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of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.","status":"publish","parent":0,"modified":1713642403,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1537},"headData":{"title":"How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices | KQED","description":"Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices","datePublished":"2021-07-19T06:33:56.000Z","dateModified":"2024-04-20T19:46:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\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;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_797","mindshift_392","mindshift_20893","mindshift_21906","mindshift_21053"],"featImg":"mindshift_57999","label":"mindshift"},"mindshift_54980":{"type":"posts","id":"mindshift_54980","meta":{"index":"posts_1591205157","site":"mindshift","id":"54980","score":null,"sort":[1575877890000]},"guestAuthors":[],"slug":"why-teachers-want-math-with-more-human-ties","title":"Why Teachers Want Math with More Human Ties","publishDate":1575877890,"format":"standard","headTitle":"Why Teachers Want Math with More Human Ties | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mathematics is created by humans, math teachers are humans and math students are humans. Yet many contemporary math classrooms erase humans from the equation.\u003c/p>\n\u003cp>“Often mathematics is talked about as if it were apolitical, objective, and cold. A sterile textbook, a teacher writing on a chalkboard and rarely turning around,” said \u003ca href=\"https://samjshah.com/about/\">Sam Shah\u003c/a>, a high school math teacher in Brooklyn, New York.\u003c/p>\n\u003cp>For many students, that model of math class is unengaging or \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety-provoking\u003c/a>. With \u003ca href=\"https://www.usnews.com/news/education-news/articles/2019-10-30/across-the-board-scores-drop-in-math-and-reading-for-us-students\">math scores declining or stagnant\u003c/a> among U.S. fourth- and eighth-graders in the last decade, and the country ranking \u003ca href=\"https://hechingerreport.org/u-s-now-ranks-near-bottom-among-35-industrialized-nations-math/\">near the bottom of industrialized nations\u003c/a> for high school math performance, some educators are looking to reimagine math classrooms as more interactional, humanizing spaces. In August, Shah and \u003ca href=\"https://hemakhodai.com/\">Hema Khodai\u003c/a> — an instructional resource teacher in Mississauga, Ontario — organized the Virtual Conference on Humanizing Mathematics to help shift the paradigm. In a month-long series of \u003ca href=\"https://samjshah.com/humanizing-mathematics-convention-center/\">blog posts\u003c/a> and \u003ca href=\"https://twitter.com/search?q=%23vconhm&src=typed_query\">social media threads\u003c/a>, math educators swapped ideas, reflections and questions about how to bring math to life and put humans — particularly students — at the center.\u003c/p>\n\u003ch2>\u003cb>Making Room for Mistakes\u003c/b>\u003c/h2>\n\u003cp>According to Vanderbilt education \u003ca href=\"https://peabody.vanderbilt.edu/bio/ilana-horn\">researcher Ilana Horn\u003c/a>, a humanizing math classroom is “one where kids can bring their ideas and interact with their ideas about math to be able to make sense of it.” \u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">Dominant narratives about math\u003c/a> often inhibit those possibilities, and dehumanize math, Horn said in an interview with MindShift. Among those narratives is the belief that speed and accuracy are the hallmarks of math intelligence. To counter that idea, Horn said teachers can point to the history of mathematical advances that resulted from thinking systematically, asking astute questions, looking for patterns and other types of intelligence.\u003c/p>\n\u003cp>Horn also suggested that teachers affirm to students that everyone makes mistakes. When teachers \u003ca href=\"https://amte.net/content/inviting-rough-draft-thinking-humanize-mathematics-classroom-affiliate-webinar\">encourage “rough draft thinking”\u003c/a> in math class, students can \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">see math as a process\u003c/a>, not a race to the correct answer. In a \u003ca href=\"https://picrust.wordpress.com/2019/07/29/where-does-chocolate-milk-come-from/\">blog post\u003c/a> for the Virtual Conference on Humanizing Mathematics, teacher \u003ca href=\"https://twitter.com/allison_krasnow\">Allison Krasnow\u003c/a> discussed her 5-year-old son’s idea that chocolate milk comes from brown cows as a playful example of rough draft thinking. Though her elder son quickly dismissed his brother’s conjecture, Krasnow reflected on how the exchange showed her younger child’s developing reasoning skills. Wondering how many such moments she misses with students, Krasnow encouraged teachers to “delight in (rough draft thinking) and know that it’s necessary for deeper understanding of the mathematics we’re learning together.”\u003c/p>\n\u003ch2>\u003cb>Knowing Students as People\u003c/b>\u003c/h2>\n\u003cp>For Khodai, creating humanizing classrooms starts with understanding students as people. “Mathematical identities are developed over time through exposure and experience and it is important for me to know the identity of my learners to best serve them,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shah said that one way he gets to know his students is \u003ca href=\"https://www.saravanderwerf.com/week-1-day-1-name-tents-with-feedback/\">name tents\u003c/a>, a practice popularized by Minnesota teacher and blogger \u003ca href=\"https://twitter.com/saravdwerf\">Sara VanDerWerf\u003c/a>. During the first week of school, students write comments and questions on the inside of a paper name tent, and the teacher responds daily. Student feedback can range from math-related — “I’m a little overwhelmed because I didn’t retain much from middle school” — to personal information — “I have three cats (three too many).” Some teachers have found the feedback from name tents so helpful they \u003ca href=\"https://marybourassa.blogspot.com/2019/09/keeping-conversation-going.html\">keep the conversations going beyond the first week\u003c/a>. Other ways to \u003ca href=\"http://misscalculate.blogspot.com/2019/08/belongingness.html\">help students feel seen and cared for\u003c/a> throughout the year include cracking jokes, giving authentic compliments, celebrating birthdays and asking non-math questions, wrote virtual conference participant, Illinois teacher \u003ca href=\"https://twitter.com/misscalcul8\">Elissa Miller\u003c/a>.\u003c/p>\n\u003ch2>\u003cb>Understanding the Bigger Picture\u003c/b>\u003c/h2>\n\u003cp>Knowing students also means understanding how race, class and other categories of identity can shape math identities. Several virtual conference participants shared their own backgrounds as examples. In \u003ca href=\"https://teachingwithmath.wordpress.com/2019/08/08/how-i-became-a-doer-of-mathematics/\">a video post\u003c/a>, Florida principal Makeda Brome described how her parents and pop culture figures like \u003ca href=\"https://en.wikipedia.org/wiki/Dwayne_Cleofis_Wayne\">Dwayne Wayne\u003c/a> enabled her to see herself as a “doer of mathematics” early in life. As she advanced in her education, though, she saw fewer and fewer black girls in math, which motivated her to \u003ca href=\"https://mathematicallygiftedandblack.com/rising-stars/\">be an example\u003c/a>.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=m_Wi_FB71iI\u003c/p>\n\u003cp>For graduate student Usha Shanmugathasan, her family’s status as refugees and her father’s death when she was a child \u003ca href=\"http://hemakhodai.com/Shanmugathasan/\">made math a necessity\u003c/a>. “Now, at the age of 12, I was budgeting, comparing prices and looking for sales, and balancing the cheque book,” Shanmugathasan wrote. “I was learning about integers at school and at home I was helping to figure out how to deal with debt, and how to pay rent and eat on a meager income. This was the dichotomous math of my life.”\u003c/p>\n\u003cp>The mathematical skills and thinking of students from marginalized groups have often been erased by Western schooling, according to University of Illinois professor \u003ca href=\"https://twitter.com/RG1gal\">Rochelle Gutiérrez\u003c/a>. In her \u003ca href=\"http://hemakhodai.com/gutierrez/\">blog post\u003c/a> for the virtual conference, Gutiérrez added the prefix “re-” to the term “humanizing mathematics,” noting that humans have been doing mathematics in “humane (beautiful) ways for centuries/millennia.”\u003c/p>\n\u003cp>She also outlined \u003ca href=\"https://www.youtube.com/watch?v=D266LYIigS0&list=PLHyI3Fbmv0SfUMTemP8HvPQdG5HCbYp-0&index=9&t=0s\">eight dimensions\u003c/a> for rehumanizing mathematics and four questions that educators can use to reimagine their practices:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to my students?\u003c/li>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to me, other teachers, or families/communities?\u003c/li>\n\u003cli style=\"font-weight: 400\">What might feel more rehumanizing?\u003c/li>\n\u003cli style=\"font-weight: 400\">Who can help me rehumanize this space?\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>In planning the virtual conference, Shah, the co-organizer, said he had hoped to mine techniques to import into his own classroom. What affected him more, though, were the human stories participants shared and the ways those reminded him of his power and responsibility as a teacher. Math classrooms do not succeed or fail just on curriculum, Shah said, but “on understanding that the room is filled with complex, wonderful individuals who are bringing their whole histories and selves to class each day.”\u003c/p>\n\n","blocks":[],"excerpt":"Math teachers are trying to shift the lens through which students interact with the subject by prioritizing how math affects people and celebrating what individuals contribute when doing math. ","status":"publish","parent":0,"modified":1695654974,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1010},"headData":{"title":"Why Teachers Want Math with More Human Ties | KQED","description":"Math teachers are trying to shift the lens through which students interact with the subject by prioritizing how math affects people and celebrating what individuals contribute when doing math. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Want Math with More Human Ties","datePublished":"2019-12-09T07:51:30.000Z","dateModified":"2023-09-25T15:16:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/54980/why-teachers-want-math-with-more-human-ties","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mathematics is created by humans, math teachers are humans and math students are humans. Yet many contemporary math classrooms erase humans from the equation.\u003c/p>\n\u003cp>“Often mathematics is talked about as if it were apolitical, objective, and cold. A sterile textbook, a teacher writing on a chalkboard and rarely turning around,” said \u003ca href=\"https://samjshah.com/about/\">Sam Shah\u003c/a>, a high school math teacher in Brooklyn, New York.\u003c/p>\n\u003cp>For many students, that model of math class is unengaging or \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety-provoking\u003c/a>. With \u003ca href=\"https://www.usnews.com/news/education-news/articles/2019-10-30/across-the-board-scores-drop-in-math-and-reading-for-us-students\">math scores declining or stagnant\u003c/a> among U.S. fourth- and eighth-graders in the last decade, and the country ranking \u003ca href=\"https://hechingerreport.org/u-s-now-ranks-near-bottom-among-35-industrialized-nations-math/\">near the bottom of industrialized nations\u003c/a> for high school math performance, some educators are looking to reimagine math classrooms as more interactional, humanizing spaces. In August, Shah and \u003ca href=\"https://hemakhodai.com/\">Hema Khodai\u003c/a> — an instructional resource teacher in Mississauga, Ontario — organized the Virtual Conference on Humanizing Mathematics to help shift the paradigm. In a month-long series of \u003ca href=\"https://samjshah.com/humanizing-mathematics-convention-center/\">blog posts\u003c/a> and \u003ca href=\"https://twitter.com/search?q=%23vconhm&src=typed_query\">social media threads\u003c/a>, math educators swapped ideas, reflections and questions about how to bring math to life and put humans — particularly students — at the center.\u003c/p>\n\u003ch2>\u003cb>Making Room for Mistakes\u003c/b>\u003c/h2>\n\u003cp>According to Vanderbilt education \u003ca href=\"https://peabody.vanderbilt.edu/bio/ilana-horn\">researcher Ilana Horn\u003c/a>, a humanizing math classroom is “one where kids can bring their ideas and interact with their ideas about math to be able to make sense of it.” \u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">Dominant narratives about math\u003c/a> often inhibit those possibilities, and dehumanize math, Horn said in an interview with MindShift. Among those narratives is the belief that speed and accuracy are the hallmarks of math intelligence. To counter that idea, Horn said teachers can point to the history of mathematical advances that resulted from thinking systematically, asking astute questions, looking for patterns and other types of intelligence.\u003c/p>\n\u003cp>Horn also suggested that teachers affirm to students that everyone makes mistakes. When teachers \u003ca href=\"https://amte.net/content/inviting-rough-draft-thinking-humanize-mathematics-classroom-affiliate-webinar\">encourage “rough draft thinking”\u003c/a> in math class, students can \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">see math as a process\u003c/a>, not a race to the correct answer. In a \u003ca href=\"https://picrust.wordpress.com/2019/07/29/where-does-chocolate-milk-come-from/\">blog post\u003c/a> for the Virtual Conference on Humanizing Mathematics, teacher \u003ca href=\"https://twitter.com/allison_krasnow\">Allison Krasnow\u003c/a> discussed her 5-year-old son’s idea that chocolate milk comes from brown cows as a playful example of rough draft thinking. Though her elder son quickly dismissed his brother’s conjecture, Krasnow reflected on how the exchange showed her younger child’s developing reasoning skills. Wondering how many such moments she misses with students, Krasnow encouraged teachers to “delight in (rough draft thinking) and know that it’s necessary for deeper understanding of the mathematics we’re learning together.”\u003c/p>\n\u003ch2>\u003cb>Knowing Students as People\u003c/b>\u003c/h2>\n\u003cp>For Khodai, creating humanizing classrooms starts with understanding students as people. “Mathematical identities are developed over time through exposure and experience and it is important for me to know the identity of my learners to best serve them,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shah said that one way he gets to know his students is \u003ca href=\"https://www.saravanderwerf.com/week-1-day-1-name-tents-with-feedback/\">name tents\u003c/a>, a practice popularized by Minnesota teacher and blogger \u003ca href=\"https://twitter.com/saravdwerf\">Sara VanDerWerf\u003c/a>. During the first week of school, students write comments and questions on the inside of a paper name tent, and the teacher responds daily. Student feedback can range from math-related — “I’m a little overwhelmed because I didn’t retain much from middle school” — to personal information — “I have three cats (three too many).” Some teachers have found the feedback from name tents so helpful they \u003ca href=\"https://marybourassa.blogspot.com/2019/09/keeping-conversation-going.html\">keep the conversations going beyond the first week\u003c/a>. Other ways to \u003ca href=\"http://misscalculate.blogspot.com/2019/08/belongingness.html\">help students feel seen and cared for\u003c/a> throughout the year include cracking jokes, giving authentic compliments, celebrating birthdays and asking non-math questions, wrote virtual conference participant, Illinois teacher \u003ca href=\"https://twitter.com/misscalcul8\">Elissa Miller\u003c/a>.\u003c/p>\n\u003ch2>\u003cb>Understanding the Bigger Picture\u003c/b>\u003c/h2>\n\u003cp>Knowing students also means understanding how race, class and other categories of identity can shape math identities. Several virtual conference participants shared their own backgrounds as examples. In \u003ca href=\"https://teachingwithmath.wordpress.com/2019/08/08/how-i-became-a-doer-of-mathematics/\">a video post\u003c/a>, Florida principal Makeda Brome described how her parents and pop culture figures like \u003ca href=\"https://en.wikipedia.org/wiki/Dwayne_Cleofis_Wayne\">Dwayne Wayne\u003c/a> enabled her to see herself as a “doer of mathematics” early in life. As she advanced in her education, though, she saw fewer and fewer black girls in math, which motivated her to \u003ca href=\"https://mathematicallygiftedandblack.com/rising-stars/\">be an example\u003c/a>.\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/m_Wi_FB71iI'\n title='//www.youtube.com/embed/m_Wi_FB71iI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For graduate student Usha Shanmugathasan, her family’s status as refugees and her father’s death when she was a child \u003ca href=\"http://hemakhodai.com/Shanmugathasan/\">made math a necessity\u003c/a>. “Now, at the age of 12, I was budgeting, comparing prices and looking for sales, and balancing the cheque book,” Shanmugathasan wrote. “I was learning about integers at school and at home I was helping to figure out how to deal with debt, and how to pay rent and eat on a meager income. This was the dichotomous math of my life.”\u003c/p>\n\u003cp>The mathematical skills and thinking of students from marginalized groups have often been erased by Western schooling, according to University of Illinois professor \u003ca href=\"https://twitter.com/RG1gal\">Rochelle Gutiérrez\u003c/a>. In her \u003ca href=\"http://hemakhodai.com/gutierrez/\">blog post\u003c/a> for the virtual conference, Gutiérrez added the prefix “re-” to the term “humanizing mathematics,” noting that humans have been doing mathematics in “humane (beautiful) ways for centuries/millennia.”\u003c/p>\n\u003cp>She also outlined \u003ca href=\"https://www.youtube.com/watch?v=D266LYIigS0&list=PLHyI3Fbmv0SfUMTemP8HvPQdG5HCbYp-0&index=9&t=0s\">eight dimensions\u003c/a> for rehumanizing mathematics and four questions that educators can use to reimagine their practices:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to my students?\u003c/li>\n\u003cli style=\"font-weight: 400\">In mathematics, what feels dehumanizing to me, other teachers, or families/communities?\u003c/li>\n\u003cli style=\"font-weight: 400\">What might feel more rehumanizing?\u003c/li>\n\u003cli style=\"font-weight: 400\">Who can help me rehumanize this space?\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>In planning the virtual conference, Shah, the co-organizer, said he had hoped to mine techniques to import into his own classroom. What affected him more, though, were the human stories participants shared and the ways those reminded him of his power and responsibility as a teacher. Math classrooms do not succeed or fail just on curriculum, Shah said, but “on understanding that the room is filled with complex, wonderful individuals who are bringing their whole histories and selves to class each day.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54980/why-teachers-want-math-with-more-human-ties","authors":["11487"],"categories":["mindshift_192","mindshift_20874"],"tags":["mindshift_21316","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21341","mindshift_392","mindshift_20893","mindshift_20813","mindshift_21053","mindshift_21315"],"featImg":"mindshift_55005","label":"mindshift"},"mindshift_53160":{"type":"posts","id":"mindshift_53160","meta":{"index":"posts_1591205157","site":"mindshift","id":"53160","score":null,"sort":[1551215733000]},"guestAuthors":[],"slug":"dr-seuss-books-can-be-racist-but-students-keep-reading-them","title":"Dr. Seuss Books Can Be Racist, But Students Keep Reading Them","publishDate":1551215733,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. Research \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2005.01664.x\">shows\u003c/a> that even at the age of 3, children begin to form racial biases, and by the age of 7, those biases become fixed.\u003c/p>\n\u003cp>\"One of the reasons for that is the images and experiences that they're exposed to regarding marginalized groups and people of color,\" Stephens says. \"And so [Seuss' books] being mainstream, and being spread out all over the world, has large implications.\"\u003c/p>\n\u003cp>If kids open books and \"the images they see [of themselves] are distorted, negative [or] laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part,\" Rudine Sims Bishop, a scholar of children's literature, wrote in a 1990 \u003ca href=\"https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">article\u003c/a>.\u003c/p>\n\u003cp>But when they see themselves represented in a positive way, it can have a similarly powerful effect.\u003c/p>\n\u003cp>That's one of the reasons first-grade teacher Emily Petersen says she won't be reading Dr. Seuss with her students this week, or ever.\u003c/p>\n\u003cp>\"If I'm looking at a 6-year-old and choosing what story [I'm] going to teach them how to read through, I'm definitely going to choose the one that affirms and celebrates identities in a new way,\" she says.\u003c/p>\n\u003cp>For other teachers who want to help students affirm their identities, the NEA is offering grants and resources to \u003ca href=\"https://www.readacrossamerica.org/life-changing-educators/\">help schools highlight literary works by and about people of color. \u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A recent study found that Dr. Seuss books can be pretty racist. It's highlighted a growing debate: Should schools teach classic books that may be problematic or trade them for socially conscious ones?","status":"publish","parent":0,"modified":1551215733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1148},"headData":{"title":"Dr. Seuss Books Can Be Racist, But Students Keep Reading Them | KQED","description":"A recent study found that Dr. Seuss books can be pretty racist. It's highlighted a growing debate: Should schools teach classic books that may be problematic or trade them for socially conscious ones?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Dr. Seuss Books Can Be Racist, But Students Keep Reading Them","datePublished":"2019-02-26T21:15:33.000Z","dateModified":"2019-02-26T21:15:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53160 https://ww2.kqed.org/mindshift/?p=53160","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/26/dr-seuss-books-can-be-racist-but-students-keep-reading-them/","disqusTitle":"Dr. Seuss Books Can Be Racist, But Students Keep Reading Them","nprImageCredit":"LA Johnson","nprByline":"Tiara Jenkins and Jessica Yarmosky","nprImageAgency":"NPR","nprStoryId":"695966537","nprApiLink":"http://api.npr.org/query?id=695966537&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/codeswitch/2019/02/26/695966537/classic-books-are-full-of-problems-why-cant-we-put-them-down?ft=nprml&f=695966537","nprRetrievedStory":"1","nprPubDate":"Tue, 26 Feb 2019 15:45:00 -0500","nprStoryDate":"Tue, 26 Feb 2019 07:00:00 -0500","nprLastModifiedDate":"Tue, 26 Feb 2019 15:45:41 -0500","path":"/mindshift/53160/dr-seuss-books-can-be-racist-but-students-keep-reading-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\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>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. Research \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2005.01664.x\">shows\u003c/a> that even at the age of 3, children begin to form racial biases, and by the age of 7, those biases become fixed.\u003c/p>\n\u003cp>\"One of the reasons for that is the images and experiences that they're exposed to regarding marginalized groups and people of color,\" Stephens says. \"And so [Seuss' books] being mainstream, and being spread out all over the world, has large implications.\"\u003c/p>\n\u003cp>If kids open books and \"the images they see [of themselves] are distorted, negative [or] laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part,\" Rudine Sims Bishop, a scholar of children's literature, wrote in a 1990 \u003ca href=\"https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">article\u003c/a>.\u003c/p>\n\u003cp>But when they see themselves represented in a positive way, it can have a similarly powerful effect.\u003c/p>\n\u003cp>That's one of the reasons first-grade teacher Emily Petersen says she won't be reading Dr. Seuss with her students this week, or ever.\u003c/p>\n\u003cp>\"If I'm looking at a 6-year-old and choosing what story [I'm] going to teach them how to read through, I'm definitely going to choose the one that affirms and celebrates identities in a new way,\" she says.\u003c/p>\n\u003cp>For other teachers who want to help students affirm their identities, the NEA is offering grants and resources to \u003ca href=\"https://www.readacrossamerica.org/life-changing-educators/\">help schools highlight literary works by and about people of color. \u003c/a>\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>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53160/dr-seuss-books-can-be-racist-but-students-keep-reading-them","authors":["byline_mindshift_53160"],"categories":["mindshift_192"],"tags":["mindshift_20818","mindshift_20997","mindshift_20720","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_444","mindshift_21067","mindshift_21053"],"featImg":"mindshift_53161","label":"mindshift"},"mindshift_52712":{"type":"posts","id":"mindshift_52712","meta":{"index":"posts_1591205157","site":"mindshift","id":"52712","score":null,"sort":[1544599887000]},"guestAuthors":[],"slug":"how-alaska-native-students-pursue-stem-with-great-success","title":"How Alaska Native Students Pursue STEM, With Great Success","publishDate":1544599887,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>ANCHORAGE, Alaska — Sam Larson was looking for loopholes.\u003c/p>\n\u003cp>Crouched on the floor of a sunny student building at the University of Alaska, Anchorage, Sam was surrounded by cardboard, scissors, rulers and about a dozen other high school students. All of them were attending a residential summer “Acceleration Academy” hosted at the university by the Alaska Native Science and Engineering Program, or ANSEP. On this July day, with pop music playing in the background, Sam and his classmates were trying to build cardboard canoes capable of transporting at least one paddling student to a target and back.\u003c/p>\n\u003cp>Sam, 15, brandished the list of rules for the Cardboard Canoe STEM Lab. (STEM is short for science, technology, engineering and math.) He had read them carefully. Jotted at the bottom were his notes about possible loopholes that had already been scuttled: “No swimming boats. No surfboard styles. Yes to rafts.”\u003c/p>\n\u003cp>Back in his hometown of Homer, a cruise-stop town on the southern coast of Alaska, Sam’s father runs an internet provider service and his grandfather owns a mechanic’s shop. But moments like this one, where he has the opportunity to use math and science to solve a complex problem with his own unique solution, have led Sam to want a different life, a life most of his ancestors couldn’t have pursued. He plans to be an engineer.\u003c/p>\n\u003cp>Like 80 percent of the students enrolled in ANSEP, Sam is Alaska Native. Children with his ethnic background are much more likely than their white peers to \u003ca href=\"http://www.pewresearch.org/fact-tank/2014/06/13/1-in-4-native-americans-and-alaska-natives-are-living-in-poverty/\">grow up in poverty\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/math_2017/#/nation/achievement?grade=8\">fail standardized assessments of math proficiency\u003c/a> and skip college. The ANSEP kids are proof that such statistics are only true until they are not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ayiana Browning, 15, Sam’s canoe-building partner, worked on paddles and explained all the things she loved about Acceleration Academy. In addition to the college-level math classes and the STEM labs like this one, the students had been paintballing, hiking and out for fro-yo (twice).\u003c/p>\n\u003cp>“It’s so fun,” said Ayiana, who comes from the Iñupiaq culture and lives in Kotzebue, a coastal town just north of the Bering Strait. “You learn a lot not just about math and science, but also about yourself.”\u003c/p>\n\u003cp>“You take super hard math classes,” Sam added with a grin. Sam, who is also from the Iñupiaq culture, loves math. “It’s not up to interpretation,” he said. “It’s an exact science.”\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.alaskanative.net/en/main-nav/education-and-programs/cultures-of-alaska/\">11 distinct Alaska Native cultures\u003c/a> are represented among ANSEP’s students. Enrolled students also claim American Indian, Russian, Mexican, and Filipino roots, among others. Despite the variety, Sam and Ayiana have the glowing look of people who have found their people. “Once you’re here,” Sam said, “it’s a family.”\u003c/p>\n\u003cp>In an odd twist, that family owes its start to one white guy’s search for an engineer with Native roots.\u003c/p>\n\u003cp>Herb Schroeder, who became a professor of engineering at the University of Alaska in 1991, spent his early career researching rural sanitation. A few years later, research complete, Schroeder reflected that relationships between the sanitation engineers and the people living in Alaska Native villages had been fraught. In part, he thought, this was because most public health service engineers were non-Native. Schroeder decided his next goal should be to “make” some Alaska Native engineers. There were only a few Alaska Native students majoring in any engineering discipline enrolled at the time and Schroeder could not find a single Alaska Native person in the state or country who held an engineering Ph.D.\u003c/p>\n\u003cp>Horrified, Schroeder decided to start a scholarship for Alaska Native engineering majors. Once he’d secured an initial corporate gift of $100,000, Schroeder said university officials told him they weren’t interested. “We’re not going to dumb down our school and have a bunch of Natives here,” he remembers being told.\u003c/p>\n\u003cp>“I was very irritated at the time,” Schroeder said. “What I encountered was subjugation on a massive scale.”\u003c/p>\n\u003cfigure id=\"attachment_52714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Acceleration Academy students work on a STEM lab building cardboard canoes in the University of Alaska, Anchorage building dedicated for their use. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Refusing to subscribe to an idea he found ludicrous — that Alaska Native people as a group weren’t smart enough to succeed in science or engineering — Schroeder plowed ahead with his plans, offering a single scholarship in 1995, the year in which ANSEP officially began. Initially, he offered the scholarship along with help enrolling in remedial math classes the summer before students’ freshman year in college. When Schroeder finally concluded in 2009 that there weren’t enough university freshmen of Alaska Native descent prepared to succeed in college-level science and engineering courses, he (and the staff who had joined him by then) started a high school program. When they quickly discovered there weren’t enough high school students who’d completed algebra by ninth grade, a critical step on the road to a successful STEM degree, the group started a middle school program.\u003c/p>\n\u003cp>ANSEP now serves 2,500 students, from middle school through graduate school. As a group, the students, who refer to Schroeder as Herb and to their program by its acronym, outperform most of the rest of the country on measures of math and science. By the end of middle school, 77 percent have completed algebra, a feat only 26 percent of the nation’s eighth-graders achieve. By college graduation, all participating students have held at least one internship in either scientific research or engineering. Two of the program’s graduates are now the first Alaska Natives in the world, Schroeder thinks, to hold doctorate’s in their fields. Another ANSEP grad has begun doctoral work in Colorado and a fourth has been accepted to a doctoral program at the University of California, Berkeley.\u003c/p>\n\u003cp>Given the poverty, prejudice and generational trauma faced by many children of Alaska Native descent, a program that serves them this well is a role model. At a \u003ca href=\"http://www.ansep.net/press-releases/ansep-to-host-nine-universities-at-inaugural-dissemination-conference-in-2018-in-anchorage\">conference in January\u003c/a>, ANSEP leaders offered representatives from universities and departments of education in nine states a look at what has fueled their success in the hopes that it will be replicated.\u003c/p>\n\u003cp>The achievements of ANSEP were “inspiring and at the same time intimidating,” Chris Botanga, an associate professor of genetics at the predominantly black Chicago State University, wrote in an email. Nevertheless, Botanga has begun looking for money to fund a similar endeavor in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_52720\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Bridge Intern Ariel Schneider, 18, looks out over the Arctic Ocean from the Native village of Utqiaġvek, the most northern town in the United States. In the summer of 2018, Schneider worked with the U.S. Fish and Wildlife Service to map Steller’s eider nests. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Conference attendee Overtoun Jenda, a professor of mathematics at Auburn University in Alabama, and his team have already put on an inaugural engineering summer camp for 30 sixth- though ninth-grade students living in Alabama’s rural Black Belt.\u003c/p>\n\u003cp>Teams in South Carolina, Montana and Texas have also begun work on pilot projects and on pulling together funds to better serve rural students, American Indian students and female Hispanic students, respectively.\u003c/p>\n\u003cp>“The thing that stuck with me the most is just how much of a community the ANSEP program has built,” Cole Garman, a conference attendee and college intern at the North Dakota Department of Public Instruction, wrote in an email. “They weren’t just there to get their education and get out, the students who participate in ANSEP really care” about their fellow students’ success.\u003c/p>\n\u003cp>That’s by design. Students are required to help each other with studying, homework and STEM labs. Like the program’s other primary tenets — high expectations, mentorship and frequent opportunities for success — the power of teamwork is not a radical idea in the world of education. And yet, all four are deployed with stunning success at ANSEP.\u003c/p>\n\u003cp>Because a lack of resources is the primary barrier to students living in poverty, every part of the multi-year ANSEP program — from sleep-away camps to textbooks — is provided free of charge. (University students must stay in “good standing,” \u003ca href=\"http://www.ansep.net/university-graduate/university-graduate\">a combination of participation and academic requirements\u003c/a>, to maintain their full scholarships.)\u003c/p>\n\u003cp>The majority (70 percent) of ANSEP’s $7.6 million budget in 2017 came through state and federal sources, including a few individual Alaskan school districts, the University of Alaska, the National Park Service, the U.S. Fish and Wildlife Service and the National Oceanic and Atmospheric Administration, among others. Philanthropic and private funders provided the remaining 30 percent of the budget, according to a fiscal report provided by the program’s leaders.\u003c/p>\n\u003cp>ANSEP is always looking for additional support and new funding models. The latest innovation is a partnership model that allows the program to run year-round Acceleration Academies in two Alaska school districts. Last summer, ANSEP fell $1 million short on their Acceleration Academy budget and 150 eligible students were unable to attend. For 2019, ANSEP leaders are trying to raise $3 to $4 million more because they will have 300 to 400 more qualified students graduating from their Middle School Academy. Simultaneously, they are working to boost Middle School Academy attendance to 500 a year.\u003c/p>\n\u003cfigure id=\"attachment_52716\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Acceleration Academy student Jill Jacobs (right), 16, works with classmate Mackenzie Smith, 17, to build a cardboard canoe. The two have known each other for three years. “You make lifelong friends,” Jill said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jill Jacobs, 16, said it was the Middle School Academy’s make-your-own computer day that changed her life. Jill had signed up for the academy on a whim, only to find herself seated at a table with a few fellow students and some computer innards she’d never seen before. Like every ANSEP student before them, Jill and her classmates were told that if they could use those parts, and the others that they’d be handed, to build a personal computer, they could take it home. If they could pass Algebra I by the end of eighth grade, the promise continued, they could keep the computer for good. With help from her team and an instructor, Jill built her computer, went home and signed up for Algebra I.\u003c/p>\n\u003cp>“Seeing what you could do with your own hands and your mind,” Jill said, created a switch in her thinking. Without ANSEP, she said, “I think I’d be in the lower classes. I don’t think I’d push myself.”\u003c/p>\n\u003cp>Now a high school junior, Jill has already earned 11 college credits through the University of Alaska system and boasts a 4.0 GPA. Her plan is to graduate college early, which will save time and money on her path to becoming an ophthalmologist. She has come to love math. “I like solving a really hard problem,” she said. “That second it clicks and you understand — it’s the best feeling.”\u003c/p>\n\u003cp>Despite her academic success, she doesn’t love school. Jill, who lives in the small central Alaskan city of Fairbanks and comes from the Yup’ik culture, said she often feels out of place and worries her teachers expect her to fail. “I just want to prove them wrong,” she said. “My race doesn’t define me.”\u003c/p>\n\u003cp>Other students echoed Jill’s concerns about being viewed through the stereotype of Alaska Native people, which, they reported, was of “a wandering drunk.”\u003c/p>\n\u003cp>“Just the fact that students recognize the negative stereotype is evidence that it’s a challenge,” said Michael Bourdukofsky, a civil engineer and the chief operating officer of ANSEP.\u003c/p>\n\u003cp>The phenomenon of students performing less well on any number of tasks when reminded of negative stereotypes associated with their identity is so well documented by social scientists that it has a name: \u003ca href=\"https://diversity.arizona.edu/sites/default/files/stereotype_threat_overview.pdf\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>Alaska Native students are particularly at risk of stereotype threat when it comes to their confidence in math and science. A \u003ca href=\"http://www.ansep.net/documents/ANSEP_Brief_07December_ReaderSpreads_v3.pdf\">2015 evaluation of ANSEP\u003c/a> by the Urban Institute, a think tank focused on economic and social policy research, reports that “though Alaska Natives make up 15 percent of Alaska’s population and 10 percent of the workforce, they are only 6 percent of the state’s workers in computer, engineering, and science occupations.” The evaluation also found that Alaska Native students, who make up 23 percent of the student population in Alaska, accounted for just 12 percent of students enrolled in middle school algebra in 2010-12, and just 5 percent of students enrolled in high school calculus.\u003c/p>\n\u003cp>ANSEP students far outperform their peers. In addition to their high rates of success with middle and high school math, 62 percent graduate college once they start. Nationally, \u003ca href=\"https://nces.ed.gov/programs/digest/d16/tables/dt16_326.10.asp\">41 percent\u003c/a> of American Indian and Alaska Native students graduate college within six years. (And that’s of those who attend college — just \u003ca href=\"http://pnpi.org/native-american-students/\">16 percent\u003c/a> of Native Americans, of any culture or tribe, had attained at least a bachelor’s degree in 2017.)\u003c/p>\n\u003cp>Getting ANSEP students, especially those from tiny rural villages, to college takes more than an early introduction to differential equations, Bourdukofsky said. They also have to learn the fine art of meeting new people and, eventually, networking.\u003c/p>\n\u003cp>“It’s really tough to make this transition from hundreds of people to thousands of people,” he said. “The sooner they can have that experience and succeed — it will only help them in the long run.”\u003c/p>\n\u003cp>Bourdukofsky should know. A member of the Unangax culture, he grew up on St. Paul Island, located in the Bering Sea between the U.S. and Russia and home to just 500 souls. After attending high school in Anchorage, he arrived at the University of Alaska as a freshman in 1998, just a few years after ANSEP launched.\u003c/p>\n\u003cp>“They already had the weekly meetings, which were a time to connect with each other and with professional engineers,” Bourdukofsky said. All of his internships came from those meetings, he said.\u003c/p>\n\u003cfigure id=\"attachment_52715\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caitlyn Twito, 18, stands in the DNA lab where she completed her Summer Bridge internship before enrolling as a nursing student at the University of Alaska, Anchorage. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another important element of those gatherings? Food.\u003c/p>\n\u003cp>Augustine Hamner, 19, said she loves the ANSEP food. Sitting two miles away from the UAA campus in the well-appointed cafeteria of BP, the major gas and oil company where she spent the summer as an engineering intern, Hamner said the Friday pizza is one of her favorite things about being part of ANSEP’s University Success program. She also is pleased that “older friends” are always available at ANSEP’s dedicated campus building to lend an ear or a hand. Last July, Hamner, a member of the Yup’ik and Iñupiaq cultures who lives in Anchorage, was on her second internship.\u003c/p>\n\u003cp>Across town at the low-slung Department of U.S. Fish and Wildlife building, Caitlyn Twito, 18, was starting her first.\u003c/p>\n\u003cp>A participant in ANSEP’s Summer Bridge internship program for rising college freshmen, Twito had been spending her summer extracting DNA from fish, instead of hauling them out of the Kuskokwim River in the Yukon Delta, as she usually does.\u003c/p>\n\u003cp>Twito, who identifies as both Yup’ik and white, is studying biology in the name of helping her family and friends. Her younger brother had to spend the first summer of his life in a Neonatal Intensive Care Unit. The closest NICU to home was nearly 400 miles away in Anchorage, with no road between the two towns. It was a hard time for her family and it inspired her to become a nurse and work in her hometown. It will be nice, she said, to care for people she knows.\u003c/p>\n\u003cp>Though many students mentioned a desire to return home after college graduation, ANSEP does not explicitly encourage any one future path.\u003c/p>\n\u003cp>Back at the ANSEP building on UAA’s campus, Charitie Ropati, 17, and two classmates worked on the readings for a summer course on Native culture. Like the advanced math classes, the Alaska Native Studies class counts towards college credit for Acceleration Academy students who successfully complete it.\u003c/p>\n\u003cp>“If you want an advantage, you have to live here [in Anchorage] and leave part of your life behind,” said Charatie, who is from the Yup’ik culture and also has Mexican and Samoan roots. Her mother moved here years ago and Charatie knows village life only as a frequent visitor. She said that a choice like the one her mother made is not without consequences. “If you want to advance in the Western world you have to sacrifice your indigenous self, at least in part,” she said.\u003c/p>\n\u003cfigure id=\"attachment_52718\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52718\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-768x515.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parker Pickett, 18, stands with Evangeline Dooc (left) and Lauryn Yates (center), both 18, his fellow U.S. Geological Service interns outside the agency’s Anchorage office. In a departure from their parents’ career paths, all three ANSEP students plan to pursue careers in the natural sciences. “The opportunities I have been given are things (my parents) weren’t able to have,” Yates said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A year ahead of Charatie in school, Parker Pickett, 18, said his Native identity is “one of the drivers for me in science. I’m very passionate about climate change. My family talks about how seal skin vests they’re making now don’t last as long as ones they made even 20 years ago.”\u003c/p>\n\u003cp>Pickett was a Summer Bridge intern at the U.S. Geological Survey where he spent many days last summer in an office staring at a screen that showed a sort of stop-motion film of one black brant goose nest on the North Slope, home to the Alaska National Wildlife Refuge as well as the majority of the state’s vast oil reserves. Pickett, whose family is from the Siberian Yup’ik, Athabaskan and Iñupiaq cultures, can’t wait to join his advisors on a field excursion to see the geese up close.\u003c/p>\n\u003cp>“It’s almost like torture, looking at pictures of where I want to go,” Pickett said in the days before heading north.\u003c/p>\n\u003cp>Like many ANSEP students, Pickett’s interest in science was sparked by college coursework he completed as a high school student. But what really pulled him in was hands-on experience. First, a professor reached out to him for help with a bird dissection that included removing a sample from the oil glands in the feathers. Then he spent a summer on St. Lawrence Island helping his uncle, who is a paid guide for the University of Alaska, Fairbanks, show scientists around. Pickett was hooked.\u003c/p>\n\u003cp>Randall Friendly, 22, who started attending ANSEP programs as a high school student, also loves the hands-on nature of the biological sciences. He grew up living a subsistence lifestyle in the small community of Tuntutuliak on the Kuskokwim River in the Yukon Delta. “I thought it was important to know some other backgrounds of the animals I hunt in a different aspect than the culture I grew up with,” he said. “Then, out of all, working with birds was the most intriguing to me.”\u003c/p>\n\u003cp>Now, he is nearly done earning a biology degree (with a minor in math) at the University of Alaska, Anchorage. Friendly, who is from the Yup’ik culture, spent his last collegiate summer in Utqiaġvek, formerly Barrow, the northernmost town in the United States. Friendly found it hard to sleep in the unceasing daylight 773 miles north of his hometown, but he enjoyed his internship researching the nesting habits of Steller’s eider, a rare type of arctic duck that lives here.\u003c/p>\n\u003cfigure id=\"attachment_52719\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52719\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Standing outside a home in Utqiaġvek, Alaska, ANSEP student and U.S. Fish and Wildlife intern Randall Friendly (far right), 22, listens as local Ernest Nageak (blue hood) talks about the boat crew that caught these two seals. Both Alaska Native men, who grew up hundreds of miles apart, participate with their families in the subsistence lifestyle practiced by their ancestors. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Riding down a rough road on the edge of the dark Arctic Sea, Friendly said that, after just a short time in Utqiaġvik, he’d learned to identify different types of eider by the shape of a bird’s head or the movement of its wing. He no longer needed to be close enough to see its coloring, he said, which is a help on a rainy day when everything appears in shades of gray except for the stripes of bright blue in the floating sea ice.\u003c/p>\n\u003cp>In the face of assertions that ANSEP students like Friendly are exceptional in a way that most rural Alaska Native students can’t emulate, ANSEP founder Schroeder is adamant that any student who receives the kind of support ANSEP offers can succeed.\u003c/p>\n\u003cp>“Now that we’re doing so well, we’re told it’s cream-skimming,” Schroeder said of the charge that the program is only serving the strongest students. “Well, where did the cream come from? There is no cream. We ignite that spark that illuminates a vision for their lives.”\u003c/p>\n\u003cp>Schroeder thinks that offering the necessary level of support to every student in Alaska would be possible if students were challenged regularly with hands-on, project-based math and science experiences in every public school. He thinks lectures should be outlawed and peer-led study sessions should be mandatory. While acknowledging the high teacher turnover rate and other challenges faced by Alaskan schools, Schroeder says it’s also time to stop blaming kids’ home lives for their lack of success.\u003c/p>\n\u003cp>“When you talk to educators, it’s always about how families are screwed up,” he said. “It’s never about the teaching model.”\u003c/p>\n\u003cp>Whatever the exact alchemy of teaching model, community building, high expectations and student inspiration, ANSEP makes a difference for the majority of students who participate in it. Sam Larson began his canoe lab looking for loopholes, but he and his fellow ANSEP students may have already found the biggest loophole of all: A program that grants them the opportunity to build on their natural strengths and defy anyone who thinks an old stereotype might define them.\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/alaska-native-students-pursue-stem-with-great-success/\">Alaska Native Science and Engineering Program\u003c/a>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cu>The Hechinger Report\u003c/u>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cu>Hechinger newsletter\u003c/u>.\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Pushing back against stereotypes, students in the Alaska Native Science and Engineering Program outperform students of all backgrounds in math and science","status":"publish","parent":0,"modified":1544599887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":3925},"headData":{"title":"How Alaska Native Students Pursue STEM, With Great Success | KQED","description":"Pushing back against stereotypes, students in the Alaska Native Science and Engineering Program outperform students of all backgrounds in math and science","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Alaska Native Students Pursue STEM, With Great Success","datePublished":"2018-12-12T07:31:27.000Z","dateModified":"2018-12-12T07:31:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52712 https://ww2.kqed.org/mindshift/?p=52712","disqusUrl":"https://ww2.kqed.org/mindshift/2018/12/11/how-alaska-native-students-pursue-stem-with-great-success/","disqusTitle":"How Alaska Native Students Pursue STEM, With Great Success","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/52712/how-alaska-native-students-pursue-stem-with-great-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>ANCHORAGE, Alaska — Sam Larson was looking for loopholes.\u003c/p>\n\u003cp>Crouched on the floor of a sunny student building at the University of Alaska, Anchorage, Sam was surrounded by cardboard, scissors, rulers and about a dozen other high school students. All of them were attending a residential summer “Acceleration Academy” hosted at the university by the Alaska Native Science and Engineering Program, or ANSEP. On this July day, with pop music playing in the background, Sam and his classmates were trying to build cardboard canoes capable of transporting at least one paddling student to a target and back.\u003c/p>\n\u003cp>Sam, 15, brandished the list of rules for the Cardboard Canoe STEM Lab. (STEM is short for science, technology, engineering and math.) He had read them carefully. Jotted at the bottom were his notes about possible loopholes that had already been scuttled: “No swimming boats. No surfboard styles. Yes to rafts.”\u003c/p>\n\u003cp>Back in his hometown of Homer, a cruise-stop town on the southern coast of Alaska, Sam’s father runs an internet provider service and his grandfather owns a mechanic’s shop. But moments like this one, where he has the opportunity to use math and science to solve a complex problem with his own unique solution, have led Sam to want a different life, a life most of his ancestors couldn’t have pursued. He plans to be an engineer.\u003c/p>\n\u003cp>Like 80 percent of the students enrolled in ANSEP, Sam is Alaska Native. Children with his ethnic background are much more likely than their white peers to \u003ca href=\"http://www.pewresearch.org/fact-tank/2014/06/13/1-in-4-native-americans-and-alaska-natives-are-living-in-poverty/\">grow up in poverty\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/math_2017/#/nation/achievement?grade=8\">fail standardized assessments of math proficiency\u003c/a> and skip college. The ANSEP kids are proof that such statistics are only true until they are not.\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>Ayiana Browning, 15, Sam’s canoe-building partner, worked on paddles and explained all the things she loved about Acceleration Academy. In addition to the college-level math classes and the STEM labs like this one, the students had been paintballing, hiking and out for fro-yo (twice).\u003c/p>\n\u003cp>“It’s so fun,” said Ayiana, who comes from the Iñupiaq culture and lives in Kotzebue, a coastal town just north of the Bering Strait. “You learn a lot not just about math and science, but also about yourself.”\u003c/p>\n\u003cp>“You take super hard math classes,” Sam added with a grin. Sam, who is also from the Iñupiaq culture, loves math. “It’s not up to interpretation,” he said. “It’s an exact science.”\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.alaskanative.net/en/main-nav/education-and-programs/cultures-of-alaska/\">11 distinct Alaska Native cultures\u003c/a> are represented among ANSEP’s students. Enrolled students also claim American Indian, Russian, Mexican, and Filipino roots, among others. Despite the variety, Sam and Ayiana have the glowing look of people who have found their people. “Once you’re here,” Sam said, “it’s a family.”\u003c/p>\n\u003cp>In an odd twist, that family owes its start to one white guy’s search for an engineer with Native roots.\u003c/p>\n\u003cp>Herb Schroeder, who became a professor of engineering at the University of Alaska in 1991, spent his early career researching rural sanitation. A few years later, research complete, Schroeder reflected that relationships between the sanitation engineers and the people living in Alaska Native villages had been fraught. In part, he thought, this was because most public health service engineers were non-Native. Schroeder decided his next goal should be to “make” some Alaska Native engineers. There were only a few Alaska Native students majoring in any engineering discipline enrolled at the time and Schroeder could not find a single Alaska Native person in the state or country who held an engineering Ph.D.\u003c/p>\n\u003cp>Horrified, Schroeder decided to start a scholarship for Alaska Native engineering majors. Once he’d secured an initial corporate gift of $100,000, Schroeder said university officials told him they weren’t interested. “We’re not going to dumb down our school and have a bunch of Natives here,” he remembers being told.\u003c/p>\n\u003cp>“I was very irritated at the time,” Schroeder said. “What I encountered was subjugation on a massive scale.”\u003c/p>\n\u003cfigure id=\"attachment_52714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo2-800x0-c-default-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Acceleration Academy students work on a STEM lab building cardboard canoes in the University of Alaska, Anchorage building dedicated for their use. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Refusing to subscribe to an idea he found ludicrous — that Alaska Native people as a group weren’t smart enough to succeed in science or engineering — Schroeder plowed ahead with his plans, offering a single scholarship in 1995, the year in which ANSEP officially began. Initially, he offered the scholarship along with help enrolling in remedial math classes the summer before students’ freshman year in college. When Schroeder finally concluded in 2009 that there weren’t enough university freshmen of Alaska Native descent prepared to succeed in college-level science and engineering courses, he (and the staff who had joined him by then) started a high school program. When they quickly discovered there weren’t enough high school students who’d completed algebra by ninth grade, a critical step on the road to a successful STEM degree, the group started a middle school program.\u003c/p>\n\u003cp>ANSEP now serves 2,500 students, from middle school through graduate school. As a group, the students, who refer to Schroeder as Herb and to their program by its acronym, outperform most of the rest of the country on measures of math and science. By the end of middle school, 77 percent have completed algebra, a feat only 26 percent of the nation’s eighth-graders achieve. By college graduation, all participating students have held at least one internship in either scientific research or engineering. Two of the program’s graduates are now the first Alaska Natives in the world, Schroeder thinks, to hold doctorate’s in their fields. Another ANSEP grad has begun doctoral work in Colorado and a fourth has been accepted to a doctoral program at the University of California, Berkeley.\u003c/p>\n\u003cp>Given the poverty, prejudice and generational trauma faced by many children of Alaska Native descent, a program that serves them this well is a role model. At a \u003ca href=\"http://www.ansep.net/press-releases/ansep-to-host-nine-universities-at-inaugural-dissemination-conference-in-2018-in-anchorage\">conference in January\u003c/a>, ANSEP leaders offered representatives from universities and departments of education in nine states a look at what has fueled their success in the hopes that it will be replicated.\u003c/p>\n\u003cp>The achievements of ANSEP were “inspiring and at the same time intimidating,” Chris Botanga, an associate professor of genetics at the predominantly black Chicago State University, wrote in an email. Nevertheless, Botanga has begun looking for money to fund a similar endeavor in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_52720\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM-photo1-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">ANSEP Bridge Intern Ariel Schneider, 18, looks out over the Arctic Ocean from the Native village of Utqiaġvek, the most northern town in the United States. In the summer of 2018, Schneider worked with the U.S. Fish and Wildlife Service to map Steller’s eider nests. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Conference attendee Overtoun Jenda, a professor of mathematics at Auburn University in Alabama, and his team have already put on an inaugural engineering summer camp for 30 sixth- though ninth-grade students living in Alabama’s rural Black Belt.\u003c/p>\n\u003cp>Teams in South Carolina, Montana and Texas have also begun work on pilot projects and on pulling together funds to better serve rural students, American Indian students and female Hispanic students, respectively.\u003c/p>\n\u003cp>“The thing that stuck with me the most is just how much of a community the ANSEP program has built,” Cole Garman, a conference attendee and college intern at the North Dakota Department of Public Instruction, wrote in an email. “They weren’t just there to get their education and get out, the students who participate in ANSEP really care” about their fellow students’ success.\u003c/p>\n\u003cp>That’s by design. Students are required to help each other with studying, homework and STEM labs. Like the program’s other primary tenets — high expectations, mentorship and frequent opportunities for success — the power of teamwork is not a radical idea in the world of education. And yet, all four are deployed with stunning success at ANSEP.\u003c/p>\n\u003cp>Because a lack of resources is the primary barrier to students living in poverty, every part of the multi-year ANSEP program — from sleep-away camps to textbooks — is provided free of charge. (University students must stay in “good standing,” \u003ca href=\"http://www.ansep.net/university-graduate/university-graduate\">a combination of participation and academic requirements\u003c/a>, to maintain their full scholarships.)\u003c/p>\n\u003cp>The majority (70 percent) of ANSEP’s $7.6 million budget in 2017 came through state and federal sources, including a few individual Alaskan school districts, the University of Alaska, the National Park Service, the U.S. Fish and Wildlife Service and the National Oceanic and Atmospheric Administration, among others. Philanthropic and private funders provided the remaining 30 percent of the budget, according to a fiscal report provided by the program’s leaders.\u003c/p>\n\u003cp>ANSEP is always looking for additional support and new funding models. The latest innovation is a partnership model that allows the program to run year-round Acceleration Academies in two Alaska school districts. Last summer, ANSEP fell $1 million short on their Acceleration Academy budget and 150 eligible students were unable to attend. For 2019, ANSEP leaders are trying to raise $3 to $4 million more because they will have 300 to 400 more qualified students graduating from their Middle School Academy. Simultaneously, they are working to boost Middle School Academy attendance to 500 a year.\u003c/p>\n\u003cfigure id=\"attachment_52716\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo5-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Acceleration Academy student Jill Jacobs (right), 16, works with classmate Mackenzie Smith, 17, to build a cardboard canoe. The two have known each other for three years. “You make lifelong friends,” Jill said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jill Jacobs, 16, said it was the Middle School Academy’s make-your-own computer day that changed her life. Jill had signed up for the academy on a whim, only to find herself seated at a table with a few fellow students and some computer innards she’d never seen before. Like every ANSEP student before them, Jill and her classmates were told that if they could use those parts, and the others that they’d be handed, to build a personal computer, they could take it home. If they could pass Algebra I by the end of eighth grade, the promise continued, they could keep the computer for good. With help from her team and an instructor, Jill built her computer, went home and signed up for Algebra I.\u003c/p>\n\u003cp>“Seeing what you could do with your own hands and your mind,” Jill said, created a switch in her thinking. Without ANSEP, she said, “I think I’d be in the lower classes. I don’t think I’d push myself.”\u003c/p>\n\u003cp>Now a high school junior, Jill has already earned 11 college credits through the University of Alaska system and boasts a 4.0 GPA. Her plan is to graduate college early, which will save time and money on her path to becoming an ophthalmologist. She has come to love math. “I like solving a really hard problem,” she said. “That second it clicks and you understand — it’s the best feeling.”\u003c/p>\n\u003cp>Despite her academic success, she doesn’t love school. Jill, who lives in the small central Alaskan city of Fairbanks and comes from the Yup’ik culture, said she often feels out of place and worries her teachers expect her to fail. “I just want to prove them wrong,” she said. “My race doesn’t define me.”\u003c/p>\n\u003cp>Other students echoed Jill’s concerns about being viewed through the stereotype of Alaska Native people, which, they reported, was of “a wandering drunk.”\u003c/p>\n\u003cp>“Just the fact that students recognize the negative stereotype is evidence that it’s a challenge,” said Michael Bourdukofsky, a civil engineer and the chief operating officer of ANSEP.\u003c/p>\n\u003cp>The phenomenon of students performing less well on any number of tasks when reminded of negative stereotypes associated with their identity is so well documented by social scientists that it has a name: \u003ca href=\"https://diversity.arizona.edu/sites/default/files/stereotype_threat_overview.pdf\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>Alaska Native students are particularly at risk of stereotype threat when it comes to their confidence in math and science. A \u003ca href=\"http://www.ansep.net/documents/ANSEP_Brief_07December_ReaderSpreads_v3.pdf\">2015 evaluation of ANSEP\u003c/a> by the Urban Institute, a think tank focused on economic and social policy research, reports that “though Alaska Natives make up 15 percent of Alaska’s population and 10 percent of the workforce, they are only 6 percent of the state’s workers in computer, engineering, and science occupations.” The evaluation also found that Alaska Native students, who make up 23 percent of the student population in Alaska, accounted for just 12 percent of students enrolled in middle school algebra in 2010-12, and just 5 percent of students enrolled in high school calculus.\u003c/p>\n\u003cp>ANSEP students far outperform their peers. In addition to their high rates of success with middle and high school math, 62 percent graduate college once they start. Nationally, \u003ca href=\"https://nces.ed.gov/programs/digest/d16/tables/dt16_326.10.asp\">41 percent\u003c/a> of American Indian and Alaska Native students graduate college within six years. (And that’s of those who attend college — just \u003ca href=\"http://pnpi.org/native-american-students/\">16 percent\u003c/a> of Native Americans, of any culture or tribe, had attained at least a bachelor’s degree in 2017.)\u003c/p>\n\u003cp>Getting ANSEP students, especially those from tiny rural villages, to college takes more than an early introduction to differential equations, Bourdukofsky said. They also have to learn the fine art of meeting new people and, eventually, networking.\u003c/p>\n\u003cp>“It’s really tough to make this transition from hundreds of people to thousands of people,” he said. “The sooner they can have that experience and succeed — it will only help them in the long run.”\u003c/p>\n\u003cp>Bourdukofsky should know. A member of the Unangax culture, he grew up on St. Paul Island, located in the Bering Sea between the U.S. and Russia and home to just 500 souls. After attending high school in Anchorage, he arrived at the University of Alaska as a freshman in 1998, just a few years after ANSEP launched.\u003c/p>\n\u003cp>“They already had the weekly meetings, which were a time to connect with each other and with professional engineers,” Bourdukofsky said. All of his internships came from those meetings, he said.\u003c/p>\n\u003cfigure id=\"attachment_52715\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo3-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caitlyn Twito, 18, stands in the DNA lab where she completed her Summer Bridge internship before enrolling as a nursing student at the University of Alaska, Anchorage. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another important element of those gatherings? Food.\u003c/p>\n\u003cp>Augustine Hamner, 19, said she loves the ANSEP food. Sitting two miles away from the UAA campus in the well-appointed cafeteria of BP, the major gas and oil company where she spent the summer as an engineering intern, Hamner said the Friday pizza is one of her favorite things about being part of ANSEP’s University Success program. She also is pleased that “older friends” are always available at ANSEP’s dedicated campus building to lend an ear or a hand. Last July, Hamner, a member of the Yup’ik and Iñupiaq cultures who lives in Anchorage, was on her second internship.\u003c/p>\n\u003cp>Across town at the low-slung Department of U.S. Fish and Wildlife building, Caitlyn Twito, 18, was starting her first.\u003c/p>\n\u003cp>A participant in ANSEP’s Summer Bridge internship program for rising college freshmen, Twito had been spending her summer extracting DNA from fish, instead of hauling them out of the Kuskokwim River in the Yukon Delta, as she usually does.\u003c/p>\n\u003cp>Twito, who identifies as both Yup’ik and white, is studying biology in the name of helping her family and friends. Her younger brother had to spend the first summer of his life in a Neonatal Intensive Care Unit. The closest NICU to home was nearly 400 miles away in Anchorage, with no road between the two towns. It was a hard time for her family and it inspired her to become a nurse and work in her hometown. It will be nice, she said, to care for people she knows.\u003c/p>\n\u003cp>Though many students mentioned a desire to return home after college graduation, ANSEP does not explicitly encourage any one future path.\u003c/p>\n\u003cp>Back at the ANSEP building on UAA’s campus, Charitie Ropati, 17, and two classmates worked on the readings for a summer course on Native culture. Like the advanced math classes, the Alaska Native Studies class counts towards college credit for Acceleration Academy students who successfully complete it.\u003c/p>\n\u003cp>“If you want an advantage, you have to live here [in Anchorage] and leave part of your life behind,” said Charatie, who is from the Yup’ik culture and also has Mexican and Samoan roots. Her mother moved here years ago and Charatie knows village life only as a frequent visitor. She said that a choice like the one her mother made is not without consequences. “If you want to advance in the Western world you have to sacrifice your indigenous self, at least in part,” she said.\u003c/p>\n\u003cfigure id=\"attachment_52718\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52718\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"536\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-768x515.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo7-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parker Pickett, 18, stands with Evangeline Dooc (left) and Lauryn Yates (center), both 18, his fellow U.S. Geological Service interns outside the agency’s Anchorage office. In a departure from their parents’ career paths, all three ANSEP students plan to pursue careers in the natural sciences. “The opportunities I have been given are things (my parents) weren’t able to have,” Yates said. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A year ahead of Charatie in school, Parker Pickett, 18, said his Native identity is “one of the drivers for me in science. I’m very passionate about climate change. My family talks about how seal skin vests they’re making now don’t last as long as ones they made even 20 years ago.”\u003c/p>\n\u003cp>Pickett was a Summer Bridge intern at the U.S. Geological Survey where he spent many days last summer in an office staring at a screen that showed a sort of stop-motion film of one black brant goose nest on the North Slope, home to the Alaska National Wildlife Refuge as well as the majority of the state’s vast oil reserves. Pickett, whose family is from the Siberian Yup’ik, Athabaskan and Iñupiaq cultures, can’t wait to join his advisors on a field excursion to see the geese up close.\u003c/p>\n\u003cp>“It’s almost like torture, looking at pictures of where I want to go,” Pickett said in the days before heading north.\u003c/p>\n\u003cp>Like many ANSEP students, Pickett’s interest in science was sparked by college coursework he completed as a high school student. But what really pulled him in was hands-on experience. First, a professor reached out to him for help with a bird dissection that included removing a sample from the oil glands in the feathers. Then he spent a summer on St. Lawrence Island helping his uncle, who is a paid guide for the University of Alaska, Fairbanks, show scientists around. Pickett was hooked.\u003c/p>\n\u003cp>Randall Friendly, 22, who started attending ANSEP programs as a high school student, also loves the hands-on nature of the biological sciences. He grew up living a subsistence lifestyle in the small community of Tuntutuliak on the Kuskokwim River in the Yukon Delta. “I thought it was important to know some other backgrounds of the animals I hunt in a different aspect than the culture I grew up with,” he said. “Then, out of all, working with birds was the most intriguing to me.”\u003c/p>\n\u003cp>Now, he is nearly done earning a biology degree (with a minor in math) at the University of Alaska, Anchorage. Friendly, who is from the Yup’ik culture, spent his last collegiate summer in Utqiaġvek, formerly Barrow, the northernmost town in the United States. Friendly found it hard to sleep in the unceasing daylight 773 miles north of his hometown, but he enjoyed his internship researching the nesting habits of Steller’s eider, a rare type of arctic duck that lives here.\u003c/p>\n\u003cfigure id=\"attachment_52719\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52719\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-240x161.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-375x251.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Lillian-Mongeau-Mongeau_NativeSTEM_photo8-800x0-c-default-520x348.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Standing outside a home in Utqiaġvek, Alaska, ANSEP student and U.S. Fish and Wildlife intern Randall Friendly (far right), 22, listens as local Ernest Nageak (blue hood) talks about the boat crew that caught these two seals. Both Alaska Native men, who grew up hundreds of miles apart, participate with their families in the subsistence lifestyle practiced by their ancestors. \u003ccite>(The Hechinger Report/Lillian Mongeau)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Riding down a rough road on the edge of the dark Arctic Sea, Friendly said that, after just a short time in Utqiaġvik, he’d learned to identify different types of eider by the shape of a bird’s head or the movement of its wing. He no longer needed to be close enough to see its coloring, he said, which is a help on a rainy day when everything appears in shades of gray except for the stripes of bright blue in the floating sea ice.\u003c/p>\n\u003cp>In the face of assertions that ANSEP students like Friendly are exceptional in a way that most rural Alaska Native students can’t emulate, ANSEP founder Schroeder is adamant that any student who receives the kind of support ANSEP offers can succeed.\u003c/p>\n\u003cp>“Now that we’re doing so well, we’re told it’s cream-skimming,” Schroeder said of the charge that the program is only serving the strongest students. “Well, where did the cream come from? There is no cream. We ignite that spark that illuminates a vision for their lives.”\u003c/p>\n\u003cp>Schroeder thinks that offering the necessary level of support to every student in Alaska would be possible if students were challenged regularly with hands-on, project-based math and science experiences in every public school. He thinks lectures should be outlawed and peer-led study sessions should be mandatory. While acknowledging the high teacher turnover rate and other challenges faced by Alaskan schools, Schroeder says it’s also time to stop blaming kids’ home lives for their lack of success.\u003c/p>\n\u003cp>“When you talk to educators, it’s always about how families are screwed up,” he said. “It’s never about the teaching model.”\u003c/p>\n\u003cp>Whatever the exact alchemy of teaching model, community building, high expectations and student inspiration, ANSEP makes a difference for the majority of students who participate in it. Sam Larson began his canoe lab looking for loopholes, but he and his fellow ANSEP students may have already found the biggest loophole of all: A program that grants them the opportunity to build on their natural strengths and defy anyone who thinks an old stereotype might define them.\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/alaska-native-students-pursue-stem-with-great-success/\">Alaska Native Science and Engineering Program\u003c/a>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cu>The Hechinger Report\u003c/u>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cu>Hechinger newsletter\u003c/u>.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52712/how-alaska-native-students-pursue-stem-with-great-success","authors":["byline_mindshift_52712"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_310","mindshift_47","mindshift_391","mindshift_21053","mindshift_21105"],"featImg":"mindshift_52717","label":"mindshift"},"mindshift_49965":{"type":"posts","id":"mindshift_49965","meta":{"index":"posts_1591205157","site":"mindshift","id":"49965","score":null,"sort":[1515537488000]},"guestAuthors":[],"slug":"using-board-games-to-help-fight-and-understand-bias","title":"Using Board Games to Help Fight and Understand Bias","publishDate":1515537488,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Quick, think of a physicist.\u003c/p>\n\u003cp>If you're anything like me, you probably didn't have to think very hard before the names Albert Einstein and Isaac Newton popped up.\u003c/p>\n\u003cp>But what if I asked you to think of a female physicist? What about a black, female physicist?\u003c/p>\n\u003cp>You may have to think a bit harder about that. For years, mainstream accounts of history have largely \u003ca href=\"https://www.npr.org/2016/12/18/505592663/hidden-figures-the-glass-universe-and-why-science-needs-history\">ignored or forgotten\u003c/a> the scientific contributions of women and people of color.\u003c/p>\n\u003cp>This is where Buffalo — a card game designed by Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a> — comes in. The rules are simple. You start with two decks of cards. One deck contains adjectives like Chinese, tall or enigmatic; the other contains nouns like wizard or dancer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Draw one card from each deck, and place them face up. And then all the players race to shout out a real person or fictional character who fits the description.\u003c/p>\n\u003cp>So say you draw \"dashing\" and \"TV show character.\"\u003c/p>\n\u003cp>You may yell out \"\u003ca href=\"http://ksassets.timeincuk.net/wp/uploads/sites/55/2017/08/David-Hasselhoff-in-Knight-Rider-920x584.png\">David Hasselhoff in \u003cem>Knight Rider\u003c/em>\u003c/a>!\"\u003c/p>\n\u003cp>\"Female\" and \"olympian?\"\u003c/p>\n\u003cp>Gabby Douglas!\u003c/p>\n\u003cp>Female physicist?\u003c/p>\n\u003cp>Hmm. If everyone is stumped, or \"buffaloed,\" you draw another noun and adjective pair and try again. When the decks run out, the player who has made the most matches wins.\u003c/p>\n\u003cp>It's the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — reducing prejudice. By forcing players to think of people that buck stereotypes, Buffalo subliminally challenges those stereotypes.\u003c/p>\n\u003cp>\"So it starts to work on a conscious level of reminding us that we don't really know a lot of things we might want to know about the world around us,\" explains Mary Flanagan, who leads Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a>, which makes games designed for social change and studies their effects.\u003c/p>\n\u003cp>Buffalo might nudge us to get better acquainted with the work of female physicists, \"but it also unconsciously starts to open up stereotypical patterns in the way we think,\" Flanagan says.\u003c/p>\n\u003cp>In one of \u003ca href=\"https://cyberpsychology.eu/article/view/4343/3418\">many tests\u003c/a> she conducted, Flanagan rounded up about 200 college students and assigned half to play Buffalo. After one game, the Buffalo players were slightly more likely than their peers to strongly agree with statements like, \"There is potential for good and evil in all of us,\" and, \"I can see myself fitting into many groups.\"\u003c/p>\n\u003cp>Students who played Buffalo also scored better on a standard psychological test for tolerance. \"After 20 minutes of gameplay, you've got some kind of measurable transformation with a player — I think that's pretty incredible,\" Flanagan says.\u003c/p>\n\u003cp>Buffalo isn't Flanagan's only bias-busting game. Tiltfactor makes two others called \"Awkward Moment\" and \"Awkward Moment At Work.\" They're designed to reduce gender discrimination at school and in the workplace, respectively.\u003c/p>\n\u003cp>\"I'm really weary of saying things like, 'Games are going to save the world,'\" Flanagan says. But she adds, \"it's a serious question to look at how a little game could try to address a massive, lived social problem that affects so many individuals.\"\u003c/p>\n\u003cp>Scientists have tried all sorts of \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/08/04/416827667/so-you-flunked-a-racism-test-now-what\">quick-fix tactics\u003c/a> to train away racism, sexism and homophobia. In one small study, researchers at Oxford University even looked into whether Propranolol, a drug that's normally used to reduce blood pressure, could ease away racist attitudes. Unsurprisingly, it turns out that there is no panacea capable of curing bigotry.\u003c/p>\n\u003cp>There are, however, good reasons to get behind the idea that games or any other sort of entertainment can change the way we think.\u003c/p>\n\u003cp>\"People aren't excited about showing up to diversity trainings or listening to people lecture them. People don't generally want to be told what to think,\" explains Betsy Levy Paluck, a professor of psychology at Princeton University who studies how media can change attitudes and behaviors. \"But people like entertainment. So, just on a pragmatic basis, that's one reason to use it to teach.\"\u003c/p>\n\u003cp>There's a long history of using \u003ca href=\"https://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid\">literature\u003c/a>, \u003ca href=\"https://www.npr.org/sections/therecord/2017/05/31/528928263/from-the-top-s-arts-leadership-grant-recipients-2017\">music\u003c/a> and \u003ca href=\"https://www.npr.org/sections/codeswitch/2016/01/11/451940463/east-los-high-isnt-just-a-soapy-teen-drama-its-also-a-science-experiment\">TV shows\u003c/a> to encourage social change. In a \u003ca href=\"https://isps.yale.edu/sites/default/files/publication/2012/12/ISPS09-024.pdf\">2009 study\u003c/a>, Paluck found that radio soap opera helped bridge the divides in post-genocide Rwanda. \"We know that various forms of pop-culture and entertainment help reduce prejudice,\" Paluck says. \"In terms of other types of entertainment — there's less research. We're still finding out whether and how something like a game can help.\"\u003c/p>\n\u003cp>Anthony Greenwald, a psychologist at the University of Washington who has dedicated his career to studying people's deep-seated prejudices, is skeptical. Like Flanagan, he says, several well-intentioned researchers have proved a handful of \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2155175\">interventions\u003c/a> — including thought exercises, writing assignments and games — can indeed reduce prejudice for a short period of time. But, \"these desired effects generally disappear rapidly. Very few studies have looked at the effects even as much as one day later.\"\u003c/p>\n\u003cp>After all, how can 20 minutes of anything dislodge attitudes that society has pounded into our skulls over a lifetime?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Flanagan says her lab is still looking into that question, and hopes to conduct more studies in the future that track long-term effects. \"We do know that people play games often. If it really is a good game, people will return to it. They'll play it over and over again,\" Flanagan says. Her philosophy: maybe a game a day can help us keep at least some of our prejudices away.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fighting+Bias+With+Board+Games&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Buffalo is the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — subliminally reducing prejudice.","status":"publish","parent":0,"modified":1515588157,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":925},"headData":{"title":"Using Board Games to Help Fight and Understand Bias | KQED","description":"Buffalo is the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — subliminally reducing prejudice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Board Games to Help Fight and Understand Bias","datePublished":"2018-01-09T22:38:08.000Z","dateModified":"2018-01-10T12:42:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49965 https://ww2.kqed.org/mindshift/?p=49965","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/09/using-board-games-to-help-fight-and-understand-bias/","disqusTitle":"Using Board Games to Help Fight and Understand Bias","nprByline":"Maanvi Singh","nprImageAgency":"Maanvi Singh for NPR","nprStoryId":"575952575","nprApiLink":"http://api.npr.org/query?id=575952575&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/codeswitch/2018/01/09/575952575/fighting-bias-with-board-games?ft=nprml&f=575952575","nprRetrievedStory":"1","nprPubDate":"Tue, 09 Jan 2018 11:00:00 -0500","nprStoryDate":"Tue, 09 Jan 2018 06:00:00 -0500","nprLastModifiedDate":"Tue, 09 Jan 2018 11:11:47 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2017/12/20171230_wesat_bias_fighting_games.mp3?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","nprAudioM3u":"http://api.npr.org/m3u/1576251688-c5faa4.m3u?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","path":"/mindshift/49965/using-board-games-to-help-fight-and-understand-bias","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2017/12/20171230_wesat_bias_fighting_games.mp3?orgId=1&topicId=1015&aggIds=559149737&d=245&story=575952575&ft=nprml&f=575952575","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Quick, think of a physicist.\u003c/p>\n\u003cp>If you're anything like me, you probably didn't have to think very hard before the names Albert Einstein and Isaac Newton popped up.\u003c/p>\n\u003cp>But what if I asked you to think of a female physicist? What about a black, female physicist?\u003c/p>\n\u003cp>You may have to think a bit harder about that. For years, mainstream accounts of history have largely \u003ca href=\"https://www.npr.org/2016/12/18/505592663/hidden-figures-the-glass-universe-and-why-science-needs-history\">ignored or forgotten\u003c/a> the scientific contributions of women and people of color.\u003c/p>\n\u003cp>This is where Buffalo — a card game designed by Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a> — comes in. The rules are simple. You start with two decks of cards. One deck contains adjectives like Chinese, tall or enigmatic; the other contains nouns like wizard or dancer.\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>Draw one card from each deck, and place them face up. And then all the players race to shout out a real person or fictional character who fits the description.\u003c/p>\n\u003cp>So say you draw \"dashing\" and \"TV show character.\"\u003c/p>\n\u003cp>You may yell out \"\u003ca href=\"http://ksassets.timeincuk.net/wp/uploads/sites/55/2017/08/David-Hasselhoff-in-Knight-Rider-920x584.png\">David Hasselhoff in \u003cem>Knight Rider\u003c/em>\u003c/a>!\"\u003c/p>\n\u003cp>\"Female\" and \"olympian?\"\u003c/p>\n\u003cp>Gabby Douglas!\u003c/p>\n\u003cp>Female physicist?\u003c/p>\n\u003cp>Hmm. If everyone is stumped, or \"buffaloed,\" you draw another noun and adjective pair and try again. When the decks run out, the player who has made the most matches wins.\u003c/p>\n\u003cp>It's the sort of game you'd pull out at dinner parties when the conversation lulls. But the game's creators says it's good for something else — reducing prejudice. By forcing players to think of people that buck stereotypes, Buffalo subliminally challenges those stereotypes.\u003c/p>\n\u003cp>\"So it starts to work on a conscious level of reminding us that we don't really know a lot of things we might want to know about the world around us,\" explains Mary Flanagan, who leads Dartmouth College's \u003ca href=\"http://www.tiltfactor.org/\">Tiltfactor Lab\u003c/a>, which makes games designed for social change and studies their effects.\u003c/p>\n\u003cp>Buffalo might nudge us to get better acquainted with the work of female physicists, \"but it also unconsciously starts to open up stereotypical patterns in the way we think,\" Flanagan says.\u003c/p>\n\u003cp>In one of \u003ca href=\"https://cyberpsychology.eu/article/view/4343/3418\">many tests\u003c/a> she conducted, Flanagan rounded up about 200 college students and assigned half to play Buffalo. After one game, the Buffalo players were slightly more likely than their peers to strongly agree with statements like, \"There is potential for good and evil in all of us,\" and, \"I can see myself fitting into many groups.\"\u003c/p>\n\u003cp>Students who played Buffalo also scored better on a standard psychological test for tolerance. \"After 20 minutes of gameplay, you've got some kind of measurable transformation with a player — I think that's pretty incredible,\" Flanagan says.\u003c/p>\n\u003cp>Buffalo isn't Flanagan's only bias-busting game. Tiltfactor makes two others called \"Awkward Moment\" and \"Awkward Moment At Work.\" They're designed to reduce gender discrimination at school and in the workplace, respectively.\u003c/p>\n\u003cp>\"I'm really weary of saying things like, 'Games are going to save the world,'\" Flanagan says. But she adds, \"it's a serious question to look at how a little game could try to address a massive, lived social problem that affects so many individuals.\"\u003c/p>\n\u003cp>Scientists have tried all sorts of \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/08/04/416827667/so-you-flunked-a-racism-test-now-what\">quick-fix tactics\u003c/a> to train away racism, sexism and homophobia. In one small study, researchers at Oxford University even looked into whether Propranolol, a drug that's normally used to reduce blood pressure, could ease away racist attitudes. Unsurprisingly, it turns out that there is no panacea capable of curing bigotry.\u003c/p>\n\u003cp>There are, however, good reasons to get behind the idea that games or any other sort of entertainment can change the way we think.\u003c/p>\n\u003cp>\"People aren't excited about showing up to diversity trainings or listening to people lecture them. People don't generally want to be told what to think,\" explains Betsy Levy Paluck, a professor of psychology at Princeton University who studies how media can change attitudes and behaviors. \"But people like entertainment. So, just on a pragmatic basis, that's one reason to use it to teach.\"\u003c/p>\n\u003cp>There's a long history of using \u003ca href=\"https://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid\">literature\u003c/a>, \u003ca href=\"https://www.npr.org/sections/therecord/2017/05/31/528928263/from-the-top-s-arts-leadership-grant-recipients-2017\">music\u003c/a> and \u003ca href=\"https://www.npr.org/sections/codeswitch/2016/01/11/451940463/east-los-high-isnt-just-a-soapy-teen-drama-its-also-a-science-experiment\">TV shows\u003c/a> to encourage social change. In a \u003ca href=\"https://isps.yale.edu/sites/default/files/publication/2012/12/ISPS09-024.pdf\">2009 study\u003c/a>, Paluck found that radio soap opera helped bridge the divides in post-genocide Rwanda. \"We know that various forms of pop-culture and entertainment help reduce prejudice,\" Paluck says. \"In terms of other types of entertainment — there's less research. We're still finding out whether and how something like a game can help.\"\u003c/p>\n\u003cp>Anthony Greenwald, a psychologist at the University of Washington who has dedicated his career to studying people's deep-seated prejudices, is skeptical. Like Flanagan, he says, several well-intentioned researchers have proved a handful of \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2155175\">interventions\u003c/a> — including thought exercises, writing assignments and games — can indeed reduce prejudice for a short period of time. But, \"these desired effects generally disappear rapidly. Very few studies have looked at the effects even as much as one day later.\"\u003c/p>\n\u003cp>After all, how can 20 minutes of anything dislodge attitudes that society has pounded into our skulls over a lifetime?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Flanagan says her lab is still looking into that question, and hopes to conduct more studies in the future that track long-term effects. \"We do know that people play games often. If it really is a good game, people will return to it. They'll play it over and over again,\" Flanagan says. Her philosophy: maybe a game a day can help us keep at least some of our prejudices away.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fighting+Bias+With+Board+Games&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49965/using-board-games-to-help-fight-and-understand-bias","authors":["byline_mindshift_49965"],"categories":["mindshift_192"],"tags":["mindshift_20818","mindshift_20809","mindshift_20784","mindshift_1040","mindshift_548","mindshift_21053"],"featImg":"mindshift_49966","label":"mindshift"},"mindshift_49230":{"type":"posts","id":"mindshift_49230","meta":{"index":"posts_1591205157","site":"mindshift","id":"49230","score":null,"sort":[1505710336000]},"guestAuthors":[],"slug":"how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","title":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","publishDate":1505710336,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"One California university is trying a new strategy to help minority students perform better in STEM classes and develop the mental resilience to face future challenges.","status":"publish","parent":0,"modified":1505710336,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1231},"headData":{"title":"How A Stereotype Threat Intervention Can Help Students in STEM Fields | KQED","description":"One California university is trying a new strategy to help minority students perform better in STEM classes and develop the mental resilience to face future challenges.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","datePublished":"2017-09-18T04:52:16.000Z","dateModified":"2017-09-18T04:52:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49230 https://ww2.kqed.org/mindshift/?p=49230","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/17/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields/","disqusTitle":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","nprByline":"Esther Landhuis","nprImageAgency":"Shannon Wright for NPR","nprStoryId":"550192727","nprApiLink":"http://api.npr.org/query?id=550192727&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/09/16/550192727/tackle-negative-thinking-head-on-to-boost-diversity-in-biomedicine?ft=nprml&f=550192727","nprRetrievedStory":"1","nprPubDate":"Sat, 16 Sep 2017 05:09:00 -0400","nprStoryDate":"Sat, 16 Sep 2017 05:09:27 -0400","nprLastModifiedDate":"Sat, 16 Sep 2017 05:09:27 -0400","path":"/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\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>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","authors":["byline_mindshift_49230"],"categories":["mindshift_192"],"tags":["mindshift_20610","mindshift_20784","mindshift_1040","mindshift_21038","mindshift_47","mindshift_21138","mindshift_21053"],"featImg":"mindshift_49231","label":"mindshift"},"mindshift_48454":{"type":"posts","id":"mindshift_48454","meta":{"index":"posts_1591205157","site":"mindshift","id":"48454","score":null,"sort":[1498651876000]},"guestAuthors":[],"slug":"how-the-way-we-talk-to-boys-may-be-stunting-them","title":"How The Way We Talk to Boys May Be Stunting Them","publishDate":1498651876,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"When adults reinforce stereotypes by communicating differently to boys, the child's emotional health and sense of resilience can suffer. ","status":"publish","parent":0,"modified":1498651876,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":341},"headData":{"title":"How The Way We Talk to Boys May Be Stunting Them | KQED","description":"When adults reinforce stereotypes by communicating differently to boys, the child's emotional health and sense of resilience can suffer. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How The Way We Talk to Boys May Be Stunting Them","datePublished":"2017-06-28T12:11:16.000Z","dateModified":"2017-06-28T12:11:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48454 https://ww2.kqed.org/mindshift/?p=48454","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/28/how-the-way-we-talk-to-boys-may-be-stunting-them/","disqusTitle":"How The Way We Talk to Boys May Be Stunting Them","path":"/mindshift/48454/how-the-way-we-talk-to-boys-may-be-stunting-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48454/how-the-way-we-talk-to-boys-may-be-stunting-them","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20698","mindshift_20784","mindshift_1040","mindshift_21038","mindshift_943","mindshift_21053"],"featImg":"mindshift_48456","label":"mindshift"},"mindshift_48121":{"type":"posts","id":"mindshift_48121","meta":{"index":"posts_1591205157","site":"mindshift","id":"48121","score":null,"sort":[1493016644000]},"guestAuthors":[],"slug":"his-teacher-told-him-he-wouldnt-go-to-college-then-he-did","title":"His Teacher Told Him He Wouldn't Go To College, Then He Did","publishDate":1493016644,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One day Ronnie Sidney, from Tappahannock, Va., was goofing off with his classmates in math when one of them threw a paper football at the board — and it landed a little too close to the teacher. Sidney says the eighth-grade teacher, visibly frustrated, turned around and said, \"None of you are going to college.\"\u003c/p>\n\u003cp>That was a pivotal moment for Sidney. Not only did he feel \u003ca href=\"http://www.npr.org/sections/ed/2016/03/17/469792061/how-the-language-of-special-education-is-evolving\" target=\"_blank\">stigmatized as a special education student\u003c/a> diagnosed with ADHD; Sidney says he had also felt discriminated against in school as an African-American.\u003c/p>\n\u003cp>By the time of the incident with the football, he had already spent seven years in special education, feeling like he was bad at school. But Sidney says that instead of letting the teacher's outburst get to him personally, it motivated him to graduate from high school, then college and eventually get a master's degree in social work at Virginia Commonwealth University.\u003c/p>\n\u003cp>But the numbers don't bode well for students in similar situations. The \u003ca href=\"http://www.ncld.org/\" target=\"_blank\">National Center for Learning Disabilities\u003c/a> analyzed data from the U.S. Department of Education and found that students with learning disabilities drop out at nearly three times the rate of students overall. And for black students, dropping out is even more likely.\u003c/p>\n\u003cp>Robert Balfanz, a professor at Johns Hopkins' School of Education and director of the \u003ca href=\"http://new.every1graduates.org/\" target=\"_blank\">Everyone Graduates Center\u003c/a>, says the double stigma these students face is a key factor in their graduation rates. It's not only the academic challenges that can affect these students' self-esteem and motivation to learn. For black students, there's also the awareness of racial biases and discrimination.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the 2014-2015 school year, about 37 percent of black students with a disability left high school without a regular diploma, compared with 23 percent of white students with a disability — a 14 percentage-point difference.\u003c/p>\n\u003cp>\"A lot of teachers just don't know,\" Sidney says, referring to that double stigma. \"I had a good relationship with my special education teacher, but when it came to some of my mainstream education teachers, there was a disconnect.\"\u003c/p>\n\u003cp>Sidney says one day in 10th-grade English class, students were reading a book out loud that contained the N-word one too many times for him. When it was his turn to read, he says he tried to be silly by replacing the racial slur with \"neighbor\" and other words starting with N. Even though Sidney says he just wanted to ease the tension, he was reprimanded for not taking the assignment seriously.\u003c/p>\n\u003cp>And across the country, many students \u003ca href=\"http://www.npr.org/sections/ed/2017/04/10/522909090/having-just-one-black-teacher-can-keep-black-kids-in-school\">report feeling that same disconnect\u003c/a>. Nationally, more than 80 percent of teachers are white; at the same time, students of color make up \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\">more than half of public school students\u003c/a>.\u003c/p>\n\u003cp>And often, the demographic disparity between white teachers and their students of color shows up in the data.\u003c/p>\n\u003cp>For example, 1 in 4 black boys with a disability was suspended during the 2013-2014 school year, compared with 1 in 10 white boys with a disability. For black girls, it was 1 in 5, compared with 1 in 20.\u003c/p>\n\u003cp>Balfanz found in \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">his research at high-needs schools\u003c/a> that behavior problems are one of the early warning signs of a student's probability of dropping out.\u003c/p>\n\u003cp>If teachers aren't aware of the stereotypes minorities and special ed students face, Balfanz says, \"if teachers aren't cued into that, the cycle continues.\"\u003c/p>\n\u003cp>\u003cstrong>Training teachers in cultural differences\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.drdonnayford.com/\" target=\"_blank\">Donna Y. Ford\u003c/a>, a professor of education and human development at Vanderbilt University, says training teachers to be \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\">aware of their own biases\u003c/a> — implicit or explicit — needs to start earlier. Soon-to-be teachers should be required to take courses to prepare them for the variety of school environments they may work in outside college.\u003c/p>\n\u003cp>\"A cultural difference is not a deficit,\" Ford says, explaining that also applies to students with disabilities.\u003c/p>\n\u003cp>When teachers understand how a student's background can affect his or her behavior in the classroom, they can build better relationships and diminish the effects that double stigma has on their students.\u003c/p>\n\u003cp>Ford lists five areas where cultural competency can be implemented in schools: teaching philosophy, learning environment, curriculum, instruction and gifted education.\u003c/p>\n\u003cp>That last component is vital, she says. Typically, students of color are overrepresented in special education programs and underrepresented in gifted and honors classes.\u003c/p>\n\u003cp>Sidney says he had to fight for those types of opportunities in high school. He knew those were the kinds of classes that would help him get into college. There, he says, students' behavior \"wasn't an issue.\"\u003c/p>\n\u003cp>\"I had a lot of gifts and talents,\" Sidney says, but it took the right teachers to recognize them.\u003c/p>\n\u003cp>Two years ago, Sidney published a children's book to illustrate his experience in special education, called \"\u003ca href=\"http://www.creative-medicine.com/nelson-beats-the-odds.html\" target=\"_blank\">Nelson Beats the Odds\u003c/a>.\" And he plans to publish more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If I was able to overcome and graduate high school,\" Sidney says, \"I felt like I could do anything, and that's the passion and that's the resilience that I take with me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=His+Teacher+Told+Him+He+Wouldn%27t+Go+To+College%2C+Then+He+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"African-American students with disabilities are disciplined far more and graduate far less than their counterparts, researchers say. What needs to change to help more succeed?","status":"publish","parent":0,"modified":1493126450,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":861},"headData":{"title":"His Teacher Told Him He Wouldn't Go To College, Then He Did | KQED","description":"African-American students with disabilities are disciplined far more and graduate far less than their counterparts, researchers say. What needs to change to help more succeed?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"His Teacher Told Him He Wouldn't Go To College, Then He Did","datePublished":"2017-04-24T06:50:44.000Z","dateModified":"2017-04-25T13:20:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48121 https://ww2.kqed.org/mindshift/?p=48121","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/23/his-teacher-told-him-he-wouldnt-go-to-college-then-he-did/","disqusTitle":"His Teacher Told Him He Wouldn't Go To College, Then He Did","nprByline":"Sophia Alvarez Boyd","nprImageAgency":"Kelsey Wroten for NPR","nprStoryId":"520021794","nprApiLink":"http://api.npr.org/query?id=520021794&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/04/23/520021794/his-teacher-told-him-he-wouldnt-go-to-college-then-he-did?ft=nprml&f=520021794","nprRetrievedStory":"1","nprPubDate":"Mon, 24 Apr 2017 17:29:00 -0400","nprStoryDate":"Sun, 23 Apr 2017 06:04:00 -0400","nprLastModifiedDate":"Mon, 24 Apr 2017 17:29:58 -0400","path":"/mindshift/48121/his-teacher-told-him-he-wouldnt-go-to-college-then-he-did","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One day Ronnie Sidney, from Tappahannock, Va., was goofing off with his classmates in math when one of them threw a paper football at the board — and it landed a little too close to the teacher. Sidney says the eighth-grade teacher, visibly frustrated, turned around and said, \"None of you are going to college.\"\u003c/p>\n\u003cp>That was a pivotal moment for Sidney. Not only did he feel \u003ca href=\"http://www.npr.org/sections/ed/2016/03/17/469792061/how-the-language-of-special-education-is-evolving\" target=\"_blank\">stigmatized as a special education student\u003c/a> diagnosed with ADHD; Sidney says he had also felt discriminated against in school as an African-American.\u003c/p>\n\u003cp>By the time of the incident with the football, he had already spent seven years in special education, feeling like he was bad at school. But Sidney says that instead of letting the teacher's outburst get to him personally, it motivated him to graduate from high school, then college and eventually get a master's degree in social work at Virginia Commonwealth University.\u003c/p>\n\u003cp>But the numbers don't bode well for students in similar situations. The \u003ca href=\"http://www.ncld.org/\" target=\"_blank\">National Center for Learning Disabilities\u003c/a> analyzed data from the U.S. Department of Education and found that students with learning disabilities drop out at nearly three times the rate of students overall. And for black students, dropping out is even more likely.\u003c/p>\n\u003cp>Robert Balfanz, a professor at Johns Hopkins' School of Education and director of the \u003ca href=\"http://new.every1graduates.org/\" target=\"_blank\">Everyone Graduates Center\u003c/a>, says the double stigma these students face is a key factor in their graduation rates. It's not only the academic challenges that can affect these students' self-esteem and motivation to learn. For black students, there's also the awareness of racial biases and discrimination.\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>In the 2014-2015 school year, about 37 percent of black students with a disability left high school without a regular diploma, compared with 23 percent of white students with a disability — a 14 percentage-point difference.\u003c/p>\n\u003cp>\"A lot of teachers just don't know,\" Sidney says, referring to that double stigma. \"I had a good relationship with my special education teacher, but when it came to some of my mainstream education teachers, there was a disconnect.\"\u003c/p>\n\u003cp>Sidney says one day in 10th-grade English class, students were reading a book out loud that contained the N-word one too many times for him. When it was his turn to read, he says he tried to be silly by replacing the racial slur with \"neighbor\" and other words starting with N. Even though Sidney says he just wanted to ease the tension, he was reprimanded for not taking the assignment seriously.\u003c/p>\n\u003cp>And across the country, many students \u003ca href=\"http://www.npr.org/sections/ed/2017/04/10/522909090/having-just-one-black-teacher-can-keep-black-kids-in-school\">report feeling that same disconnect\u003c/a>. Nationally, more than 80 percent of teachers are white; at the same time, students of color make up \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\">more than half of public school students\u003c/a>.\u003c/p>\n\u003cp>And often, the demographic disparity between white teachers and their students of color shows up in the data.\u003c/p>\n\u003cp>For example, 1 in 4 black boys with a disability was suspended during the 2013-2014 school year, compared with 1 in 10 white boys with a disability. For black girls, it was 1 in 5, compared with 1 in 20.\u003c/p>\n\u003cp>Balfanz found in \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">his research at high-needs schools\u003c/a> that behavior problems are one of the early warning signs of a student's probability of dropping out.\u003c/p>\n\u003cp>If teachers aren't aware of the stereotypes minorities and special ed students face, Balfanz says, \"if teachers aren't cued into that, the cycle continues.\"\u003c/p>\n\u003cp>\u003cstrong>Training teachers in cultural differences\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.drdonnayford.com/\" target=\"_blank\">Donna Y. Ford\u003c/a>, a professor of education and human development at Vanderbilt University, says training teachers to be \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\">aware of their own biases\u003c/a> — implicit or explicit — needs to start earlier. Soon-to-be teachers should be required to take courses to prepare them for the variety of school environments they may work in outside college.\u003c/p>\n\u003cp>\"A cultural difference is not a deficit,\" Ford says, explaining that also applies to students with disabilities.\u003c/p>\n\u003cp>When teachers understand how a student's background can affect his or her behavior in the classroom, they can build better relationships and diminish the effects that double stigma has on their students.\u003c/p>\n\u003cp>Ford lists five areas where cultural competency can be implemented in schools: teaching philosophy, learning environment, curriculum, instruction and gifted education.\u003c/p>\n\u003cp>That last component is vital, she says. Typically, students of color are overrepresented in special education programs and underrepresented in gifted and honors classes.\u003c/p>\n\u003cp>Sidney says he had to fight for those types of opportunities in high school. He knew those were the kinds of classes that would help him get into college. There, he says, students' behavior \"wasn't an issue.\"\u003c/p>\n\u003cp>\"I had a lot of gifts and talents,\" Sidney says, but it took the right teachers to recognize them.\u003c/p>\n\u003cp>Two years ago, Sidney published a children's book to illustrate his experience in special education, called \"\u003ca href=\"http://www.creative-medicine.com/nelson-beats-the-odds.html\" target=\"_blank\">Nelson Beats the Odds\u003c/a>.\" And he plans to publish more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If I was able to overcome and graduate high school,\" Sidney says, \"I felt like I could do anything, and that's the passion and that's the resilience that I take with me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=His+Teacher+Told+Him+He+Wouldn%27t+Go+To+College%2C+Then+He+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48121/his-teacher-told-him-he-wouldnt-go-to-college-then-he-did","authors":["byline_mindshift_48121"],"categories":["mindshift_194"],"tags":["mindshift_20818","mindshift_20784","mindshift_1040","mindshift_20934","mindshift_21053"],"featImg":"mindshift_48122","label":"mindshift"},"mindshift_47991":{"type":"posts","id":"mindshift_47991","meta":{"index":"posts_1591205157","site":"mindshift","id":"47991","score":null,"sort":[1491861444000]},"guestAuthors":[],"slug":"why-having-one-black-teacher-could-help-keep-black-students-in-school","title":"Why Having One Black Teacher Could Help Keep Black Students In School","publishDate":1491861444,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>How important is it to have a role model?\u003c/p>\n\u003cp>A new working paper puts some numbers to that question.\u003c/p>\n\u003cp>Having just one black teacher in third, fourth or fifth grade reduced low-income black boys' probability of dropping out of high school by 39 percent, the study found.\u003c/p>\n\u003cp>And by high school, African-American students, both boys and girls, who had one African-American teacher had much stronger expectations of going to college. Keep in mind, this effect was observed seven to ten years after the experience of having just one black teacher.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftp.iza.org/dp10630.pdf\" target=\"_BLANK\">study\u003c/a> is big. The authors, Seth Gershenson and Constance A. Lindsay of American University, Cassandra M.D. Hart of U.C. Davis and Nicholas Papageorge at Johns Hopkins, looked at long-term records for more than 100,000 black elementary school students in North Carolina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then the researchers checked their conclusions by looking at students in a second state, Tennessee, who were randomly assigned to certain classes.\u003c/p>\n\u003cp>There they found that not only did the black students assigned to black teachers graduate high school at higher rates, they also were more likely to take a college entrance exam. \"The results line up strikingly well,\" says Papageorge.\u003c/p>\n\u003cp>This paper is another piece of social science evidence reinforcing the case for having more teachers of color and for training teachers to be more culturally responsive. We've reported on instances of \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\" target=\"_BLANK\">implicit bias by white teachers\u003c/a>, even toward preschool students, that black students are more often \u003ca href=\"http://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\" target=\"_BLANK\">recommended for gifted programs\u003c/a> by teachers of color and that \u003ca href=\"http://www.npr.org/sections/ed/2016/10/07/496717541/study-finds-students-of-all-races-prefer-teachers-of-color\" target=\"_BLANK\">students of all races prefer teachers of color.\u003c/a>\u003c/p>\n\u003cp>And this isn't news to many African-American families who already feel strongly that their children need role models in their education. Khalilah Harris has experienced the issue both as a policymaker and as a mother of three daughters. She was the Deputy Director of the White House Initiative on Educational Excellence for African Americans under the Obama administration. She recently transferred her two older daughters, 12 and 14, to a progressive private school to expose them to more diverse teachers and curriculum.\u003c/p>\n\u003cp>\"My youngest, who is 7, goes to supposedly the best public school in Baltimore City, but there is not any teacher of color there, and that is deplorable,\" she says. \"If you grow up in a world that does not reflect your essence as valuable from birth, the fact that you don't have a teacher ... who looks like you, will cause cognitive dissonance.\"\u003c/p>\n\u003cp>Papageorge says the \"role model effect\" that Harris describes is quantifiable. \"Sometimes when I talk about expectations, people think I'm talking about magic fairy dust,\" he says, \"but in economics, it's one of the biggest things that determine the kinds of investments people make.\" In other words, whether it's money you put toward a mutual fund, or time and energy you spend on your education, how much you expect to get out can determine how much you put in.\u003c/p>\n\u003cp>If a low-income black boy never sees anyone in the classroom who looks like him, Papageorge says he might conclude, \"'Hey, college is just not for me'. And then why would you work hard in school?\"\u003c/p>\n\u003cp>Yolanda Coles Jones of Charlottesville, Va., says she and her husband avoided the school system altogether. They homeschool their four children, two girls who are 9 and 7, and 4-year-old twin boys. She says they didn't see their local public or private schools \"understanding the needed emphasis on black children seeing black faces.\" The family is part of a homeschooling co-op called Community Roots, that, Coles Jones says, was founded \"to have an atmosphere that is safe for children of color to be in.\"\u003c/p>\n\u003cp>In future research, Papageorge hopes to replicate the study and unpack the powerful and long-lasting effects observed. But based on the evidence he already has, he has an immediate policy recommendation. Having just one black teacher in his study made all the difference to students; having two or three didn't increase the effect significantly. Therefore, schools could work to change student groupings so that every black student gets at least one black teacher by the end of elementary school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Should we hire more black teachers?\" he asks. \"Yeah, probably, but it requires more black college graduates ... We could push around rosters tomorrow, change the way we assign kids, and have some effects next school year, not 10 years from now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+Just+One+Black+Teacher+Can+Keep+Black+Kids+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"According to a recent study, having a role model at school who looks like you can have large and long-lasting effects.","status":"publish","parent":0,"modified":1491861444,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":756},"headData":{"title":"Why Having One Black Teacher Could Help Keep Black Students In School | KQED","description":"According to a recent study, having a role model at school who looks like you can have large and long-lasting effects.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Having One Black Teacher Could Help Keep Black Students In School","datePublished":"2017-04-10T21:57:24.000Z","dateModified":"2017-04-10T21:57:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47991 https://ww2.kqed.org/mindshift/?p=47991","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/10/why-having-one-black-teacher-could-help-keep-black-students-in-school/","disqusTitle":"Why Having One Black Teacher Could Help Keep Black Students In School","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"522909090","nprApiLink":"http://api.npr.org/query?id=522909090&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/04/10/522909090/having-just-one-black-teacher-can-keep-black-kids-in-school?ft=nprml&f=522909090","nprRetrievedStory":"1","nprPubDate":"Mon, 10 Apr 2017 06:00:00 -0400","nprStoryDate":"Mon, 10 Apr 2017 06:00:13 -0400","nprLastModifiedDate":"Mon, 10 Apr 2017 06:00:13 -0400","path":"/mindshift/47991/why-having-one-black-teacher-could-help-keep-black-students-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>How important is it to have a role model?\u003c/p>\n\u003cp>A new working paper puts some numbers to that question.\u003c/p>\n\u003cp>Having just one black teacher in third, fourth or fifth grade reduced low-income black boys' probability of dropping out of high school by 39 percent, the study found.\u003c/p>\n\u003cp>And by high school, African-American students, both boys and girls, who had one African-American teacher had much stronger expectations of going to college. Keep in mind, this effect was observed seven to ten years after the experience of having just one black teacher.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftp.iza.org/dp10630.pdf\" target=\"_BLANK\">study\u003c/a> is big. The authors, Seth Gershenson and Constance A. Lindsay of American University, Cassandra M.D. Hart of U.C. Davis and Nicholas Papageorge at Johns Hopkins, looked at long-term records for more than 100,000 black elementary school students in North Carolina.\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>Then the researchers checked their conclusions by looking at students in a second state, Tennessee, who were randomly assigned to certain classes.\u003c/p>\n\u003cp>There they found that not only did the black students assigned to black teachers graduate high school at higher rates, they also were more likely to take a college entrance exam. \"The results line up strikingly well,\" says Papageorge.\u003c/p>\n\u003cp>This paper is another piece of social science evidence reinforcing the case for having more teachers of color and for training teachers to be more culturally responsive. We've reported on instances of \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\" target=\"_BLANK\">implicit bias by white teachers\u003c/a>, even toward preschool students, that black students are more often \u003ca href=\"http://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\" target=\"_BLANK\">recommended for gifted programs\u003c/a> by teachers of color and that \u003ca href=\"http://www.npr.org/sections/ed/2016/10/07/496717541/study-finds-students-of-all-races-prefer-teachers-of-color\" target=\"_BLANK\">students of all races prefer teachers of color.\u003c/a>\u003c/p>\n\u003cp>And this isn't news to many African-American families who already feel strongly that their children need role models in their education. Khalilah Harris has experienced the issue both as a policymaker and as a mother of three daughters. She was the Deputy Director of the White House Initiative on Educational Excellence for African Americans under the Obama administration. She recently transferred her two older daughters, 12 and 14, to a progressive private school to expose them to more diverse teachers and curriculum.\u003c/p>\n\u003cp>\"My youngest, who is 7, goes to supposedly the best public school in Baltimore City, but there is not any teacher of color there, and that is deplorable,\" she says. \"If you grow up in a world that does not reflect your essence as valuable from birth, the fact that you don't have a teacher ... who looks like you, will cause cognitive dissonance.\"\u003c/p>\n\u003cp>Papageorge says the \"role model effect\" that Harris describes is quantifiable. \"Sometimes when I talk about expectations, people think I'm talking about magic fairy dust,\" he says, \"but in economics, it's one of the biggest things that determine the kinds of investments people make.\" In other words, whether it's money you put toward a mutual fund, or time and energy you spend on your education, how much you expect to get out can determine how much you put in.\u003c/p>\n\u003cp>If a low-income black boy never sees anyone in the classroom who looks like him, Papageorge says he might conclude, \"'Hey, college is just not for me'. And then why would you work hard in school?\"\u003c/p>\n\u003cp>Yolanda Coles Jones of Charlottesville, Va., says she and her husband avoided the school system altogether. They homeschool their four children, two girls who are 9 and 7, and 4-year-old twin boys. She says they didn't see their local public or private schools \"understanding the needed emphasis on black children seeing black faces.\" The family is part of a homeschooling co-op called Community Roots, that, Coles Jones says, was founded \"to have an atmosphere that is safe for children of color to be in.\"\u003c/p>\n\u003cp>In future research, Papageorge hopes to replicate the study and unpack the powerful and long-lasting effects observed. But based on the evidence he already has, he has an immediate policy recommendation. Having just one black teacher in his study made all the difference to students; having two or three didn't increase the effect significantly. Therefore, schools could work to change student groupings so that every black student gets at least one black teacher by the end of elementary school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Should we hire more black teachers?\" he asks. \"Yeah, probably, but it requires more black college graduates ... We could push around rosters tomorrow, change the way we assign kids, and have some effects next school year, not 10 years from now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+Just+One+Black+Teacher+Can+Keep+Black+Kids+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47991/why-having-one-black-teacher-could-help-keep-black-students-in-school","authors":["byline_mindshift_47991"],"categories":["mindshift_192"],"tags":["mindshift_20818","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21053"],"featImg":"mindshift_47992","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. 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