The USC Rossier School of Education created Speak Up: Opening A Dialogue with Youth About Racismas a resource to help facilitate discussions about identity, inequality, and education for children of color. In the resource, you’ll find six interactive graphs demonstrating the disparities black and brown children face in the world around them, which make it difficult for them to excel in the classroom. In addition, this resource acknowledges the uncertainty some teachers may face when trying to address race in the classroom and highlights four key things teachers should do when beginning this important conversation.
Source: “USC Rossier’s online master’s in school counseling program.”
I’ve experienced anti-Asian prejudice since I was a kid. The first time I ever rode a school bus, my white neighbors leaned across the aisle, stretching their eyes and pantomiming buck teeth amid stifled laughter.
When I was 15, a New York City policeman caught me jaywalking and asked me frankly if I spoke English, expressing surprise when I responded in perfect Newyorkese.
And yes, when I applied to Harvard in 2012, I was told that I might as well subtract 200 points from my SAT score — or just give up entirely. Top universities already had more Asians than they could handle, and I wasn’t different enough to make the cut.
Already then, the anti-Asian bias in elite schools’ admissions was an open secret. One Chinese-American acquaintance confided to me that she was advised not to be “another Asian girl who plays the violin”; Harvard rejected her.
read more >>>>>>>>>>>>
Please take a look at our Chinese American WWII Veterans Congressional Gold Medal Act short video. It explains why S1050 and HR2358 is so important and time sensitive. Please share.
Usually, when we say “American slavery” or the “American slave trade,” we mean the American colonies or, later, the United States. But as we discussed in Episode 2 of Slate’s History of American Slavery Academy, relative to the entire slave trade, North America was a bit player. From the trade’s beginning in the 16th century to its conclusion in the 19th, slave merchants brought the vast majority of enslaved Africans to two places: the Caribbean and Brazil. Of the more than 10 million enslaved Africans to eventually reach the Western Hemisphere, just 388,747—less than 4 percent of the total—came to North America. This was dwarfed by the 1.3 million brought to Spanish Central America, the 4 million brought to British, French, Dutch, and Danish holdings in the Caribbean, and the 4.8 million brought to Brazil.