anderson","isLoading":false},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"ksung":{"type":"authors","id":"4596","meta":{"index":"authors_1591205172","id":"4596","found":true},"name":"Ki Sung","firstName":"Ki","lastName":"Sung","slug":"ksung","email":"ksung@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"KQED Contributor","bio":"Ki Sung is the senior editor of MindShift. Prior to joining MindShift in 2014, she was a digital news trainer at NPR.","avatar":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"elections","roles":["administrator"]}],"headData":{"title":"Ki Sung | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ksung"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"},"mjacksonretondo":{"type":"authors","id":"11759","meta":{"index":"authors_1591205172","id":"11759","found":true},"name":"Marlena Jackson-Retondo","firstName":"Marlena","lastName":"Jackson-Retondo","slug":"mjacksonretondo","email":"mjacksonretondo@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"Engagement Producer","bio":"Marlena Jackson-Retondo is the engagement producer for KQED's \u003cem>Forum \u003c/em>and \u003cem>Mindshift\u003c/em>. Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63223":{"type":"posts","id":"mindshift_63223","meta":{"index":"posts_1591205157","site":"mindshift","id":"63223","score":null,"sort":[1708513249000]},"guestAuthors":[],"slug":"listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","title":"Listening to Black Girls to Cultivate Belonging in Middle and High School","publishDate":1708513249,"format":"standard","headTitle":"Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In surveys, Black girls in grades six to 12 said that seeing friends at school, teachers knowing their names, and getting opportunities to help peers contributed to their sense of belonging.","status":"publish","parent":0,"modified":1712330255,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1517},"headData":{"title":"Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED","description":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Listening to Black Girls to Cultivate Belonging in Middle and High School","datePublished":"2024-02-21T11:00:49.000Z","dateModified":"2024-04-05T15:17:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \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\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","authors":["11759"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_21579","mindshift_193","mindshift_20874"],"tags":["mindshift_21093","mindshift_21322","mindshift_21250","mindshift_21342","mindshift_21455","mindshift_21473","mindshift_21015"],"featImg":"mindshift_63225","label":"mindshift"},"mindshift_63160":{"type":"posts","id":"mindshift_63160","meta":{"index":"posts_1591205157","site":"mindshift","id":"63160","score":null,"sort":[1707895295000]},"guestAuthors":[],"slug":"5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","title":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them","publishDate":1707895295,"format":"audio","headTitle":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>.\u003c/p>\n\u003cp>Teachers are tasked with making countless decisions every day, and some of those decisions happen quickly because they are rooted in bias. While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n","blocks":[],"excerpt":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","status":"publish","parent":0,"modified":1713291222,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":3930},"headData":{"title":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them | KQED","description":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them","datePublished":"2024-02-14T07:21:35.000Z","dateModified":"2024-04-16T18:13:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6360082356.mp3?updated=1707786862","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>.\u003c/p>\n\u003cp>Teachers are tasked with making countless decisions every day, and some of those decisions happen quickly because they are rooted in bias. While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","authors":["4596"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_21319","mindshift_21899","mindshift_21322","mindshift_20818","mindshift_21645","mindshift_21015","mindshift_21317"],"featImg":"mindshift_63162","label":"mindshift"},"mindshift_63106":{"type":"posts","id":"mindshift_63106","meta":{"index":"posts_1591205157","site":"mindshift","id":"63106","score":null,"sort":[1707703259000]},"guestAuthors":[],"slug":"learning-from-student-language-instead-of-prohibiting-it","title":"Learning from student language — instead of prohibiting it","publishDate":1707703259,"format":"standard","headTitle":"Learning from student language — instead of prohibiting it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last fall one of \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond\">\u003cspan style=\"font-weight: 400\">Chanea Bond\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s ninth grade students told her that he was going to “SOB” next semester. She was confused. A quick Google search didn’t yield a definition that made sense to Bond. So, she asked her student to clarify. The answer? He was going to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/12/04/standing-on-business-meaning/71803593007/\">\u003cspan style=\"font-weight: 400\">‘stand on business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’ a slang term used to express a person’s promise to take care of their responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Bond, who teaches in North Texas, created a lesson plan around the phrase “standing on business” to teach about connotation and prepositional phrases. By involving language that students use every day to learn new concepts in the classroom, “I position them as the experts in that language,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond’s response to her students’ language contrasts with the \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">restrictive approach\u003c/a> that’s recently been a recent hot topic among educators on social media. Last month, a list of “prohibited language” from an anonymous educator was \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond/status/1744059371854696576\">\u003cspan style=\"font-weight: 400\">shared and reshared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on X, sparking \u003c/span>\u003ca href=\"https://twitter.com/MattRKay/status/1745109113762202074\">\u003cspan style=\"font-weight: 400\">comments and criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many of the terms and phrases on the list are rooted in African American Vernacular English or AAVE, popularized by Gen Z on TikTok and other digital platforms.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/heymrsbond/status/1744059371854696576\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of prohibiting language, Bond and \u003c/span>\u003ca href=\"https://twitter.com/MattRKay\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Philadelphia, use inclusive and culturally responsive practices to connect with and learn from students – in both formal lesson plans and casual conversations. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MattRKay/status/1745109113762202074\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","status":"publish","parent":0,"modified":1708465518,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1460},"headData":{"title":"Learning from student language — instead of prohibiting it | KQED","description":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Instead of prohibiting slang, teachers can use culturally responsive practices to connect with students and learn from how they talk to each other.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning from student language — instead of prohibiting it","datePublished":"2024-02-12T02:00:59.000Z","dateModified":"2024-02-20T21:45:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall one of \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond\">\u003cspan style=\"font-weight: 400\">Chanea Bond\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s ninth grade students told her that he was going to “SOB” next semester. She was confused. A quick Google search didn’t yield a definition that made sense to Bond. So, she asked her student to clarify. The answer? He was going to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/12/04/standing-on-business-meaning/71803593007/\">\u003cspan style=\"font-weight: 400\">‘stand on business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’ a slang term used to express a person’s promise to take care of their responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Bond, who teaches in North Texas, created a lesson plan around the phrase “standing on business” to teach about connotation and prepositional phrases. By involving language that students use every day to learn new concepts in the classroom, “I position them as the experts in that language,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond’s response to her students’ language contrasts with the \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">restrictive approach\u003c/a> that’s recently been a recent hot topic among educators on social media. Last month, a list of “prohibited language” from an anonymous educator was \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond/status/1744059371854696576\">\u003cspan style=\"font-weight: 400\">shared and reshared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on X, sparking \u003c/span>\u003ca href=\"https://twitter.com/MattRKay/status/1745109113762202074\">\u003cspan style=\"font-weight: 400\">comments and criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many of the terms and phrases on the list are rooted in African American Vernacular English or AAVE, popularized by Gen Z on TikTok and other digital platforms.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1744059371854696576"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of prohibiting language, Bond and \u003c/span>\u003ca href=\"https://twitter.com/MattRKay\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Philadelphia, use inclusive and culturally responsive practices to connect with and learn from students – in both formal lesson plans and casual conversations. \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>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1745109113762202074"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\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\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it","authors":["11759"],"categories":["mindshift_21445","mindshift_21512","mindshift_194","mindshift_193","mindshift_20874"],"tags":["mindshift_21015","mindshift_20803","mindshift_20779"],"featImg":"mindshift_63114","label":"mindshift"},"mindshift_62841":{"type":"posts","id":"mindshift_62841","meta":{"index":"posts_1591205157","site":"mindshift","id":"62841","score":null,"sort":[1702378835000]},"guestAuthors":[],"slug":"7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","title":"7 Strategies to ignite active learning – and help students see its benefits","publishDate":1702378835,"format":"standard","headTitle":"7 Strategies to ignite active learning – and help students see its benefits | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/em>\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=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Student-centered teaching takes more than beliefs. It requires real instructional change. Miriam Plotinsky's newest book, \"Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\" shares tools to help teachers get started.","status":"publish","parent":0,"modified":1708464609,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":4977},"headData":{"title":"7 Strategies to ignite active learning – and help students see its benefits | KQED","description":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Student-centered teaching takes more than beliefs. It takes real instructional change. Miriam Plotinsky's newest book shares tools to help teachers get started.","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Strategies to ignite active learning – and help students see its benefits","datePublished":"2023-12-12T11:00:35.000Z","dateModified":"2024-02-20T21:30:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6387012591.mp3?updated=1702337676","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>, © 2023 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At its core, active learning relies on a collaborative, student-centered approach. As Vanderbilt University professor Cynthia J. Brame \u003c/span>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/active-learning/\">\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make.” One would think that students embrace such a model, but an unexpected complication of creating a learning environment around active methods is \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\">sometimes a show of student resistance\u003c/a>. After years of a more passive experience, many students can be loath to do something different, even if the end result will be \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">more fulfilling\u003c/a>. In “\u003c/span>\u003cspan style=\"font-weight: 400\">Students Think Lectures Are Best, But Research Suggests They’re Wrong\u003c/span>\u003cspan style=\"font-weight: 400\">,” Edutopia editor Youki Terada cites a study published in the Proceedings of the National Academy of Sciences (PNAS). \u003ca href=\"https://www.edutopia.org/article/students-think-lectures-are-best-research-suggests-theyre-wrong\">As Terada shares\u003c/a>, the research study showed that “strategies that require low cognitive effort — such as passively listening to a lecture — are often perceived by students to be more effective than active strategies such as hands-on experimentation and group problem-solving.” Why might that be?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-62843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg\" alt=\"cover of Writing Their Future Selves by Miriam Plotinsky\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-160x228.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-800x1142.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1020x1456.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-768x1096.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves-1076x1536.jpeg 1076w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/writingtheirfutureselves.jpeg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">PNAS researchers Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.1821936116\">\u003cspan style=\"font-weight: 400\">answer this question\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they “identify an inherent student bias against active learning that can limit its effectiveness and may hinder the wide adoption of these methods.” Essentially, students perceive that they are most successful in traditional, teacher-directed classrooms. There are any number of reasons they might feel this way, from having never experienced anything different to worrying about what might happen if they are asked to do what feels like more. To combat this problem, the study suggests that teachers explicitly share with students why a more active approach is better and then continue to reinforce its benefits. They write: “The success of active learning will be greatly enhanced if students accept that it leads to deeper learning — and acknowledge that it may sometimes feel like exactly the opposite is true.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching students is not just about communicating content; it is also about being instructive about how to access learning. If we are not explicit about the “why” behind the ways in which class is structured, students will form their own assumptions about what works. It is not enough, therefore, to create a student-centered classroom model and expect everyone to get on board without knowing the rationale behind an active learning approach. Instead, developing a space in which all learners (\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">vocal or otherwise\u003c/a>) can flourish is also dependent upon explaining what is happening as it occurs, \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">gathering student voice along the way\u003c/a>, and course-correcting as needed.\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\">To get started on the active learning journey, I share below a list of seven strategies and the benefits of each one to share with students. That way, each time we try one of the tools in practice, students will understand how this approach \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">supports their growth\u003c/a> with a clear explanation of the “why” behind each activity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Big Question\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Midway through sharing new information, the teacher pauses and asks students to write down an area of confusion so far. Then, students either post their questions on the wall and respond in writing or hand them to the teacher to share with the group anonymously.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Clears up confusion\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages a culture of welcoming mistakes and misconceptions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Normalizes not knowing and asking questions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to communicate in a variety of modalities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Gives everyone a voice\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Connection, Prediction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before starting a daily objective, students pose a question or idea that makes a connection to prior learning. Then, they develop a prediction about what they are about to learn and share their thoughts with classmates via pairings or small groups.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages the use of higher-order, critical thinking skills\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provides an avenue for students to share at low risk (i.e., in smaller groups) rather than in front of the class\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows the teacher to see how students make meaning of the daily objective in front of them\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Question Everything\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a specific timeframe within the class period, students are asked to phrase any response to a question in a shared space (an online document, chart paper, board, etc.) as an open-ended question. \u003c/span>\u003cspan style=\"font-weight: 400\">Then, students answer the question by posing yet another question of their own in the same space.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Engages students in critical questioning\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">All participants have a chance to respond to one another in an accessible space\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The teacher can be on the lookout for misconceptions and adjust instruction accordingly\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Images and Inspiration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a visual image (a photograph, drawing or similar), the teacher asks students to “free write” for a short period of time about what the image inspires. Depending on the course subject, students could write their conjectures about what they see or engage in a more creative approach.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allows students to make their own meaning of an image before the teacher directs learning more specifically toward the daily lesson\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourages students to learn in a different way (i.e. visually)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps to facilitate a more inductive approach to course content\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>One Sentence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For an upcoming extended writing project that may be intimidating, ask students to write just one sentence from the assigned prompt. Then, put them in small groups to examine one another’s sentences and discuss the challenges they face.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Embraces the concept that all learners struggle, and that collaboration is key to surmounting obstacles\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teaches students with multiple points of view to help one another\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Breaks a formidable task into more manageable chunks\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Rephrase, Please!\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes, ideas get lost in translation. In this activity, students are asked to take the key ideas taught during direct instruction and phrase them in their own words. They can then post their phrases on a wall, share in groups, or be called upon randomly.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Helps students make meaning of new concepts in their own heads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acts as a check for understanding for the teacher to see where struggles might still exist\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Empowers students to think critically about the salient ideas presented\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Stump the Teacher\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups and create a series of quiz questions on course content. Then, groups take turns posing questions in an attempt to stump the teacher. If the teacher cannot answer enough questions correctly, the class wins!\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">This gamification technique increases student engagement\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teachers provide students with the opportunity to engage in a role reversal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">By creating the quizzes, students learn material more actively\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is dependent upon the act of critical thinking. With the strategies and accompanying rationale provided above, teachers working with multiple grade levels in a variety of content areas can find at least a few approaches that work to increase the involvement of everyone in the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tempting though it might be to rely on vocal students to carry student discourse each day past the point of awkwardness and toward whatever a teacher might wish to highlight, resisting that urge is key to ensuring that every child in the room is an active learner. Even the loudest students in the room who verbally process information may be \u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">more passive than we suppose\u003c/a>. So, finding more effective ways to involve all students in each day’s learning is an effort that is well worth the time. That way, when a teacher leaves the classroom thinking, “Wow. They were really with me today,” that thought will apply to not just the few students who always like to talk — it will also accurately represent the experience of the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/MirPloMCPS\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-60167 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg\" alt=\"Miriam Plotinsky\" width=\"160\" height=\"247\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than twenty years. She is the author of three books for educators: \u003ca href=\"https://wwnorton.com/books/9781324019879\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classrooms\u003c/a>, \u003ca href=\"https://wwnorton.com/books/9781324030836\">Lead Like a Teacher: How to Elevate Expertise in Your School\u003c/a>, and \u003ca href=\"https://wwnorton.com/books/9781324052852\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/a>. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/em>\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=KQINC6387012591&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to the MindShift podcast, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse. Today we’re talking with Miriam Plotinsky, an instructional coach, former high school English teacher and the author of several books. Her newest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selve\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">s, is about nurturing students’ academic identities in uncertain times. So what is academic identity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, it’s a student’s sense of themselves as a learner, scholar and thinker. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Plotinsky conveys a deep belief in every student’s ability to succeed in school. But she also writes that it takes more than belief to help students cultivate a strong academic identity. It takes concrete changes to classroom instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky, Welcome to MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you, Kara. I’m very happy to be here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Your first book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach more, Hover Less\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was about helping teachers stop micromanaging their classrooms. Can you explain what helicopter teaching is and how you spot it?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So it could look like what you would expect it to look like, which would be a teacher literally hovering. However, to me, a lot of the time it means that we have too much teacher talk. So you walk into a classroom and the teacher is running the show the entire time, every single day, day in, day out, and not really giving kids a chance to speak or share or take any kind of control over the learning. And, you know, I I’ve been in classrooms quite frequently where a teacher will be reading out loud to students for an entire class period out of a book. And that’s because there is an underlying fear that if they stop doing that and teach a different way, a more risky way, perhaps that everything will suddenly veer out of their control. Or that kids will stop focusing. And the truth is, if you sort of look around in classrooms where teachers think that they’re keeping a lid on things, the opposite is happening. So whether it’s, you know, very visible signs of disengagement or a kid just sort of politely spacing out, although these days we have the phones. So that’s a whole different look. You know, you’re not going to have them that way. It’s just not going to work. So strangely, helicopter teaching doesn’t have to be about you constantly standing over kids, although it can be, you know, moving from kid to kid and playing sort of a classroom game of whack a mole as well in terms of keeping kids on task when they’re doing something more independently. So it can also look like that. But generally speaking, it’s just this deep seated belief that you have to manage every single thing, which of course, becomes so exhausting.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> And you said you’ve taught this way for the first decade of your career.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was a creative writing class that challenged you to change. What was it about that class that made you rethink your practice?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> Essentially what happened was I would assign a project that I thought was really great and they would say, you know, could we do this a different way? And in their case, the different way wasn’t drawing or doing a podcast or whatever it is they wanted to do. It was writing in a different way. Or sometimes it was – and this happened more often than you would think – “I’m working on my novel,” which I thought was so awesome because when I was 15 or 16, I was definitely not working on a novel. And instead of doing your project, can I write more chapters of my novel? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, you know, my instinct at first was to say no. And then I started really thinking about it, and I was like, why am I saying no to them? They want to write things and I’m shutting them down. And so I just decided to give myself, essentially, I decided to just test myself a little bit. And unless their suggestions were completely crazy. I was going to say yes. And what I noticed was this increase in engagement and enthusiasm. And also they wrote more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it really made me rethink that piece of it. And then I started to think, okay, well, I can’t obviously say to students in, you know, my English 10th grade, 11th grade, 12th grade, whatever class that they can do whatever they want. However, what I can do is just be more open to having them write things a different way when when I can do that and sort of say, okay, well, we’re working on this particular skill, how would you like to present that? And sometimes when I just asked kids for ideas of how they wanted to write something. You know, how long do you want to be? What elements do you want to include? What kinds of examples? And I wouldn’t do this all the time, but I would do it intermittently. That gave them more choice in that respect too. And they were more involved.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah, how did it affect your students when you started doing more choice-driven activities in the regular classes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think what happened was they did more and so I could do more to help them. The time where they were, you know, choosing, you know, if I had a day or two days a week where I’d say, okay, we have these three things that we have to do by the end of the week, you pick which one you’re going to do. We’re going to have three sections of the classroom, and one of those sections was always dedicated to me helping individual students with things, whether it was small group instruction, or giving kids feedback, or having conferences on what they were doing. And that gave me time to do things in class with them that I hadn’t been able to do and also to make me more aware of their work so that when I was in the evaluative phase of looking at what they had done, I was so much more informed that I had been before and I knew so much more about the kids in front of me. And so it made a difference for all of us. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In all of your books, you write about things that you later realized weren’t great and you changed them. That kind of intellectual humility is rare, and it’s scary. How has it helped you as an educator to acknowledge those things that you didn’t get quite right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I really think that if we don’t admit that we could be doing things a better way, we are not going to stay in the profession. The only way to allay burnout and to make sure that we are getting better as teachers and to avoid the sort of complacency that I think becomes autopilot and then a gradual downward slide from good teaching to mediocre teaching is to really get uncomfortable and say, I don’t think that this is the best way that I could be doing this. Because, again, you know, there’s this sort of idea from teaching that is much more of a prior era that we’re there to be the focal point and we’re there to really just be this this pillar of knowledge. And then, you know, students will sit there and eagerly learn from us. And what I’ve realized over time is that I’m not the focal point, you know. I’m there actually to turn the light on in others so that they can be the focal point and it shouldn’t center around me. So I just try to find ways to redirect things as much as I can to give kids that that understanding that we’re all in this together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam’s newest book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about showing kids that we ARE all in this together. We’ll get into that, right after this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MIDROLL\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miriam Plotinsky’s latest book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves: Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, contains a wealth of tools for classroom teachers. They include journal prompts, discussion formats, and some of her favorite writing games.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> I had this tradition when I was teaching creative writing that Friday was called Fun Friday. And what that meant was that whatever projects we were working on or whatever we were doing, sort of in the longer term, we would put on pause on Friday to play some of these writing games. And so the one, and I believe I talk about this in the book too, and I invented it to a degree. It was inspired by a childhood book that I loved called The Magic Box. But the point of the book is that we have these magical empty spaces that we can fill with collective work. And so I took that idea and students would write a story idea on like a little slip of paper each kid individually, and they would take their story idea and put it into the magic box all folded up so that no one else could see it. And then they would draw one at random, and whatever story they pulled, they were going to try to write out the story. And, you know, sometimes there would be this whole, “Oh, do I have to do this one?” Because it could be challenging to get somebody else’s idea and try to write it on paper. But we did it. And then there was an option for sharing where either you could ask for the story idea that you wrote to be shared, or you could go ahead and share what you’d written. And then the person would say, “Oh, that was my idea.” But either way, you’re getting all of this richness out of it, because it might have been an idea that germinated in your brain, but you were seeing what somebody else could do with it. And it was always just really I mean, it could be gratifying, it could be funny, it could be a lot of things, but it was also just a lot of fun.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It reminds me a little bit of elementary school writers workshop or even when I was in middle school, we had these like journals that we would do creative prompts just for like five minutes at the beginning of the class. But that stuff really seems to disappear in high school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s funny that you say that because we would have these conversations in my classes about how creative writing turned into this really serious and very often competitive thing, and the way that I saw creative writing in high school was that we needed to recapture or retain the joy of writing. Like that was goal number one, because kids who signed up to take that class were doing that because they express themselves through writing. That’s what they wanted to do. And so we had to create that sort of space where it really did have that feeling of community and that feeling of togetherness. And I used to call it a warm and fuzzy space, but that was really the intention behind it, because you can’t improve as a writer if you’re already not feeling that validation. It’s a lot harder.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also write that these games nurture a collective spirit of learning. Why does that matter?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It builds a sense of empathy that we all feel this way. My book starts with a section that I call “the disclaimer,” and that section talks about how no matter how old we are or how seasoned we are as writers, we all have this thing that we do before we share something, which is to say, “Oh, you know, I’m really sorry, I was in a hurry” or “This isn’t as good as I usually would do.” But the idea is that when you’re creating that collective spirit of learning, you’re making people comfortable enough that they can transcend that feeling of insecurity and letting them know that this is a space where writing is nurtured and you’re there to grow and we’re not there to create finished products.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Well, they may not be finished products, but feedback is always a part of writing and all kinds of assignments in school. And it’s one of the ways that teachers contribute to students’ academic identities. But it’s often given in ways that confuse students. How can teachers improve the process?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">So to me, in order to make the distinction of what feedback is really clear, we have to separate out from two other what we call response categories, which is how teachers respond to students. So we have feedback and we have guidance, which are like suggestions about your work. And then we have evaluation, which usually takes the form of a grade, but it’s a judgment. So feedback is a completely objective series of criteria that we give students or we’re commenting on the criteria about where they – where their work stood in relation to a goal. So, you know, I was teaching a PE teacher a few months ago who taught yoga and she was teaching the lunge and her criteria for success included, you know, your knee has to stay over your ankle and not move over your foot, because that’s going to cause you an injury. So she was she had a criteria for success for the performance of a lunge and watching how students did it. And so if her feedback was “your knee is moving forward,” that’s objective. But if she says “next time try shifting your weight backward a little bit,” that’s guidance, which is a suggestion. And the evaluation would be whatever grade she gave that. So just as long as we help students understand that feedback is not biased or personal because it’s based on that set of criteria and they can see we give them that criteria before they ever do the assignment. We make sure it stays with them. We make sure that we bring it back when we give the feedback, they’ll transparently see what it is they need to do and won’t be a mystery anymore. The problem is that when we don’t have that figured out ahead of time, we give students work and then we do this thing, especially in humanities, where we’re writing endless comments. We get really mad because kids don’t read the comments or they don’t change their behavior, but we haven’t given them a focused sense of what they did. And so we have to focus our feedback so they can understand the expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Right, and it’s it’s kind of easy to recognize how confusing those response categories in qualitative comments is unhelpful to, um, students who aren’t meeting the criteria as well. But it’s also not that helpful to students who are, I would imagine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s funny that you say that because I had a friend who showed me a paper that made him really angry. He got a paper back for a grad class and at the bottom it just said, “Well done. A.” So he’d done really well. But he didn’t know why he’d done really well. He didn’t know what he had to do next time to get the same result. He had no data, no information about his performance and that wasn’t feedback. That was a quick evaluative statement. And also, you know, as a student, you think “Did this person even read this?” So there’s also that doubt. You know, evenif you’re performing, as you would think would be ideal, it’s still not good for you not to get feedback. Everybody needs feedback. And also, no matter how well you do, we can all improve.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You also recommend, for sake of improvement, that teachers seek regular feedback from their students, and you stressed that teachers should communicate with students about what feedback they end up using and what feedback they’re unable to use. How might they communicate those things?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">I think it’s important to be as transparent as possible about what it is you’re trying to do as a teacher. You know, I’ve had students come up to me several times over the years and ask to do something a different way. So, you know, “this is supposed to be a written assignment, but I want to do it as a visual because I’m a really strong visual artist.” And I have to think about as a teacher, if students are telling me we’d like to do this project a different way, can I accommodate that? Or is there a reason that I’ve chosen to do it in this way, in this modality? And if the the bottom line is that I’m trying to get kids to meet a specific standard that has them doing it in that way, I can’t change it. However, I need to tell them that. I need to say, “Hey, you told me you wanted to create this visually. Here’s why we can’t do that this time. However, I do want to make sure that that you’re heard and that you have a chance, an opportunity to show me your skill set in this area. So I’m going to make sure that there’s an assignment that comes up in the next week, two weeks, three weeks that gives you that flexibility. I just can’t do it this time, and here’s why.” So you just have to be very, very clear about where you’re coming from and what your responsibility is, because we have we have a curriculum usually, and we have things that we have to do, and we can’t just let that go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is it important to communicate that with students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Otherwise, everything you do seems arbitrary and they don’t really see. I mean, I hear students talking in schools and I hear my own kids talking to me about this, of, ‘Oh, you know, this teacher is just doing whatever they want and they don’t see that I have five other classes and we just have this this test today. And I don’t know why. This this teacher just loves giving tests.’ And that’s their perception. And my whole my whole thing with this is if you don’t tell someone the real story of what’s happening, they will make up their own. You know, a lot of times I think teachers assume that kids either don’t need to know or that they’re not interested or whatever it might be. But the truth is, they like to know more than we think. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miriam Plotinsky is an instructional coach in Montgomery County, Maryland. Her newest book is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Writing Their Future Selves Instructional Strategies to Affirm Student Identity\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Miriam Plotinsky, thank you for being with MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miriam Plotinsky: \u003c/b>\u003cspan style=\"font-weight: 400\">Thanks for having me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\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\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits","authors":["4354"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_20786","mindshift_21015","mindshift_21777","mindshift_20616","mindshift_851","mindshift_21866"],"featImg":"mindshift_62845","label":"mindshift"},"mindshift_62672":{"type":"posts","id":"mindshift_62672","meta":{"index":"posts_1591205157","site":"mindshift","id":"62672","score":null,"sort":[1698886371000]},"guestAuthors":[],"slug":"using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","title":"Using picture books and classroom dialogue to honor and respect students' names","publishDate":1698886371,"format":"audio","headTitle":"Using picture books and classroom dialogue to honor and respect students’ names | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","status":"publish","parent":0,"modified":1706576757,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":4040},"headData":{"title":"Using picture books and classroom dialogue to honor and respect students' names | KQED","description":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers Jennifer Orr and Matthew R. Kay discuss how teachers can empower students to advocate for correct pronunciation of their names.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using picture books and classroom dialogue to honor and respect students' names","datePublished":"2023-11-02T00:52:51.000Z","dateModified":"2024-01-30T01:05:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC1058124335.mp3?updated=1699923421","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enunciated syllables, slow speech and spelling — these are the adjustments some students find themselves making as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">they introduce themselves to their teachers each school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For these students, whose names might be misspelled in emails or autocorrected in text messages, this annual ritual carries significance. It often determines what they will be called for the entire school year. “This is a matter children feel strongly about, yet adults aren’t always as attentive to,” said elementary school teacher \u003c/span>\u003ca href=\"https://twitter.com/jenorr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Jennifer Orr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">According to a \u003c/span>\u003cspan style=\"font-weight: 400\">2011 study\u003c/span>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\"> daily mispronunciations of names are microaggressions that can significantly affect \u003ca href=\"https://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/Names.pdf\">students’ self-perception and sense of belonging\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Names are one of the topics covered in \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625315755_were-gonna-keep-on-talking\">\u003ci>\u003cspan style=\"font-weight: 400\">We’re Gonna Keep on Talking\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, which Orr co-authored with Philadelphia educator \u003c/span>\u003ca href=\"https://twitter.com/MattRKay?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The book guides educators through how to foster meaningful conversations about race with elementary school students. The names unit, which Orr has done about five times over the last 15 years, uses books to initiate discussions within the classroom. The authors recommend how to structure partner and class dialogues and how to create a supportive environment for students to share their experiences related to names. The unit also encourages students to delve deeper into their own identities by gathering information about their names from their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Kay’s previous work, \u003c/span>\u003ca href=\"https://stenhouse.com/products/9781625310989_not-light-but-fire\">\u003ci>\u003cspan style=\"font-weight: 400\">Not Light, But Fire\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, explored how to facilitate discussions about race with high schoolers, this sequel tailors the approach to the needs of younger learners. “You don’t get [elementary school] kids’ attention for 45 minutes, even in the upper grades. That’s a long period of time for a child to stay focused,” said Orr. “These discussions have to happen over months instead of class periods.” Regardless of grade level, Kay and Orr agreed that these are conversations children are eager to have.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring names through engaging books\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr said it’s important to create a \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">supportive and inclusive classroom community\u003c/a> before getting into discussions about names. “I don’t want kids to end up feeling raw or vulnerable because we haven’t built the space for that kind of a conversation,” she said. It’s crucial to establish foundations of trust and effective communication even with students one may have taught in previous years. According to Kay, a \u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">strong teacher-student rapport\u003c/a> should never be taken for granted. As he put it, “You can’t spend last year’s currency.”\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\">Orr’s approach includes practicing active listening and respectful engagement with her students. She often does interactive read-alouds, pausing at planned points while reading picture books to encourage and hone students’ discussion and listening skills. Orr uses books to open the door to the conversation. “There are children’s books coming out all the time on names in a way that is so exciting,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.candlewick.com/cat.asp?mode=book&isbn=0763693553&browse=Title\">\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Juana Martinez-Neal is one of Orr’s go-to books for kicking off the unit. In this book, Alma Sofia Esperanza José Pura Candela wants to know why she has so many names. Her father explains how she got each one. After the character Alma is introduced, Orr asks students to share their thoughts about her name. “Does it seem too long?” Students will often use this opportunity to relate in with comments like “I’m named after my grandma too!” She also stops for discussion halfway through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Alma and How She Got Her Name\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> so students have the opportunity to discuss with a partner. “What do you think of Alma’s name now?” Orr asks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another book that Orr uses is \u003c/span>\u003ca href=\"https://www.theinnovationpress.com/your-name-is-a-song\">\u003ci>\u003cspan style=\"font-weight: 400\">Your Name Is a Song\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Jamilah Thompkins-Bigelow and Luisa Uribe. The book follows a young girl who is upset that no one is pronouncing her name correctly. The main character’s mom teaches her about the musicality of names from other cultures. The story resonates with students, bridging the common experience of name mispronunciation. Through these books, students begin to grasp that names can carry rich histories, Orr said. In all, each read-aloud and discussion takes about 25 minutes, so that her young students don’t get bored or restless.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Extending conversations beyond the classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also serve as a catalyst for taking the conversation beyond the classroom walls. Recognizing the importance of\u003c/span>\u003ca href=\"https://www2.ed.gov/documents/family-community/partners-education.pdf\">\u003cspan style=\"font-weight: 400\"> collaboration between school and home in nurturing a child’s sense of identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she suggests that students go home and initiate discussions with their families about the significance and stories behind their names. This part of the unit can lead to self exploration for students and open up a window to their parents’ decisions, according to Kay. Orr proactively reaches out to families to inform them about the discussions taking place in class, so they won’t be blindsided by their child’s questions. She emphasizes that participation in these conversations at home is optional, as is sharing in class. “They can make it fit their comfort level,” Orr said.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1058124335&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class, Orr and Kay recommend starting the next conversation with “Who wants to share what they’ve learned about their name from their family?” This dialogue allows students to share their newfound understanding and feelings about their names. Orr is often surprised by the unique stories and experiences that students bring forward. Some Latino students have told her that other teachers Americanized their names. For example, instead of “David,” where the “i” is pronounced with a long “e” sound, a teacher might use the flat “i” like the sound in zip. She also remembered a fifth grader one year who was a recent immigrant from China. “I swear she spent a week trying to get me to say her name properly,” she admitted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orr noted that elementary school students will often just accept the way their name is pronounced until they have this conversation in class. She said that name discussions may not always result in kids being able to advocate for themselves but they become more likely to advocate for other students. “That power between adults and kids is still so strong. And yet, on behalf of someone else, they’ll stand up to that power and they’ll make it clear that actually, no, that’s not how you say it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, Kay is excited by the prospect of not being the first one to have conversations about identity and culture with students. “I can see the inquiry seeds,” he said. Orr and Kay envision a future where elementary school teachers continue to introduce these conversations, paving the way for students to advocate for the pronunciation of their names as well as for the respect and recognition of others’ identities.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor’s note: This story was updated to include the name of the illustrator of \u003c/em>Your Name Is a Song.\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Matthew R. Kay is a high school English teacher in Philadelphia. He’s also the author behind the book \u003cem>Not Light, But Fire. \u003c/em>And he knows how to spark meaningful conversations with high schoolers. In the book, he shares a lesson that’s an absolute hit with his students. And it’s all about their names\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I think every teacher has that one lesson where like, if you’re going to observe me, I’m going to look like a rock star. Like the principal walks through, you’re like, “Say less. I got this”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is your knock it out of the park lesson? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Oh, easy, easy. This is the one where the kids are lined up afterwards to say they didn’t get a chance to share. This is the one where I have to apologize to my colleagues. I’m like, “What can I do? I’m sorry.” It’s so juicy and it feels so good. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt teamed up with elementary school teacher Jennifer Orr for their new book, \u003cem>We’re Gonna Keep on Talking.\u003c/em> They’ve taken lessons from his high school teaching experience and tailored them for younger students. Today’s episode features a conversation about how Matt’s lesson about names looks in Jen’s elementary school classroom. We’ll get into that conversation after the break\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matt, you wrote \u003cem>Not Light But Fire\u003c/em> about your experience teaching in high school classrooms a few years ago. Can you tell me about your decision to add \u003cem>We’re Gonna Keep On Talking\u003c/em> to the canon?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> One of the biggest thing that was asked of me, teachers would come up to me and they would say, When are you going to come up with the elementary books? And that was something that I normally kind of brushed aside. Like I respected it, but I was kind of like, well, you know, never because I’m not an elementary teacher. \u003c/span>\u003cspan style=\"font-weight: 400\"> But I feel like what separated \u003cem>Not Light\u003c/em> was my storytelling . \u003c/span>\u003cspan style=\"font-weight: 400\">And I feel like that’s the part that’s hardest for someone who doesn’t teach high school — the actual visualization of what does this conversation look like? \u003c/span>\u003cspan style=\"font-weight: 400\">That’s why I decided to see if I could find an elementary teacher who could who could help with that. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, this book is all about your experience in the classroom with elementary school students. There’s a part where you talk about a lesson on students’ names, and it’s different from the lesson that Matt uses with his students. Can you tell me how you scaffold this conversation for younger kids?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> Sure. \u003c/span>\u003cspan style=\"font-weight: 400\">I’ve taught in several different schools in my school district and in almost all of them. There have been kids who have really struggled with their with name, pronunciation, children whose who they or their families had emigrated to this country. And their names do not fit our kind of Americanized way of saying things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> And as many things are in my elementary classroom and in many, it’s tied into a lot of literature. So there’s several different books that we read throughout the course of the unit and really talk through things through the lens of the books as a way to kind of open the door to the conversation and then make it much more personal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> It was always designed around discussing kids first names. Where does your name come from? What does your name mean? Knowing that some families may not want to have that conversation. Keeping it open ended for kids they could choose to share or not share. The conversation then grew into last names as well as kids started to notice things about each other’s last names, \u003c/span>\u003cspan style=\"font-weight: 400\"> noticing kind of beginning to really build an understanding of why people are names and what those what weight is carried in names and where that can carry history as well as for your own self. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong> Talking about names can get vulnerable because it can bring up stuff about race and identity. What are some strategies that can teachers use to ensure students feel valued in conversations like these and respected by not only you as the teacher, but also the other kids in the room.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> That’s a huge question because none of this works if we don’t start from that point. A\u003c/span>\u003cspan style=\"font-weight: 400\">t the start of each school year. It’s not only important that we build that community within our classroom, which is huge and crucial, and we talk about some different ways to do that in the book, but also to build that community with our colleagues and with the families of our students because we’re all going to be involved in this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Even the conversation around names, in my classroom, it doesn’t happen in the first week of school because we haven’t had a chance yet to build that community. I don’t want kids to end up feeling raw or vulnerable because we haven’t built that space for that kind of a conversation before we have it. So we have to be careful that we’re not jumping into it too soon. T\u003c/span>\u003cspan style=\"font-weight: 400\">hat may or may not be true for Matt…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> To be honest, it’s the same in in secondary. I\u003c/span>\u003cspan style=\"font-weight: 400\">n one of my PD sessions to talk about myths about safe spaces and one of them is that it’s permanent. Ou\u003c/span>\u003cspan style=\"font-weight: 400\">r metaphors that we use for safe spaces like building and stuff like that probably need a little bit of work because it like leads to the assumption that you build it and then it’s built right. But it’s really it’s more about building and maintaining and maintaining and maintaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You can you can’t spend last year’s currency like the kids I’m about to meet in a month, it’s best for me to assume that they don’t know me from a can of paint , even if I work with them last year. Because who knows what happened this summer. They could be a different kid. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir\u003c/strong>: So what I’m hearing is that it takes intentional time and you actually keep spending that time. You don’t get to just bank it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I think that’s true of almost anything in a classroom. You spend the start of the school year setting all of these things up and making sure they’re established but that doesn’t mean you’re done with it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Jen, you mentioned that this unit takes a lot more time at the elementary school level because you’re working with little ones who – let’s be honest, can have a really short attention span. I love the idea of using books to initiate that broad conversation and then slowly getting more and more focused. Can you tell me some of the picture books that you read during this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr: \u003c/strong> \u003cem>My Name Is a Song\u003c/em>, which is a beautiful one of a young girl who is complaining about how no one pronounces her name correctly. \u003c/span>\u003cspan style=\"font-weight: 400\"> And her mom really sort of reassuring her about the way that that names are songs and how beautiful that is. And by the end of the book, I’m not sure if she’s fully convinced of the beauty of it and the fact that she knows her name is still going to be mispronounced, but she definitely has some reassurance\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Another one is Juana Martinez Neal’s book, \u003cem>Alma and How She Got Her Name\u003c/em>. And Alma has I can’t remember it now, you know, maybe six or seven names in her name. And the book is her father explaining to her where each of those names came from, which is our great introduction into then talking about where did your name come from and inviting children and their families into that conversation through that book.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Something I’ve heard you say is that nothing happens at the elementary school level without getting families involved. How do you involve parents and caregivers in this unit?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> At the end of that first day of digging into the book, I will reach out to families and say, We read this book. We had this conversation. Kids may be asking you where their name came from and if you’re willing to share with them and if they want to share with the class we’ll be talking about that in the coming weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> There’s a lot going on with names. There are all these situations that I don’t want kids to feel uncomfortable with. And then sometimes it’s a single parent and it may also come down to this child is living with someone who is not their parent who may not even know their name story. A bit part of it is to make sure that families that this is an option and we’re really interested and that we’re not trying to put anyone on the spot and that kids have that same sense.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> What is really cool about this unit is that it gives students the opportunity to learn more about their teachers because it sounds like you two also talk about your names with your students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> I just really love the self-exploration and the showing kids the power and also like opening up a window to their parents decisions, I think, which is something that’s really cool. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay: \u003c/strong> I get to open up about myself, you know, like I’m Matt is boring. Oh, there’s no meaning behind it, all that kind of stuff. But that’s because my parents both had unique names and they didn’t like everybody always jacking their name up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> Matt could be a white dude and I until you meet me. So they didn’t want me to have any kind of disadvantages on resumes and stuff. So they were really intentional about Matt. And then I went and turned around, gave my daughters two very unique names that they will always have to correct people. And so it’s just weird about it how that cycle keeps going. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Unique names are very character building. I’m saying that as some one with a unique name.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> You always have to spell it out\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Yeah, yeah my name has an ‘H’ at the end, so I had to learn how to correct people as they were spelling it. How about you, Jen?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> I was one of those kids I probably wouldn’t have wanted had this conversation because I have no story behind my name. Something I still hold against my parents. \u003c/span>\u003cspan style=\"font-weight: 400\"> And like Matt I, my children have names that have stories behind them because I always hated that my parents were like “I don’t know. It was pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> In this name activity were there any surprising moments or stories that emerged during this name unit that stood out to you that were meaningful or impactful.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> There’s a lot of good stories in that chapter. J\u003c/span>\u003cspan style=\"font-weight: 400\">elly was one of them. S\u003c/span>\u003cspan style=\"font-weight: 400\">ome early teacher couldn’t pronounce her name, and so she they gave her the nickname and then she went with it. \u003c/span>\u003cspan style=\"font-weight: 400\">We recognize a teacher probably overstepped their bounds. We recognize all those things. \u003c/span>\u003cspan style=\"font-weight: 400\">I didn’t force her to not go by this nickname. Unfortunately, a lot of well-intentioned teachers can push so hard, and the kid’s like, really fine with the nickname. W\u003c/span>e just examined what happened. I’m not moralizing.\u003cspan style=\"font-weight: 400\"> My job is to help you understand things, right? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> Every year there are things that come as a surprise to me. Even when I have spent weeks with these kids or have had conversations with families. The piece that really stands out to me is that I had a couple of students over the years, several students, but with LatinX names who who had regularly had teachers Americanize them. So instead of David, who was David. \u003c/span>\u003cspan style=\"font-weight: 400\">These young ones just accept that their name is being mispronounced until we have this conversation often. And then they will say “But that’s not how we say my name at home. That’s not my name.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> But even when they realize this isn’t okay, they often would not at first grade or kindergarten advocate for themselves, but they advocate for each other. And so I would notice, you know, they would be a substitute teacher who hadn’t yet gotten this, who’s going through the role in P.E. or something, and says David David would just be like, “Yeah,” but others are like “It’s David.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jennifer Orr:\u003c/strong> It was really interesting to see that they felt strongly about their names but that power between adults and kids is still so strong and yet on behalf of someone else they’ll stand up to that power\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I feel like this unit tells students Oh no, you can advocate for how it is pronounced and what other people call you. And that’s an important lesson, I think at a young age, at the elementary school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Matthew R. Kay:\u003c/strong> It’s similar at the high school level too. O\u003c/span>\u003cspan style=\"font-weight: 400\">ften it’ll be someone else who tells me something about a name or pronoun. It’ll be a classmate. If they’re speaking up to me, that means that teachers before them have made it okay to speak to them in a critical way. \u003c/span>In ninth grade, I’m like a gateway teacher to high school. It’s kind of like, hey, look, you’re going to have to if you don’t advocate for yourself, that’s going to be a problem. Like, it’s going to be a problem in a way that it might not have been a problem before. It’s going to definitely be a problem now because like things are coming at you a little fast. Things are like you got to be able to say, I need more time, I need an extension, I need this, I need that. I need you to call me by his name, like those things. And so I love it when that work has been done early so that they come in and that’s one less kid you have that initial conversation with.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Matthew R. Kay is going into his 18th year teaching in Philadelphia. His other book is called \u003cem>Not Light But Fire.\u003c/em> Jennifer Orr has been teaching elementary school for 25 years. The book she wrote with Matthew is called \u003cem>We’re Gonna Keep on Talking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, , Kara Newhouse, and Marlena Jackson-Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien , Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported, in part, by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name","authors":["11721"],"categories":["mindshift_20729","mindshift_21512","mindshift_194","mindshift_21130","mindshift_20960"],"tags":["mindshift_21101","mindshift_21707","mindshift_21230","mindshift_21015","mindshift_797","mindshift_21222","mindshift_231","mindshift_290","mindshift_21284","mindshift_21742"],"featImg":"mindshift_62674","label":"mindshift"},"mindshift_62163":{"type":"posts","id":"mindshift_62163","meta":{"index":"posts_1591205157","site":"mindshift","id":"62163","score":null,"sort":[1692095441000]},"guestAuthors":[],"slug":"are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","title":"Are dress codes fair? How one middle school transformed its rules for what students wear","publishDate":1692095441,"format":"audio","headTitle":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1706031517,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are dress codes fair? How one middle school transformed its rules for what students wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are dress codes fair? How one middle school transformed its rules for what students wear","datePublished":"2023-08-15T10:30:41.000Z","dateModified":"2024-01-23T17:38:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_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_60108":{"type":"posts","id":"mindshift_60108","meta":{"index":"posts_1591205157","site":"mindshift","id":"60108","score":null,"sort":[1669716039000]},"guestAuthors":[],"slug":"using-dear-math-letters-to-overcome-dread-in-math-class","title":"Using “Dear Math” letters to overcome dread in math class","publishDate":1669716039,"format":"standard","headTitle":"Using “Dear Math” letters to overcome dread in math class | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \u003c/span>\u003c/i>\u003ca href=\"https://www.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Math anxiety is prevalent in American classrooms. In their book \"Dear Math,\" Sarah Strong and Gigi Butterfield share how writing letters to math can start conversations that help teachers unpack students' feelings about the subject.","status":"publish","parent":0,"modified":1703019977,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1205},"headData":{"title":"Using “Dear Math” letters to overcome dread in math class | KQED","description":"Writing letters to math can start conversations about a subject that causes many students anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Writing letters to math can start conversations about a subject that causes many students anxiety.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using “Dear Math” letters to overcome dread in math class","datePublished":"2022-11-29T10:00:39.000Z","dateModified":"2023-12-19T21:06:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60108/using-dear-math-letters-to-overcome-dread-in-math-class","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.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \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\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \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>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60108/using-dear-math-letters-to-overcome-dread-in-math-class","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_146","mindshift_21341","mindshift_21015","mindshift_392","mindshift_20893"],"featImg":"mindshift_60416","label":"mindshift"},"mindshift_59944":{"type":"posts","id":"mindshift_59944","meta":{"index":"posts_1591205157","site":"mindshift","id":"59944","score":null,"sort":[1664347611000]},"guestAuthors":[],"slug":"how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","title":"How social-emotional learning became a frontline in the battle against CRT","publishDate":1664347611,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's hard to pinpoint when exactly the questions started coming in. Angelyn Nichols, an administrator for Virginia Beach City Public Schools, thinks it was sometime in early 2021.\u003c/p>\n\u003cp>What she does know is that no one really expected them in the first place, and no one expected them to keep coming – week after week, and now, year after year.\u003c/p>\n\u003cp>That's because the questions involved a decades-old teaching concept many educators thought was settled, uncontroversial territory: the idea that, in order to learn, students need to know how to manage themselves and get along with others.\u003c/p>\n\u003cp>\"Principals were being asked, 'Can you talk to me about how you use social-emotional learning in your school? Are there connections to critical race theory?\" says Nichols, who coordinates professional learning for the district. \"Families were asking at a PTA meeting. Parents were asking their child's classroom teacher.\"\u003c/p>\n\u003cp>But one of the most visible places these concerns emerged was at the school board meetings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our school board meetings have been tense and they've gotten heated,\" says Natalie Allen, the district's chief communications and community engagement officer. \"We saw multiple terms being linked to critical race theory. Social-emotional learning just seems like the latest.\"\u003c/p>\n\u003cp>Virginia Beach is not an anomaly.\u003c/p>\n\u003cp>Although its core concepts have been around nearly as long as public education itself, \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">social-emotional learning\u003c/a> is emerging as the latest lightning rod in the battles over what gets taught in schools nationwide.\u003c/p>\n\u003cp>Across the country, parents and community members \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-protesting-critical-race-theory-identify-new-target-mental-hea-rcna4991\">have protested angrily\u003c/a> at school board meetings, administrators \u003ca href=\"https://www.idahoednews.org/news/state-districts-navigate-political-pushback-on-social-emotional-learning/\">have distanced themselves\u003c/a> from the term and legislators have \u003ca href=\"https://kfor.com/news/local/senator-proposes-bill-that-would-prohibit-social-emotional-learning-in-oklahoma-schools/\">introduced bills trying to ban it\u003c/a>. In the last two years, NPR found evidence of disputes specifically concerning social-emotional learning in at least 25 states.\u003c/p>\n\u003ch2>What is social-emotional learning?\u003c/h2>\n\u003cp>Essentially, social-emotional learning teaches students how to manage their emotions, how to make good decisions, how to collaborate and how to understand themselves and others better.\u003c/p>\n\u003cp>It's more common in younger grades: \u003ca href=\"https://www.ncsl.org/research/education/social-emotional-learning.aspx\">All 50 states\u003c/a> have standards related to SEL in preschool, and \u003ca href=\"https://casel.org/systemic-implementation/sel-policy-at-the-state-level/\">more than half\u003c/a> have standards in K-12.\u003c/p>\n\u003cp>It has existed \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">under different names\u003c/a> across the decades: character education, 21st century skills, noncognitive skills. In the adult world, they're often called soft skills.\u003c/p>\n\u003cp>\"It was just part of what a good teacher does,\" says Aaliyah Samuel, president and CEO of the Collaborative for Academic, Social, and Emotional Learning, or CASEL.\u003c/p>\n\u003cp>Samuel says social-emotional learning can be broken down into five areas: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.\u003c/p>\n\u003cp>\"Let's say a student is working on a really difficult algebra problem and they get so frustrated because they can't remember what the next step is,\" says Samuel. \"They have to be self-aware enough to say, 'You know what? I'm feeling frustrated. How do I handle this?' \"\u003c/p>\n\u003cp>A student solving a hard math problem, for example, might use all these skills to recognize and deal with their frustration and ask another student or a teacher for help. Think of any situation that happens in a school, and social-emotional skills probably come into play.\u003c/p>\n\u003cp>https://youtu.be/anE-_o41B9I\u003c/p>\n\u003cp>\"All academics also have a social-emotional component,\" says Lisa Xagas, an assistant superintendent for student services in Naperville, Ill. \"It's impossible to tease them apart because you can't have academics if you don't have social-emotional learning.\"\u003c/p>\n\u003cp>Research shows this type of approach pays off. In 2011, \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01564.x\">researchers looked at\u003c/a> more than 200 SEL programs across the country and saw improvements in behavior and academic achievement. \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\">A 2015 study\u003c/a> found students deemed more socially competent in kindergarten were more likely to graduate from high school on time, complete a college degree and get a stable job in young adulthood. From an economic point of view, \u003ca href=\"https://www.researchgate.net/publication/272748098_The_Economic_Value_of_Social_and_Emotional_Learning\">another 2015 study\u003c/a> found SEL programs yield $11 for every $1 spent on them, by reducing crime, increasing earnings and contributing to better health.\u003c/p>\n\u003ch2>Conservatives began connecting social-emotional learning to CRT\u003c/h2>\n\u003cp>All of which is why the educators in Virginia Beach were puzzled when those questions started coming in.\u003c/p>\n\u003cp>\"Everything related to social-emotional learning that we are putting out there is research-based and it's in demand,\" says Allen, who handles community engagement at the district. \"Very often there's been a narrative created that's not accurate.\"\u003c/p>\n\u003cp>In the last year, in states across the country, parents and community members have increasingly been fighting the teaching of social-emotional learning in schools – largely because social-emotional learning has become linked with another flashpoint in public education: critical race theory, or CRT.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/02/1012696188/how-critical-race-theory-went-from-harvard-law-to-fox-news\">Critical race theory\u003c/a>, a decades-old legal framework, is the concept that racism goes far beyond the individual: It is systemic and deeply entrenched in our laws, policies and institutions. Nearly 900 school districts experienced anti-CRT protests between September of 2020 and August of last year, according to \u003ca href=\"https://idea.gseis.ucla.edu/publications/the-conflict-campaign/publications/files/the-conflict-campaign-report\">a report released this year\u003c/a> from the Institute for Democracy, Education, and Access at the University of California, Los Angeles.\u003c/p>\n\u003cp>\"We've seen a real freak-out on the right about the so-called teaching of critical race theory in schools. And usually the terms of that freak-out are white children are being taught to hate themselves and all children are being taught to hate America,\" says Natalia Mehlman Petrzela, an associate professor of history at the New School in New York City and the author of \u003cem>Classroom Wars: Language, Sex, and the Making of Modern Political Culture.\u003c/em>\u003c/p>\n\u003cp>But critical race theory itself is not something that is explicitly taught in K-12 schools.\u003c/p>\n\u003cp>\"The defense of most educators has been: 'I don't even know what critical race theory is. I've never heard of it until you, the conservative at the school board, brought it to my attention,' \" says Andrew Hartman, a professor and historian of educational trends at Illinois State University. \"But of course, all educators now know what social-emotional learning is. It's something much more tangible. It's a curriculum that is officially being implemented in schools all across the country.\"\u003c/p>\n\u003cp>A few years ago, conservatives began to connect the two concepts. A 2021 article in the \u003cem>Washington Examiner\u003c/em> said conservative activists were calling social-emotional learning a \u003ca href=\"https://www.washingtonexaminer.com/restoring-america/community-family/conservative-activists-call-social-emotional-learning-a-trojan-horse-for-critical-race-theory\">\"Trojan horse\"\u003c/a> for both critical race theory and transgender advocacy. In April of this year, a conservative group referred to it as a \u003ca href=\"https://amac.us/new-variant-of-the-crt-virus-social-emotional-learning/\">\"new variant of the \"CRT-virus.\"\u003c/a>\u003c/p>\n\u003cp>\"It will be concealed as a number of different things,\" \u003ca href=\"https://thefederalist.com/2021/08/18/how-to-see-if-critical-race-theory-is-in-your-kids-school-and-fight-it/\">another article published\u003c/a> on the right-wing website \u003cem>The Federalist\u003c/em> says. \"Most common is something including 'social justice,' 'equity and diversity,' 'multicultural education,' or 'social-emotional learning,' which is the most deceptive because it doesn't sound like it involves race at all!\"\u003c/p>\n\u003cp>An \u003ca href=\"https://defendinged.org/map/\">\"IndoctriNation Map\"\u003c/a> on the website of the conservative group Parents Defending Education tracked \"incidents\" in schools related to gender ideology, ethnic studies and social-emotional learning. The conservative Center for Renewing America includes social-emotional learning in its \u003ca href=\"https://americarenewing.com/issues/glossary-of-crt-related-terms/\">glossary of \"CRT-related terms.\"\u003c/a>\u003c/p>\n\u003ch2>How the SEL-CRT narrative is impacting schools\u003c/h2>\n\u003cp>In some places, these \u003ca href=\"https://www.npr.org/2021/10/22/1048450156/school-boards-a-new-front-line-in-the-culture-wars\">attacks have had real consequences\u003c/a>. In Georgia, an administrator tasked with leading a district's diversity, equity and inclusion efforts was \u003ca href=\"https://www.propublica.org/article/georgia-dei-crt-schools-parents\">forced to resign before she even started\u003c/a>, with one protester referring to social-emotional learning as \"synonymous\" with critical race theory.\u003c/p>\n\u003cp>In Wisconsin, Republican lawmakers \u003ca href=\"https://www.jsonline.com/story/news/politics/2021/09/28/wisconsin-lawmakers-take-up-controversial-bill-teaching-racism/5899255001/\">introduced a bill last year\u003c/a> trying to limit how educators talk about race and racism in the classroom. One of those lawmakers, Rep. Chuck Wichgers, \u003ca href=\"https://docs.legis.wisconsin.gov/misc/lc/hearing_testimony_and_materials/2021/ab411/ab0411_2021_08_11.pdf\">added an addendum\u003c/a> of terms he thought were associated with CRT, including social-emotional learning.\u003c/p>\n\u003cp>And when the Florida Department of Education issued \u003ca href=\"https://www.fldoe.org/core/fileparse.php/5574/urlt/SocialStudies-IM-Spec.pdf\">specifications for this year's social studies textbooks\u003c/a>, it indicated: \"Critical Race Theory, Social Justice, Culturally Responsive Teaching, Social and Emotional Learning, and any other unsolicited theories that may lead to student indoctrination are prohibited.\"\u003c/p>\n\u003cp>Rick Hess, the director of education policy studies at the conservative-leaning American Enterprise Institute, says some of the angry debates about social-emotional learning are a direct reaction to the stories about SEL that conservatives are seeing on social media, Fox News and elsewhere.\u003c/p>\n\u003cp>\"I think a lot of people wind up wedged into these debates about something like SEL, not because they necessarily have paid a lot of attention and have decided that, 'Gosh, you know, in good faith, we really disagree,' \" Hess says. \"It's more a gut level reaction to the other team and to be with your guys, than it is to really parse like, 'What are we arguing about here? And is there a more constructive way to solve this?' \"\u003c/p>\n\u003cp>For some parents, the outrage is rooted in mistrust – particularly of organizations that provide SEL resources and recommendations to school districts.\u003c/p>\n\u003cp>Hess says many parents feel \"this is a case of big, deep-pocketed, liberal, coastal foundations coming in, led by people who went to elite colleges who aren't from their communities, pushing ideological agendas that they find problematic and then calling them racists and idiots when they push back.\"\u003c/p>\n\u003cp>\"If there's anything more likely to turn skepticism into full blown rebellion, it's hard to think of what it might be,\" he added.\u003c/p>\n\u003ch2>SEL has always had an identity component\u003c/h2>\n\u003cp>Hess says many conservatives ultimately feel social-emotional learning spends too much time talking about identity.\u003c/p>\n\u003cp>But Hartman, the Illinois State University historian, says there actually is an important identity component to teaching students how to get along with others.\u003c/p>\n\u003cp>\"It's pretty impossible to do social and emotional learning without larger social issues coming into play. It's not just about individuals. It's about how an individual is situated in a society,\" Hartman says. \"If you're going to be a healthy, emotional individual, you're going to have to understand your own identity relative to society.\"\u003c/p>\n\u003cp>CASEL is quick to emphasize that social-emotional learning is not tied to any political viewpoints. But the organization acknowledges that questions of identity and culture might come up, for example, in conversations about social awareness, one of the organization's key SEL competencies.\u003c/p>\n\u003cp>\"Social awareness is about developing a better understanding of people around you so that you understand different perspectives and build healthy relationships,\" Samuel, the CEO, says. \"For students, this might mean learning about different cultures, reading about different people's experiences and perspectives, or studying historical figures and their strengths.\"\u003c/p>\n\u003cp>Some SEL advocates want those conversations to be more explicit about systemic racism.\u003c/p>\n\u003cp>Dena Simmons, the founder of LiberatED, an organization which aims to center racial social justice in social and emotional learning, says being able to talk about social-emotional learning without talking about identity is an example of white privilege.\u003c/p>\n\u003cp>\"You can't have those conversations without talking about identity ... Social-emotional learning is so that people can get along better. We also have to talk about why people don't get along,\" Simmons says. \"If we don't apply an anti-racist, abolitionist, anti-oppressive, anti-bias lens to social-emotional learning, it can very easily turn into white supremacy with a hug.\"\u003c/p>\n\u003cp>Some prominent SEL programs do talk about racial justice and racism. The website for Second Step, for instance, has a section dedicated to \u003ca href=\"https://www.secondstep.org/anti-racism-and-anti-bias-resources\">Anti-Racism and Anti-Bias Resources\u003c/a>. When educators don't acknowledge that identity component, it can make things worse, Mehlman Petrzela at the New School says.\u003c/p>\n\u003cp>\"I know it's really hard to have these nuanced conversations, especially when often some of these attacks are scary, and they're bad faith, and they're distracting from teaching kids,\" she says. \"But I do think it's really incumbent upon people to paint the full picture of what's going on here. Because without that, I don't really think we can move forward.\"\u003c/p>\n\u003ch2>The fear that teachers are indoctrinating children is not new\u003c/h2>\n\u003cp>The actual term \"social-emotional learning\" has existed since at least the 1990s. In 1997, researchers at CASEL published a book titled \u003cem>Promoting Social and Emotional Learning: Guidelines for Educators.\u003c/em> But social-emotional learning, in a broader sense, has existed for much longer.\u003c/p>\n\u003cp>\"One of the great ironies of the backlash around teaching morality or values in American education through social-emotional learning today is that American schools have always been about teaching values and character,\" says Mehlman Petrzela. \"And for much of American history, that focus has been on pretty conservative values, quite honestly.\"\u003c/p>\n\u003cp>In the mid-1800s, small books called \u003ca href=\"https://loc.gov/rr/rarebook/coll/152.html\">McGuffey readers\u003c/a> sought to instill morals in young readers. Around the same time, Horace Mann, an education reformer and proponent of public education, saw schools as the \"great equalizer\" in society.\u003c/p>\n\u003cp>\"This is where you impart in children not only academic learning, but the sort of beauty of the American experiment that one can transcend,\" Mehlman Petrzela says. \"You work hard. You are industrious. You don't lie. You are a good member of your community. Those are values.\"\u003c/p>\n\u003cp>In the early 20th century, John Dewey advocated for the idea that schools should educate the \u003ca href=\"https://eric.ed.gov/?id=ED533221\">\"whole\" child.\u003c/a> By the 1950s, there was \u003ca href=\"https://scalar.usc.edu/works/constructing-a-culture/life-adjustment-movement\">\"life adjustment\" education\u003c/a>, which focused on social order and patriotism as a response to growing fears of communism. Coronet Instructional Films were shown in schools, with titles like \"marriage is a partnership\" and \"mind your manners.\"\u003c/p>\n\u003cp>Then the 1960s happened. Some teachers began to address topics like social justice and racial equality – and, much like we're seeing today, those teachers faced a backlash.\u003c/p>\n\u003cp>The fear that teachers are trying to brainwash or indoctrinate children has been around for a while. Today, it's present not just in the disputes over SEL and CRT, but also in the current debates around sex education, transgender rights and banned books, says Mehlman Petrzela.\u003c/p>\n\u003cp>\"I sometimes cannot believe how much what we are experiencing right now feels so similar to what we have gone through in other moments, particularly in the 1960s and 70s,\" she says. \"The rhetoric is the same.\"\u003c/p>\n\u003ch2>How one school district is finding common ground with parents\u003c/h2>\n\u003cp>But in places like Virginia Beach, educators weren't there 50 years ago. They're in schools now, stuck in the middle of a political fight that feels new, at a time when \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">many students are struggling\u003c/a> and need more support managing their emotions, not less.\u003c/p>\n\u003cp>Angelyn Nichols, the district's lead for social-emotional learning, says 2020 put a heightened scrutiny on public education – one that's been rapidly evolving. First, it was about COVID policies. Then, after the police murder of George Floyd and the subsequent protests against racism, the conversation shifted to critical race theory. Now, it has spread to any topic deemed to be \u003cem>related \u003c/em>to critical race theory.\u003c/p>\n\u003cp>That's when Aaron Spence, superintendent of Virginia Beach City Public Schools, \u003ca href=\"https://www.pilotonline.com/opinion/columns/vp-ed-column-spence-0704-20210703-egpphwsp2bauna2vijnjf2puue-story.html\">wrote an op-ed\u003c/a> for \u003cem>The Virginian Pilot\u003c/em>.\u003c/p>\n\u003cp>\"Conflating good and longstanding work — such as our work around social and emotional learning — with things that simply aren't happening in our schools, debating who is more invested in our children, and undermining the credibility of public education with accusations of indoctrination is disappointing at best and debilitating at worst,\" he wrote.\u003c/p>\n\u003cp>Spence asked community members to look for common ground. For Nichols, that's been easier to find outside of the school board meetings, in one-on-one conversations with parents.\u003c/p>\n\u003cp>\"We can sit down together and say, 'Can you share with me what part of this is a concern for you? Which skill here do you feel is a threat, feels like indoctrination, or is of a concern for you?' \" she says. \"I've never exited one of those conversations where both parties didn't say, 'I actually think this is really important.' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She feels good about the progress they've made so far this year. In September, the school board passed a resolution that, in part, supports the continued teaching of social-emotional learning in schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+social-emotional+learning+became+a+frontline+in+the+battle+against+CRT&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nationwide, community members are protesting the teaching of social-emotional learning – largely because conservatives have linked it with another flashpoint in public education: critical race theory.","status":"publish","parent":0,"modified":1664520819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":63,"wordCount":2680},"headData":{"title":"How social-emotional learning became a frontline in the battle against CRT - MindShift","description":"Nationwide, community members are protesting the teaching of social-emotional learning – largely because conservatives have linked it with another flashpoint in public education: critical race theory.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How social-emotional learning became a frontline in the battle against CRT","datePublished":"2022-09-28T06:46:51.000Z","dateModified":"2022-09-30T06:53:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59944 https://ww2.kqed.org/mindshift/?p=59944","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/27/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt/","disqusTitle":"How social-emotional learning became a frontline in the battle against CRT","nprByline":"Meg Anderson","nprImageAgency":"Lucy Engleman for NPR","nprStoryId":"1124082878","nprApiLink":"http://api.npr.org/query?id=1124082878&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/09/26/1124082878/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt?ft=nprml&f=1124082878","nprRetrievedStory":"1","nprPubDate":"Thu, 29 Sep 2022 19:12:00 -0400","nprStoryDate":"Mon, 26 Sep 2022 05:01:12 -0400","nprLastModifiedDate":"Thu, 29 Sep 2022 19:19:53 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/09/20220929_atc_how_social-emotional_learning_became_a_frontline_in_the_battle_against_crt.mp3?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","nprAudioM3u":"http://api.npr.org/m3u/11126022587-26bade.m3u?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59944/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/09/20220929_atc_how_social-emotional_learning_became_a_frontline_in_the_battle_against_crt.mp3?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to pinpoint when exactly the questions started coming in. Angelyn Nichols, an administrator for Virginia Beach City Public Schools, thinks it was sometime in early 2021.\u003c/p>\n\u003cp>What she does know is that no one really expected them in the first place, and no one expected them to keep coming – week after week, and now, year after year.\u003c/p>\n\u003cp>That's because the questions involved a decades-old teaching concept many educators thought was settled, uncontroversial territory: the idea that, in order to learn, students need to know how to manage themselves and get along with others.\u003c/p>\n\u003cp>\"Principals were being asked, 'Can you talk to me about how you use social-emotional learning in your school? Are there connections to critical race theory?\" says Nichols, who coordinates professional learning for the district. \"Families were asking at a PTA meeting. Parents were asking their child's classroom teacher.\"\u003c/p>\n\u003cp>But one of the most visible places these concerns emerged was at the school board meetings.\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>\"Our school board meetings have been tense and they've gotten heated,\" says Natalie Allen, the district's chief communications and community engagement officer. \"We saw multiple terms being linked to critical race theory. Social-emotional learning just seems like the latest.\"\u003c/p>\n\u003cp>Virginia Beach is not an anomaly.\u003c/p>\n\u003cp>Although its core concepts have been around nearly as long as public education itself, \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">social-emotional learning\u003c/a> is emerging as the latest lightning rod in the battles over what gets taught in schools nationwide.\u003c/p>\n\u003cp>Across the country, parents and community members \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-protesting-critical-race-theory-identify-new-target-mental-hea-rcna4991\">have protested angrily\u003c/a> at school board meetings, administrators \u003ca href=\"https://www.idahoednews.org/news/state-districts-navigate-political-pushback-on-social-emotional-learning/\">have distanced themselves\u003c/a> from the term and legislators have \u003ca href=\"https://kfor.com/news/local/senator-proposes-bill-that-would-prohibit-social-emotional-learning-in-oklahoma-schools/\">introduced bills trying to ban it\u003c/a>. In the last two years, NPR found evidence of disputes specifically concerning social-emotional learning in at least 25 states.\u003c/p>\n\u003ch2>What is social-emotional learning?\u003c/h2>\n\u003cp>Essentially, social-emotional learning teaches students how to manage their emotions, how to make good decisions, how to collaborate and how to understand themselves and others better.\u003c/p>\n\u003cp>It's more common in younger grades: \u003ca href=\"https://www.ncsl.org/research/education/social-emotional-learning.aspx\">All 50 states\u003c/a> have standards related to SEL in preschool, and \u003ca href=\"https://casel.org/systemic-implementation/sel-policy-at-the-state-level/\">more than half\u003c/a> have standards in K-12.\u003c/p>\n\u003cp>It has existed \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">under different names\u003c/a> across the decades: character education, 21st century skills, noncognitive skills. In the adult world, they're often called soft skills.\u003c/p>\n\u003cp>\"It was just part of what a good teacher does,\" says Aaliyah Samuel, president and CEO of the Collaborative for Academic, Social, and Emotional Learning, or CASEL.\u003c/p>\n\u003cp>Samuel says social-emotional learning can be broken down into five areas: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.\u003c/p>\n\u003cp>\"Let's say a student is working on a really difficult algebra problem and they get so frustrated because they can't remember what the next step is,\" says Samuel. \"They have to be self-aware enough to say, 'You know what? I'm feeling frustrated. How do I handle this?' \"\u003c/p>\n\u003cp>A student solving a hard math problem, for example, might use all these skills to recognize and deal with their frustration and ask another student or a teacher for help. Think of any situation that happens in a school, and social-emotional skills probably come into play.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/anE-_o41B9I'\n title='//www.youtube.com/embed/anE-_o41B9I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"All academics also have a social-emotional component,\" says Lisa Xagas, an assistant superintendent for student services in Naperville, Ill. \"It's impossible to tease them apart because you can't have academics if you don't have social-emotional learning.\"\u003c/p>\n\u003cp>Research shows this type of approach pays off. In 2011, \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01564.x\">researchers looked at\u003c/a> more than 200 SEL programs across the country and saw improvements in behavior and academic achievement. \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\">A 2015 study\u003c/a> found students deemed more socially competent in kindergarten were more likely to graduate from high school on time, complete a college degree and get a stable job in young adulthood. From an economic point of view, \u003ca href=\"https://www.researchgate.net/publication/272748098_The_Economic_Value_of_Social_and_Emotional_Learning\">another 2015 study\u003c/a> found SEL programs yield $11 for every $1 spent on them, by reducing crime, increasing earnings and contributing to better health.\u003c/p>\n\u003ch2>Conservatives began connecting social-emotional learning to CRT\u003c/h2>\n\u003cp>All of which is why the educators in Virginia Beach were puzzled when those questions started coming in.\u003c/p>\n\u003cp>\"Everything related to social-emotional learning that we are putting out there is research-based and it's in demand,\" says Allen, who handles community engagement at the district. \"Very often there's been a narrative created that's not accurate.\"\u003c/p>\n\u003cp>In the last year, in states across the country, parents and community members have increasingly been fighting the teaching of social-emotional learning in schools – largely because social-emotional learning has become linked with another flashpoint in public education: critical race theory, or CRT.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/02/1012696188/how-critical-race-theory-went-from-harvard-law-to-fox-news\">Critical race theory\u003c/a>, a decades-old legal framework, is the concept that racism goes far beyond the individual: It is systemic and deeply entrenched in our laws, policies and institutions. Nearly 900 school districts experienced anti-CRT protests between September of 2020 and August of last year, according to \u003ca href=\"https://idea.gseis.ucla.edu/publications/the-conflict-campaign/publications/files/the-conflict-campaign-report\">a report released this year\u003c/a> from the Institute for Democracy, Education, and Access at the University of California, Los Angeles.\u003c/p>\n\u003cp>\"We've seen a real freak-out on the right about the so-called teaching of critical race theory in schools. And usually the terms of that freak-out are white children are being taught to hate themselves and all children are being taught to hate America,\" says Natalia Mehlman Petrzela, an associate professor of history at the New School in New York City and the author of \u003cem>Classroom Wars: Language, Sex, and the Making of Modern Political Culture.\u003c/em>\u003c/p>\n\u003cp>But critical race theory itself is not something that is explicitly taught in K-12 schools.\u003c/p>\n\u003cp>\"The defense of most educators has been: 'I don't even know what critical race theory is. I've never heard of it until you, the conservative at the school board, brought it to my attention,' \" says Andrew Hartman, a professor and historian of educational trends at Illinois State University. \"But of course, all educators now know what social-emotional learning is. It's something much more tangible. It's a curriculum that is officially being implemented in schools all across the country.\"\u003c/p>\n\u003cp>A few years ago, conservatives began to connect the two concepts. A 2021 article in the \u003cem>Washington Examiner\u003c/em> said conservative activists were calling social-emotional learning a \u003ca href=\"https://www.washingtonexaminer.com/restoring-america/community-family/conservative-activists-call-social-emotional-learning-a-trojan-horse-for-critical-race-theory\">\"Trojan horse\"\u003c/a> for both critical race theory and transgender advocacy. In April of this year, a conservative group referred to it as a \u003ca href=\"https://amac.us/new-variant-of-the-crt-virus-social-emotional-learning/\">\"new variant of the \"CRT-virus.\"\u003c/a>\u003c/p>\n\u003cp>\"It will be concealed as a number of different things,\" \u003ca href=\"https://thefederalist.com/2021/08/18/how-to-see-if-critical-race-theory-is-in-your-kids-school-and-fight-it/\">another article published\u003c/a> on the right-wing website \u003cem>The Federalist\u003c/em> says. \"Most common is something including 'social justice,' 'equity and diversity,' 'multicultural education,' or 'social-emotional learning,' which is the most deceptive because it doesn't sound like it involves race at all!\"\u003c/p>\n\u003cp>An \u003ca href=\"https://defendinged.org/map/\">\"IndoctriNation Map\"\u003c/a> on the website of the conservative group Parents Defending Education tracked \"incidents\" in schools related to gender ideology, ethnic studies and social-emotional learning. The conservative Center for Renewing America includes social-emotional learning in its \u003ca href=\"https://americarenewing.com/issues/glossary-of-crt-related-terms/\">glossary of \"CRT-related terms.\"\u003c/a>\u003c/p>\n\u003ch2>How the SEL-CRT narrative is impacting schools\u003c/h2>\n\u003cp>In some places, these \u003ca href=\"https://www.npr.org/2021/10/22/1048450156/school-boards-a-new-front-line-in-the-culture-wars\">attacks have had real consequences\u003c/a>. In Georgia, an administrator tasked with leading a district's diversity, equity and inclusion efforts was \u003ca href=\"https://www.propublica.org/article/georgia-dei-crt-schools-parents\">forced to resign before she even started\u003c/a>, with one protester referring to social-emotional learning as \"synonymous\" with critical race theory.\u003c/p>\n\u003cp>In Wisconsin, Republican lawmakers \u003ca href=\"https://www.jsonline.com/story/news/politics/2021/09/28/wisconsin-lawmakers-take-up-controversial-bill-teaching-racism/5899255001/\">introduced a bill last year\u003c/a> trying to limit how educators talk about race and racism in the classroom. One of those lawmakers, Rep. Chuck Wichgers, \u003ca href=\"https://docs.legis.wisconsin.gov/misc/lc/hearing_testimony_and_materials/2021/ab411/ab0411_2021_08_11.pdf\">added an addendum\u003c/a> of terms he thought were associated with CRT, including social-emotional learning.\u003c/p>\n\u003cp>And when the Florida Department of Education issued \u003ca href=\"https://www.fldoe.org/core/fileparse.php/5574/urlt/SocialStudies-IM-Spec.pdf\">specifications for this year's social studies textbooks\u003c/a>, it indicated: \"Critical Race Theory, Social Justice, Culturally Responsive Teaching, Social and Emotional Learning, and any other unsolicited theories that may lead to student indoctrination are prohibited.\"\u003c/p>\n\u003cp>Rick Hess, the director of education policy studies at the conservative-leaning American Enterprise Institute, says some of the angry debates about social-emotional learning are a direct reaction to the stories about SEL that conservatives are seeing on social media, Fox News and elsewhere.\u003c/p>\n\u003cp>\"I think a lot of people wind up wedged into these debates about something like SEL, not because they necessarily have paid a lot of attention and have decided that, 'Gosh, you know, in good faith, we really disagree,' \" Hess says. \"It's more a gut level reaction to the other team and to be with your guys, than it is to really parse like, 'What are we arguing about here? And is there a more constructive way to solve this?' \"\u003c/p>\n\u003cp>For some parents, the outrage is rooted in mistrust – particularly of organizations that provide SEL resources and recommendations to school districts.\u003c/p>\n\u003cp>Hess says many parents feel \"this is a case of big, deep-pocketed, liberal, coastal foundations coming in, led by people who went to elite colleges who aren't from their communities, pushing ideological agendas that they find problematic and then calling them racists and idiots when they push back.\"\u003c/p>\n\u003cp>\"If there's anything more likely to turn skepticism into full blown rebellion, it's hard to think of what it might be,\" he added.\u003c/p>\n\u003ch2>SEL has always had an identity component\u003c/h2>\n\u003cp>Hess says many conservatives ultimately feel social-emotional learning spends too much time talking about identity.\u003c/p>\n\u003cp>But Hartman, the Illinois State University historian, says there actually is an important identity component to teaching students how to get along with others.\u003c/p>\n\u003cp>\"It's pretty impossible to do social and emotional learning without larger social issues coming into play. It's not just about individuals. It's about how an individual is situated in a society,\" Hartman says. \"If you're going to be a healthy, emotional individual, you're going to have to understand your own identity relative to society.\"\u003c/p>\n\u003cp>CASEL is quick to emphasize that social-emotional learning is not tied to any political viewpoints. But the organization acknowledges that questions of identity and culture might come up, for example, in conversations about social awareness, one of the organization's key SEL competencies.\u003c/p>\n\u003cp>\"Social awareness is about developing a better understanding of people around you so that you understand different perspectives and build healthy relationships,\" Samuel, the CEO, says. \"For students, this might mean learning about different cultures, reading about different people's experiences and perspectives, or studying historical figures and their strengths.\"\u003c/p>\n\u003cp>Some SEL advocates want those conversations to be more explicit about systemic racism.\u003c/p>\n\u003cp>Dena Simmons, the founder of LiberatED, an organization which aims to center racial social justice in social and emotional learning, says being able to talk about social-emotional learning without talking about identity is an example of white privilege.\u003c/p>\n\u003cp>\"You can't have those conversations without talking about identity ... Social-emotional learning is so that people can get along better. We also have to talk about why people don't get along,\" Simmons says. \"If we don't apply an anti-racist, abolitionist, anti-oppressive, anti-bias lens to social-emotional learning, it can very easily turn into white supremacy with a hug.\"\u003c/p>\n\u003cp>Some prominent SEL programs do talk about racial justice and racism. The website for Second Step, for instance, has a section dedicated to \u003ca href=\"https://www.secondstep.org/anti-racism-and-anti-bias-resources\">Anti-Racism and Anti-Bias Resources\u003c/a>. When educators don't acknowledge that identity component, it can make things worse, Mehlman Petrzela at the New School says.\u003c/p>\n\u003cp>\"I know it's really hard to have these nuanced conversations, especially when often some of these attacks are scary, and they're bad faith, and they're distracting from teaching kids,\" she says. \"But I do think it's really incumbent upon people to paint the full picture of what's going on here. Because without that, I don't really think we can move forward.\"\u003c/p>\n\u003ch2>The fear that teachers are indoctrinating children is not new\u003c/h2>\n\u003cp>The actual term \"social-emotional learning\" has existed since at least the 1990s. In 1997, researchers at CASEL published a book titled \u003cem>Promoting Social and Emotional Learning: Guidelines for Educators.\u003c/em> But social-emotional learning, in a broader sense, has existed for much longer.\u003c/p>\n\u003cp>\"One of the great ironies of the backlash around teaching morality or values in American education through social-emotional learning today is that American schools have always been about teaching values and character,\" says Mehlman Petrzela. \"And for much of American history, that focus has been on pretty conservative values, quite honestly.\"\u003c/p>\n\u003cp>In the mid-1800s, small books called \u003ca href=\"https://loc.gov/rr/rarebook/coll/152.html\">McGuffey readers\u003c/a> sought to instill morals in young readers. Around the same time, Horace Mann, an education reformer and proponent of public education, saw schools as the \"great equalizer\" in society.\u003c/p>\n\u003cp>\"This is where you impart in children not only academic learning, but the sort of beauty of the American experiment that one can transcend,\" Mehlman Petrzela says. \"You work hard. You are industrious. You don't lie. You are a good member of your community. Those are values.\"\u003c/p>\n\u003cp>In the early 20th century, John Dewey advocated for the idea that schools should educate the \u003ca href=\"https://eric.ed.gov/?id=ED533221\">\"whole\" child.\u003c/a> By the 1950s, there was \u003ca href=\"https://scalar.usc.edu/works/constructing-a-culture/life-adjustment-movement\">\"life adjustment\" education\u003c/a>, which focused on social order and patriotism as a response to growing fears of communism. Coronet Instructional Films were shown in schools, with titles like \"marriage is a partnership\" and \"mind your manners.\"\u003c/p>\n\u003cp>Then the 1960s happened. Some teachers began to address topics like social justice and racial equality – and, much like we're seeing today, those teachers faced a backlash.\u003c/p>\n\u003cp>The fear that teachers are trying to brainwash or indoctrinate children has been around for a while. Today, it's present not just in the disputes over SEL and CRT, but also in the current debates around sex education, transgender rights and banned books, says Mehlman Petrzela.\u003c/p>\n\u003cp>\"I sometimes cannot believe how much what we are experiencing right now feels so similar to what we have gone through in other moments, particularly in the 1960s and 70s,\" she says. \"The rhetoric is the same.\"\u003c/p>\n\u003ch2>How one school district is finding common ground with parents\u003c/h2>\n\u003cp>But in places like Virginia Beach, educators weren't there 50 years ago. They're in schools now, stuck in the middle of a political fight that feels new, at a time when \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">many students are struggling\u003c/a> and need more support managing their emotions, not less.\u003c/p>\n\u003cp>Angelyn Nichols, the district's lead for social-emotional learning, says 2020 put a heightened scrutiny on public education – one that's been rapidly evolving. First, it was about COVID policies. Then, after the police murder of George Floyd and the subsequent protests against racism, the conversation shifted to critical race theory. Now, it has spread to any topic deemed to be \u003cem>related \u003c/em>to critical race theory.\u003c/p>\n\u003cp>That's when Aaron Spence, superintendent of Virginia Beach City Public Schools, \u003ca href=\"https://www.pilotonline.com/opinion/columns/vp-ed-column-spence-0704-20210703-egpphwsp2bauna2vijnjf2puue-story.html\">wrote an op-ed\u003c/a> for \u003cem>The Virginian Pilot\u003c/em>.\u003c/p>\n\u003cp>\"Conflating good and longstanding work — such as our work around social and emotional learning — with things that simply aren't happening in our schools, debating who is more invested in our children, and undermining the credibility of public education with accusations of indoctrination is disappointing at best and debilitating at worst,\" he wrote.\u003c/p>\n\u003cp>Spence asked community members to look for common ground. For Nichols, that's been easier to find outside of the school board meetings, in one-on-one conversations with parents.\u003c/p>\n\u003cp>\"We can sit down together and say, 'Can you share with me what part of this is a concern for you? Which skill here do you feel is a threat, feels like indoctrination, or is of a concern for you?' \" she says. \"I've never exited one of those conversations where both parties didn't say, 'I actually think this is really important.' \"\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 feels good about the progress they've made so far this year. In September, the school board passed a resolution that, in part, supports the continued teaching of social-emotional learning in schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+social-emotional+learning+became+a+frontline+in+the+battle+against+CRT&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59944/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","authors":["byline_mindshift_59944"],"categories":["mindshift_21445","mindshift_192"],"tags":["mindshift_21442","mindshift_21126","mindshift_21015","mindshift_943"],"featImg":"mindshift_59945","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.","airtime":"SUN 3pm-4pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg","officialWebsiteLink":"https://www.npr.org/sections/money/","meta":{"site":"news","source":"npr"},"link":"/radio/program/planet-money","subscribe":{"npr":"https://rpb3r.app.goo.gl/M4f5","apple":"https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2","tuneIn":"https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/","rss":"https://feeds.npr.org/510289/podcast.xml"}},"politicalbreakdown":{"id":"politicalbreakdown","title":"Political Breakdown","tagline":"Politics from a personal perspective","info":"Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.","airtime":"THU 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Political Breakdown","officialWebsiteLink":"/podcasts/politicalbreakdown","meta":{"site":"radio","source":"kqed","order":"11"},"link":"/podcasts/politicalbreakdown","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5Nzk2MzI2MTEx","npr":"https://www.npr.org/podcasts/572155894/political-breakdown","stitcher":"https://www.stitcher.com/podcast/kqed/political-breakdown","spotify":"https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN","rss":"https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"}},"pri-the-world":{"id":"pri-the-world","title":"PRI's The World: Latest Edition","info":"Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.","airtime":"MON-FRI 2pm-3pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/the-world","meta":{"site":"news","source":"PRI"},"link":"/radio/program/pri-the-world","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/","rss":"http://feeds.feedburner.com/pri/theworld"}},"radiolab":{"id":"radiolab","title":"Radiolab","info":"A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.","airtime":"SUN 12am-1am, SAT 2pm-3pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/radiolab/","meta":{"site":"science","source":"WNYC"},"link":"/radio/program/radiolab","subscribe":{"apple":"https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2","tuneIn":"https://tunein.com/radio/RadioLab-p68032/","rss":"https://feeds.wnyc.org/radiolab"}},"reveal":{"id":"reveal","title":"Reveal","info":"Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. The warmest, wittiest cocktail party - it's spirited and civil, brainy and boisterous, peppered with musical interludes. Fast paced and playful, it's the most fun you can have with language without getting your mouth washed out with soap. Our motto: It's not important to know the answers, it's important to like the answers!","airtime":"SUN 4pm-5pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Says-You-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.saysyouradio.com/","meta":{"site":"comedy","source":"Pipit and Finch"},"link":"/radio/program/says-you","subscribe":{"apple":"https://itunes.apple.com/us/podcast/says-you!/id1050199826","tuneIn":"https://tunein.com/radio/Says-You-p480/","rss":"https://saysyou.libsyn.com/rss"}},"science-friday":{"id":"science-friday","title":"Science Friday","info":"Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.","airtime":"FRI 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/science-friday","meta":{"site":"news","source":"npr"},"link":"/radio/program/science-friday","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Science-Friday-p394/","rss":"http://feeds.wnyc.org/science-friday"}},"science-podcast":{"id":"science-podcast","title":"KQED Science News","tagline":"From the lab, to your ears","info":"KQED Science explores science and environment news, trends, and events from the Bay Area and beyond.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-News-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"https://ww2.kqed.org/science/category/science-podcast/","meta":{"site":"science","source":"kqed","order":"17"},"link":"/science/category/science-podcast","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqed-science-news/id214663465","google":"https://podcasts.google.com/feed/aHR0cDovL2Jsb2dzLmtxZWQub3JnL3NjaWVuY2UvZmVlZC8","stitcher":"https://www.stitcher.com/podcast/kqed-science-news","rss":"https://ww2.kqed.org/science/category/science-podcast/feed/podcast"}},"selected-shorts":{"id":"selected-shorts","title":"Selected Shorts","info":"Spellbinding short stories by established and emerging writers take on a new life when they are performed by stars of the stage and screen.","airtime":"SAT 8pm-9pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Selected-Shorts-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/selected-shorts","meta":{"site":"arts","source":"pri"},"link":"/radio/program/selected-shorts","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=253191824&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Selected-Shorts-p31792/","rss":"https://feeds.megaphone.fm/selectedshorts"}},"snap-judgment":{"id":"snap-judgment","title":"Snap Judgment","info":"Snap Judgment (Storytelling, with a BEAT) mixes real stories with killer beats to produce cinematic, dramatic, kick-ass radio. Snap’s raw, musical brand of storytelling dares listeners to see the world through the eyes of another. WNYC studios is the producer of leading podcasts including Radiolab, Freakonomics Radio, Note To Self, Here’s The Thing With Alec Baldwin, and more.","airtime":"SAT 1pm-2pm, 9pm-10pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/snapJudgement.jpg","officialWebsiteLink":"https://snapjudgment.org","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/snap-judgment","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=283657561&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Snap-Judgment-p243817/","rss":"https://feeds.feedburner.com/snapjudgment-wnyc"}},"soldout":{"id":"soldout","title":"SOLD OUT: Rethinking Housing in America","tagline":"A new future for housing","info":"Sold Out: Rethinking Housing in America","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Sold Out: Rethinking Housing in America","officialWebsiteLink":"/podcasts/soldout","meta":{"site":"news","source":"kqed","order":3},"link":"/podcasts/soldout","subscribe":{"npr":"https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing","apple":"https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937","rss":"https://feeds.megaphone.fm/soldout","spotify":"https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X","stitcher":"https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america","tunein":"https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vc29sZG91dA"}},"ted-radio-hour":{"id":"ted-radio-hour","title":"TED Radio Hour","info":"The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.","airtime":"SUN 3pm-4pm, SAT 10pm-11pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg","officialWebsiteLink":"https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22","meta":{"site":"news","source":"npr"},"link":"/radio/program/ted-radio-hour","subscribe":{"npr":"https://rpb3r.app.goo.gl/8vsS","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/TED-Radio-Hour-p418021/","rss":"https://feeds.npr.org/510298/podcast.xml"}},"tech-nation":{"id":"tech-nation","title":"Tech Nation Radio Podcast","info":"Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.","airtime":"FRI 10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://technation.podomatic.com/","meta":{"site":"science","source":"Tech Nation Media"},"link":"/radio/program/tech-nation","subscribe":{"rss":"https://technation.podomatic.com/rss2.xml"}},"thebay":{"id":"thebay","title":"The Bay","tagline":"Local news to keep you rooted","info":"Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED The Bay","officialWebsiteLink":"/podcasts/thebay","meta":{"site":"radio","source":"kqed","order":"6"},"link":"/podcasts/thebay","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-bay/id1350043452","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM4MjU5Nzg2MzI3","npr":"https://www.npr.org/podcasts/586725995/the-bay","stitcher":"https://www.stitcher.com/podcast/kqed/the-bay","spotify":"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ","rss":"https://feeds.megaphone.fm/KQINC8259786327"}},"californiareport":{"id":"californiareport","title":"The California Report","tagline":"California, day by day","info":"KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The California Report","officialWebsiteLink":"/californiareport","meta":{"site":"news","source":"kqed","order":"9"},"link":"/californiareport","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz","npr":"https://www.npr.org/podcasts/432285393/the-california-report","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838","rss":"https://ww2.kqed.org/news/tag/tcram/feed/podcast"}},"californiareportmagazine":{"id":"californiareportmagazine","title":"The California Report Magazine","tagline":"Your state, your stories","info":"Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.","airtime":"FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/californiareportmagazine","meta":{"site":"news","source":"kqed","order":"10"},"link":"/californiareportmagazine","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz","npr":"https://www.npr.org/podcasts/564733126/the-california-report-magazine","stitcher":"https://www.stitcher.com/podcast/kqed/the-california-report-magazine","rss":"https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"}},"theleap":{"id":"theleap","title":"The Leap","tagline":"What if you closed your eyes, and jumped?","info":"Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Leap","officialWebsiteLink":"/podcasts/theleap","meta":{"site":"news","source":"kqed","order":"14"},"link":"/podcasts/theleap","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-leap/id1046668171","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM0NTcwODQ2MjY2","npr":"https://www.npr.org/podcasts/447248267/the-leap","stitcher":"https://www.stitcher.com/podcast/kqed/the-leap","spotify":"https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U","rss":"https://ww2.kqed.org/news/programs/the-leap/feed/podcast"}},"masters-of-scale":{"id":"masters-of-scale","title":"Masters of Scale","info":"Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.","airtime":"Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://mastersofscale.com/","meta":{"site":"radio","source":"WaitWhat"},"link":"/radio/program/masters-of-scale","subscribe":{"apple":"http://mastersofscale.app.link/","rss":"https://rss.art19.com/masters-of-scale"}},"the-moth-radio-hour":{"id":"the-moth-radio-hour","title":"The Moth Radio Hour","info":"Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.","airtime":"SAT 8pm-9pm and SUN 11am-12pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg","officialWebsiteLink":"https://themoth.org/","meta":{"site":"arts","source":"prx"},"link":"/radio/program/the-moth-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2","tuneIn":"https://tunein.com/radio/The-Moth-p273888/","rss":"http://feeds.themoth.org/themothpodcast"}},"the-new-yorker-radio-hour":{"id":"the-new-yorker-radio-hour","title":"The New Yorker Radio Hour","info":"The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.","airtime":"SAT 10am-11am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/tnyradiohour","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/the-new-yorker-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1050430296","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/","rss":"https://feeds.feedburner.com/newyorkerradiohour"}},"the-takeaway":{"id":"the-takeaway","title":"The Takeaway","info":"The Takeaway is produced in partnership with its national audience. It delivers perspective and analysis to help us better understand the day’s news. Be a part of the American conversation on-air and online.","airtime":"MON-THU 12pm-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Takeaway-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/takeaway","meta":{"site":"news","source":"WNYC"},"link":"/radio/program/the-takeaway","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-takeaway/id363143310?mt=2","tuneIn":"http://tunein.com/radio/The-Takeaway-p150731/","rss":"https://feeds.feedburner.com/takeawaypodcast"}},"this-american-life":{"id":"this-american-life","title":"This American Life","info":"This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.","airtime":"SAT 12pm-1pm, 7pm-8pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png","officialWebsiteLink":"https://www.thisamericanlife.org/","meta":{"site":"news","source":"wbez"},"link":"/radio/program/this-american-life","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory","rss":"https://www.thisamericanlife.org/podcast/rss.xml"}},"truthbetold":{"id":"truthbetold","title":"Truth Be Told","tagline":"Advice by and for people of color","info":"We’re the friend you call after a long day, the one who gets it. Through wisdom from some of the greatest thinkers of our time, host Tonya Mosley explores what it means to grow and thrive as a Black person in America, while discovering new ways of being that serve as a portal to more love, more healing, and more joy.","airtime":"","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Truth-Be-Told-Podcast-Tile-360x360-1.jpg","imageAlt":"KQED Truth Be Told with Tonya Mosley","officialWebsiteLink":"https://www.kqed.ord/podcasts/truthbetold","meta":{"site":"news","source":"npr","order":"12"},"link":"/podcasts/truthbetold","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/truth-be-told/id1462216572","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS90cnV0aC1iZS10b2xkLXBvZGNhc3QvZmVlZA","npr":"https://www.npr.org/podcasts/719210818/truth-be-told","stitcher":"https://www.stitcher.com/s?fid=398170&refid=stpr","spotify":"https://open.spotify.com/show/587DhwTBxke6uvfwDfaV5N"}},"wait-wait-dont-tell-me":{"id":"wait-wait-dont-tell-me","title":"Wait Wait... Don't Tell Me!","info":"Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.","airtime":"SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/wait-wait-dont-tell-me/","meta":{"site":"news","source":"npr"},"link":"/radio/program/wait-wait-dont-tell-me","subscribe":{"npr":"https://rpb3r.app.goo.gl/Xogv","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/","rss":"https://feeds.npr.org/344098539/podcast.xml"}},"washington-week":{"id":"washington-week","title":"Washington Week","info":"For 50 years, Washington Week has been the most intelligent and up to date conversation about the most important news stories of the week. Washington Week is the longest-running news and public affairs program on PBS and features journalists -- not pundits -- lending insight and perspective to the week's important news stories.","airtime":"SAT 1:30am-2am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/washington-week.jpg","officialWebsiteLink":"http://www.pbs.org/weta/washingtonweek/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/washington-week","subscribe":{"apple":"https://itunes.apple.com/us/podcast/washington-week-audio-pbs/id83324702?mt=2","tuneIn":"https://tunein.com/podcasts/Current-Affairs/Washington-Week-p693/","rss":"http://feeds.pbs.org/pbs/weta/washingtonweek-audio"}},"weekend-edition-saturday":{"id":"weekend-edition-saturday","title":"Weekend Edition Saturday","info":"Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.","airtime":"SAT 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-saturday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-saturday"},"weekend-edition-sunday":{"id":"weekend-edition-sunday","title":"Weekend Edition Sunday","info":"Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.","airtime":"SUN 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-sunday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-sunday"},"world-affairs":{"id":"world-affairs","title":"World Affairs","info":"The world as we knew it is undergoing a rapid transformation…so what's next? Welcome to WorldAffairs, your guide to a changing world. We give you the context you need to navigate across borders and ideologies. Through sound-rich stories and in-depth interviews, we break down what it means to be a global citizen on a hot, crowded planet. Our hosts, Ray Suarez, Teresa Cotsirilos and Philip Yun help you make sense of an uncertain world, one story at a time.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/World-Affairs-Podcast-Tile-360x360-1.jpg ","officialWebsiteLink":"https://www.worldaffairs.org/","meta":{"site":"news","source":"World Affairs"},"link":"/radio/program/world-affairs","subscribe":{"apple":"https://itunes.apple.com/us/podcast/world-affairs/id101215657?mt=2","tuneIn":"https://tunein.com/radio/WorldAffairs-p1665/","rss":"https://worldaffairs.libsyn.com/rss"}},"on-shifting-ground":{"id":"on-shifting-ground","title":"On Shifting Ground with Ray Suarez","info":"Geopolitical turmoil. A warming planet. Authoritarians on the rise. We live in a chaotic world that’s rapidly shifting around us. “On Shifting Ground with Ray Suarez” explores international fault lines and how they impact us all. Each week, NPR veteran Ray Suarez hosts conversations with journalists, leaders and policy experts to help us read between the headlines – and give us hope for human resilience.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://ww2.kqed.org/app/uploads/2022/12/onshiftingground-600x600-1.png","officialWebsiteLink":"https://worldaffairs.org/radio-podcast/","meta":{"site":"news","source":"On Shifting Ground"},"link":"/radio/program/on-shifting-ground","subscribe":{"apple":"https://podcasts.apple.com/ie/podcast/on-shifting-ground/id101215657","rss":"https://feeds.libsyn.com/36668/rss"}},"hidden-brain":{"id":"hidden-brain","title":"Hidden Brain","info":"Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg","officialWebsiteLink":"https://www.npr.org/series/423302056/hidden-brain","airtime":"SUN 7pm-8pm","meta":{"site":"news","source":"NPR"},"link":"/radio/program/hidden-brain","subscribe":{"apple":"https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2","tuneIn":"https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/","rss":"https://feeds.npr.org/510308/podcast.xml"}},"city-arts":{"id":"city-arts","title":"City Arts & Lectures","info":"A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg","officialWebsiteLink":"https://www.cityarts.net/","airtime":"SUN 1pm-2pm, TUE 10pm, WED 1am","meta":{"site":"news","source":"City Arts & Lectures"},"link":"https://www.cityarts.net","subscribe":{"tuneIn":"https://tunein.com/radio/City-Arts-and-Lectures-p692/","rss":"https://www.cityarts.net/feed/"}},"white-lies":{"id":"white-lies","title":"White Lies","info":"In 1965, Rev. James Reeb was murdered in Selma, Alabama. Three men were tried and acquitted, but no one was ever held to account. Fifty years later, two journalists from Alabama return to the city where it happened, expose the lies that kept the murder from being solved and uncover a story about guilt and memory that says as much about America today as it does about the past.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/White-Lies-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/podcasts/510343/white-lies","meta":{"site":"news","source":"npr"},"link":"/radio/program/white-lies","subscribe":{"npr":"https://rpb3r.app.goo.gl/whitelies","apple":"https://podcasts.apple.com/podcast/id1462650519?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM0My9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/12yZ2j8vxqhc0QZyRES3ft?si=LfWYEK6URA63hueKVxRLAw","rss":"https://feeds.npr.org/510343/podcast.xml"}},"rightnowish":{"id":"rightnowish","title":"Rightnowish","tagline":"Art is where you find it","info":"Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg","imageAlt":"KQED Rightnowish with Pendarvis Harshaw","officialWebsiteLink":"/podcasts/rightnowish","meta":{"site":"arts","source":"kqed","order":"5"},"link":"/podcasts/rightnowish","subscribe":{"npr":"https://www.npr.org/podcasts/721590300/rightnowish","rss":"https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast","apple":"https://podcasts.apple.com/us/podcast/rightnowish/id1482187648","stitcher":"https://www.stitcher.com/podcast/kqed/rightnowish","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4","spotify":"https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"}},"jerrybrown":{"id":"jerrybrown","title":"The Political Mind of Jerry Brown","tagline":"Lessons from a lifetime in politics","info":"The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Political Mind of Jerry Brown","officialWebsiteLink":"/podcasts/jerrybrown","meta":{"site":"news","source":"kqed","order":"16"},"link":"/podcasts/jerrybrown","subscribe":{"npr":"https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown","apple":"https://itunes.apple.com/us/podcast/id1492194549","rss":"https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/","tuneIn":"http://tun.in/pjGcK","stitcher":"https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown","spotify":"https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9zZXJpZXMvamVycnlicm93bi9mZWVkL3BvZGNhc3Qv"}},"the-splendid-table":{"id":"the-splendid-table","title":"The Splendid Table","info":"\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.splendidtable.org/","airtime":"SUN 10-11 pm","meta":{"site":"radio","source":"npr"},"link":"/radio/program/the-splendid-table"}},"racesReducer":{"5921":{"id":"5921","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":158422,"precinctsReportPercentage":98.97,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Doris Matsui","candidateIncumbent":true,"candidateParty":"D","voteCount":89456,"isWinner":true},{"candidateName":"Tom Silva","candidateIncumbent":false,"candidateParty":"R","voteCount":48920,"isWinner":true},{"candidateName":"David Mandel","candidateIncumbent":false,"candidateParty":"D","voteCount":20046,"isWinner":false}],"winnerDateTime":"2024-03-09T01:00:38.194Z"},"5922":{"id":"5922","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Rudy Recile","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"John Garamendi","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5924":{"id":"5924","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":185034,"precinctsReportPercentage":99.07,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Mark DeSaulnier","candidateIncumbent":true,"candidateParty":"D","voteCount":121265,"isWinner":true},{"candidateName":"Katherine Piccinini","candidateIncumbent":false,"candidateParty":"R","voteCount":34883,"isWinner":true},{"candidateName":"Nolan Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":19459,"isWinner":false},{"candidateName":"Joe Sweeney","candidateIncumbent":false,"candidateParty":"NPP","voteCount":7606,"isWinner":false},{"candidateName":"Mohamed Elsherbini","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1821,"isWinner":false}],"winnerDateTime":"2024-03-09T01:02:32.415Z"},"5926":{"id":"5926","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":153801,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Lateefah Simon","candidateIncumbent":false,"candidateParty":"D","voteCount":85905,"isWinner":true},{"candidateName":"Jennifer Tran","candidateIncumbent":false,"candidateParty":"D","voteCount":22964,"isWinner":true},{"candidateName":"Tony Daysog","candidateIncumbent":false,"candidateParty":"D","voteCount":17197,"isWinner":false},{"candidateName":"Stephen Slauson","candidateIncumbent":false,"candidateParty":"R","voteCount":9699,"isWinner":false},{"candidateName":"Glenn Kaplan","candidateIncumbent":false,"candidateParty":"D","voteCount":6785,"isWinner":false},{"candidateName":"Eric Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":4243,"isWinner":false},{"candidateName":"Abdur Sikder","candidateIncumbent":false,"candidateParty":"D","voteCount":2847,"isWinner":false},{"candidateName":"Ned Nuerge","candidateIncumbent":false,"candidateParty":"R","voteCount":2532,"isWinner":false},{"candidateName":"Andre Todd","candidateIncumbent":false,"candidateParty":"D","voteCount":1629,"isWinner":false}],"winnerDateTime":"2024-03-16T00:22:36.062Z"},"5928":{"id":"5928","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":125831,"precinctsReportPercentage":99.14,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Eric Swalwell","candidateIncumbent":true,"candidateParty":"D","voteCount":83989,"isWinner":true},{"candidateName":"Vin Kruttiventi","candidateIncumbent":false,"candidateParty":"R","voteCount":22106,"isWinner":true},{"candidateName":"Alison Hayden","candidateIncumbent":false,"candidateParty":"R","voteCount":11928,"isWinner":false},{"candidateName":"Luis Reynoso","candidateIncumbent":false,"candidateParty":"R","voteCount":7808,"isWinner":false}],"winnerDateTime":"2024-03-12T00:51:36.366Z"},"5930":{"id":"5930","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":182135,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"April 3, 2024","timeUpdated":"3:04 PM","source":"AP","candidates":[{"candidateName":"Sam Liccardo","candidateIncumbent":false,"candidateParty":"D","voteCount":38489,"isWinner":true},{"candidateName":"Evan Low","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Joe Simitian","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Peter Ohtaki","candidateIncumbent":false,"candidateParty":"R","voteCount":23275,"isWinner":false},{"candidateName":"Peter Dixon","candidateIncumbent":false,"candidateParty":"D","voteCount":14673,"isWinner":false},{"candidateName":"Rishi Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":12377,"isWinner":false},{"candidateName":"Karl Ryan","candidateIncumbent":false,"candidateParty":"R","voteCount":11557,"isWinner":false},{"candidateName":"Julie Lythcott-Haims","candidateIncumbent":false,"candidateParty":"D","voteCount":11383,"isWinner":false},{"candidateName":"Ahmed Mostafa","candidateIncumbent":false,"candidateParty":"D","voteCount":5811,"isWinner":false},{"candidateName":"Greg Tanaka","candidateIncumbent":false,"candidateParty":"D","voteCount":2421,"isWinner":false},{"candidateName":"Joby Bernstein","candidateIncumbent":false,"candidateParty":"D","voteCount":1651,"isWinner":false}],"winnerDateTime":"2024-03-12T00:32:05.002Z"},"5931":{"id":"5931","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":117534,"precinctsReportPercentage":98.92,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ro Khanna","candidateIncumbent":true,"candidateParty":"D","voteCount":73941,"isWinner":true},{"candidateName":"Anita Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":31539,"isWinner":true},{"candidateName":"Ritesh Tandon","candidateIncumbent":false,"candidateParty":"D","voteCount":5728,"isWinner":false},{"candidateName":"Mario Ramirez","candidateIncumbent":false,"candidateParty":"D","voteCount":4491,"isWinner":false},{"candidateName":"Joe Dehn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":1835,"isWinner":false}],"winnerDateTime":"2024-03-08T01:50:53.956Z"},"5932":{"id":"5932","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":96302,"precinctsReportPercentage":98.93,"eevp":98.83,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Zoe Lofgren","candidateIncumbent":true,"candidateParty":"D","voteCount":49323,"isWinner":true},{"candidateName":"Peter Hernandez","candidateIncumbent":false,"candidateParty":"R","voteCount":31622,"isWinner":true},{"candidateName":"Charlene Nijmeh","candidateIncumbent":false,"candidateParty":"D","voteCount":10614,"isWinner":false},{"candidateName":"Lawrence Milan","candidateIncumbent":false,"candidateParty":"D","voteCount":2712,"isWinner":false},{"candidateName":"Luele Kifle","candidateIncumbent":false,"candidateParty":"D","voteCount":2031,"isWinner":false}],"winnerDateTime":"2024-03-12T00:26:02.706Z"},"5963":{"id":"5963","type":"apRace","location":"State of California","raceName":"State House, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":139085,"precinctsReportPercentage":98.62,"eevp":98.6,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Michael Greer","candidateIncumbent":false,"candidateParty":"R","voteCount":38079,"isWinner":true},{"candidateName":"Chris Rogers","candidateIncumbent":false,"candidateParty":"D","voteCount":27126,"isWinner":true},{"candidateName":"Rusty Hicks","candidateIncumbent":false,"candidateParty":"D","voteCount":25615,"isWinner":false},{"candidateName":"Ariel Kelley","candidateIncumbent":false,"candidateParty":"D","voteCount":19483,"isWinner":false},{"candidateName":"Frankie Myers","candidateIncumbent":false,"candidateParty":"D","voteCount":17694,"isWinner":false},{"candidateName":"Ted Williams","candidateIncumbent":false,"candidateParty":"D","voteCount":9550,"isWinner":false},{"candidateName":"Cynthia Click","candidateIncumbent":false,"candidateParty":"D","voteCount":1538,"isWinner":false}],"winnerDateTime":"2024-03-22T21:38:36.711Z"},"5972":{"id":"5972","type":"apRace","location":"State of California","raceName":"State House, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":99775,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Lori Wilson","candidateIncumbent":true,"candidateParty":"D","voteCount":50085,"isWinner":true},{"candidateName":"Dave Ennis","candidateIncumbent":false,"candidateParty":"R","voteCount":26074,"isWinner":true},{"candidateName":"Wanda Wallis","candidateIncumbent":false,"candidateParty":"R","voteCount":14638,"isWinner":false},{"candidateName":"Jeffrey Flack","candidateIncumbent":false,"candidateParty":"D","voteCount":8978,"isWinner":false}],"winnerDateTime":"2024-03-08T02:01:24.524Z"},"5973":{"id":"5973","type":"apRace","location":"State of California","raceName":"State House, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":143532,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Damon Connolly","candidateIncumbent":true,"candidateParty":"D","voteCount":111275,"isWinner":true},{"candidateName":"Andy Podshadley","candidateIncumbent":false,"candidateParty":"R","voteCount":17240,"isWinner":true},{"candidateName":"Eryn Cervantes","candidateIncumbent":false,"candidateParty":"R","voteCount":15017,"isWinner":false}],"winnerDateTime":"2024-03-21T00:25:32.262Z"},"5975":{"id":"5975","type":"apRace","location":"State of California","raceName":"State House, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":106997,"precinctsReportPercentage":99.06,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Buffy Wicks","candidateIncumbent":true,"candidateParty":"D","voteCount":78678,"isWinner":true},{"candidateName":"Margot Smith","candidateIncumbent":false,"candidateParty":"D","voteCount":18251,"isWinner":true},{"candidateName":"Utkarsh Jain","candidateIncumbent":false,"candidateParty":"R","voteCount":10068,"isWinner":false}],"winnerDateTime":"2024-03-15T01:30:34.539Z"},"5976":{"id":"5976","type":"apRace","location":"State of California","raceName":"State House, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":97144,"precinctsReportPercentage":98.98,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Sonia Ledo","candidateIncumbent":false,"candidateParty":"R","voteCount":30946,"isWinner":true},{"candidateName":"Anamarie Farias","candidateIncumbent":false,"candidateParty":"D","voteCount":29512,"isWinner":true},{"candidateName":"Monica Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":24775,"isWinner":false},{"candidateName":"Karen Mitchoff","candidateIncumbent":false,"candidateParty":"D","voteCount":11911,"isWinner":false}],"winnerDateTime":"2024-03-14T00:19:38.858Z"},"5977":{"id":"5977","type":"apRace","location":"State of California","raceName":"State House, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Joseph Rubay","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Rebecca Bauer-Kahan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5978":{"id":"5978","type":"apRace","location":"State of California","raceName":"State House, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":111003,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Matt Haney","candidateIncumbent":true,"candidateParty":"D","voteCount":90915,"isWinner":true},{"candidateName":"Manuel Noris-Barrera","candidateIncumbent":false,"candidateParty":"R","voteCount":13843,"isWinner":true},{"candidateName":"Otto Duke","candidateIncumbent":false,"candidateParty":"D","voteCount":6245,"isWinner":false}],"winnerDateTime":"2024-03-12T00:36:19.697Z"},"5979":{"id":"5979","type":"apRace","location":"State of California","raceName":"State House, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":86008,"precinctsReportPercentage":99.1,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Mia Bonta","candidateIncumbent":true,"candidateParty":"D","voteCount":73040,"isWinner":true},{"candidateName":"Andre Sandford","candidateIncumbent":false,"candidateParty":"AIP","voteCount":4575,"isWinner":false},{"candidateName":"Mindy Pechenuk","candidateIncumbent":false,"candidateParty":"R","voteCount":4389,"isWinner":false},{"candidateName":"Cheyenne Kenney","candidateIncumbent":false,"candidateParty":"R","voteCount":4004,"isWinner":false}],"winnerDateTime":"2024-03-06T08:03:23.729Z"},"5980":{"id":"5980","type":"apRace","location":"State of California","raceName":"State House, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":113959,"precinctsReportPercentage":98.8,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Catherine Stefani","candidateIncumbent":false,"candidateParty":"D","voteCount":64960,"isWinner":true},{"candidateName":"David Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":33035,"isWinner":true},{"candidateName":"Nadia Flamenco","candidateIncumbent":false,"candidateParty":"R","voteCount":8335,"isWinner":false},{"candidateName":"Arjun Sodhani","candidateIncumbent":false,"candidateParty":"R","voteCount":7629,"isWinner":false}],"winnerDateTime":"2024-03-11T23:50:23.109Z"},"5981":{"id":"5981","type":"apRace","location":"State of California","raceName":"State House, District 20","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Liz Ortega","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5982":{"id":"5982","type":"apRace","location":"State of California","raceName":"State House, District 21","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mark Gilham","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Diane Papan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5984":{"id":"5984","type":"apRace","location":"State of California","raceName":"State House, District 23","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":116963,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Marc Berman","candidateIncumbent":true,"candidateParty":"D","voteCount":67106,"isWinner":true},{"candidateName":"Lydia Kou","candidateIncumbent":false,"candidateParty":"D","voteCount":23699,"isWinner":true},{"candidateName":"Gus Mattammal","candidateIncumbent":false,"candidateParty":"R","voteCount":13277,"isWinner":false},{"candidateName":"Allan Marson","candidateIncumbent":false,"candidateParty":"R","voteCount":12881,"isWinner":false}],"winnerDateTime":"2024-03-12T01:13:06.280Z"},"5987":{"id":"5987","type":"apRace","location":"State of California","raceName":"State House, District 26","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":72753,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Patrick Ahrens","candidateIncumbent":false,"candidateParty":"D","voteCount":25036,"isWinner":true},{"candidateName":"Tara Sreekrishnan","candidateIncumbent":false,"candidateParty":"D","voteCount":19600,"isWinner":true},{"candidateName":"Sophie Song","candidateIncumbent":false,"candidateParty":"R","voteCount":15954,"isWinner":false},{"candidateName":"Omar Din","candidateIncumbent":false,"candidateParty":"D","voteCount":8772,"isWinner":false},{"candidateName":"Bob Goodwyn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":2170,"isWinner":false},{"candidateName":"Ashish Garg","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1221,"isWinner":false}],"winnerDateTime":"2024-03-13T21:06:29.070Z"},"5989":{"id":"5989","type":"apRace","location":"State of California","raceName":"State House, District 28","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Gail Pellerin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Liz Lawler","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6010":{"id":"6010","type":"apRace","location":"State of California","raceName":"State House, District 49","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Mike Fong","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Long Liu","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6018":{"id":"6018","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":229348,"precinctsReportPercentage":99.05,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Jared Huffman","candidateIncumbent":true,"candidateParty":"D","voteCount":169005,"isWinner":true},{"candidateName":"Chris Coulombe","candidateIncumbent":false,"candidateParty":"R","voteCount":37372,"isWinner":true},{"candidateName":"Tief Gibbs","candidateIncumbent":false,"candidateParty":"R","voteCount":18437,"isWinner":false},{"candidateName":"Jolian Kangas","candidateIncumbent":false,"candidateParty":"NPP","voteCount":3166,"isWinner":false},{"candidateName":"Jason Brisendine","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1368,"isWinner":false}],"winnerDateTime":"2024-03-12T00:46:10.103Z"},"6020":{"id":"6020","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":187640,"precinctsReportPercentage":96.32,"eevp":96.36,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":true,"candidateParty":"D","voteCount":118147,"isWinner":true},{"candidateName":"John Munn","candidateIncumbent":false,"candidateParty":"R","voteCount":56232,"isWinner":true},{"candidateName":"Andrew Engdahl","candidateIncumbent":false,"candidateParty":"D","voteCount":11202,"isWinner":false},{"candidateName":"Niket Patwardhan","candidateIncumbent":false,"candidateParty":"NPP","voteCount":2059,"isWinner":false}],"winnerDateTime":"2024-03-07T00:30:57.980Z"},"6025":{"id":"6025","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":121271,"precinctsReportPercentage":99.17,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Josh Harder","candidateIncumbent":true,"candidateParty":"D","voteCount":60396,"isWinner":true},{"candidateName":"Kevin Lincoln","candidateIncumbent":false,"candidateParty":"R","voteCount":36346,"isWinner":true},{"candidateName":"John McBride","candidateIncumbent":false,"candidateParty":"R","voteCount":15525,"isWinner":false},{"candidateName":"Khalid Jafri","candidateIncumbent":false,"candidateParty":"R","voteCount":9004,"isWinner":false}],"winnerDateTime":"2024-03-12T00:49:44.113Z"},"6031":{"id":"6031","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Anna Kramer","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Kevin Mullin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6035":{"id":"6035","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":203670,"precinctsReportPercentage":99.11,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Jimmy Panetta","candidateIncumbent":true,"candidateParty":"D","voteCount":132540,"isWinner":true},{"candidateName":"Jason Anderson","candidateIncumbent":false,"candidateParty":"R","voteCount":58120,"isWinner":true},{"candidateName":"Sean Dougherty","candidateIncumbent":false,"candidateParty":"Grn","voteCount":13010,"isWinner":false}],"winnerDateTime":"2024-03-07T00:23:46.779Z"},"6066":{"id":"6066","type":"apRace","location":"State of California","raceName":"State House, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jamie Gallagher","candidateIncumbent":true,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Aaron Draper","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6067":{"id":"6067","type":"apRace","location":"State of California","raceName":"State House, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Cecilia Aguiar-Curry","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6087":{"id":"6087","type":"apRace","location":"State of California","raceName":"State House, District 24","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":66643,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Alex Lee","candidateIncumbent":true,"candidateParty":"D","voteCount":45544,"isWinner":true},{"candidateName":"Bob Brunton","candidateIncumbent":false,"candidateParty":"R","voteCount":14951,"isWinner":true},{"candidateName":"Marti Souza","candidateIncumbent":false,"candidateParty":"R","voteCount":6148,"isWinner":false}],"winnerDateTime":"2024-03-14T23:23:49.770Z"},"6088":{"id":"6088","type":"apRace","location":"State of California","raceName":"State House, District 25","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":69560,"precinctsReportPercentage":99.31,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ash Kalra","candidateIncumbent":true,"candidateParty":"D","voteCount":35821,"isWinner":true},{"candidateName":"Ted Stroll","candidateIncumbent":false,"candidateParty":"R","voteCount":18255,"isWinner":true},{"candidateName":"Lan Ngo","candidateIncumbent":false,"candidateParty":"D","voteCount":15484,"isWinner":false}],"winnerDateTime":"2024-03-14T02:40:57.200Z"},"6092":{"id":"6092","type":"apRace","location":"State of California","raceName":"State House, District 29","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Robert Rivas","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"J.W. Paine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6223":{"id":"6223","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 46","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:16 PM","source":"AP","candidates":[{"candidateName":"Lou Correa","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"David Pan","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6530":{"id":"6530","type":"apRace","location":"State of California","raceName":"State Senate, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":222193,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Thom Bogue","candidateIncumbent":false,"candidateParty":"R","voteCount":61776,"isWinner":true},{"candidateName":"Christopher Cabaldon","candidateIncumbent":false,"candidateParty":"D","voteCount":59041,"isWinner":true},{"candidateName":"Rozzana Verder-Aliga","candidateIncumbent":false,"candidateParty":"D","voteCount":45546,"isWinner":false},{"candidateName":"Jackie Elward","candidateIncumbent":false,"candidateParty":"D","voteCount":41127,"isWinner":false},{"candidateName":"Jimih Jones","candidateIncumbent":false,"candidateParty":"R","voteCount":14703,"isWinner":false}],"winnerDateTime":"2024-03-15T01:24:31.539Z"},"6531":{"id":"6531","type":"apRace","location":"State of California","raceName":"State Senate, District 5","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":171623,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jim Shoemaker","candidateIncumbent":false,"candidateParty":"R","voteCount":74935,"isWinner":true},{"candidateName":"Jerry McNerney","candidateIncumbent":false,"candidateParty":"D","voteCount":57040,"isWinner":true},{"candidateName":"Carlos Villapudua","candidateIncumbent":false,"candidateParty":"D","voteCount":39648,"isWinner":false}],"winnerDateTime":"2024-03-13T20:07:46.382Z"},"6532":{"id":"6532","type":"apRace","location":"State of California","raceName":"State Senate, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":192446,"precinctsReportPercentage":98.72,"eevp":98.78,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Jesse Arreguín","candidateIncumbent":false,"candidateParty":"D","voteCount":61837,"isWinner":true},{"candidateName":"Jovanka Beckles","candidateIncumbent":false,"candidateParty":"D","voteCount":34025,"isWinner":true},{"candidateName":"Dan Kalb","candidateIncumbent":false,"candidateParty":"D","voteCount":28842,"isWinner":false},{"candidateName":"Kathryn Lybarger","candidateIncumbent":false,"candidateParty":"D","voteCount":28041,"isWinner":false},{"candidateName":"Sandre Swanson","candidateIncumbent":false,"candidateParty":"D","voteCount":22862,"isWinner":false},{"candidateName":"Jeanne Solnordal","candidateIncumbent":false,"candidateParty":"R","voteCount":16839,"isWinner":false}],"winnerDateTime":"2024-03-16T00:58:11.533Z"},"6533":{"id":"6533","type":"apRace","location":"State of California","raceName":"State Senate, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Tim Grayson","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Marisol Rubio","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6534":{"id":"6534","type":"apRace","location":"State of California","raceName":"State Senate, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":228260,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Scott Wiener","candidateIncumbent":true,"candidateParty":"D","voteCount":166592,"isWinner":true},{"candidateName":"Yvette Corkrean","candidateIncumbent":false,"candidateParty":"R","voteCount":34438,"isWinner":true},{"candidateName":"Cynthia Cravens","candidateIncumbent":false,"candidateParty":"D","voteCount":18513,"isWinner":false},{"candidateName":"Jing Xiong","candidateIncumbent":false,"candidateParty":"NPP","voteCount":8717,"isWinner":false}],"winnerDateTime":"2024-03-12T02:01:51.597Z"},"6535":{"id":"6535","type":"apRace","location":"State of California","raceName":"State Senate, District 13","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":227191,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Josh Becker","candidateIncumbent":true,"candidateParty":"D","voteCount":167127,"isWinner":true},{"candidateName":"Alexander Glew","candidateIncumbent":false,"candidateParty":"R","voteCount":42788,"isWinner":true},{"candidateName":"Christina Laskowski","candidateIncumbent":false,"candidateParty":"R","voteCount":17276,"isWinner":false}],"winnerDateTime":"2024-03-12T01:56:24.964Z"},"6536":{"id":"6536","type":"apRace","location":"State of California","raceName":"State Senate, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":180231,"precinctsReportPercentage":98.81,"eevp":98.95,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Dave Cortese","candidateIncumbent":true,"candidateParty":"D","voteCount":124440,"isWinner":true},{"candidateName":"Robert Howell","candidateIncumbent":false,"candidateParty":"R","voteCount":34173,"isWinner":true},{"candidateName":"Tony Loaiza","candidateIncumbent":false,"candidateParty":"R","voteCount":21618,"isWinner":false}],"winnerDateTime":"2024-03-13T01:15:45.365Z"},"6548":{"id":"6548","type":"apRace","location":"State of California","raceName":"State Senate, District 39","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:55 PM","source":"AP","candidates":[{"candidateName":"Akilah Weber","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Bob Divine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6611":{"id":"6611","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":188732,"precinctsReportPercentage":98.89,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Nancy Pelosi","candidateIncumbent":true,"candidateParty":"D","voteCount":138285,"isWinner":true},{"candidateName":"Bruce Lou","candidateIncumbent":false,"candidateParty":"R","voteCount":16285,"isWinner":true},{"candidateName":"Marjorie Mikels","candidateIncumbent":false,"candidateParty":"D","voteCount":9363,"isWinner":false},{"candidateName":"Bianca Von Krieg","candidateIncumbent":false,"candidateParty":"D","voteCount":7634,"isWinner":false},{"candidateName":"Jason Zeng","candidateIncumbent":false,"candidateParty":"R","voteCount":6607,"isWinner":false},{"candidateName":"Jason Boyce","candidateIncumbent":false,"candidateParty":"D","voteCount":4325,"isWinner":false},{"candidateName":"Larry Nichelson","candidateIncumbent":false,"candidateParty":"R","voteCount":3482,"isWinner":false},{"candidateName":"Eve Del Castello","candidateIncumbent":false,"candidateParty":"R","voteCount":2751,"isWinner":false}],"winnerDateTime":"2024-03-12T00:31:55.445Z"},"8589":{"id":"8589","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7276537,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2299507,"isWinner":true},{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2292414,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1115606,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":714408,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":240723,"isWinner":false},{"candidateName":"James Bradley","candidateIncumbent":false,"candidateParty":"R","voteCount":98180,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":61755,"isWinner":false},{"candidateName":"Sharleta Bassett","candidateIncumbent":false,"candidateParty":"R","voteCount":54422,"isWinner":false},{"candidateName":"Sarah Liew","candidateIncumbent":false,"candidateParty":"R","voteCount":38483,"isWinner":false},{"candidateName":"Laura Garza ","candidateIncumbent":false,"candidateParty":"NPP","voteCount":34320,"isWinner":false},{"candidateName":"Jonathan Reiss","candidateIncumbent":false,"candidateParty":"R","voteCount":34283,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":34056,"isWinner":false},{"candidateName":"Gail Lightfoot","candidateIncumbent":false,"candidateParty":"Lib","voteCount":33046,"isWinner":false},{"candidateName":"Denice Gary-Pandol","candidateIncumbent":false,"candidateParty":"R","voteCount":25494,"isWinner":false},{"candidateName":"James Macauley","candidateIncumbent":false,"candidateParty":"R","voteCount":23168,"isWinner":false},{"candidateName":"Harmesh Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":21522,"isWinner":false},{"candidateName":"David Peterson","candidateIncumbent":false,"candidateParty":"D","voteCount":21076,"isWinner":false},{"candidateName":"Douglas Pierce","candidateIncumbent":false,"candidateParty":"D","voteCount":19371,"isWinner":false},{"candidateName":"Major Singh","candidateIncumbent":false,"candidateParty":"NPP","voteCount":16965,"isWinner":false},{"candidateName":"John Rose","candidateIncumbent":false,"candidateParty":"D","voteCount":14577,"isWinner":false},{"candidateName":"Perry Pound","candidateIncumbent":false,"candidateParty":"D","voteCount":14134,"isWinner":false},{"candidateName":"Raji Rab","candidateIncumbent":false,"candidateParty":"D","voteCount":13558,"isWinner":false},{"candidateName":"Mark Ruzon","candidateIncumbent":false,"candidateParty":"NPP","voteCount":13429,"isWinner":false},{"candidateName":"Forrest Jones","candidateIncumbent":false,"candidateParty":"AIP","voteCount":13027,"isWinner":false},{"candidateName":"Stefan Simchowitz","candidateIncumbent":false,"candidateParty":"R","voteCount":12717,"isWinner":false},{"candidateName":"Martin Veprauskas","candidateIncumbent":false,"candidateParty":"R","voteCount":9714,"isWinner":false},{"candidateName":"Don Grundmann","candidateIncumbent":false,"candidateParty":"NPP","voteCount":6582,"isWinner":false}],"winnerDateTime":"2024-03-06T05:01:46.589Z"},"8686":{"id":"8686","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":3589127,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:48 AM","source":"AP","candidates":[{"candidateName":"Joe Biden","candidateIncumbent":true,"candidateParty":"D","voteCount":3200188,"isWinner":true},{"candidateName":"Marianne Williamson","candidateIncumbent":false,"candidateParty":"D","voteCount":145690,"isWinner":false},{"candidateName":"Dean Phillips","candidateIncumbent":false,"candidateParty":"D","voteCount":99981,"isWinner":false},{"candidateName":"Armando Perez-Serrato","candidateIncumbent":false,"candidateParty":"D","voteCount":42925,"isWinner":false},{"candidateName":"Gabriel Cornejo","candidateIncumbent":false,"candidateParty":"D","voteCount":41261,"isWinner":false},{"candidateName":"President Boddie","candidateIncumbent":false,"candidateParty":"D","voteCount":25373,"isWinner":false},{"candidateName":"Stephen Lyons","candidateIncumbent":false,"candidateParty":"D","voteCount":21008,"isWinner":false},{"candidateName":"Eban Cambridge","candidateIncumbent":false,"candidateParty":"D","voteCount":12701,"isWinner":false}],"winnerDateTime":"2024-03-06T04:12:27.559Z"},"8688":{"id":"8688","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":2466569,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Donald Trump","candidateIncumbent":false,"candidateParty":"R","voteCount":1953947,"isWinner":true},{"candidateName":"Nikki Haley","candidateIncumbent":false,"candidateParty":"R","voteCount":430792,"isWinner":false},{"candidateName":"Ron DeSantis","candidateIncumbent":false,"candidateParty":"R","voteCount":35581,"isWinner":false},{"candidateName":"Chris Christie","candidateIncumbent":false,"candidateParty":"R","voteCount":20164,"isWinner":false},{"candidateName":"Vivek Ramaswamy","candidateIncumbent":false,"candidateParty":"R","voteCount":11069,"isWinner":false},{"candidateName":"Rachel Swift","candidateIncumbent":false,"candidateParty":"R","voteCount":4231,"isWinner":false},{"candidateName":"David Stuckenberg","candidateIncumbent":false,"candidateParty":"R","voteCount":3895,"isWinner":false},{"candidateName":"Ryan Binkley","candidateIncumbent":false,"candidateParty":"R","voteCount":3563,"isWinner":false},{"candidateName":"Asa Hutchinson","candidateIncumbent":false,"candidateParty":"R","voteCount":3327,"isWinner":false}],"winnerDateTime":"2024-03-06T04:13:19.766Z"},"81993":{"id":"81993","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I Unexpired Term","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7358837,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2444940,"isWinner":true},{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2155146,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1269194,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":863278,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":448788,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":109421,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":68070,"isWinner":false}],"winnerDateTime":"2024-03-06T04:31:08.186Z"},"82014":{"id":"82014","type":"apRace","location":"State of California","raceName":"Proposition, 1 - Behavioral Health Services Program","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":7221972,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":null,"voteCount":3624998,"isWinner":true},{"candidateName":"No","candidateIncumbent":false,"candidateParty":null,"voteCount":3596974,"isWinner":false}],"winnerDateTime":"2024-03-21T00:11:06.265Z"},"timeLoaded":"April 25, 2024 4:07 PM","nationalRacesLoaded":true,"localRacesLoaded":true,"overrides":[{"id":"5921","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5922","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5924","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5926","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/congress-12th-district"},{"id":"5928","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5930","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/congress-16th-district"},{"id":"5931","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5932","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5963","raceName":"State Assembly, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5972","raceName":"State Assembly, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5973","raceName":"State Assembly, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5975","raceName":"State Assembly, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5976","raceName":"State Assembly, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/state-assembly"},{"id":"5977","raceName":"State Assembly, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5978","raceName":"State Assembly, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5979","raceName":"State Assembly, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5980","raceName":"State Assembly, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5981","raceName":"State Assembly, District 20","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5982","raceName":"State Assembly, District 21","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5984","raceName":"State Assembly, District 23","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-assembly-23rd-district"},{"id":"5987","raceName":"State Assembly, District 26","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/state-assembly-26th-district"},{"id":"5989","raceName":"State Assembly, District 28","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6010","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6018","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6020","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6025","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6031","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6035","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6067","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6087","raceName":"State Assembly, District 24","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6088","raceName":"State Assembly, District 25","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6092","raceName":"State Assembly, District 29","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6223","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6530","raceName":"State Senate, District 3","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-3rd-district"},{"id":"6531","raceName":"State Senate, District 5","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6532","raceName":"State Senate, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-7th-district"},{"id":"6533","raceName":"State Senate, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6534","raceName":"State Senate, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6535","raceName":"State Senate, District 13","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6536","raceName":"State Senate, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6611","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"8589","raceName":"U.S. Senate (Full Term)","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/senator"},{"id":"8686","raceName":"California Democratic Presidential Primary","raceDescription":"Candidates are competing for 496 delegates.","raceReadTheStory":"https://www.kqed.org/elections/results/president/democrat"},{"id":"8688","raceName":"California Republican Presidential Primary","raceDescription":"Candidates are competing for 169 delegates.","raceReadTheStory":"https://kqed.org/elections/results/president/republican"},{"id":"81993","raceName":"U.S. Senate (Partial/Unexpired Term)","raceDescription":"Top two candidates advance to general election."},{"id":"82014","raceName":"Proposition 1","raceDescription":"Bond and mental health reforms. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/california/proposition-1"}],"AlamedaJudge5":{"id":"AlamedaJudge5","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":200601,"candidates":[{"candidateName":"Terry Wiley","candidateIncumbent":true,"candidateParty":"","voteCount":200601}]},"AlamedaJudge12":{"id":"AlamedaJudge12","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 12","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":240853,"candidates":[{"candidateName":"Mark Fickes","candidateIncumbent":false,"candidateParty":"","voteCount":133009},{"candidateName":"Michael P. Johnson","candidateIncumbent":false,"candidateParty":"","voteCount":107844}]},"AlamedaBoard2":{"id":"AlamedaBoard2","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 2","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33580,"candidates":[{"candidateName":"John Lewis","candidateIncumbent":false,"candidateParty":"","voteCount":6943},{"candidateName":"Angela Normand","candidateIncumbent":true,"candidateParty":"","voteCount":26637}]},"AlamedaBoard5":{"id":"AlamedaBoard5","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":26072,"candidates":[{"candidateName":"Guadalupe \"Lupe\" Angulo","candidateIncumbent":false,"candidateParty":"","voteCount":7521},{"candidateName":"Janevette Cole","candidateIncumbent":true,"candidateParty":"","voteCount":13338},{"candidateName":"Joe Orlando Ramos","candidateIncumbent":false,"candidateParty":"","voteCount":5213}]},"AlamedaBoard6":{"id":"AlamedaBoard6","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 6","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":30864,"candidates":[{"candidateName":"John Guerrero","candidateIncumbent":false,"candidateParty":"","voteCount":9989},{"candidateName":"Eileen McDonald","candidateIncumbent":true,"candidateParty":"","voteCount":20875}]},"AlamedaSup1":{"id":"AlamedaSup1","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":41038,"candidates":[{"candidateName":"David Haubert","candidateIncumbent":true,"candidateParty":"","voteCount":41038}]},"AlamedaSup2":{"id":"AlamedaSup2","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":31034,"candidates":[{"candidateName":"Elisa Márquez","candidateIncumbent":true,"candidateParty":"","voteCount":31034}]},"AlamedaSup4":{"id":"AlamedaSup4","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-4th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":57007,"candidates":[{"candidateName":"Jennifer Esteen","candidateIncumbent":false,"candidateParty":"","voteCount":22400},{"candidateName":"Nate Miley","candidateIncumbent":true,"candidateParty":"","voteCount":34607}]},"AlamedaSup5":{"id":"AlamedaSup5","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-5th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":81059,"candidates":[{"candidateName":"Ben Bartlett","candidateIncumbent":false,"candidateParty":"","voteCount":13518},{"candidateName":"Nikki Fortunato Bas","candidateIncumbent":false,"candidateParty":"","voteCount":27597},{"candidateName":"John J. Bauters","candidateIncumbent":false,"candidateParty":"","voteCount":16783},{"candidateName":"Ken Berrick","candidateIncumbent":false,"candidateParty":"","voteCount":7520},{"candidateName":"Omar Farmer","candidateIncumbent":false,"candidateParty":"","voteCount":1240},{"candidateName":"Gregory Hodge","candidateIncumbent":false,"candidateParty":"","voteCount":3419},{"candidateName":"Chris Moore","candidateIncumbent":false,"candidateParty":"","voteCount":7428},{"candidateName":"Gerald Pechenuk","candidateIncumbent":false,"candidateParty":"","voteCount":305},{"candidateName":"Lorrel Plimier","candidateIncumbent":false,"candidateParty":"","voteCount":3249}]},"AlamedaBoard7":{"id":"AlamedaBoard7","type":"localRace","location":"Alameda","raceName":"Flood Control & Water Conservation District Director, Zone 7, Full Term","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":134340,"candidates":[{"candidateName":"Alan Burnham","candidateIncumbent":false,"candidateParty":"","voteCount":15723},{"candidateName":"Sandy Figuers","candidateIncumbent":false,"candidateParty":"","voteCount":22454},{"candidateName":"Laurene K. Green","candidateIncumbent":false,"candidateParty":"","voteCount":30343},{"candidateName":"Kathy Narum","candidateIncumbent":true,"candidateParty":"","voteCount":23833},{"candidateName":"Seema Badar","candidateIncumbent":false,"candidateParty":"","voteCount":7468},{"candidateName":"Catherine Brown","candidateIncumbent":false,"candidateParty":"","voteCount":34519}]},"AlamedaAuditor":{"id":"AlamedaAuditor","type":"localRace","location":"Alameda","raceName":"Oakland Auditor","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":59227,"candidates":[{"candidateName":"Michael Houston","candidateIncumbent":true,"candidateParty":"","voteCount":59227}]},"AlamedaMeasureA":{"id":"AlamedaMeasureA","type":"localRace","location":"Alameda","raceName":"Measure A","raceDescription":"Alameda County. Civil service. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282335,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":167903},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":114432}]},"AlamedaMeasureB":{"id":"AlamedaMeasureB","type":"localRace","location":"Alameda","raceName":"Measure B","raceDescription":"Alameda County. Recall rules. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/measure-b","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282683,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182200},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":100483}]},"AlamedaMeasureD":{"id":"AlamedaMeasureD","type":"localRace","location":"Alameda","raceName":"Measure D","raceDescription":"Oakland. Appropriations limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":79797,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":59852},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":19945}]},"AlamedaMeasureE":{"id":"AlamedaMeasureE","type":"localRace","location":"Alameda","raceName":"Measure E","raceDescription":"Alameda Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":22692,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":17280},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5412}]},"AlamedaMeasureF":{"id":"AlamedaMeasureF","type":"localRace","location":"Alameda","raceName":"Measure F","raceDescription":"Piedmont. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":4855,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3673},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1182}]},"AlamedaMeasureG":{"id":"AlamedaMeasureG","type":"localRace","location":"Alameda","raceName":"Measure G","raceDescription":"Albany Unified School District. Parcel tax. Passes with 2/3 vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":5898,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4651},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1247}]},"AlamedaMeasureH":{"id":"AlamedaMeasureH","type":"localRace","location":"Alameda","raceName":"Measure H","raceDescription":"Berkeley Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33331,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":29418},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3913}]},"AlamedaMeasureI":{"id":"AlamedaMeasureI","type":"localRace","location":"Alameda","raceName":"Measure I","raceDescription":"Hayward Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":21929,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":14151},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7778}]},"AlamedaMeasureJ":{"id":"AlamedaMeasureJ","type":"localRace","location":"Alameda","raceName":"Measure J","raceDescription":"San Leandro Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":12338,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7784},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4554}]},"CCD2":{"id":"CCD2","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":45776,"candidates":[{"candidateName":"Candace Andersen","candidateIncumbent":true,"candidateParty":"","voteCount":45776}]},"CCD3":{"id":"CCD3","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":25120,"candidates":[{"candidateName":"Diane Burgis","candidateIncumbent":true,"candidateParty":"","voteCount":25120}]},"CCD5":{"id":"CCD5","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/supervisor-5th-district","raceType":"top2","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":37045,"candidates":[{"candidateName":"Mike Barbanica","candidateIncumbent":false,"candidateParty":"","voteCount":14338},{"candidateName":"Jelani Killings","candidateIncumbent":false,"candidateParty":"","voteCount":5683},{"candidateName":"Shanelle Scales-Preston","candidateIncumbent":false,"candidateParty":"","voteCount":12993},{"candidateName":"Iztaccuauhtli Hector Gonzalez","candidateIncumbent":false,"candidateParty":"","voteCount":4031}]},"CCMeasureA":{"id":"CCMeasureA","type":"localRace","location":"Contra Costa","raceName":"Measure A","raceDescription":"Martinez. Appoint City Clerk. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":11513,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7554},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3959}]},"CCMeasureB":{"id":"CCMeasureB","type":"localRace","location":"Contra Costa","raceName":"Measure B","raceDescription":"Antioch Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":17971,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10397},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7574}]},"CCMeasureC":{"id":"CCMeasureC","type":"localRace","location":"Contra Costa","raceName":"Measure C","raceDescription":"Martinez Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":9230,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6917},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2313}]},"CCMeasureD":{"id":"CCMeasureD","type":"localRace","location":"Contra Costa","raceName":"Measure D","raceDescription":"Moraga School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":6007,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4052},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1955}]},"MarinD2":{"id":"MarinD2","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/supervisor-2nd-district","raceType":"top2","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":18466,"candidates":[{"candidateName":"Brian Colbert","candidateIncumbent":false,"candidateParty":"","voteCount":7971},{"candidateName":"Heather McPhail Sridharan","candidateIncumbent":false,"candidateParty":"","voteCount":4851},{"candidateName":"Ryan O'Neil","candidateIncumbent":false,"candidateParty":"","voteCount":2647},{"candidateName":"Gabe Paulson","candidateIncumbent":false,"candidateParty":"","voteCount":2997}]},"MarinD3":{"id":"MarinD3","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":13274,"candidates":[{"candidateName":"Stephanie Moulton-Peters","candidateIncumbent":true,"candidateParty":"","voteCount":13274}]},"MarinD4":{"id":"MarinD4","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":12986,"candidates":[{"candidateName":"Dennis Rodoni","candidateIncumbent":true,"candidateParty":"","voteCount":10086},{"candidateName":"Francis Drouillard","candidateIncumbent":false,"candidateParty":"","voteCount":2900}]},"MarinLarkspurCC":{"id":"MarinLarkspurCC","type":"localRace","location":"Marin","raceName":"Larkspur City Council (Short Term)","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4176,"candidates":[{"candidateName":"Stephanie Andre","candidateIncumbent":false,"candidateParty":"","voteCount":2514},{"candidateName":"Claire Paquette","candidateIncumbent":false,"candidateParty":"","voteCount":1008},{"candidateName":"Lana Scott","candidateIncumbent":false,"candidateParty":"","voteCount":654}]},"MarinRossCouncil":{"id":"MarinRossCouncil","type":"localRace","location":"Marin","raceName":"Ross Town Council","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1740,"candidates":[{"candidateName":"Charles William \"Bill\" Kircher, Jr.","candidateIncumbent":false,"candidateParty":"","voteCount":536},{"candidateName":"Mathew Salter","candidateIncumbent":false,"candidateParty":"","voteCount":502},{"candidateName":"Shadi Aboukhater","candidateIncumbent":false,"candidateParty":"","voteCount":187},{"candidateName":"Teri Dowling","candidateIncumbent":false,"candidateParty":"","voteCount":515}]},"MarinMeasureA":{"id":"MarinMeasureA","type":"localRace","location":"Marin","raceName":"Measure A","raceDescription":"Tamalpais Union High School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":45345,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":24376},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":20969}]},"MarinMeasureB":{"id":"MarinMeasureB","type":"localRace","location":"Marin","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":132,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":62},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":70}]},"MarinMeasureC":{"id":"MarinMeasureC","type":"localRace","location":"Marin","raceName":"Measure C","raceDescription":"Belvedere. Appropriation limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":870,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":679},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureD":{"id":"MarinMeasureD","type":"localRace","location":"Marin","raceName":"Measure D","raceDescription":"Larkspur. Rent stabilization. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-d","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4955,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":2573},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2382}]},"MarinMeasureE":{"id":"MarinMeasureE","type":"localRace","location":"Marin","raceName":"Measure E","raceDescription":"Ross. Special tax. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-e","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":874,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":683},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureF":{"id":"MarinMeasureF","type":"localRace","location":"Marin","raceName":"Measure F","raceDescription":"San Anselmo. Flood Control and Water Conservation District. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":5193,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3083},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2110}]},"MarinMeasureG":{"id":"MarinMeasureG","type":"localRace","location":"Marin","raceName":"Measure G","raceDescription":"Bel Marin Keys Community Services District. Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":830,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":661},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":169}]},"MarinMeasureH":{"id":"MarinMeasureH","type":"localRace","location":"Marin","raceName":"Measure H","raceDescription":"Marinwood Community Services District. Appropriations limit, fire protection. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1738,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1369},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":369}]},"MarinMeasureI":{"id":"MarinMeasureI","type":"localRace","location":"Marin","raceName":"Measure I","raceDescription":"Marinwood Community Services District. Appropriations limit, parks. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1735,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1336},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":399}]},"NapaD2":{"id":"NapaD2","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":8351,"candidates":[{"candidateName":"Liz Alessio","candidateIncumbent":false,"candidateParty":"","voteCount":6340},{"candidateName":"Doris Gentry","candidateIncumbent":false,"candidateParty":"","voteCount":2011}]},"NapaD4":{"id":"NapaD4","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-4th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":7306,"candidates":[{"candidateName":"Amber Manfree","candidateIncumbent":false,"candidateParty":"","voteCount":3913},{"candidateName":"Pete Mott","candidateIncumbent":false,"candidateParty":"","voteCount":3393}]},"NapaD5":{"id":"NapaD5","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-5th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":5356,"candidates":[{"candidateName":"Mariam Aboudamous","candidateIncumbent":false,"candidateParty":"","voteCount":2379},{"candidateName":"Belia Ramos","candidateIncumbent":true,"candidateParty":"","voteCount":2977}]},"NapaMeasureD":{"id":"NapaMeasureD","type":"localRace","location":"Napa","raceName":"Measure D","raceDescription":"Howell Mountain Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":741,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":367},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":374}]},"NapaMeasureU":{"id":"NapaMeasureU","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Lake Berryessa Resort Improvement District. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":86,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":63},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":23}]},"NapaMeasureU1":{"id":"NapaMeasureU1","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Yountville. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":793},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":132}]},"SFJudge1":{"id":"SFJudge1","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-1","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202960,"candidates":[{"candidateName":"Michael Begert","candidateIncumbent":true,"candidateParty":"","voteCount":124943},{"candidateName":"Chip Zecher","candidateIncumbent":false,"candidateParty":"","voteCount":78017}]},"SFJudge13":{"id":"SFJudge13","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 13","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-13","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202386,"candidates":[{"candidateName":"Jean Myungjin Roland","candidateIncumbent":false,"candidateParty":"","voteCount":90012},{"candidateName":"Patrick S. Thompson","candidateIncumbent":true,"candidateParty":"","voteCount":112374}]},"SFPropA":{"id":"SFPropA","type":"localRace","location":"San Francisco","raceName":"Proposition A","raceDescription":"Housing bond. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-a","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":225187,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":158497},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":66690}]},"SFPropB":{"id":"SFPropB","type":"localRace","location":"San Francisco","raceName":"Proposition B","raceDescription":"Police staffing. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222954,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":61580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":161374}]},"SFPropC":{"id":"SFPropC","type":"localRace","location":"San Francisco","raceName":"Proposition C","raceDescription":"Transfer tax exemption. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":220349,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":116311},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":104038}]},"SFPropD":{"id":"SFPropD","type":"localRace","location":"San Francisco","raceName":"Proposition D","raceDescription":"Ethics laws. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222615,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":198584},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":24031}]},"SFPropE":{"id":"SFPropE","type":"localRace","location":"San Francisco","raceName":"Proposition E","raceDescription":"Police policies. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-e","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222817,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":120529},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":102288}]},"SFPropF":{"id":"SFPropF","type":"localRace","location":"San Francisco","raceName":"Proposition F","raceDescription":"Drug screening. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-f","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":224004,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":130214},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":93790}]},"SFPropG":{"id":"SFPropG","type":"localRace","location":"San Francisco","raceName":"Proposition G","raceDescription":"Eighth-grade algebra. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222704,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182066},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":40638}]},"SMJudge4":{"id":"SMJudge4","type":"localRace","location":"San Mateo","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":108919,"candidates":[{"candidateName":"Sarah Burdick","candidateIncumbent":false,"candidateParty":"","voteCount":108919}]},"SMD1":{"id":"SMD1","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-1st-district","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":29650,"candidates":[{"candidateName":"Jackie Speier","candidateIncumbent":false,"candidateParty":"","voteCount":20353},{"candidateName":"Ann Schneider","candidateIncumbent":false,"candidateParty":"","voteCount":9297}]},"SMD4":{"id":"SMD4","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-4th-district","raceType":"top2","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":22725,"candidates":[{"candidateName":"Antonio Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":5730},{"candidateName":"Lisa Gauthier","candidateIncumbent":false,"candidateParty":"","voteCount":10358},{"candidateName":"Celeste Brevard","candidateIncumbent":false,"candidateParty":"","voteCount":1268},{"candidateName":"Paul Bocanegra","candidateIncumbent":false,"candidateParty":"","voteCount":1909},{"candidateName":"Maggie Cornejo","candidateIncumbent":false,"candidateParty":"","voteCount":3460}]},"SMD5":{"id":"SMD5","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":19937,"candidates":[{"candidateName":"David Canepa","candidateIncumbent":true,"candidateParty":"","voteCount":19937}]},"SMMeasureB":{"id":"SMMeasureB","type":"localRace","location":"San Mateo","raceName":"Measure B","raceDescription":"County Service Area #1 (Highlands). Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1549,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1360},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":189}]},"SMMeasureC":{"id":"SMMeasureC","type":"localRace","location":"San Mateo","raceName":"Measure C","raceDescription":"Jefferson Elementary School District. Parcel tax. Passes with 2/3 vote","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":12234,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8543},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3691}]},"SMMeasureE":{"id":"SMMeasureE","type":"localRace","location":"San Mateo","raceName":"Measure E","raceDescription":"Woodside Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1392,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":910},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":482}]},"SMMeasureG":{"id":"SMMeasureG","type":"localRace","location":"San Mateo","raceName":"Measure G","raceDescription":"Pacifica School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":11548,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7067},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4481}]},"SMMeasureH":{"id":"SMMeasureH","type":"localRace","location":"San Mateo","raceName":"Measure H","raceDescription":"San Carlos School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":9938,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6283},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3655}]},"SCJudge5":{"id":"SCJudge5","type":"localRace","location":"Santa Clara","raceName":"Superior Court Judge, Office 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":301953,"candidates":[{"candidateName":"Jay Boyarsky","candidateIncumbent":false,"candidateParty":"","voteCount":142549},{"candidateName":"Nicole M. Ford","candidateIncumbent":false,"candidateParty":"","voteCount":52147},{"candidateName":"Johnene Linda Stebbins","candidateIncumbent":false,"candidateParty":"","voteCount":107257}]},"SCD2":{"id":"SCD2","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-2nd-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":44059,"candidates":[{"candidateName":"Corina Herrera-Loera","candidateIncumbent":false,"candidateParty":"","voteCount":10519},{"candidateName":"Jennifer Margaret Celaya","candidateIncumbent":false,"candidateParty":"","voteCount":2394},{"candidateName":"Madison Nguyen","candidateIncumbent":false,"candidateParty":"","voteCount":12794},{"candidateName":"Betty Duong","candidateIncumbent":false,"candidateParty":"","voteCount":14031},{"candidateName":"Nelson McElmurry","candidateIncumbent":false,"candidateParty":"","voteCount":4321}]},"SCD3":{"id":"SCD3","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":42549,"candidates":[{"candidateName":"Otto Lee","candidateIncumbent":true,"candidateParty":"","voteCount":42549}]},"SCD5":{"id":"SCD5","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-5th-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":88712,"candidates":[{"candidateName":"Margaret Abe-Koga","candidateIncumbent":false,"candidateParty":"","voteCount":37172},{"candidateName":"Sally J. Lieber","candidateIncumbent":false,"candidateParty":"","voteCount":21962},{"candidateName":"Barry Chang","candidateIncumbent":false,"candidateParty":"","voteCount":6164},{"candidateName":"Peter C. Fung","candidateIncumbent":false,"candidateParty":"","voteCount":17892},{"candidateName":"Sandy Sans","candidateIncumbent":false,"candidateParty":"","voteCount":5522}]},"SCSJMayor":{"id":"SCSJMayor","type":"localRace","location":"Santa Clara","raceName":"San José Mayor","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":167064,"candidates":[{"candidateName":"Matt Mahan","candidateIncumbent":true,"candidateParty":"","voteCount":144701},{"candidateName":"Tyrone Wade","candidateIncumbent":false,"candidateParty":"","voteCount":22363}]},"SCSJD2":{"id":"SCSJD2","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14131,"candidates":[{"candidateName":"Joe Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":4950},{"candidateName":"Pamela Campos","candidateIncumbent":false,"candidateParty":"","voteCount":3436},{"candidateName":"Vanessa Sandoval","candidateIncumbent":false,"candidateParty":"","voteCount":2719},{"candidateName":"Babu Prasad","candidateIncumbent":false,"candidateParty":"","voteCount":3026}]},"SCSJD4":{"id":"SCSJD4","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14322,"candidates":[{"candidateName":"Kansen Chu","candidateIncumbent":false,"candidateParty":"","voteCount":5931},{"candidateName":"David Cohen","candidateIncumbent":true,"candidateParty":"","voteCount":8391}]},"SCSJD6":{"id":"SCSJD6","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":25108,"candidates":[{"candidateName":"David Cohen","candidateIncumbent":false,"candidateParty":"","voteCount":9875},{"candidateName":"Alex Shoor","candidateIncumbent":false,"candidateParty":"","voteCount":3850},{"candidateName":"Angelo \"A.J.\" Pasciuti","candidateIncumbent":false,"candidateParty":"","voteCount":2688},{"candidateName":"Michael Mulcahy","candidateIncumbent":false,"candidateParty":"","voteCount":8695}]},"SCSJD8":{"id":"SCSJD8","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 8","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":21462,"candidates":[{"candidateName":"Tam Truong","candidateIncumbent":false,"candidateParty":"","voteCount":6982},{"candidateName":"Domingo Candelas","candidateIncumbent":true,"candidateParty":"","voteCount":8466},{"candidateName":"Sukhdev Singh Bainiwal","candidateIncumbent":false,"candidateParty":"","voteCount":5513},{"candidateName":"Surinder Kaur Dhaliwal","candidateIncumbent":false,"candidateParty":"","voteCount":501}]},"SCSJD10":{"id":"SCSJD10","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 10","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":22799,"candidates":[{"candidateName":"George Casey","candidateIncumbent":false,"candidateParty":"","voteCount":8805},{"candidateName":"Arjun Batra","candidateIncumbent":true,"candidateParty":"","voteCount":8354},{"candidateName":"Lenka Wright","candidateIncumbent":false,"candidateParty":"","voteCount":5640}]},"SCMeasureA":{"id":"SCMeasureA","type":"localRace","location":"Santa Clara","raceName":"Measure A","raceDescription":"Santa Clara. Appointed city clerk. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20315,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":13735}]},"SCMeasureB":{"id":"SCMeasureB","type":"localRace","location":"Santa Clara","raceName":"Measure B","raceDescription":"Santa Clara. Appointed police chief. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20567,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5680},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":14887}]},"SCMeasureC":{"id":"SCMeasureC","type":"localRace","location":"Santa Clara","raceName":"Measure C","raceDescription":"Sunnyvale School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14656,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10261},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4395}]},"SolanoD15":{"id":"SolanoD15","type":"localRace","location":"Solano","raceName":"Superior Court Judge, Department 15","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":81709,"candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":false,"candidateParty":"","voteCount":36844},{"candidateName":"Bryan J. Kim","candidateIncumbent":false,"candidateParty":"","voteCount":44865}]},"SolanoD1":{"id":"SolanoD1","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/supervisor-1st-district","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":13786,"candidates":[{"candidateName":"Michael Wilson","candidateIncumbent":false,"candidateParty":"","voteCount":6401},{"candidateName":"Cassandra James","candidateIncumbent":false,"candidateParty":"","voteCount":7385}]},"SolanoD2":{"id":"SolanoD2","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":19903,"candidates":[{"candidateName":"Monica Brown","candidateIncumbent":true,"candidateParty":"","voteCount":10951},{"candidateName":"Nora Dizon","candidateIncumbent":false,"candidateParty":"","voteCount":3135},{"candidateName":"Rochelle Sherlock","candidateIncumbent":false,"candidateParty":"","voteCount":5817}]},"SolanoD5":{"id":"SolanoD5","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":17888,"candidates":[{"candidateName":"Mitch Mashburn","candidateIncumbent":true,"candidateParty":"","voteCount":11210},{"candidateName":"Chadwick J. Ledoux","candidateIncumbent":false,"candidateParty":"","voteCount":6678}]},"SolanoEducation":{"id":"SolanoEducation","type":"localRace","location":"Solano","raceName":"Sacramento County Board of Education","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":3650,"candidates":[{"candidateName":"Heather Davis","candidateIncumbent":true,"candidateParty":"","voteCount":2960},{"candidateName":"Shazleen Khan","candidateIncumbent":false,"candidateParty":"","voteCount":690}]},"SolanoMeasureA":{"id":"SolanoMeasureA","type":"localRace","location":"Solano","raceName":"Measure A","raceDescription":"Benicia. Hotel tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-a","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10136,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7869},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2267}]},"SolanoMeasureB":{"id":"SolanoMeasureB","type":"localRace","location":"Solano","raceName":"Measure B","raceDescription":"Benicia. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-b","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10164,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7335},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2829}]},"SolanoMeasureC":{"id":"SolanoMeasureC","type":"localRace","location":"Solano","raceName":"Measure C","raceDescription":"Benicia Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10112,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6316},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3796}]},"SolanoMeasureN":{"id":"SolanoMeasureN","type":"localRace","location":"Solano","raceName":"Measure N","raceDescription":"Davis Joint Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":15,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":10}]},"SonomaJudge3":{"id":"SonomaJudge3","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":115405,"candidates":[{"candidateName":"Kristine M. Burk","candidateIncumbent":false,"candidateParty":"","voteCount":79498},{"candidateName":"Beki Berrey","candidateIncumbent":false,"candidateParty":"","voteCount":35907}]},"SonomaJudge4":{"id":"SonomaJudge4","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":86789,"candidates":[{"candidateName":"Paul J. Lozada","candidateIncumbent":false,"candidateParty":"","voteCount":86789}]},"SonomaJudge6":{"id":"SonomaJudge6","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":117990,"candidates":[{"candidateName":"Omar Figueroa","candidateIncumbent":false,"candidateParty":"","voteCount":42236},{"candidateName":"Kenneth English","candidateIncumbent":false,"candidateParty":"","voteCount":75754}]},"SonomaD1":{"id":"SonomaD1","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":30348,"candidates":[{"candidateName":"Rebecca Hermosillo","candidateIncumbent":false,"candidateParty":"","voteCount":23958},{"candidateName":"Jonathan Mathieu","candidateIncumbent":false,"candidateParty":"","voteCount":6390}]},"SonomaD3":{"id":"SonomaD3","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/supervisor-3rd-district","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":16312,"candidates":[{"candidateName":"Chris Coursey","candidateIncumbent":true,"candidateParty":"","voteCount":11346},{"candidateName":"Omar Medina","candidateIncumbent":false,"candidateParty":"","voteCount":4966}]},"SonomaD5":{"id":"SonomaD5","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":23356,"candidates":[{"candidateName":"Lynda Hopkins","candidateIncumbent":true,"candidateParty":"","voteCount":23356}]},"SonomaMeasureA":{"id":"SonomaMeasureA","type":"localRace","location":"Sonoma","raceName":"Measure A","raceDescription":"Cotati-Rohnert Park Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":13756,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10320},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3436}]},"SonomaMeasureB":{"id":"SonomaMeasureB","type":"localRace","location":"Sonoma","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":24877,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":15795},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":9082}]},"SonomaMeasureC":{"id":"SonomaMeasureC","type":"localRace","location":"Sonoma","raceName":"Measure C","raceDescription":"Fort Ross School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":286,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":159},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":127}]},"SonomaMeasureD":{"id":"SonomaMeasureD","type":"localRace","location":"Sonoma","raceName":"Measure D","raceDescription":"Harmony Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":1925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1089},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":836}]},"SonomaMeasureE":{"id":"SonomaMeasureE","type":"localRace","location":"Sonoma","raceName":"Measure E","raceDescription":"Petaluma City (Elementary) School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":11133,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7622},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3511}]},"SonomaMeasureG":{"id":"SonomaMeasureG","type":"localRace","location":"Sonoma","raceName":"Measure G","raceDescription":"Rincon Valley Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":14577,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8668},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5909}]},"SonomaMeasureH":{"id":"SonomaMeasureH","type":"localRace","location":"Sonoma","raceName":"Measure H","raceDescription":"Sonoma County. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/measure-h","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":145261,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":89646},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":55615}]}},"radioSchedulesReducer":{},"listsReducer":{"posts/mindshift?tag=identity":{"isFetching":false,"latestQuery":{"from":0,"postsToRender":9},"tag":null,"vitalsOnly":true,"totalRequested":9,"isLoading":false,"isLoadingMore":true,"total":16,"items":["mindshift_63223","mindshift_63160","mindshift_63106","mindshift_62841","mindshift_62672","mindshift_62163","mindshift_60096","mindshift_60108","mindshift_59944"]}},"recallGuideReducer":{"intros":{},"policy":{},"candidates":{}},"savedPostsReducer":{},"pfsSessionReducer":{},"siteSettingsReducer":{},"subscriptionsReducer":{},"termsReducer":{"about":{"name":"About","type":"terms","id":"about","slug":"about","link":"/about","taxonomy":"site"},"arts":{"name":"Arts & Culture","grouping":["arts","pop","trulyca"],"description":"KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.","type":"terms","id":"arts","slug":"arts","link":"/arts","taxonomy":"site"},"artschool":{"name":"Art School","parent":"arts","type":"terms","id":"artschool","slug":"artschool","link":"/artschool","taxonomy":"site"},"bayareabites":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"bayareabites","slug":"bayareabites","link":"/food","taxonomy":"site"},"bayareahiphop":{"name":"Bay Area Hiphop","type":"terms","id":"bayareahiphop","slug":"bayareahiphop","link":"/bayareahiphop","taxonomy":"site"},"campaign21":{"name":"Campaign 21","type":"terms","id":"campaign21","slug":"campaign21","link":"/campaign21","taxonomy":"site"},"checkplease":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"checkplease","slug":"checkplease","link":"/food","taxonomy":"site"},"education":{"name":"Education","grouping":["education"],"type":"terms","id":"education","slug":"education","link":"/education","taxonomy":"site"},"elections":{"name":"Elections","type":"terms","id":"elections","slug":"elections","link":"/elections","taxonomy":"site"},"events":{"name":"Events","type":"terms","id":"events","slug":"events","link":"/events","taxonomy":"site"},"event":{"name":"Event","alias":"events","type":"terms","id":"event","slug":"event","link":"/event","taxonomy":"site"},"filmschoolshorts":{"name":"Film School Shorts","type":"terms","id":"filmschoolshorts","slug":"filmschoolshorts","link":"/filmschoolshorts","taxonomy":"site"},"food":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"type":"terms","id":"food","slug":"food","link":"/food","taxonomy":"site"},"forum":{"name":"Forum","relatedContentQuery":"posts/forum?","parent":"news","type":"terms","id":"forum","slug":"forum","link":"/forum","taxonomy":"site"},"futureofyou":{"name":"Future of You","grouping":["science","futureofyou"],"parent":"science","type":"terms","id":"futureofyou","slug":"futureofyou","link":"/futureofyou","taxonomy":"site"},"jpepinheart":{"name":"KQED food","relatedContentQuery":"trending/food,bayareabites,checkplease","parent":"food","type":"terms","id":"jpepinheart","slug":"jpepinheart","link":"/food","taxonomy":"site"},"liveblog":{"name":"Live Blog","type":"terms","id":"liveblog","slug":"liveblog","link":"/liveblog","taxonomy":"site"},"livetv":{"name":"Live TV","parent":"tv","type":"terms","id":"livetv","slug":"livetv","link":"/livetv","taxonomy":"site"},"lowdown":{"name":"The Lowdown","relatedContentQuery":"posts/lowdown?","parent":"news","type":"terms","id":"lowdown","slug":"lowdown","link":"/lowdown","taxonomy":"site"},"mindshift":{"name":"Mindshift","parent":"news","description":"MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.","type":"terms","id":"mindshift","slug":"mindshift","link":"/mindshift","taxonomy":"site"},"news":{"name":"News","grouping":["news","forum"],"type":"terms","id":"news","slug":"news","link":"/news","taxonomy":"site"},"perspectives":{"name":"Perspectives","parent":"radio","type":"terms","id":"perspectives","slug":"perspectives","link":"/perspectives","taxonomy":"site"},"podcasts":{"name":"Podcasts","type":"terms","id":"podcasts","slug":"podcasts","link":"/podcasts","taxonomy":"site"},"pop":{"name":"Pop","parent":"arts","type":"terms","id":"pop","slug":"pop","link":"/pop","taxonomy":"site"},"pressroom":{"name":"Pressroom","type":"terms","id":"pressroom","slug":"pressroom","link":"/pressroom","taxonomy":"site"},"quest":{"name":"Quest","parent":"science","type":"terms","id":"quest","slug":"quest","link":"/quest","taxonomy":"site"},"radio":{"name":"Radio","grouping":["forum","perspectives"],"description":"Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.","type":"terms","id":"radio","slug":"radio","link":"/radio","taxonomy":"site"},"root":{"name":"KQED","image":"https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png","imageWidth":1200,"imageHeight":630,"headData":{"title":"KQED | News, Radio, Podcasts, TV | Public Media for Northern California","description":"KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."},"type":"terms","id":"root","slug":"root","link":"/root","taxonomy":"site"},"science":{"name":"Science","grouping":["science","futureofyou"],"description":"KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.","type":"terms","id":"science","slug":"science","link":"/science","taxonomy":"site"},"stateofhealth":{"name":"State of Health","parent":"science","type":"terms","id":"stateofhealth","slug":"stateofhealth","link":"/stateofhealth","taxonomy":"site"},"support":{"name":"Support","type":"terms","id":"support","slug":"support","link":"/support","taxonomy":"site"},"thedolist":{"name":"The Do List","parent":"arts","type":"terms","id":"thedolist","slug":"thedolist","link":"/thedolist","taxonomy":"site"},"trulyca":{"name":"Truly CA","grouping":["arts","pop","trulyca"],"parent":"arts","type":"terms","id":"trulyca","slug":"trulyca","link":"/trulyca","taxonomy":"site"},"tv":{"name":"TV","type":"terms","id":"tv","slug":"tv","link":"/tv","taxonomy":"site"},"voterguide":{"name":"Voter Guide","parent":"elections","alias":"elections","type":"terms","id":"voterguide","slug":"voterguide","link":"/voterguide","taxonomy":"site"},"mindshift_21015":{"type":"terms","id":"mindshift_21015","meta":{"index":"terms_1591234321","site":"mindshift","id":"21015","found":true},"relationships":{},"included":{},"name":"identity","slug":"identity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"identity Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null,"imageData":{"ogImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","width":1200,"height":630},"twImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"},"twitterCard":"summary_large_image"}},"ttid":20287,"isLoading":false,"link":"/mindshift/tag/identity"},"mindshift_21445":{"type":"terms","id":"mindshift_21445","meta":{"index":"terms_1591234321","site":"mindshift","id":"21445","found":true},"relationships":{},"included":{},"name":"Adolescence","slug":"adolescence","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Adolescence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20717,"isLoading":false,"link":"/mindshift/category/adolescence"},"mindshift_21357":{"type":"terms","id":"mindshift_21357","meta":{"index":"terms_1591234321","site":"mindshift","id":"21357","found":true},"relationships":{},"included":{},"name":"Antiracism","slug":"antiracism","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Antiracism Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20629,"isLoading":false,"link":"/mindshift/category/antiracism"},"mindshift_21512":{"type":"terms","id":"mindshift_21512","meta":{"index":"terms_1591234321","site":"mindshift","id":"21512","found":true},"relationships":{},"included":{},"name":"Belonging","slug":"belonging","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Belonging Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20784,"isLoading":false,"link":"/mindshift/category/belonging"},"mindshift_21579":{"type":"terms","id":"mindshift_21579","meta":{"index":"terms_1591234321","site":"mindshift","id":"21579","found":true},"relationships":{},"included":{},"name":"Schoolwide Solutions","slug":"schoolwide-solutions","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Schoolwide Solutions Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20851,"isLoading":false,"link":"/mindshift/category/schoolwide-solutions"},"mindshift_193":{"type":"terms","id":"mindshift_193","meta":{"index":"terms_1591234321","site":"mindshift","id":"193","found":true},"relationships":{},"included":{},"name":"Teaching Strategies","slug":"teaching-strategies","taxonomy":"category","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","featImg":null,"headData":{"title":"Teaching Strategies Archives | KQED Mindshift","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":193,"isLoading":false,"link":"/mindshift/category/teaching-strategies"},"mindshift_20874":{"type":"terms","id":"mindshift_20874","meta":{"index":"terms_1591234321","site":"mindshift","id":"20874","found":true},"relationships":{},"included":{},"name":"Teenage Years","slug":"teenage-years","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Teenage Years Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20152,"isLoading":false,"link":"/mindshift/category/teenage-years"},"mindshift_21093":{"type":"terms","id":"mindshift_21093","meta":{"index":"terms_1591234321","site":"mindshift","id":"21093","found":true},"relationships":{},"included":{},"name":"adolescence","slug":"adolescence","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"adolescence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20365,"isLoading":false,"link":"/mindshift/tag/adolescence"},"mindshift_21322":{"type":"terms","id":"mindshift_21322","meta":{"index":"terms_1591234321","site":"mindshift","id":"21322","found":true},"relationships":{},"included":{},"name":"antiracist","slug":"antiracist","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"antiracist Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20594,"isLoading":false,"link":"/mindshift/tag/antiracist"},"mindshift_21250":{"type":"terms","id":"mindshift_21250","meta":{"index":"terms_1591234321","site":"mindshift","id":"21250","found":true},"relationships":{},"included":{},"name":"belonging","slug":"belonging","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"belonging Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20522,"isLoading":false,"link":"/mindshift/tag/belonging"},"mindshift_21342":{"type":"terms","id":"mindshift_21342","meta":{"index":"terms_1591234321","site":"mindshift","id":"21342","found":true},"relationships":{},"included":{},"name":"Black girls","slug":"black-girls","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Black girls Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20614,"isLoading":false,"link":"/mindshift/tag/black-girls"},"mindshift_21455":{"type":"terms","id":"mindshift_21455","meta":{"index":"terms_1591234321","site":"mindshift","id":"21455","found":true},"relationships":{},"included":{},"name":"Black students","slug":"black-students","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Black students Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20727,"isLoading":false,"link":"/mindshift/tag/black-students"},"mindshift_21473":{"type":"terms","id":"mindshift_21473","meta":{"index":"terms_1591234321","site":"mindshift","id":"21473","found":true},"relationships":{},"included":{},"name":"early adolescence","slug":"early-adolescence","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"early adolescence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20745,"isLoading":false,"link":"/mindshift/tag/early-adolescence"},"mindshift_21130":{"type":"terms","id":"mindshift_21130","meta":{"index":"terms_1591234321","site":"mindshift","id":"21130","found":true},"relationships":{},"included":{},"name":"MindShift Podcast","slug":"mindshiftpodcast","taxonomy":"category","description":"It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn.\r\nEmotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow.\r\nThis podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us @MindShiftKQED or visit us at MindShift.KQED.org.","featImg":"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift_KQEDorg_1440x1103_02-1.jpg","headData":{"title":"MindShift Podcast Archives | KQED Mindshift","description":"It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn. Emotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us @MindShiftKQED or visit us at MindShift.KQED.org.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20402,"isLoading":false,"link":"/mindshift/category/mindshiftpodcast"},"mindshift_21319":{"type":"terms","id":"mindshift_21319","meta":{"index":"terms_1591234321","site":"mindshift","id":"21319","found":true},"relationships":{},"included":{},"name":"#DisruptTexts","slug":"disrupttexts","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"#DisruptTexts Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20591,"isLoading":false,"link":"/mindshift/tag/disrupttexts"},"mindshift_21899":{"type":"terms","id":"mindshift_21899","meta":{"index":"terms_1591234321","site":"mindshift","id":"21899","found":true},"relationships":{},"included":{},"name":"academic identity","slug":"academic-identity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"academic identity Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21171,"isLoading":false,"link":"/mindshift/tag/academic-identity"},"mindshift_20818":{"type":"terms","id":"mindshift_20818","meta":{"index":"terms_1591234321","site":"mindshift","id":"20818","found":true},"relationships":{},"included":{},"name":"bias","slug":"bias","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"bias Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20095,"isLoading":false,"link":"/mindshift/tag/bias"},"mindshift_21645":{"type":"terms","id":"mindshift_21645","meta":{"index":"terms_1591234321","site":"mindshift","id":"21645","found":true},"relationships":{},"included":{},"name":"cognitive bias","slug":"cognitive-bias","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"cognitive bias Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20917,"isLoading":false,"link":"/mindshift/tag/cognitive-bias"},"mindshift_21317":{"type":"terms","id":"mindshift_21317","meta":{"index":"terms_1591234321","site":"mindshift","id":"21317","found":true},"relationships":{},"included":{},"name":"racism","slug":"racism","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"racism Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20589,"isLoading":false,"link":"/mindshift/tag/racism"},"mindshift_194":{"type":"terms","id":"mindshift_194","meta":{"index":"terms_1591234321","site":"mindshift","id":"194","found":true},"relationships":{},"included":{},"name":"Culture","slug":"culture","taxonomy":"category","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","featImg":null,"headData":{"title":"Culture Archives | KQED Mindshift","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":194,"isLoading":false,"link":"/mindshift/category/culture"},"mindshift_20803":{"type":"terms","id":"mindshift_20803","meta":{"index":"terms_1591234321","site":"mindshift","id":"20803","found":true},"relationships":{},"included":{},"name":"slang","slug":"slang","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"slang Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20080,"isLoading":false,"link":"/mindshift/tag/slang"},"mindshift_20779":{"type":"terms","id":"mindshift_20779","meta":{"index":"terms_1591234321","site":"mindshift","id":"20779","found":true},"relationships":{},"included":{},"name":"student voice","slug":"student-voice","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student voice Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20056,"isLoading":false,"link":"/mindshift/tag/student-voice"},"mindshift_20786":{"type":"terms","id":"mindshift_20786","meta":{"index":"terms_1591234321","site":"mindshift","id":"20786","found":true},"relationships":{},"included":{},"name":"active learning","slug":"active-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"active learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20063,"isLoading":false,"link":"/mindshift/tag/active-learning"},"mindshift_21777":{"type":"terms","id":"mindshift_21777","meta":{"index":"terms_1591234321","site":"mindshift","id":"21777","found":true},"relationships":{},"included":{},"name":"intellectual humility","slug":"intellectual-humility","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"intellectual humility Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21049,"isLoading":false,"link":"/mindshift/tag/intellectual-humility"},"mindshift_20616":{"type":"terms","id":"mindshift_20616","meta":{"index":"terms_1591234321","site":"mindshift","id":"20616","found":true},"relationships":{},"included":{},"name":"student engagement","slug":"student-engagement","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student engagement Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19893,"isLoading":false,"link":"/mindshift/tag/student-engagement"},"mindshift_851":{"type":"terms","id":"mindshift_851","meta":{"index":"terms_1591234321","site":"mindshift","id":"851","found":true},"relationships":{},"included":{},"name":"writing","slug":"writing","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"writing Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":854,"isLoading":false,"link":"/mindshift/tag/writing"},"mindshift_21866":{"type":"terms","id":"mindshift_21866","meta":{"index":"terms_1591234321","site":"mindshift","id":"21866","found":true},"relationships":{},"included":{},"name":"Youki Terada","slug":"youki-terada","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Youki Terada Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21138,"isLoading":false,"link":"/mindshift/tag/youki-terada"},"mindshift_20729":{"type":"terms","id":"mindshift_20729","meta":{"index":"terms_1591234321","site":"mindshift","id":"20729","found":true},"relationships":{},"included":{},"name":"BACK TO SCHOOL","slug":"back-to-school","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"BACK TO SCHOOL Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20006,"isLoading":false,"link":"/mindshift/category/back-to-school"},"mindshift_20960":{"type":"terms","id":"mindshift_20960","meta":{"index":"terms_1591234321","site":"mindshift","id":"20960","found":true},"relationships":{},"included":{},"name":"Stories Teachers Share","slug":"stories-teachers-share","taxonomy":"category","description":"Stories Teachers Share is a podcast about what it’s like to be a teacher and what we can learn from them.\r\n\r\nTeaching is a deeply personal profession. Teachers give so much of themselves to their students, nurturing relationships and trust with students along the way. It’s those intangibles that don’t always show up on standardized tests and rarely get discussed in the media.\r\n\r\nFew people ever know the truth about what it’s really like to teach or what impact great teaching can have on someone’s life. A lot of those experiences are locked away in classrooms or become sentiments never shared with the ones who might need to hear it the most. Stories Teachers Share will not only paint a picture of the men and women spending more than six hours a day with our children, but will also help reveal how each of us is a teacher and a student at different times in our lives.\r\n\r\nIf you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.","featImg":"https://ww2.kqed.org/app/uploads/sites/23/2016/07/STS-Podcast.jpg","headData":{"title":"Stories Teachers Share Archives | KQED Mindshift","description":"Stories Teachers Share is a podcast about what it’s like to be a teacher and what we can learn from them. Teaching is a deeply personal profession. Teachers give so much of themselves to their students, nurturing relationships and trust with students along the way. It’s those intangibles that don’t always show up on standardized tests and rarely get discussed in the media. Few people ever know the truth about what it’s really like to teach or what impact great teaching can have on someone’s life. A lot of those experiences are locked away in classrooms or become sentiments never shared with the ones who might need to hear it the most. Stories Teachers Share will not only paint a picture of the men and women spending more than six hours a day with our children, but will also help reveal how each of us is a teacher and a student at different times in our lives. If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20232,"isLoading":false,"link":"/mindshift/category/stories-teachers-share"},"mindshift_21101":{"type":"terms","id":"mindshift_21101","meta":{"index":"terms_1591234321","site":"mindshift","id":"21101","found":true},"relationships":{},"included":{},"name":"elementary","slug":"elementary","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"elementary Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20373,"isLoading":false,"link":"/mindshift/tag/elementary"},"mindshift_21707":{"type":"terms","id":"mindshift_21707","meta":{"index":"terms_1591234321","site":"mindshift","id":"21707","found":true},"relationships":{},"included":{},"name":"family","slug":"family","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"family Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20979,"isLoading":false,"link":"/mindshift/tag/family"},"mindshift_21230":{"type":"terms","id":"mindshift_21230","meta":{"index":"terms_1591234321","site":"mindshift","id":"21230","found":true},"relationships":{},"included":{},"name":"family engagement","slug":"family-engagement","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"family engagement Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20502,"isLoading":false,"link":"/mindshift/tag/family-engagement"},"mindshift_797":{"type":"terms","id":"mindshift_797","meta":{"index":"terms_1591234321","site":"mindshift","id":"797","found":true},"relationships":{},"included":{},"name":"inquiry learning","slug":"inquiry-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"inquiry learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":800,"isLoading":false,"link":"/mindshift/tag/inquiry-learning"},"mindshift_21222":{"type":"terms","id":"mindshift_21222","meta":{"index":"terms_1591234321","site":"mindshift","id":"21222","found":true},"relationships":{},"included":{},"name":"mispronouncing names","slug":"mispronouncing-names","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"mispronouncing names Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20494,"isLoading":false,"link":"/mindshift/tag/mispronouncing-names"},"mindshift_231":{"type":"terms","id":"mindshift_231","meta":{"index":"terms_1591234321","site":"mindshift","id":"231","found":true},"relationships":{},"included":{},"name":"parent communication","slug":"parent-communication","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"parent communication Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":231,"isLoading":false,"link":"/mindshift/tag/parent-communication"},"mindshift_290":{"type":"terms","id":"mindshift_290","meta":{"index":"terms_1591234321","site":"mindshift","id":"290","found":true},"relationships":{},"included":{},"name":"parents","slug":"parents","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"parents Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":291,"isLoading":false,"link":"/mindshift/tag/parents"},"mindshift_21284":{"type":"terms","id":"mindshift_21284","meta":{"index":"terms_1591234321","site":"mindshift","id":"21284","found":true},"relationships":{},"included":{},"name":"race","slug":"race","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"race Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20556,"isLoading":false,"link":"/mindshift/tag/race"},"mindshift_21742":{"type":"terms","id":"mindshift_21742","meta":{"index":"terms_1591234321","site":"mindshift","id":"21742","found":true},"relationships":{},"included":{},"name":"student discussion","slug":"student-discussion","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student discussion Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21014,"isLoading":false,"link":"/mindshift/tag/student-discussion"},"mindshift_21847":{"type":"terms","id":"mindshift_21847","meta":{"index":"terms_1591234321","site":"mindshift","id":"21847","found":true},"relationships":{},"included":{},"name":"MindShift","slug":"mindshift","taxonomy":"program","description":null,"featImg":null,"headData":{"title":"MindShift Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21119,"isLoading":false,"link":"/mindshift/program/mindshift"},"mindshift_21280":{"type":"terms","id":"mindshift_21280","meta":{"index":"terms_1591234321","site":"mindshift","id":"21280","found":true},"relationships":{},"included":{},"name":"Mental Health","slug":"mental-health","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Mental Health Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20552,"isLoading":false,"link":"/mindshift/category/mental-health"},"mindshift_21848":{"type":"terms","id":"mindshift_21848","meta":{"index":"terms_1591234321","site":"mindshift","id":"21848","found":true},"relationships":{},"included":{},"name":"Podcast","slug":"podcast","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Podcast Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21120,"isLoading":false,"link":"/mindshift/category/podcast"},"mindshift_20811":{"type":"terms","id":"mindshift_20811","meta":{"index":"terms_1591234321","site":"mindshift","id":"20811","found":true},"relationships":{},"included":{},"name":"adolescents","slug":"adolescents","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"adolescents Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20088,"isLoading":false,"link":"/mindshift/tag/adolescents"},"mindshift_20794":{"type":"terms","id":"mindshift_20794","meta":{"index":"terms_1591234321","site":"mindshift","id":"20794","found":true},"relationships":{},"included":{},"name":"discipline","slug":"discipline","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"discipline Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20071,"isLoading":false,"link":"/mindshift/tag/discipline"},"mindshift_21660":{"type":"terms","id":"mindshift_21660","meta":{"index":"terms_1591234321","site":"mindshift","id":"21660","found":true},"relationships":{},"included":{},"name":"gender identity","slug":"gender-identity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"gender identity Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20932,"isLoading":false,"link":"/mindshift/tag/gender-identity"},"mindshift_21278":{"type":"terms","id":"mindshift_21278","meta":{"index":"terms_1591234321","site":"mindshift","id":"21278","found":true},"relationships":{},"included":{},"name":"student activism","slug":"student-activism","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student activism Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20550,"isLoading":false,"link":"/mindshift/tag/student-activism"},"mindshift_21395":{"type":"terms","id":"mindshift_21395","meta":{"index":"terms_1591234321","site":"mindshift","id":"21395","found":true},"relationships":{},"included":{},"name":"student agency","slug":"student-agency","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student agency Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20667,"isLoading":false,"link":"/mindshift/tag/student-agency"},"mindshift_219":{"type":"terms","id":"mindshift_219","meta":{"index":"terms_1591234321","site":"mindshift","id":"219","found":true},"relationships":{},"included":{},"name":"student recommendations","slug":"student-recommendations","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student recommendations Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":219,"isLoading":false,"link":"/mindshift/tag/student-recommendations"},"mindshift_220":{"type":"terms","id":"mindshift_220","meta":{"index":"terms_1591234321","site":"mindshift","id":"220","found":true},"relationships":{},"included":{},"name":"student research","slug":"student-research","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student research Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":220,"isLoading":false,"link":"/mindshift/tag/student-research"},"mindshift_20795":{"type":"terms","id":"mindshift_20795","meta":{"index":"terms_1591234321","site":"mindshift","id":"20795","found":true},"relationships":{},"included":{},"name":"suspension","slug":"suspension","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"suspension Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20072,"isLoading":false,"link":"/mindshift/tag/suspension"},"mindshift_21491":{"type":"terms","id":"mindshift_21491","meta":{"index":"terms_1591234321","site":"mindshift","id":"21491","found":true},"relationships":{},"included":{},"name":"Book excerpt","slug":"book-excerpt","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Book excerpt Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20763,"isLoading":false,"link":"/mindshift/category/book-excerpt"},"mindshift_21371":{"type":"terms","id":"mindshift_21371","meta":{"index":"terms_1591234321","site":"mindshift","id":"21371","found":true},"relationships":{},"included":{},"name":"culturally relevant teaching","slug":"culturally-relevant-teaching","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"culturally relevant teaching Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20643,"isLoading":false,"link":"/mindshift/tag/culturally-relevant-teaching"},"mindshift_21126":{"type":"terms","id":"mindshift_21126","meta":{"index":"terms_1591234321","site":"mindshift","id":"21126","found":true},"relationships":{},"included":{},"name":"culturally responsive teaching","slug":"culturally-responsive-teaching","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"culturally responsive teaching Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20398,"isLoading":false,"link":"/mindshift/tag/culturally-responsive-teaching"},"mindshift_20701":{"type":"terms","id":"mindshift_20701","meta":{"index":"terms_1591234321","site":"mindshift","id":"20701","found":true},"relationships":{},"included":{},"name":"equity","slug":"equity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"equity Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19978,"isLoading":false,"link":"/mindshift/tag/equity"},"mindshift_146":{"type":"terms","id":"mindshift_146","meta":{"index":"terms_1591234321","site":"mindshift","id":"146","found":true},"relationships":{},"included":{},"name":"High School","slug":"high-school","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"High School Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":146,"isLoading":false,"link":"/mindshift/tag/high-school"},"mindshift_21341":{"type":"terms","id":"mindshift_21341","meta":{"index":"terms_1591234321","site":"mindshift","id":"21341","found":true},"relationships":{},"included":{},"name":"humanizing math","slug":"humanizing-math","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"humanizing math Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20613,"isLoading":false,"link":"/mindshift/tag/humanizing-math"},"mindshift_392":{"type":"terms","id":"mindshift_392","meta":{"index":"terms_1591234321","site":"mindshift","id":"392","found":true},"relationships":{},"included":{},"name":"math","slug":"math","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"math Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":393,"isLoading":false,"link":"/mindshift/tag/math"},"mindshift_20893":{"type":"terms","id":"mindshift_20893","meta":{"index":"terms_1591234321","site":"mindshift","id":"20893","found":true},"relationships":{},"included":{},"name":"math anxiety","slug":"math-anxiety","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"math anxiety Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20171,"isLoading":false,"link":"/mindshift/tag/math-anxiety"},"mindshift_192":{"type":"terms","id":"mindshift_192","meta":{"index":"terms_1591234321","site":"mindshift","id":"192","found":true},"relationships":{},"included":{},"name":"Big Ideas","slug":"big-ideas","taxonomy":"category","description":"The latest findings from experts in the field related to the future of learning.","featImg":null,"headData":{"title":"Big Ideas Archives | KQED Mindshift","description":"The latest findings from experts in the field related to the future of learning.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":192,"isLoading":false,"link":"/mindshift/category/big-ideas"},"mindshift_21442":{"type":"terms","id":"mindshift_21442","meta":{"index":"terms_1591234321","site":"mindshift","id":"21442","found":true},"relationships":{},"included":{},"name":"Critical Race Theory","slug":"critical-race-theory","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Critical Race Theory Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20714,"isLoading":false,"link":"/mindshift/tag/critical-race-theory"},"mindshift_943":{"type":"terms","id":"mindshift_943","meta":{"index":"terms_1591234321","site":"mindshift","id":"943","found":true},"relationships":{},"included":{},"name":"social emotional learning","slug":"social-emotional-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"social emotional learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":948,"isLoading":false,"link":"/mindshift/tag/social-emotional-learning"}},"userAgentReducer":{"userAgent":"Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/identity","previousPathname":"/"}}