1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
Volume 12 | Issue 6 | November 23, 2016
In a talk to teachers on October 16, 1963, author James Baldwin notes that it's not really a black revolution that is upsetting the country. "What is upsetting the country," he says, "is a sense of its own identity." His talk came just months after the historic March on Washington and weeks after the 16th Street Baptist church bombing that killed four young girls. Baldwin saw a society wrestling with the systemic effects of racism, or the realization that if you have to lie about one aspect of history, "you must lie about it all."
By the same token, pulling at the threads of inequity has the power to unravel whole systems of injustice. In this issue, we follow educators who disrupt bias through their approach to behavior interventions, school funding, curriculum, and critical conversations about race and poverty. Here's how to show up for equity and take action.
A closer look at clashes between two student groups exposes a biased approach to interventions. By validating students' frustration with differential treatment, the school is able to move toward a more cohesive culture in which all students feel welcome.
Having the same universal per-student allocation in both affluent and nonaffluent community schools will never level the playing field for those who need it most. However, there are strategies principals and district leaders can apply to ensure their school spending has the greatest impact in narrowing gaps.
Stacey A. Gibson
Oppressive silences around issues of race and equity in schools sustain a status quo of white privilege while traumatizing people of color and sapping any efforts at social justice and equality for all. Use this guide to stay vigilant and committed to exposing and disrupting the subtle forms of oppression at work in your school.
Recent data from Boston Public Schools revealed policies that perpetuate academic gatekeeping along racial lines as well as an absence of culturally responsive curriculum. See how the district is reforming to promote equity in learning opportunities and learn recommendations for any district confronting similar challenges.
Zero-sum thinking is the perception that doing more for the vulnerable or disadvantaged will mean less resources for those with advantages. This type of thinking can corrode community buy-in for equity efforts, so leaders need strategies for addressing it head-on.
Growing up in Alaska, the author was often the only black student in her class. She experienced firsthand how teacher mindsets about students of color can shape and stunt learning experiences. Giving teachers an opportunity to acknowledge and get real about mindsets ultimately leads to a stronger school culture, she says.
Jason Falconio and Stacey Carlough
Critical friends at a Teach to Lead summit help one school team launch a deeper investigation of the persistent problems of teacher and student attrition at an urban public charter school.
Copyright © 2016 by ASCD
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.