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Creator: Lissette Padella
Genre: Video
Description: statistics on how teachers mark differently on different genders and/or races.

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Teachers sometimes have biases towards certain students, but do their expectations actually affect whether or not the students succeed? The Science of Racism ►►►► http://bit.ly/1MxXnkO Sign Up For The TestTube Newsletter Here ►►►► http://bit.ly/1myXbFG Read More: Who Believes in Me?

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'Racist Bullying': 13-year-old Chinese Adopted Girl Commits Suicide in Ohio

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'Racist Bullying': 13-year-old Chinese Adopted Girl Commits Suicide in Ohio

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Creator: YouHotNews (WCPO)
Genre: Video
Description: Girl commits suicide after being racially bullied in school, a news broadcast.

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'Racist Bullying': 13-year-old Chinese Adopted Girl Commits Suicide in Ohio

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Ohio couple says racist bullying made 13-year-old adopted Chinese daughter kill herself. Fairfield Twp. parents trying to sort out daughter's untimely death (WCPO) FAIRFIELD TWP., Ohio -- A Fairfield Township family is struggling for answers after the untimely death of their daughter.

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Writer: Patty Wipfler
Genre: Article
Description: How to keep your children from adopting racist behaviors.

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Children are not, by nature, racist. Nor are they born with damaging assumptions about people in any definable group.

We all begin with a winning trust in others, an expectation that people will be good to each other, and that life with others will be safe and fun. When a child feels close to his parents, gets to play freely with lots of laughter, gets plenty of affection, and has sensible limits set by grown-ups who don't attack him, a young person can feel at home with himself, and relaxed with others.

Contrary to popular belief, children have a keen inborn sense of justice. They are built to protest loudly when they or someone else is being treated badly. This sense of justice runs deep. You probably can remember times in your childhood when you or someone you cared about was attacked, verbally or physically. You didn't have to be told that this treatment was wrong and should be stopped immediately. You just knew.

We don't have to teach children respect for people of other races and abilities. We simply need to preserve their trust in themselves and others, and their inborn sense of justice. If a child feel safe and strong, he will respond with indignation to racism, whether it's directed at him or at someone else. He will know that the racist attitude he has witnessed is wrong, and won't adopt it as his own.
Treating children with respect
Children are able to retain their keen sense of justice if they are treated with respect. Respectful treatment that inoculates a child against racism means several very specific things.

The child is appreciated for who he is, regardless of what he can or can't do.

The child is not typecast. Generalizations like "shy," "loud," "bossy," are not used, and put-downs like "bratty," "whiny," and "stupid" are also off-limits.

The child's curiosity is supported. When questions are asked about why people look or act the way they do, those questions are warmly answered at a level the child can understand. In other words, it's OK to be interested in all aspects of being human.

The child is not compared to others, and judgments like "bad," "good," "better," and "best" aren't used to classify him or other people. This means, for instance, that when asked why some people are sent to jail, a parent would explain that those people have done something seriously hurtful to someone else, not that those are bad people. Or, a parent would ask a child who is kicking others under the dinner table to wrap his legs around the chair legs rather than telling him he's a bad boy.

The child is not intimidated for having upsets about the things that matter to him. In particular, the child is allowed to express feelings with crying, tantrums, and "freedom of the mouth" while crying or tantruming. You, as parent, will often set limits that upset your child. That's your job, and it's an important one. However, your child's job is then to blast away the bad feelings that those limits bring forth, so he can recover his sense that you care and that his life is a good one. When a child cries, has a tantrum, or storms in response to a limit, he is using an inborn healing and cleansing process. He needs your attention while he gets rid of awful feelings. It restores your child's sense that his life is good, and his trust in you and others.

The child is not hit, slapped, threatened with physical attack, shamed, or blamed. These kinds of attacks by adults leave big emotional scars on children, and impress them with the notion that some people deserve to be called "bad" and then mistreated.

In short, what makes children vulnerable to racism is to treat children like we are better than they are, we know better than they do, we are more important than they are, and our feelings have more validity than their feelings. Instead, we need to guide them with respect for their intelligence, whether they are acting intelligently at the moment or not.
Racism "piggybacks" on early mistreatment and fears
Racist attitudes and stereotypes, and, for children of color, the internalizing of racist attitudes, are what we call "piggyback hurts." The mechanism of racism works like this:

A child has bad experiences, either at the hands of adults or during threatening accidents or illnesses. He carries feelings of being terrified, separate, helpless, and unable to fight for himself. These feelings can be kicked into play by small incidents like not getting the first turn at bat, or losing his lunch pail, or having heard a fight between his parents. His fears make him withdraw at times, and at other times, those fears make him aggressive and angry.

When any child witnesses racism, it frightens him. The racism fastens onto fears that have cracked a child's confidence in himself and others, like a secondary infection invades an open wound. He doesn't feel good enough or strong enough to reject racist mistreatment and protest it. So the words, tones, and attitudes are imprinted in his mind, along with a fresh helping of fear.

If he is a child of color, his fears have propped the door open for the racist tones, words, and stereotypes to enter his mind and become part of how he thinks about himself and his people. When he feels upset, separate, afraid, or angry, he will believe the racist content. A child of color who is feeling upset may also act out the oppressor role of racism, targeting either himself or other children of color.

A white child's fears also make him vulnerable to adopting racist tones, words, and stereotypes. When a white child feels separate, scared, or disconnected, he tries to escape these feelings by playing out the oppressor role he has been frightened by. The intensity of his actions will reflect the depth of the fears that the child carried before the racism he witnessed gave those fears a racial twist.
Listen to the feelings to heal the child
The key activity parents can adopt is to listen to children's feelings so that they can heal from their fears and upsets, no matter what the content of these upsets.

When a child has been hurt in an interaction with another child, whether racist content was part of the incident or not, both children need to talk about what happened, and supported to cry, tantrum, or rage. Support the child's inborn sense that you care and people can be trusted to be good at heart with messages like: "You can talk to her about this." "What do you want to say to her?" "How did that feel to you?" "I'm so sorry you two had trouble-you're both so fine." "Let's finish getting mad right now, so you don't have to always be mad at her." "I'll help you talk to her in a little while, when you're ready."

Don't assume that because a racial epithet was used, or because the children who collided are of different races, that this is a racial incident. It's much better for children if we deal with them as individuals, not as members of a racial group. Children don't relate to the concept of racial identity until they are eight to ten years old. Even then, the antidote to racism is seeing and caring about the person.

Role play so that your child gets to play-act at having the upper hand with the child he felt hurt by. Pillow fights are great for helping your child playfully take a powerful role in sticking up for himself. Don't worry about "bad" words and epithets when you're giving him this time to vent. See what you can do to promote laughter. Laughter while in the more powerful role releases children's fears and helps them regain their sense of connection to you. They need to know you care about them before they can have faith in anyone else in their world.
Protect children from exposure to racism
The two most powerful purveyors of racism in our children's lives are the media and the adults they know. Since racism frightens children, the older they are before they encounter it, the more able they are to understand that only people who have been badly treated would act like that.

Fairy tales, TV, videos, and video games all are full of messages of fear, and fear lays fertile ground for the "isms." It makes sense to strictly limit children's exposure to infection from these sources. This will make your family different from other families: being different is great practice for standing up, kindly and firmly, for ourselves and what we believe.

Parents of color can work to interrupt internalized racism, the use of racial put-downs by people of color toward other people of color. This means standing up to family members who say, "Aw, you know I don't mean anything by it," and, "Hey, he's going to hear this anyway. Might as well hear it from me!" We also have to keep working through the hatred of ourselves that is usually the root cause of those put-downs. Children are not "toughened up" by racism coming from their folks. They are hurt and confused by it. Fear and anger grow between them and the loved ones who treat them this way, however well-intentioned those loved ones are.

It helps children when we explain to them that people act thoughtlessly because, once upon a time, they were themselves harshly treated, and they haven't had the chance to heal. A policy of dealing with difficult incidents, detail by detail, with faith that the people involved can certainly work out their upsets and come to understand each other is one which can disarm stereotyping. We need to work on our own feelings of worry and fear to stay hopeful for our children, and active in taking initiative to help people see each other as friends and allies.

White parents can acknowledge their own fears and talk about them openly and regularly with a good listener. We have been raised to feel so separate, so wary, and often, so superior. The way out is to notice our own behavior, find a listener (not a person of color), and try to notice the feelings behind the tightness. We also need to know that our fears need not stop us from making friends with people of color even when it means making mistakes as we go.
Friendship-relaxed, unguarded human contact-is at the heart of undoing racism and every other "ism"
The most powerful model we can provide is to reach out and get to know people who are different from us. White people can encourage each other and be listeners for each other in these efforts. People of color can support each other, too, and listen to the pain and memories of bad experiences that will inevitably arise as steps toward friendship are bravely taken.

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Inoculating Our Children Against Racism | Hand in Hand Parenting

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Children are not, by nature, racist. Nor are they born with damaging assumptions about people in any definable group. We all begin with a winning trust in others, an expectation that people will be good to each other, and that ... Continue reading →

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The Manitoban Organization Against Children Being Bullied at School Because of Their Race (TMOACBBASBOTR)

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The Manitoban Organization Against Children Being Bullied at School Because of Their Race (TMOACBBASBOTR)

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Founder(s):
Bethany Peters and Sabrina Funk

Why We Do What We Do:
Here at the TMOACBBASBOTR we are strong believers in equality, for all people, no matter your race. It is our belief that by educating children about the dangerous effects that racism can have on our schools, we can help make our schools safer for everyone and stop the growth and spreading of racism in general. We plan on healing the problem starting at its roots where it swells in children and blossoms in their adulthood. We hope to approach children, not with the purpose of scaring them, but with an approach that is specifically designed to get through to children in a safe and positive way. This way, in the future, we will have raised a non-racist generation and can continue to send our children into the world with a healthy mentality toward other races.

Supreme Chancellors:
Bethany Peters and Sabrina Funk

Department Managers:
Cheryl Penner- municipalities from A-D
Shannon Wiebe- municipalities from E-K
Seamore Butts- municipalities from L-R
Beatrice Hooper- municipalities from S-W

Workers:
between 50-80 adult employees per department that are paid to go across Manitoba, it depends on the event of having student volunteers

Our Mission:
To educate Manitoban children in a safe and positive way that enables them to develop healthy mentalities toward other races.

Our Program:
We do annual presentations at schools all across Manitoba. At these presentations we will normally do a quick slideshow presentation that includes information and videos, Then the TMOACBBASBOTR representative will give students some more information via hand-outs and speech. The representative may lead some games and activities and then close with questions.

Why These Programs are Effective:
We believe that our program is effective because we directly reach out to students and encourage them to talk about racism and hear their point of view on race rather than avoiding it. We interact with the children and get them to interact with each other in a healthy manner to help develop trust in our staff and with other children. This way it becomes a postitive message and a positive experience and hopefully they take this information with them and use it in a positive way.

Student Volunteering:
Students may volunteer, with the consent of their parents, to share experiances they've had where they've seen racism in their communities or schools or where they have experienced it personally. Volenteers will have the opportunity to share during a part of the presentation.

Funding:
Our organization is being funded by volunteers, by donations and raising money from events. Some of these events include our Positive Mentality Picnic and the United Children Parade.

Funding Strategies:
Its effective by making people care and aware of the issues of racism, mostly going to schools and holding events and hoping to start inspiring each student and school to help make awareness and help end racism. While student volunteers would share their experiences of racism inside schools.

Get Involved:
By getting in contact,volunteering or donating money to help out, and by supporting our fundraisers.

Contact Information:
Ph: 1-800-000
Mail Address: Box 123
QRC JUC Winnipeg, MB.
Email: ourvision@vision.com

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In Louisiana, a Tree, a Fight and a Question of Justice  

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In Louisiana, a Tree, a Fight and a Question of Justice  

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Creator: Richard G. Jones
Genre: Article
Description: This article is about a ‘White Tree’ where traditionally white children would sit. It was designated by the students as 'only for the whites', so when a black student sat there a fight later broke out. 3 nooses hung on the tree and then 6 black students beat a white student. The blacks were charged with attempt of murder, not assault. They later cut the tree down.

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Lawyers involved in the case say the attention that the teenagers have received has prompted prosecutors to reduce some of the charges against the youths. And last Friday, an appeals court tossed out the conviction of the only student who has been tried in the case.

Even as Jena (pronounced GEE-nuh) girds itself for Thursday's demonstration, the town - which has already undergone a measure of soul-searching since the case began - finds itself divided sharply over precisely what the case says about their town and themselves.

"Every year at Jena High School there's a black-and-white fight," said Casa Compton, 26, a Jena native, who is black. "It's always been tense. There's always been prejudice and bigotry here. Every day they're throwing away a black man's life down here."

But Tina Norris, 45, owner of the Café Martin restaurant, said she was amazed at the kind of publicity her town was now receiving.

"They make it sound like the whole town of Jena is just one big K.K.K. rally," said Ms. Norris, who is white. "It isn't. We don't have a lot of problems here. This is just a small town."

Critics of how the case has been handled argue that the treatment of the black students is evidence of the persistence of corrosive attitudes about race and crime.

"I think a lot of people recognize that the criminal justice system grinds down people of color every day," said J. Richard Cohen, president of the Southern Poverty Law Center, the civil rights group based in Montgomery, Ala. "Oftentimes, it's nameless, it's faceless. We know the story in a generic way but not specifically. People see Jena as the tip of the iceberg and ask, 'What lies beneath?' "

The legal case began on Dec. 4, when the authorities said that the black youths - Robert Bailey Jr., 17; Jesse Beard, 15; Mychal Bell, 17; Carwin Jones, 18; Bryant Purvis, 17; and Theo Shaw, 17 - beat a white classmate in a confrontation outside the school gymnasium. The charges of attempted murder have been scaled back to offenses like aggravated battery and conspiracy, of which Mr. Bell was convicted on June 28.

Last Friday, an appeals court found that Mr. Bell had been improperly tried in adult court on the battery charge and threw out that conviction. Another judge tossed out the conspiracy conviction earlier this month. School officials cut down the tree.

Reed Walters, the district attorney of LaSalle Parish, did not respond to requests for comment.

Mr. Bell is still being held in jail while prosecutors deliberate whether to file new charges against him in juvenile court. The case of Mr. Bell - the only one of the six who has been jailed since the fight in December - has struck a chord among many who have followed the case.

"In Jena, for those who have been under the illusion that changes have occurred, this is a wake-up call," the Rev. Jesse Jackson, founder of Operation PUSH/Rainbow Coalition and an organizer of Thursday's rally, said in a phone interview, comparing the case to seminal moments like the Montgomery bus boycott that began in 1955.

College students have been a driving force in promoting the Jena case, and some of those who study race relations say that it has galvanized a generation that is often criticized by veterans of the social activist movement as being too complacent.

"What my students say is, 'It could be any one of us that could be in this predicament,' " said Jas Sullivan, a political scientist at Louisiana State University. "What I see in their eyes is that this could happen to them."

But even here in Jena, there is a sense of perspective and nuance about the case that is often lost in the larger debate. There are white people, too, who say the teenagers should have been tried in juvenile court, and many blacks who insist that the teenagersshould be punished if they committed a crime, though in juvenile court.

On Tuesday, Mr. Bell's parents, Marcus Jones and Melissa Bell, and the mother of Mr. Purvis, Tina Jones, were approached by the Rev. P. A. Paul, 78, who is white and said he was a minister at a local Baptist church. A shouting match ensued when he dismissed the hanging of nooses as "kid's play."

"I've hung nooses around my neck as a child," he said.

"Well, you didn't pull it tight enough," Ms. Jones shot back.

After the two sides were separated, Mr. Bell's parents said their son was hoping to be freed from jail soon and resume a high school football career.

"But when he gets out, we're moving out of Jena," Ms. Bell said.

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In Louisiana, a Tree, a Fight and a Question of Justice

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Lawyers involved in the case say the attention that the teenagers have received has prompted prosecutors to reduce some of the charges against the youths. And last Friday, an appeals court tossed out the conviction of the only student who has been tried in the case.

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Black Teachers still face Racism on the Job in Ontario

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Black Teachers still face Racism on the Job in Ontario

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Creator: Louise Brown
Genre: Article
Description: an article about Racism in schools, and how they effect black teachers. being downgraded and treated as if they don't belong, by being called many racist comments and phrases.

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Many black teachers across Ontario still face racism on the job, according to a new study of educators, half of whom said they believe being black has hurt their chance of promotion. Some told of hearing the 'N' word used in the staff room and being mistaken for a trespasser.

"I had a supply teacher tell me I am not allowed to park my car in staff parking," said one of the 148 black educators across 12 Ontario school boards surveyed for a report to be released Friday. "The 'N' word was used in casual conversation in our staff room," said another. "I was introduced as 'home girl' to a student teacher."

The 63-page report, The Voices of Ontario Black Educators, prepared for the Ontario Alliance of Black School Educators (ONABSE), calls for Ontario to enact tough employment equity legislation, provide training against anti-black bias, set targets for promoting teachers of colour and cluster black teachers in particular in schools where there are high numbers of black students.

"We're disappointed, but not surprised at the findings - racism is still deeply ingrained in society," said Warren Salmon, interim president of ONABSE, which commissioned the report because of concerns expressed by its members.

Of the black teachers, principals and vice-principals surveyed, one-third said they believe they have been passed over for advancement because they are black. Some 27 per cent said racial discrimination by colleagues affects their day-to-day work life and 51 per cent said they believe anti-black bias at their school board affects who gets promoted.

Equity consultant Tana Turner of Turner Consultants conducted the survey, and called for school boards to "set equity goals and timetables - not just have an employment equity office which merely measures the numbers of employees ...

"If the government wants to close the gap in racial diversity between students and those at the front of the classroom," she said, "legislation and other government interventions may be needed."

Toronto vice-principal Darlene Jones said she has not experienced racism either as a teacher or as vice-principal of Beverley Heights Middle School - "not at all; but I'm not alarmed that it exists. It's our world; you just have to hope that by changing mindsets, things will change."

Jones was a teacher at Brookview Middle School at Jane and Finch, where she said the staff by design reflects the diversity of the student body. "But any race of teacher can teach a black child if they have the passion, skill and desire - still, it's good to see a black teacher as a role model."

The report included numerous anecdotes of "micro-aggressions ... the everyday slights, insults and indignities" that imply black teachers don't belong:

One was "asked by a principal if I would ever consider straightening my hair."

Another was "told I should steer away from too much black history in the class as black history is not important when no black students are present."

On arriving at a new job assignment, "colleagues asked if I am a new caretaker."

"A colleague was shocked that I was raised by both parents - and expressed it in the staff room."

Turner noted that in 2011, 26 per cent of Ontarians were "racialized" (visible minorities) - a figure that soars to 72 per cent in Markham, 66 per cent in Brampton, 54 per cent in Mississauga and 49 per cent in Toronto. However, she said the percentage of teachers of colour lags behind the population.

Some 31 per cent of the Toronto District School Board's staff self-identified as visible minorities in 2012. At the University of Toronto's faculty of education, 46 per cent of current students self-identified as being part of a visible minority.

The ONABSE report calls for more rigorous tracking of the diversity of teachers in Ontario schools.

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Black teachers still face racism on the job in Ontario | The Star

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Many black teachers across Ontario still face racism on the job, according to a new study of educators, half of whom said they believe being black has hurt their chance of promotion. Some told of hearing the 'N' word used in the staff room and being mistaken for a trespasser.

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A Look at Race Relations through a Child's Eyes

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A Look at Race Relations through a Child's Eyes

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Creator: Melanie Killen
Genre: Video
Description: An experiment done to shed some light on how white and African American children perceive each other.

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A Look at Race Relations through a Child's Eyes

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Founder:
the Community and Race Relations Committee of Peterborough

Manager:
They do not specify

Mission:
It is our hope that by facilitating access to justice for victims of racism and hate crime, and providing educational resources on anti-racism to the general population, that the Anti-Racism Online Resource Center will serve as a valuable tool in creating a more just and inclusive society.

How They Are Meeting This Objective:
The ARRC has vast amounts of information on Racism, where it is happening and who it is happening to. They also provide tools and tips for employers and educators to help keep schools and work places free from racism and racist practices. Programs for youth are also available and they encourage them to take action in their communities.

Evidence of Effectiveness:
They plan and coordinate events directed toward teaching people about racism and reaching out to people who are effected by racism.

"As the newly named Detachment Commander of the Peterborough County Detachment of the Ontario Provincial Police (OPP), I fully support this community lead initiative which has resulted in the awarding of a Safer and Vital Communities Grant. This key funding, which the Ministry of Community Safety and Corrections has made available, will greatly benefit the community as a whole and through the creation of a website, the community will now have an effective on-line resource that will educate and bring awareness to issues surrounding racism and hate related crime. I wish to thank the Community and Race Relations Committee for making their vision a reality that will benefit our community for years to come. "Safe Communities, A Secure Ontario"  is the Vision of the OPP and this funding announcement will certainly go a long way in making our Vision a reality in this part of Ontario."

- Inspector Brent Anderson, Detachment Commander of the Peterborough County Detachment of the Ontario Provincial Police

Funding:
the Ministry of Community Safety and Correctional Services funds the development of the website through a Safer and Vital Communities Grant.

Get Involved:
You can contact them and volunteer your services and youth may submit projects from school that deal with the topic of racism.

Contact Information:
Ph: (705) 742-9658
Website: http://www.anti-racism.ca/contact

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the California Conference for Equality and Justice

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the California Conference for Equality and Justice

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Founder:
The National Conference of Christians and Jews (NCCJ) in 1927.

Manager:
Craig Cross

Mission:
The California Conference for Equality and Justice (CCEJ) is a human relations organization dedicated to eliminating bias, bigotry and racism through education, conflict resolution and advocacy.

How They are Meeting This Objective:
Their mission relies on many people who volunteer, support financially, corporations, as well as foundations. they've made a community commitment for understanding and appreciating all of the races, religions, cultures, resolving conflicts and education.

Evidence of Effectiveness:
They have many events. Here are a few;
53 Humanitarian Awards Dinner, 2016 Annual Interfaith Intercultural Breakfast("Under One Sky"), 2015 Annual Dinner-Gene Lenztner Human Relations Awards, 2015 Food and Beverage Industry Humanitarian Awards Dinner, 2015 Annual Humanitarian Awards Dinner, Building Bridges Camp takes students from Southern California high schools for 3 days in San Bernardino National Forest.

Funding:
They are funded by volunteers and raising money at events.

Get Involved:
You can 'make a difference' by emailing or calling them to volunteer and help get involved.

Contact Information:
3711 Long Beach Blvd., suite 1017
Long Beach, CA 90807
Ph: (562) 435-8184
Email: Info@cacej.org
Website: http://www.cacej.org/

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We love to hear from you, please call our office or drop us an email to 'make a difference.' Info@cacej.org 3711 Long Beach Blvd., Suite 1017 Long Beach, CA 90807 (562) 435-8184

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*Racism in schools sounds like jokes and comments made lightly or deliberately by students that make fun of a student's race/background.

*Racism in schools sounds like "go home, we don't want you here!"

*Racism in schools sounds like self doubt and your internal voices telling you that you don't belong and never will.

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*Racism in schools feels like the sting of cuts and bruises received because of a student's cultural background.

*Racism in schools feels like judging eyes on the back of your head because you wear clothing specific to your cultural/religious beliefs.

*Racism in schools feels like everybody is making assumptions about you before they even know you based of off existing stereotypes.

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*Racism in schools looks like students avoiding certain students because of their religious beliefs.

*Racism in schools looks like teachers refusing to or offering less to help students of a different race.

*Racism in schools looks like the class excluding a student who speaks a different language.

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When an institute such as a school, government organization, bank, or court of law treat an individual unfairly or unequally based off of their race.

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Racism is a belief that discriminates people based off of specific characteristics that they have related to culture, race, social status, or religious affiliation.