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Jill Bergeron

What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views

www.nais.org/...Post.aspx

mindset character education diversity inclusion equity

shared by Jill Bergeron on 11 May 16 - No Cached
  • “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website.   “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website.  (See graphic by Nigel Homes.)
  • The “All or None” myth teaches us that there those who are “with it” and those who are not.  Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
  • This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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  • In the growth mindset, we understand and accept that there is always room to grow. No one can fully master all aspects of cultural competency for all cultural identifiers, and mistakes are inevitable. With humble curiosity, we seek to better understand ourselves, understand others, develop cross-cultural skills, and work toward equity and inclusion.
  • The “Mistakes and Moral Worth” myth teaches us that those who offend or hurt must be doing so because they are bigoted and morally deficient, and good-hearted people do not speak or act in ways that marginalize. Under this myth, those of us who make an offensive comment, even if unintentional, are attacked as though we had professed to be a member of a hate group. 
  • This myth leaves us afraid to speak our mind for fear of public shaming. It keeps us focusing on our intentions rather than on our impacts.  We try to prove our moral worth by debasing others who have displayed shortcomings.
  • This myth leaves us slipping into complacency and clinging to a false sense of mastery, reluctant to look for authentic understanding and growth. It makes us think, “If we just find the right all-school read, the right professional development workshop, the right speaker for the MLK assembly, we can fix all the problems at the school.”
  • When others make mistakes, we are likely to respond with patience and desire to teach, understanding that it’s possible to dislike an action without disliking the person.
  •  Under this myth, those of us who’ve had some training to understand another’s identity and difference assume that we have learned everything we need to be competent. 
  •  We also believe that relationships can “fix” our misconceptions about a whole group of people. 
  • In the growth mindset, we understand that good people can make mistakes. Mistakes do not define us.
  • In the growth mindset, we understand that bias and prejudice, as Jay Smooth puts it, are more like plaque. There is so much misinformation in the world reinforced by history, systems, and media. If we are to keep the myths at bay, we must get into a regular practice, much like brushing and flossing every day. 
  • Jill Bergeron on 11 May 16
     
    This article offers up several ways in which a fixed mindset can prevent us from better understanding diversity and how a growth mindset can move us in the direction of inclusion and equity.
Jill Bergeron

NAIS - Building More Inclusive Communities with Grading for Equity - 1 views

www.nais.org/...grading-for-equity

diversity inclusion DEI grading bts

shared by Jill Bergeron on 14 Jun 19 - No Cached
  • Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
  • Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
  • Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
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  • Neither school leaders nor teachers have had a framework or vocabulary to examine grading and understand its inequities, to recognize the harms of century-old grading practices, and to identify and implement more inclusive and accurate grading.
  • Our current grading practices were created during the Industrial Revolution, shaped by our country’s early 20th-century cultural dynamics and demographics, and founded on beliefs about teaching, learning, and human potential that have since been thoroughly debunked and disproven.
    • Jill Bergeron
      Jill Bergeron on 14 Jun 19
       
      Grading is in contradiction with growth mindset
  • we believed that humans were effectively motivated by extrinsic rewards and punishments—think rats taught to pull a lever by offering pellets or electrifying the cage floor—a belief that underlies teachers’ constant use of “points” to incentivize (and some might say control) student behaviors, such as coming on time to class or completing homework.
  • intrinsic motivation—the kind of motivation that generates creative thinking and fuels effective learning—is undermined by extrinsic rewards and punishments. In other words, our continued use of points to motivate students is demotivating them from learning.
  • Teachers also frequently use mathematical calculations that hide student growth and handicap students who struggle.
  • Averaging his performance doesn’t accurately describe his skills, and it hides all his growth and improvement.
  • She then sent an open invitation to any teacher who wanted to dig deeper into grading—to research, examine, and imagine ways to align grading to the school’s vision for progressive and equitable education.
  • Homework can be an important element of learning, but when teachers include students’ performance on that homework in the grade, they incorporate an institutional bias that rewards students with resources and impedes students without resources, effectively replicating intergenerational disparities of race and income.
  • Teachers use points to evaluate every action or assignment in a class, which creates pressure-cooker classrooms where no accomplishment goes unrewarded and no mistake goes unpenalized.
  • Effective teacher-student relationships require the opposite: a space to take risks without penalty, to disclose weaknesses without being judged, to feel safe simply knowing that you don’t have to perform perfectly every moment.
  • But, as many parents, teachers, and school administrators are frequently stunned to learn, many common grading practices are outdated, inaccurate, and undermine student success. In fact, many grading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students based on their families’ resources.
  • For example, if homework is indeed an opportunity for students to practice and to make mistakes, then we can’t include their performance on that homework in their grade.
  • I expect you to take risks and make mistakes and to share with me your academic confusion and weaknesses without fear that your grade will be lowered because of those mistakes.
  • tracking each earned or forfeited point for every activity or behavior reduces teachers to point-tabulators and accountants rather than supportive mentors and guides for students’ paths to success.
  • the way teachers graded often contradicted the school’s commitment to academic excellence as well as equity.
  • Our traditional practice of grading everything students do inadvertently sows distrust, shame, and deceit—which leads to students copying homework to earn points, not suggesting an answer if it might be wrong, rote note-taking only for the notebook check—thereby weakening the teacher-student relationship qualities that support learning.
  • grades must be accurate, validly reflecting a student’s academic performance; bias-resistant, preventing our implicit biases and subjectivity from infecting grades; and motivational, helping students strive for academic success, persevere, accept struggles and setbacks, and gain critical life skills.
  • This pilot group was also trained to use more equitable grading practices, which include employing a 0–4 point scale rather than a 0–100 percentage, incorporating retakes and redos, and ensuring that grades indicate how well students actually master subject matter than whether students’ behavior or work habits gain their subjective approval.
  • Students were less anxious and classroom environments felt more relaxed and supportive of learning, and grade inflation decreased because teachers no longer padded grades with points for participation or homework completion.
  • The teachers continue to track students’ participation and homework, but have expanded how they give feedback on those nonacademic skills: for example, with student conferences or separate reports and calls to parents. The school’s grades give more accurate information about where students are in their learning, and Previna and some teachers are beginning to imagine how their report card could communicate student achievement more accurately and equitably as well.
  • If we can improve how we grade, we will leverage significant improvements in every aspect of teaching and learning as well as our school cultures.
  • The rate of students receiving As decreases, and it decreases more dramatically for students from more resourced families. Grades are no longer rewarding students for just “doing school,” which disproportionately benefits students with more privilege, but grades instead reflect students’ actual academic performance. At the same time, the rate of students receiving Ds and Fs decreases, and does so more dramatically for vulnerable and historically underserved students (African–Americans, Hispanics, and students from low-income families). Grades are less susceptible to teachers’ biases and no longer filter students for privilege. There is a statistically significant increase in the correlation between students’ teacher-assigned grades and standardized assessment scores, suggesting that teachers’ grades more accurately describe their students’ performance. This correlation is particularly strengthened for students from lower-income families, suggesting that those students were more likely to have their performance misrepresented by traditional grading practices. Teachers and students report less stressful classrooms and stronger student-teacher relationships. Teachers find that learning and implementing these grading practices improves their work as educators and has led to improved student learning.
    • Jill Bergeron
      Jill Bergeron on 14 Jun 19
       
      The results of a more equitable grading system
  • By not correcting grading practices, schools risk undermining other initiatives aimed at improving equity and make our schools less inclusive and supportive of every student.
  • Jill Bergeron on 14 Jun 19
     
    Questions about grading practices that we can incorporate in to BTS.
Gayle Cole

Open Circle - 0 views

open-circle.org

open circle SEL

shared by Gayle Cole on 14 May 13 - No Cached
  • Gayle Cole on 14 May 13
     
    suggested in The Inclusive School: A Selection of Writing on Diversity Issues in Independent Schools by NAIS
Jill Bergeron

Welcoming schools - 0 views

www.hrc.org/...ction_to_Welcoming_Schools.pdf

diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • Jill Bergeron on 09 May 16
     
    An inclusive approach to addressing family diversity, gender stereotyping and name-calling in K-5 learning environments.
Jill Bergeron

Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx

culturally responsive cultural competency responsive classroom responsive

shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
Gayle Cole

ProjectImplicit - 0 views

implicit.harvard.edu/implicit

psychology Bias research racism resources stereotype race gender diversity

shared by Gayle Cole on 01 Aug 13 - No Cached
  • Gayle Cole on 01 Aug 13
     
    from book Inclusive Schools for summer faculty reading
Jill Bergeron

NAIS - The Truth About Making Real Change for Racial Justice - 0 views

www.nais.org/...real-change-for-racial-justice

DEI social justice diversity racial justice

shared by Jill Bergeron on 02 Jan 21 - No Cached
  • To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
  • noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
  • When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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  • Families send their kids to our schools, and we must prove that we are better than local public or other school options. In other words, we ask the majority of our families to give us financial support so that their kids can get more—not necessarily different—than what their taxes pay for; the “more” is the ROI.
  • Furthermore, this hierarchical worldview permeates our practices—from grading to sports, we promote hierarchies cemented on ability, access, and popularity, among other things. By viewing race problems in our schools in purely cultural terms, we are articulating our hope that we will promote some hierarchies while erasing other hierarchies based on race, gender, and sexual orientation. But as we know, hierarchies intersect and sustain each other.
  • the demand that our teachers get better or different professional development, that we hire and admit more people of color, and that we collectively become culturally competent is a way to deal with the symptoms of racism, not with a system of racism.
  • Why would those who have privilege, and want to keep it by paying for a special pathway for their children, want to give it up? Anyone familiar with the college admission process knows the tensions that emerge around race and class. If our students and families are happy to embrace the language of inclusion, such superficial pretense often evaporates when college admission lists appear. It is then that we see the hard limits of our inclusivity.   The families in our communities are essentially good people who want to share, but they don’t want to be left out.
  • They like the idea of “giving back” but do not want to take less.
  • many of our enrollment challenges derive from the fact that millennial families are looking for meaning and value—not access. We need to stop worrying about providing an illusory ROI and ensure that we help our students develop lives of meaning and purpose; we need to stop worrying exclusively about leadership and prepare them for ethical and active citizenship. It is only when we can talk to our students about the need to take less so that others can have their fair share that we will be able to honestly talk about race.
Jill Bergeron

6 ways to bolster STEM education for the future | eSchool News - 0 views

www.eschoolnews.com/...2

stem STEAM

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • analysts predict that over the next five years, major American companies will need to add to their workforce a total of nearly 1.6 million employees versed in STEM: 945,000 who possess basic STEM literacy and 635,000 who demonstrate advanced STEM knowledge. Other data suggest that at least 20 percent of U.S. jobs require a high level of knowledge in at least one STEM field, according to the report.
  • Accessible learning activities that invite intentional play and risk.
  • Flexible and inclusive learning spaces. Teachers and students need flexibility in structures, equipment and access to materials in both the classroom and the natural world, as well as environments augmented by virtual and technology-based platforms.
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  • Educational experiences that include interdisciplinary approaches to solving “grand challenges.”
  • Innovative and accessible measures of learning.
  • Societal and cultural images and environments that promote diversity and opportunity in STEM.
  • Jill Bergeron on 20 Sep 16
     
    This article summarizes a report that stipulates there will be an increased demand for STEM professionals over the next 10 years. It offers six broad ideas about how to bolster STEM education.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

reading literacy shame exit ticket differentiation edutopia

shared by Jill Bergeron on 02 Feb 16 - No Cached
  • “The act of writing, even if the product consists of only a hundred and forty characters composed with one’s thumbs, forces a kind of real-time distillation of emotional chaos.” Researchers have confirmed the efficacy of writing as a therapeutic intervention.
  • She was trained to avoid jumping into problem-solving mode, instead using validation
  • Probes were important to get more information
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  • and she was trained to highlight strengths
  • Showing empathy was important
  • The trainer stressed the importance of avoiding teen patois and not making typos, which undermine authoritativeness.
  • Having all three factors present in a school can compensate for their absence in the family, community, or peer group. And a school with these factors can be resilient as an organization in the face of challenges and traumatic events it may face.
  • But in practical terms, text messaging affords a level of privacy that the human voice makes impossible. If you’re hiding from an abusive relative or you just don’t want your classmates to know how overwhelmed you feel about applying to college, a text message, even one sent in public, is safer than a phone call.
  • What’s more, tears go undetected by the person you’ve reached out to, and you don’t have to hear yourself say aloud your most shameful secrets.”
  • All people have the capacity for resilience, she says, and there are three factors that tap and nurture that potential: (a) caring relationships, (b) high expectations, and (c) meaningful opportunities for participation and contribution.
  • The advantage of using texting for a crisis hotline is that teens who are willfully uncommunicative when speaking are often forthcoming to the point of garrulous when texting, quite willing to disclose sensitive information.
  • The three factors help develop children’s social competence, problem-solving ability, sense of self and internal locus of control, and sense of purpose and optimism about the future – all of which are key to dealing successfully with adversity.
  • This is all about providing a sense of connectedness and belonging, “being there,” showing compassion and trust.
  • Teachers make appropriate expectations clear and recognize progress as well as performance. They also encourage mindfulness and self-awareness of moods, thinking, and actions. Principals orchestrate a curriculum that is challenging, comprehensive, thematic, experiential, and inclusive of multiple perspectives. They also provide training in resilience and youth development, and work to change deeply held adult beliefs about students’ capacities.
  • Teachers hold daily class meetings and empower students to create classroom norms and agreements. Principals establish peer-helping/tutoring and cross-age mentoring/tutoring programs and set up peer support networks to help new students and families acclimate to the school environment.
  • Resilience is a process, not a trait. It’s a struggle to define oneself as healthy amidst serious challenges.
  • Several personal strengths are associated with resilience – being strong cognitively, socially, emotionally, morally, and spiritually.
  • In classrooms, open channels of communication are essential. Nothing should inhibit, embarrass, or shame students from asking questions during a lesson.
  • a person who displays bad judgment is not ‘forever’ a bad person.”
  • To help others, educators need to take care of themselves. An analogy: on an airplane, people need to have their own oxygen masks in place before they can help others.
  • “The admissions process can counteract a narrow focus on personal success and promote in young people a greater appreciation of others and the common good.
  • ome have pointed out that the report applies mostly to a small percent of students, and what colleges say they value may be a challenge to game the system.
  • Julie Coiro (University of Rhode Island) takes note of a large international study by the OECD (Organisation for Economic Cooperation and Development), which found that computers were having no significant impact on students’ proficiency in reading, math, and science.
  • In many countries, the study found, frequent use of computers actually made students’ performance worse. “Although these findings may relate to differences in professional development or implementation,” says Coiro, “it was clear that drill-and-practice software had a negative effect on student performance.”
  • Technology is not critical for learning to be personal; all that’s needed is space and time to actively reflect, collaborate, and engage with personally meaningful ideas.
  • “What students can learn,” says Stygles, “is how to manage their time, select books reasonably, and justify their reading choices. When students understand their capacity – what they can do successfully – they not only protect themselves from shameful failure, but also become stronger readers through repeated experiences of success and pleasure.”
  • when blended learning is implemented in a balanced way, “teachers and students use a range of human and digital resources to improve their ability to think, problem solve, collaborate, and communicate. A delicate balance of talk and technology use keeps us all grounded in conversations with other people about what really matters.” Coiro has four suggestions for striking this balance:             • Build a culture of personal inquiry. Students have regular opportunities to pursue topics relevant to them, using a range of texts, tools, and people (offline and online) to get emotionally engaged.             • Expect learners to talk. Students engage in literacy experiences involving face-to-face and online collaboration, conversations, arguments, negotiations, and presentations.             • Encourage digital creation. Students create original products that share new knowledge and connect insights from school, home, and the community.             • Make space for students to participate and matter. “Through participation, individuals assert their autonomy and ownership of learning,” says Coiro. “In turn, their inquiry becomes more personal and engaging.”
  • Once students are empowered to direct their own learning pathways, technology can open the door to a range of texts, tools, and people to explore and connect ideas
  • “Unlike participation in sports,” says Stygles, “the choice to abandon reading to pursue other talents is not an option. Kids really have no escape from the struggles they face during the learning-to-read process, especially in light of frequent assessment or graduation through levels.”
  • “Measurement must be replaced by early and frequent positive transactions between reading, teacher, and texts,”
  • We should share with students what intimidates us about reading, how we find time, and how we focus… If we show our readers realities of reading, maturing students will see reading as less burdensome.”
  • “Shamed readers do not believe they improve or can improve,” says Stygles
  • “A good exit ticket can tell whether students have a superficial or in-depth understanding of the material,” they write. “Teachers can then use this data for adapting instruction to meet students’ needs the very next day… Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom…
  • The key to differentiation is that you have high expectations for all students and a clear objective.
  • If you know what you want students to master, differentiation allows you to use different strategies to help all students get there.”
  • Each of these tools allows students to contribute individually to shared creations involving inquiry, peer feedback, and collaborative composition.
  • Google Docs
  • Padlet
  • Coggle
  • VoiceThread
Jill Bergeron

Private Schools Are Indefensible - The Atlantic - 0 views

www.theatlantic.com/...618078

entitlement diversity DEI equity inclusion independent school

shared by Jill Bergeron on 15 Mar 21 - No Cached
  • if these children want to attend an elite college, their best bet by far is to spend their adolescence in a school where the experience of being Black is, for many, a painful one.
  • Among the posts from more recent students, what’s striking is that several kinds of experiences were related over and over: the expectation that Black kids would be excellent athletes (and possibly weaker students); insulting assumptions about Black students’ family backgrounds; teachers repeatedly confusing the names of Black students; other students constantly reaching out and touching Black girls’ hair; and non-Black students using the N‑word. Read collectively, these posts are a damning statement about the schools.
  • Private-school parents have become so terrified of being called out as racists that they will say nothing on the record about their feelings regarding their schools’ sudden embrace of new practices. They have chosen, instead, anonymous letters and press leaks.
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  • ‘Okay, we’re now welcoming you to the majority, where you should be’—with the white people, so to speak.” But “inherently within that, you are sacrificing who you are as a person—and it’s not like that would ever happen on the opposite end.” There had been costs to going to Spence. One of those, she now realizes, was “sacrificing my Blackness.”
  • The parents had demands of their own, including an immediate halt to curriculum changes.
  • Many schools for the richest American kids have gates and security guards; the message is you are precious to us. Many schools for the poorest kids have metal detectors and police officers; the message is you are a threat to us.
  • Shouldn’t the schools that serve poor children be the very best schools we have?
  • Jill Bergeron on 15 Mar 21
     
    "Private Schools Have Become Truly Obscene Elite schools breed entitlement, entrench inequality-and then pretend to be engines of social change."
Jill Bergeron

Devon Carbado - 0 views

law.ucla.edu/...devon-w-carbado

diversity equity inclusion DEI

shared by Jill Bergeron on 23 May 19 - No Cached
  • Jill Bergeron on 23 May 19
     
    Potential DEI speaker
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