#scholarship
Take a look at this map of Child Opportunity in Harlem, NY.
Implicit racial bias isn’t just an adult problem.
Teacher as Activist: Why Educators Should Embrace and/or Participate in the Black Lives Matter Movement
September 29, 2015
Keynote by Pedro Noguera also with Yolanda Sealey-Ruiz and Jelani Cobb at Teachers College, Columbia University
“If you color code the districts based on their racial composition you see this very stark breakdown. At any given poverty level, districts that have a higher proportion of white students get substantially higher funding than districts that have more minority students.” That means that no matter how rich or poor the district in question, funding gaps existed solely based on the racial composition of the school. Just the increased presence of minority students actually deflated a district’s funding level. “The ones that have a few more students of color get lower funding than the ones that are 100 percent or 95 percent white,” Mosenkis said.
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“An unenlightened person cannot enlighten others. All he or she can do is spread ignorance and misinformation.”
“A few studies have documented how teachers may perceive or evaluate the behaviors of children in early childhood educational settings. For example, using the Affect in Play Scale-Preschool version, a modified version of Russ’s Affect in Play Scale, a recent study by Yates and Marcelo found that although the quality of pretend play was similar among all races of the preschoolers involved in the study, teachers rated Black children who were expressive and imaginative in their pretend play as less prepared for school, less accepted by others, and as greater sources of conflict than their nonBlack peers (Figure 2)” (p. 3)
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Think you’re raising your daughter to be a strong leader? Look more closely: You, and the people around her, may unwittingly be doing just the opposite.
Teen boys, teen girls, and, yes, even parents have biases against girls and women as leaders, new research from the Harvard Graduate School of Education and its Making Caring Common project found.
Richard Weissbourd, a Harvard psychologist who runs the Making Caring Common project, said he was “surprised by the extent of it … how gendered both the boys’ and the girls’ responses were.”
Weissbourd decided to look at bias as part of the larger goal of helping children learn to be kind. “We were concerned that biases get in the way of people caring about and respecting other people, so our initial study was just looking at biases,” he said. “And one of the striking findings that emerged was gender bias.”
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Bias “can be a powerful — and invisible — barrier to teen girls’ leadership,” Weissbourd said. “Yet parents and teachers can do a great deal to stem these biases and help children manage them.” [Read the full report here.]
