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We expect people to look different. And why not? Like a fingerprint, each person is unique. Every person represents a one-of-a-kind, combination of their parents', grandparents' and family's ancestry. And every person experiences life somewhat differently than others. Differences… they're a cause for joy and sorrow. We celebrate differences in personal identity, family background, country and language. At the same time, differences among people have been the basis for discrimination and oppression. Yet, are we so different? Current science tells us we share a common ancestry and the differences among people we see are natural variations, results of migration, marriage and adaptation to different environments. How does this fit with the idea of race? Looking through the eyes of history, science and lived experience, the RACE Project explains differences among people and reveals the reality - and unreality - of race. The story of race is complex and may challenge how we think about race and human variation, about the differences and similarities among people.

In many classrooms across America, race and ethnicity are very much on the table. Teachers dream of seeing their students discuss difference in a constructive way. Some educators actively encourage their classes to get outside their comfort zones and confront the country's racial history. But in many faculty rooms, there's little to no talk about race. Whether the topic is a racial disparity in students' academic achievement, a teacher who feels victim to racial discrimination or even simply a question about a black student's hair, teachers often elect to keep their mouths shut. If teachers can't have the race talk with each other, how can schools effectively educate their students about difference?

Federal law prohibits sex discrimination in schools, yet inequities remain. For examples, teachers often treat boys and girls differently when it is not appropriate to do so. Other issues include limiting access or dissuading girls from participating in science, technology, engineering and mathematics (STEM) courses, over-representation of boys in disciplinary actions, and the impact of stereotyping on access and inclusion. Frances Guzmán, M.Ed., an IDRA education associate, discusses where gender inequities tend to show up in classrooms and how educators can make changes to ensure equity for girls and boys. Frances is interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center.

"When teachers say they are color blind, they are usually saying that they do not discriminate and that they treat all their students equally. Of course, being fair and treating each student with respect are essential to effective teaching. However, race and ethnicity often play important roles in children's identities and contribute to their culture, their behavior, and their beliefs. When race and ethnicity are ignored, teachers miss opportunities to help students connect with what is being taught. Recognizing that a student's race and ethnicity influences their learning allows teachers to be responsive to individual differences. In some cases, ignoring a student's race and ethnicity may undermine a teacher's ability to understand student behavior and student confidence in doing well in a school culture where expectations and communication are unfamiliar. An individual's race and ethnicity are central to her or his sense of self but they are not the whole of personal identity. Moreover, how important an individual's race and ethnicity is to her or his identity will vary and teachers need to take that into account as they seek to learn more about their students."

Talking about what appear to be racial issues with respect to student interactions, student-teacher interactions or interactions among members of the school staff is uncommon. Race is a "hot button" issue in our country, and it may feel that discussing potential misunderstandings or conflicts would make things worse. Moreover, many worry about being seen as insensitive or preoccupied with race. No doubt some issues that could be race-related are not actually related to race. But, this cannot be known without bringing up the issue. The country has made great progress in reducing racial prejudice and discrimination, but negative stereotypes, concerns about fairness, and the absence of comfort in interracial relationships persist. For racial issues to be openly dealt with, school leaders must make clear that it is important to be candid and to trust one another while ensuring that action is taken when problems are identified.