FOBBS’ Post

Juneteenth serves as a powerful reminder of the #systemicbarriers and injustices that have historically denied #educationalopportunities to #BlackAmericans and other #marginalizedcommunities. It underscores the need for #highereducation institutions to actively dismantle these barriers and create #inclusivelearningenvironments that empower all #students to thrive. Recognizing #Juneteenth in higher education is not merely a symbolic gesture; it is a commitment to actively dismantling systemic barriers, promoting #inclusiveexcellence, and ensuring that every learner has the opportunity to pursue their #educational aspirations freely and equitably. Learn more about Juneteenth and Advancing #EducationalEquity in this week's blog: https://ow.ly/Jtfr50Sk6ac

Five ways to promote inclusive and equitable education for underrepresented students: 1. **Diverse Representation**: Ensure that the curriculum, textbooks, and teaching materials reflect diverse perspectives and experiences, including those of underrepresented groups. 2. **Culturally Responsive Teaching**: Implement teaching strategies that acknowledge and incorporate students' cultural backgrounds, languages, and experiences into the learning process. 3. **Equitable Access to Resources**: Provide equal access to resources such as technology, textbooks, extracurricular activities, and support services to all students, regardless of their background or socioeconomic status. 4. **Community Engagement**: Foster partnerships with local communities, families, and organizations to create a supportive network that helps underrepresented students thrive academically and socially. 5. **Professional Development**: Offer ongoing training and development for educators to increase their cultural competence, awareness of implicit bias, and ability to create inclusive learning environments for all students.

Culturally Responsive Discipline Practices The nexus of discipline and cultural responsiveness resides in the intricate interplay between societal norms, individual identity, and systemic structures. In educational realms, discipline often reflects not only the values of a given community but also the implicit biases woven into institutional fabrics. To reimagine discipline through a culturally responsive lens is to challenge the historical narratives of exclusion and inequity that have disproportionately impacted marginalized communities. At its core, culturally responsive discipline necessitates a paradigm shift—eschewing punitive measures rooted in control and compliance in favor of restorative practices that honor the dignity of every learner. Such an approach requires educators to transcend surface-level interventions, delving instead into the sociocultural contexts that shape behavior. Discipline, when viewed through this lens, transforms into an act of connection rather than correction, fostering a climate of mutual respect and understanding. However, the praxis of culturally responsive discipline is far from monolithic. It demands a multifaceted approach, integrating the lived experiences of students into the fabric of educational policy. For African American students, whose behavior is often pathologized through deficit-oriented frameworks, this means addressing the over-policing of Black bodies in classrooms. For Latinx and Indigenous students, it means acknowledging the intergenerational traumas inflicted by colonization and displacement, creating spaces where their voices are not only heard but amplified. For Asian and Pacific Islander students, it means dismantling the model minority myth, which often obscures the unique challenges they face. Yet, to implement such practices effectively, educators themselves must undergo a process of unlearning. This entails confronting their own biases, cultivating cultural humility, and embracing discomfort as a catalyst for growth. Training programs must equip teachers to navigate the delicate balance between upholding standards and affirming the diverse cultural expressions of their students. In essence, culturally responsive discipline is not merely a pedagogical tool but a profound assertion of equity. It is an acknowledgment that every act of discipline carries the potential to either perpetuate systemic harm or sow the seeds of transformation. Within this framework, all races are honored, their histories valued, and their humanity affirmed. All races are. All voices matter. All rights reserved 2024 by Dr. Bryan K. Hickman. #CulturalResponsiveness #EquityInEducation #RestorativeJustice #InclusiveSchools #AntiBiasEducation #MulticulturalDiscipline #EducationForAll #CulturalHumility #BreakingBarriers #TransformativePractices

Teacher practices and strategies.  There are existing classroom strategies that seek to differentiate instruction, be inclusive, and meet the needs of diverse learners.  Ryan and Sinay (2019) identified project-based learning and cooperative learning as strategies that will engage Black students because they are student-centered strategies, and they allow students to apply their background knowledge and content knowledge to a real-world problem.  With the right curriculum or culturally relevant material, this strategy can be effective.  Aronson and Laughter (2016) cited a qualitative study where a teacher successfully incorporated problems that affected African American communities into her math lessons.  The teacher used topics like AIDS, drugs, and liquor stores to think about math and how her students could apply that knowledge to provide real solutions.  Similarly, cooperative learning is student-centered, and students work in small groups and collaborate with each other to accomplish a goal.  Ryan and Sinay (2019) claimed that teachers must cultivate the student-centered method; however, engaging culturally diverse students must consist of student-centered pedagogy and culturally-relevant pedagogy.  The two can work together but student-centered alone is not enough. #studentengagement #curriculumandteaching #education

Native American education has long been a critical and underfunded area in the broader educational landscape of the United States. Historical injustices, such as forced assimilation and cultural eradication policies, have left lasting impacts on Native communities. Givens & Ison (2023) state that today, educational institutions serving Native American students often face significant challenges, including inadequate funding, lack of culturally relevant curriculum, and limited access to advanced educational resources. Addressing these issues is vital not only for the preservation and revitalization of Native cultures but also for ensuring that Native American students receive an equitable education that prepares them for success in a rapidly changing world. Improving Native American education must focus on a holistic approach that respects and integrates Native cultures and languages into the curriculum. Research has shown that culturally responsive teaching can significantly enhance the academic achievement and engagement of Native students. Furthermore, collaboration with Native communities in designing and implementing educational programs ensures that these communities' educational needs and aspirations are met (Givens & Ison, 2023). By investing in the education of Native American students, we honor their heritage and empower future generations to thrive academically, culturally, and socially. #NativeAmericanEducation #CulturalPreservation #EquityInEducation #NativeVoices #IndigenousEducation #CulturallyResponsiveTeaching #EmpowerNativeStudents #EducationForAll #NativeAmericanHeritage #CommunityCollaboration #FutureOfEducation #SupportNativeYouth Givens, J. R., & Ison, A. (2023). Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century. Review of Educational Research, 93(3), 319-352. https://lnkd.in/ggsTPbkK

The Golden Age of Latinos in higher education is here! My first book showcases how to transform higher education by recognizing community college as the de factor entry point for Latinos in higher education. Let's go! https://lnkd.in/gUb_CMj4

Since we're early in the academic year, it’s vital to address how our education system often overlooks marginalized perspectives in history. This selective storytelling limits students' understanding of the past and their ability to engage with today's social issues. To learn more about the importance of inclusive education, read Alika Jimenez’s full blog post here: https://lnkd.in/ee4EiGt7.

Latino teaching candidates in California are on the rise, outpacing their white counterparts in enrollment for teacher preparation programs. Our Bay Area Executive Director, José Magaña, was among those who spoke with EdSource about the significance of this progress and the ongoing efforts to diversify California’s educator workforce. Read the full article here: https://hubs.ly/Q032x0lS0

The Roots ConnectED Anti-Bias Education model provides the tools and practices for developing an attiude of wonder and the skills needed to care for others in pursuit of justice, unity, and inclusivity. Students and adults work through their own understanding of their biases, power, and positionality in a personal transformation process, while simultaneously committing to creating impact within their spheres of influence as part of a collective transformation process. Learn more about the Anti-Bias Education model, which helps students (of all ages!) and educators actualize a new reality, on our Innovative Models Exchange: https://lnkd.in/g2TM4g_b

Meet Michelle Henry. She's an English teacher who's piloting an Asian American studies course at her school, Simsbury High, in Connecticut. The course will be offered in four schools for dual college credit through the University of Connecticut's Early College Experiences program. Michelle was part of an innovative "curriculum lab" consisting of high school teachers, students, and other educational experts led by Dr. Jason Chang, Director of UConn's Asian and Asian American Studies Institute, that developed model lessons and professional development plans in 2023. These curricular and pedagogical resources, delivered to CT's department of education last January, are aligned with state social studies standards that were revised last fall and will serve as the foundation for the required implementation of Connecticut's Asian American and Pacific Islander history curriculum starting in the 2025-26 school year. As their program officer at The Asian American Foundation, it's been an honor to learn from and support UConn AAASI's transformative work, which extends beyond CT and across the northeastern region. They provide assistance to implementation efforts in New Jersey, Massachusetts, and Rhode Island. Michelle is also one of the relatively few K-12 Asian American teachers in the U.S.--only 2% of our nation's K-12 teachers are Asian American. At the same time, the Asian American population is the fastest-growing racial group in the U.S. (24 million and rising, or about 7% of the entire population), and with it, a growing K-12 student population (over 2.7 million, or about 5.5% of the entire K-12 student population).* Clearly, there's a significant gap. When more and more states are passing legislation to require instruction of Asian American (as well as Pacific Islander) history in their public school classrooms--such as CT back in 2022 and Delaware this past week, whose grassroots advocacy efforts were both led by state chapters of Make Us Visible, another TAAF grantee--what does it mean when the large majority of K-12 teachers delivering AA or PI content aren't AA or PI themselves? How can we increase the pipeline of K-12 AA&PI teachers--more Michelle Henry's--who would arguably be the most motivated to ensure the meaningful teaching of AAPI history? And how can we prepare all K-12 teachers to teach AAPI history with fidelity to Ethnic studies, whose cross-racial emergence in the late 1960s also bore the fruit of Asian American studies? How do we not just scatter, but also water, its seeds?