EDU 1143

Our eyes tell us that people look different. No one has trouble distinguishing a Czech from a Chinese. But what do those differences mean? Are they biological? Has race always been with us? How does race affect people today?

Education was historically considered a great equalizer in American society, capable of lifting less advantaged children and improving their chances for success as adults. But a body of recently published scholarship suggests that the achievement gap between rich and poor children is widening, a development that threatens to dilute education's leveling effects.

Inequity in education has many causes and correlates, but one important element is often left out. Racism is hard to discuss and its devastating effects hard to understand, but there are ways to begin the conversation and start the healing.

New studies find that female students are performing better in school than their male counterparts. Are the boys falling behind, or are the girls just excelling? What is causing the trend? Host Patty Satalia and a group of experts discuss these questions.

This collection includes the following articles: "White Privilege: Unpacking the Invisible Knapsack" (McIntosh, 1998, 1990) "I CAN FIX IT! Volume 1. Racism: Part 1. White People" (Ayo, n.d.) "The Fears of White People" (Jensen, 2005)

A team of reporters spent more than a year exploring ways that class - defined as a combination of income, education, wealth and occupation - influences destiny in a society that likes to think of itself as a land of unbounded opportunity.

A consensus panel of interdisciplinary scholars worked over a four-year period to determine what we know from research and experience about education and diversity. The panel was cosponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the University of Maryland. The panel was supported by a grant from the Carnegie Corporation of New York and chaired by James A. Banks. The 12 major findings of the panel, which are called essential principles, constitute this publication. They are presented in this Executive Summary. This publication also contains a checklist designed to be used by educational practitioners to determine the extent to which their institutions and environments are consistent with the essential principles.

Reteaching Gender & Sexuality presents fresh perspectives on gender and sexual diversity. We produce media and other educational resources about the shifting dynamics of gender and sexuality among young people. We use these as tools to facilitate dialogue in communities and among students and practitioners in youth-serving professions. It's a creative and pragmatic approach with a cross-sector impact.

The Equity Alliance at Arizona State University is one of 10 regional Equity Assistance Centers in the U.S. that are funded by the U.S. Department of Education to support the work of the Office of Civil Rights and the Department of Justice in enforcing federal civil rights laws. While the efforts of the Office of Civil Rights have improved educational opportunities for formerly excluded and marginalized students, there is still much work to be done to address achievement gaps and to ensure that all students are provided with high-quality education (Artiles, Rueda, Salazar, & Higareda, 2005; Donovan & Cross, 2002; Klingner, Méndez Barletta, & Hoover, 2008; Losen & Orfield, 2002).

How schools acknowledge racial and ethnic identities will affect all students' educational experiences.

This MentorMob learning playlist is designed to provide information and resources related to promoting parent/family/community involvement in schools.

It's not just an add-on or an afterthought. Curriculums infused with multicultural education boost academic success and prepare students for roles as productive citizens.

"The North Central Regional Laboratory (1995) has developed the following checklist to determine the quality of a school's multicultural practices: "

Since 1776 the United States has grown from a nation of relatively few religious differences to one of countless religious groups. This expanding pluralism challenges the public schools to deal creatively and sensitively with students professing many religions and none. The following questions and answers concern religious holidays and public education, a subject often marked by confusion and conflict.

This MentorMob learning playlist is designed to provide viewers with an opportunity to explore culturally relevant pedagogy.

GLSEN has launched the Safe Space Campaign to place a Safe Space Kit resource in every middle and high school in the country. Send a Safe Space Kit to your former school or a school you care about to join our effort to provide educators with the tools they need to make classrooms safer for lesbian, gay, bisexual and transgender (LGBT) youth. Help put a Safe Space Kit in every school!

The Department of Education provides research-based, quality curriculum resources for educators to use in the classroom. These resources can be used as models and revised, as needed, for each educator's particular needs. Curriculum and assessment alignment forms are available for schools and online learning providers for use in aligning local curriculum and assessment with the standards. Use the sample forms to help you get started. Specialty curricula, such as Indian Education, are included to give educators engaging lessons on a particular topic area.

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?

With so many unanswered questions and controversies regarding intelligence, testing in general, and testing diverse students in particular, what can educators in gifted education do to ensure that these students have access to and are represented in gifted education programs and services? In this monograph, the author examines test bias by first reviewing seminal publications and research. This discussion provides the historical context for the monograph. Next, a discussion of intelligence tests is presented, paying specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students on cognitive ability tests. Most of the research has targeted Black students' test performance and Black-White IQ differences. Definitions of and strategies for determining the nature and extent of test bias are then explored. Finally, the findings are summarized and implications for the field of gifted education are discussed.

Summarizes the history of government policy towards American Indian languages from colonial times to the passage of the Native American Languages Act of 1990 and links language policy to the academic success of American Indian students in terms of a subtractive English-Only curriculum that is designed to assimilate Indian children into the dominant culture of the United States versus an additive English-Plus curriculum that recognizes and values American Indian traditional cultures. 1993 Journal of Educational Issues of Language Minority Students article.