Love Has No Labels | Diversity & Inclusion | Ad Council

Published on Mar 3, 2015

While the vast majority of Americans consider themselves unprejudiced, many of us unintentionally make snap judgments about people based on what we see—whether it’s race, age, gender, religion, sexuality, or disability. The Love Has No Labels campaign challenges us to open our eyes to our bias and prejudice and work to stop it in ourselves, our friends, our families, and our colleagues. Rethink your bias at http://www.lovehasnolabels.com

If Your Teacher Looks Like You, You May Do Better In School

Source: http://www.npr.org/sections/ed/2017/09/29/552929074/if-your-teacher-looks-likes-you-you-may-do-better-in-school

If Your Teacher Looks Like You, You May Do Better In School

Having a teacher that looks like you may help you succeed in school.

Zai Wei Zhang for NPR

Think back to grade school for a moment and envision that one teacher who could captivate you more than any other. Did that teacher look a bit like you? One recent study says: probably.

There’s mounting evidence that when black students have black teachers, those students are more likely to graduate high school. That new study takes this idea even further, providing insight into the way students actually think and feel about the teachers who look like them and those who don’t.

Here’s how it worked:

  • Researchers surveyed more than 80,000 public school students, grades four through eight, across six different states.
  • These students were asked to evaluate how well their teachers led their classrooms.
  • The researchers paid special attention to the way students — black, white and Hispanic — in the same classes rated the same teachers.

The study found that when students had teachers of the same race as them, they reported feeling more cared for, more interested in their schoolwork and more confident in their teachers’ abilities to communicate with them. These students also reported putting forth more effort in school and having higher college aspirations.

When students had teachers who didn’t look like them, the study found, they reported lower levels of these feelings and attitudes. These trends were most visible in black students, especially black girls.

These findings support the idea that students do better in school when they can view their teachers as role models, says Brian Kisida, who coauthored the paper. And if that teacher looks like you, you might perceive them as precisely that, a role model.

One problem: a growing number of students don’t have teachers who look like them. The majority of students in public school are students of color, while most teachers identify as white. And this so-called teacher-diversity gap likely contributes to racial disparities in academic performance.

“The national achievement gap is unidirectional,” says Anna Egalite, another coauthor. Students who are white fare far better than students who aren’t, and that might have something to do with the relative homogeneity of teachers. According to recent statistics, just 18 percent of teachers were people of color.

But a more diverse population of teachers alone won’t help students of color, says Gloria Ladson-Billings, a professor of education at the University of Wisconsin-Madison. To change attitudes and behaviors about school, she says, “We need teachers who view their students of color as whole people.”

And that’s key because diversifying the teaching force might take a while. But one thing policymakers can do to shrink the achievement gap, Egalite and Kisida say, is pay attention to the things students of color say they appreciate about having teachers who look like them. Only then, they say, can practitioners train teachers to communicate with diverse bodies of students.

Christine Sleeter addresses problems in ethnic studies curriculum

Source: https://collegian.com/2017/09/christine-sleeter-addresses-problems-in-ethnic-studies-curriculum/

Christine Sleeter addresses problems in ethnic studies curriculum

Dr. Christine Sleeter speaks at the Diversity Symposium
Author, teacher and activist Dr. Christine Sleeter speaks about multicultural awareness in education at the 17th Annual Diversity Symposium in the LSC. The speech featured the changing analytics among ethnicities in the classroom and stressed engaging in multicultural historical viewpoints. (Brooke Buchan | Collegian)

Activist Christine Sleeter is white, from a community with very little diversity, and admitted she knew almost nothing about her student’s background when she began teaching in Seattle.

Sleeter, an author and a teacher in addition to activist, spoke about how the teaching of ethnic studies, or the lack thereof, can be improved. Sleeter spoke in the Lory Student Center Thursday night as part of Colorado State University’s week-long Diversity Symposium.

Sleeter emphasized the importance of having multicultural education and an ability to think critically about what other groups have to go through. She said in doing so, people will start to become agents of social change.

“I mean, we have a president who can’t even figure out how to get resources to Puerto Rico,” Sleeter said.

Sleeter said changes in teaching styles and curriculum can be an effective way to get students to think more critically about their culture and the cultures of others.

School textbooks that are heavily focused on white perspectives are just one problem, according to Sleeter. Of those who teach K-12, 84 percent are white, Sleeter said; the combination can lead to classes that leave out important topics regarding multiple ethnic groups.

“The fragmented inclusion of people of color in the dominant curriculum leaves students of color feeling like, as Caroline Turner put it, guests in someone else’s house,” Sleeter said.

She said ethnic studies can give people the ability to address social problems. Sleeter said she wants to implement several strategies to create positive change in classrooms. Teachers need to treat students as intellectuals and develop strong relationships with them, according to Sleeter.

“Teaching involves collaboration with students, co-construction with students,” Sleeter said. “It isn’t just sage on the stage giving knowledge to students.”

Sleeter said classroom curriculum should focus on examining real social problems in student communities. Students should examine the roots of these problems, collect data and ultimately propose solutions to offer to their community.

Freshman biochemistry student Matthew Funk said he could relate to a lot about what Sleeter talked about, as he went to an elementary school where the majority of students were Latino. He said these topics should be articulated more at CSU where the demographic is dominantly white.

“These are issues that are important to understand and to be able to talk to each other about,” Funk said.

Funk said he agreed with a lot of the strategies Sleeter suggested regarding curriculum changes in K-12 schools, but thinks the logistics of implementing these changes could prove challenging.

Sleeter ended the evening with the idea that ethnic studies is not limited to one subject within a curriculum. She told a story of a former colleague, who wanted to infuse ethnic studies with his biology course. Her colleague wanted to examine how different world views influenced health and an understanding of science.

“It takes somebody looking at their discipline through an ethnic studies lens,” Sleeter said. “If you can make biology and ethnic studies go together, you can make everything go together.”

Collegian reporter Ty Betts can be reached at news@collegian.com or on Twitter @TyBetts9

Emerging Issues and Trends in Education (International Race and Education Series)

I was pleased to write the Foreword for this new publication “Emerging Issues and Trends in Education” edited by Theodore S. Ransaw and Richard Majors and published by Michigan State University Press.

As classrooms across the globe become increasingly more diverse, it is imperative that educators understand how to meet the needs of students with varying demographic backgrounds. Emerging Issues and Trends in Education presents case studies from academics who have all at one point been teachers in K–12 classrooms, addressing topics such as STEM as well as global issues related to race, gender education, education policy, and parental engagement. The contributors take an international approach, including research about Nigerian, Chinese, Native American, and Mexican American classrooms. With a focus on multidisciplinary perspectives, Emerging Issues and Trends in Education is reflective of the need to embrace different ways of looking at problems to improve education for all students.