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IWPR - Institute for Women's Policy Research

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Institute for Women’s Policy Research - IWPR

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It has truly been an eye opener for me to understand just how little I knew about the injustices that occur still today for many different groups of people. The topics we dove into were emotional and heavy topic and taking the first steps were not easy.  Keeping in mind my “assignments” for this course, I was keeping my ears and eyes open so I could decide if and how I could learn more and respond to the inequities.

On the first day of class, SAFE training was not at all what I had expected. I had done some typical preparation for the semester that lie ahead such as reviewing and printing the syllabus, ordering any books I needed and browsing the assignments that lay ahead. I did not look at what SAFE training, but was open to anything. My original thought was the training was going to assist me with the approval for IRB or writing my dissertation. I thought it would help me examine what type of bias existed so I could avoid them when writing, but instead it laid groundwork that helped me to see just how little I knew and really never sought out the opportunity to learn. The trainers were very helpful and nonjudgmental in their training approach. I was so interested in their journey and had so many questions. One thing we discussed in this class was the general feeling that “Wisconsin nice” means sometimes not talking about things like race and sexual orientation.  The trainers seemed to intuitively answer some of the things I thought impolite to ask.  I love the resource that was shared with the terms on assigned sex, gender identity, gender expression, identity label and sexual orientation. I realize that the list of terms in this resource is not exhaustive, but it is a great start.  It is a also a great resource to share with staff.  The training allowed me to put names and faces to the issues they discussed. I was able to see my daughter, friend or sister in their shoes and empathized with the difficulties life brings when they aren’t accepted by those they love, but am encouraged by the number of support groups that exist to support.

In doing my critical inequities project, I dove into the imbalances that exist for students on the ways we assess them.  Poor performance on assessments are just the manifestation of a number of ills with our education system.  Although the project began as an examination of students from a low socioeconomic group, I realized that the issues of our assessment results stretch into groups that include minority, students with disabilities and students who are poor.   The inequities are in the actual brick and mortar, the curriculum and the quality of staffing.  Accountability measures imposed by the state are one way to keep a pulse on who does and who does not have access to high quality instruction, but it is up to the individuals within the buildings to recognize and purposely execute a plan to address it.

One of the most enlightening areas for me was in the area of race. I have learned what the textbooks have provided on the movement on race and equity, and bought into the feel good stories. I thought we were at a better place in the world, or at least in our country, than we were generations ago.  I thought that being “color blind” was a good and just thing.  I have been very emotionally impacted as I feel this new awareness. I hurt for the children I see around me who  may face adversity for no reason other than skin color, mainly because I know others are not interested in facing the topic. In my awareness I have been able to take some action and have conversation around the topic of race. The fourteen things I documented here are just a few I documented during this semester.  The biggest take away for me is that once you are aware and open to the fact there are inequities, each day presents the opportunity to engage, read, connect or act to do my small part in changing it for the better.

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What I did?

After participating in the Interrupting Bias workshop, I reflected on the feedback from my pupil services team that discussed the challenge of some teachers willing to consider that we create or perpetuate a child’s lack of access to learning because of our own biases. I took a look at our forms that guide teams prior to them asking for an evaluation for disabilities.  This prereferral process is what we call Child Study Team or CST.

What did I learn?

Asking teachers to consider things from a different point of view is not always met with acceptance. Those that clearly don’t consider bias and a culturally responsive plan,   are the ones that are most resistant to it.  They are the ones that feel they hold the knowledge and students are the receivers.  The questions geared to help develop a positive plan for students can be seen as a professional challenge.  The more my team discussed these challenges with me, the more I thought one of the best ways for me to impact would be to include guiding questions that teams must consider when there are substantial behavior problems interfering with students or before a referral for a learning disability.

How will I use this information?

I have revised our forms as a way for teams to consider other means to reaching our students. My goal is to guide conversations and considerations for teams. What do we know about this student? What interests does the child have? What are their strengths?  Who connects (if anyone) with the child? What goals and motivations do we know about the student and if we can't identify one, why?  Who will find this out so we can help to connect?

My pupil services team will be the ones on the forefront on these conversations as they are invited to problem solving teams. If they are not invited and hear staff talking about students in a negative way, invite themselves to be a part of the planning. This tool is a vehicle for conversations that redirect negative conversations about children.

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What I did?

My youngest daughter came home from one of her  religious education classes and was angry that her teacher spent the entire class “teaching” them what God believes is a good person and what our purpose is on the earth. She reported the teacher talked endlessly about several topics that offended her. The topics included sex before marriage and people who are gay.  I thought my daughter may have been embellishing because it was so offensive, but it was later confirmed.  I ended up emailing the director of religious education and set up a time for my daughter and I to talk to her together about the issue.

What did I learn?

I was very shocked to hear that this is still a message being delivered in our church. I do not see that we are yet at a point that the church stands  by and approves sexual relationships before marriage and between anyone outside of one man and woman, but I also thought the message of churches was beginning to change.  What churches stand FOR does not automatically mean telling groups of people that they are against them.  I discussed with the director that we are supposed to be teaching love, caring, acceptance and tolerance.  While the bible may not recognize and support gay marriage, for instance, the bible also states we should treat others as we want to be treated.  I learned to not take for granted the things that are being taught to my daughter and that I need to be the one driving the conversations instead of the church. I was thankful she was brave and articulate enough to bring it forward.

How will I use this information?

I was so proud that my daughter was comfortable enough to talk to me about this topic and that she had values instilled in her to understand this is not what we support in our home. I used it as an opportunity to guide her through what we should do about it. I could tell her what I felt, but I wanted her to be someone who can do what others never learn to do which is to interrupt the bias. After talking through it,  she thought we should start by emailing the director and that we should talk to her together.  The director promised to talk to the teacher about this issue and I asked that in the future, we get information sent home about the topics discussed at class. I reached out to friends of mine as well and they called on their own behalf as well. I can’t imagine if a student was in that class who was struggling with their own sexulity! How disheartening. If not for this class, I might not have acted upon her information. I would have talked to her and emphasized that we know and love the very people this teacher was speaking against, but I might not have taken it to another level.

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What I did?

I met with a special education teacher to help her make compliance corrections to an educational plan for a student referenced earlier named Brian. The student has recently been spiking in behaviors such as stealing. I was being told that he was aggressive, angry and dangerous.   I met with her to make sure the IEP was compliant, but in cases with such heavy issues I ask teachers discuss with me the WHY behind what they know so they can build a meaningful plan for students.

What did I learn?

During this meeting, the conversation kept going back to race. This student is the only black male in our program and he has been pretty vocal that he feels some people are prejudice. This has been corroborated by many staff members and yet we punish him for being angry. His special education teacher was a young, white female teacher who grew up in a largely white community. She insisted that he was not being unfairly treated due to his race. After getting her to consider he might experience this, she finally opened up about her lack of exposure and experience with race. She was on his team and advocated for him. Suddenly things had changed and I was being asked to sit in on meetings in which his teacher who was now afraid of him.  I didn’t understand what could have changed so quickly so I asked several questions trying to get to the heart of it so we could develop an appropriate plan. The only thing I could conclude was she was suddenly viewing him as a danger through the urging of other teachers that were trying to “protect her” and she bought into it.

What I learned is that my staff had very little ability to recognize and deal with his point of view. The teacher was so passionate that the problem existed with the student that she thought it appropriate to write a goal for him not to view others as prejudice.  She peppered his report with comments he made regarding race and failed to mention that when he was kicked out of class and asked to sit in the hallway with two other students, the boy to the left of him was black as was the boy to the right.

How will I use this information?

This whole situation just became more and more concerning. His teacher who once was his biggest advocate, now fears him and refuses to talk to him.  When his new special education teacher and I met to discuss his plan, she began to carry this negativity with her, although she had almost no interactions with him at that point. In asking the why behind his stealing, she made a comment  “He feels entitled… like a gang member.”  I had a split second decision to approach this  or ignore it. I decided to go there.  My first instinct would be to show her how wrong her response was, to shame her into changing her approach, but I was proud that I guided the conversation in a more productive and non threatening way.  I don’t know if she was changed at all by the conversation, but I was and I had a reality check that some of my teachers are quite bold and open about stereotypes that are hurtful and nonproductive.

I also recognize the failure of the principal to be an advocate for students. He fails to address the issue of race even when it is so overt. He would much rather be on the side of staff who feel threatened and afraid with no valid reason. He should be the one to speak on behalf of all students. I reconnected with him recently and expressed that we failed this student and continue to do so by not addressing the issue of race. He outwardly agrees, but will not put himself on the line for his own political benefit with staff.  I have reconnected with this student several times and will keep my hand in things by documenting and continuing to challenge the principal. I will be a part of this student’s meetings so I can advocate for him and will look for opportunities to bring this topic forward while being a part of possible and productive solutions.

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What I did?

A couple years ago I reached out to a  committee of women who planned and organized  a conference for women leaders in Wisconsin. The committee is mainly comprised of school administrators (directors and district administrators), but the conference is geared toward all women leaders.  I reached out to the group after I attended their first conference and felt compelled to be a part of it. For the second year  I helped to plan this conference that was held in March.

What did I learn?

This year we titled our conference Resilience: Leading Forward.  This theme seemed appropriate given our speakers and their messages.  Our keynote was Bonnie St. John, a black female paralympic ski medalist who rose above all of the strikes against her.  She was black, female, raised by a single mother and was disabled.. My take away from her life lessons were that we are all going to get knocked down, but the speed at which you pick yourself up sets you apart from others.  There are times when I feel on top of the world, that all that I am involved in is positive and well received and then there are times I get knocked down either by my own doing or by others intentions. To keep ahead of the politics of who is supportive of us or those who want to knock us down.

We also brought in Jill Liever Steeg who was a Pulitzer Prize nominee and Sports Illustrated first female reporter that was allowed in the locker rooms. She fought hard and came against a ton of resistance. She was sexually assaulted on the job as a result of going after her stories and was harassed by players on up to those in power in the company. She also had mentors as well. Interestingly enough, she said her best mentors were men. She never had a female reach out to her to help her in a positive way.  She truly paved the way for female reporters that followed.

How will I use this information?

The information I take away from this experience has more to do with the power of networking to create opportunities that might not otherwise exist. When I reflect ways I take part in interrupting bias, the time and contributions I make help me to feel I am making a small difference. I am able to bring ideas, resources and topics forward that address inequities for women, minorities and people with disabilities with a positive approach.  I have met women from across the state and have people I can use as life lines and mentors. I have to resist, at times, the desire to compete with women who seem to want to see me fail.  I am cognizant that some women work hard at making themselves look better by putting others down and have to be very conscious not to respond the same.  Having a positive network and circle of strong women help to remind me to always act with positive intent and professionalism. I have to remember that we all get knocked down, but the speed at which I get up can set me apart from others.

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What I did?

This is the time of year when contract negotiations are occuring. When I signed my original contract with my current district, there happened to be just two program directors; the business manager and myself. I was told by the business manager himself that I made a considerable less amount in salary and benefits. He is very good at “tooting his own horn” and advocating for himself.  I always talked myself out of thinking any of it had to do with gender. I was told the market determines and drives salaries and benefits and business managers are difficult to find,  but my position is known to be a difficult one to fill as well.  This year, I  requested a meeting with the superintendent to discuss my contract prior to it going to the board.

What did I learn?

While I always understood I made less than my male co-worker, I felt that I had my one shot at contract negotiations when I first took the job. It got me thinking and I did my research on the current status of women’s pay versus men’s pay. I then looked at current salary and benefit packages for others who have my title. I compared our years of service and the availability of information regarding their education and although I feel well compensated, I wanted more of an input on what I feel my value is.  The request for more of anything, I was told, might be perceived to the Board or others that a staff member is not loyal. After doing more research, I believe that this is just not the case. I don’t think people think twice about a male advocating for themselves and don’t see it an unloyal. It is more of the norm and an expectation.  I did my research and took steps from the Harvard Blog that helped me present my proposal in a well thought out and non threatening manner.

How will I use this information?

I set a meeting with the superintendent and did end up negotiating a slightly different benefit package. As I said, I appreciate the support in pay and benefits I have received, but the exercise in negotiating was very valuable.  I have advocated for myself in the past and have been able to gain support toward my education and attendance of national conferences, all of which I am very grateful. I need to remember that I am the only one that will advocate for my value, but I have to do so in a smart manner.  I will think about the inequities I have seen and experienced as a fuel to being more “like a man.” and advocate for myself as much as I advocate for others. The activity of negotiating is uncomfortable and intimidating. I wish, as women, we had more guidance and support on not taking less than our worth. I hope I can use my experiences to assist new or aspiring female administrators.  As a mother, my ultimate wish would be to be a role model for my daughters as they are young in their careers.

https://www.pon.harvard.edu/daily/business-negotiations/women-and-negotiation-narrowing-the-gender-gap/

https://iwpr.org/

https://www.npr.org/2019/04/06/710539614/we-don-t-have-enough-women-in-power-notre-dame-coach-muffet-mcgraw-goes-viral

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What I did?

This course was the first time I had experience with the Harvard Implicit Bias Test. I have taken a few of the tests including the one on race, gender and weight.

What did I learn?

The questions that I had to react to were raw and straightforward and allowed me to really think about my own feelings without having to explain it to others or feel I was being judged. I take the results with a grain of salt, and the site advises using caution in using the results.  If I had to be honest, I did feel the results were pretty on target with what my biases are. I have revisited the site and taken the test a couple of times, not to yield a different result, but to keep challenging myself with questions that people will rarely ask of each other. My first reaction with the results is to be a bit defensive and not own up to my biases. I want to believe that I am accepting of others and am educated enough to identify in others, and surely myself, if prejudices are demonstrated.

How will I use this information?

The information was valuable to me as I have gone from someone I used to consider “color blind” to a person who had and continues to have so much to learn. This test, along with reflections on our readings, have allowed me the time and guide to ask myself tough questions about groups of people I hadn’t normally thought I had biases toward (fat versus thin, old versus young etc). When I think about where I started in this course, I am at a different place all together. I am confused on what is right or wrong, what might be insulting or supportive or what is a bias versus just a dislike of an individual. The most important thing for me is that I am willing to consider and question myself. If I know anything for sure, it is those of us who feel we have nothing to learn are those that need it the most. This site is one that I can and will go back to from time to time as I get comfortable and complacent.

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Interrupting Bias in Problem-Solving Teams

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Interrupting Bias in Problem-Solving Teams

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What I did?

I brought a team of educators to a workshop on interrupting bias when problem-solving around students. Our school psychologists, curriculum coaches and school counselors are often called upon to help when there are concerns about students. During this worksop, we began by identifying our own stereotypes, biases and prejudices.  Our team discussed how we often find ourselves thinking about the deficits of students without remembering the skills, talents and experiences they do bring.

What did I learn?

As a team we were able to begin considering how our biases show up in our work.  Our team learned to evaluate our own practices through a process we tend to lead within our schools. We articulated that we, often times, make the problem about the student and therefore get distracted by other possible solutions.  Some teachers are open to thinking about the individual needs of our students and others feel students who don’t fit a certain mold are problems. I find these are the teachers who are not challenged to think about the factors and supports we can bring because they feel we are not being “fair.”  I learned of a research based framework for helping our problem solving teams move beyond our own assumptions.  As is the work we are doing for this class, this is heavy work in districts. We are not ready to dive all in, but we can take small steps in supporting the interruption of bias by educating and arming those that often lead the meetings.

How will I use this information?

Since attending this workshop, I have put this as an agenda item during my weekly meeting with counselors and psychologists. The conversation has been in  discussing what policies and processes we are responsible for and how bias can interfere with carrying out these obligations. I have added questions to our referral process, especially those for behavior concerns, that asks questions surrounding classroom environment, how students access the curriculum and how we provide alternate means when they don’t. These all seem like typical questions that should be asked but the more I dove into this, I was not seeing the evidence of this.  The counselors and psychologists discussed who they know they can ask these questions of and which teachers continually blame the student for not learning what they have taught.  As we move forward and work with teachers where they are at, the first step is in identifying who these people are so we can help them in a non threatening manner.

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What I did?

I had the chance to attend the CESA 6 Legislative Breakfast. I was invited by my superintendent and business manager who regularly attend. This meeting was one that my superintendent felt strongly I be able to listen to as the main topic on the agenda for our area representatives was the governor's proposed budget.

What did I learn?

Politics is an area that I feel I need to work the hardest.  I came from a single parent household and, by all accounts lived in poverty. My mother had never voted until this last election. She finally felt so strongly against something she took action- so proud of her!   I grew up hearing and feeling that what we did really did not make a difference.  Looking back, I can’t say who the “we” is my mother was referring to. Was she referring to women, minorities or the poor? I was never exposed to politics and felt it was a topic for those that had money or intelligence.  As I become more educated and involved in larger school issues, I struggle with my interest or knowledge of politics.  I really enjoy being in a forum  such as this because the reps talked about ways they are advocating for their constituents in the work they do.  The discussion centered a lot on how unreasonable and overspent  Governor Ever’s budget is and predictions on where the bottom line will actually fall.

Special education funding is always a topic that generates strong feelings and tension. I usually see two camps of people, one group of people that advocate for quality and equitable services and the other that resents the amount of money needed to support the services. The laws that drive special education services do not align with funding. With that said, Governor Evers is calling for the greatest amount of increase for funding in this area.  I learned Wisconsin has the lowest rate of reimbursement (27%).  The gap between available state and federal funding and actual excess costs places a large burden on local districts, requiring them to offer other revenue sources.  With districts competing for scores on the district report cards, this means either less money toward other areas or asking for more local money.  If our goal is to create equitable and accessible services, this, to me actually creates a larger gap in a collaborative approach for equitable services.

How will I use this information?

I do contact our representatives to advocate on changes or proposed changes being brought forward whether that be for or against special education or early childhood and will continue to do this. I will maintain my membership on professional organizations that provide opportunities for me to get daily information on the status of politics across the state. I am starting to broaden my lens to look at how politics at a larger level look like and affect us at the state and local level.  I have now signed up as a regular attendee. Once I am done with my program, I would like to spend more time in learning and attending to activities that continue to help me learn. I will also continue to watch more news as you have urged so we can have discussions at home so, as a family, we can discuss the topics going on in our world.

http://docs.legis.wisconsin.gov/misc/lfb/misc/206_recommendations_of_the_blue_ribbon_commission_on_school_funding_1_4_19.pdf

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Recommendation for an increase in ELL Services

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Recommendation for an increase in ELL Services

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What I did?

I reached out to our English Language Learners (ELL) teacher to assist me in gathering data as I prepared a recommendation for an increase to the services to our EL population.  The numbers of students who qualify for EL services has increased, but the amount of resources dedicated to them has not.  I oversee our ELL programming and have always been aware of a large inequity in the services dedicated to this group of students as compared to students in other groups such as Gifted and Talented (GT).  We currently have approximately twelve students who qualify for gifted and talented and have a GT coordinator and two teachers who support GT services.  On the other hand, our EL population is nearing one hundred, but only have a .40 FTE teacher to meet the needs across the district.  At times I sense a lack of desire to assist students whose parents “don’t care” or for unfunded mandates for students who “drag our scores down.”  I have been hesitant to make a recommendation, knowing there is a high probability it will be denied.  I now feel I have to speak on their behalf.

What did I learn?

I learned a lot during this process. The main learning curve for me was the information I learned on the Wisconsin Statutes that define bicultural/bilingual education. This knowledge gave me a leverage to make this proposal.  Right now our district is diverting a lot of money for acceleration and options for middle school students to take courses at the high school, which is another district. I have  noticed that our district does not pay as much attention (even when it is required by law) to students and families that do not carry power. This includes our students with disabilities, our low socioeconomic and our students with English language needs.  This activity gave me the drive to dig more into the data for our students and how they make up the total picture of our school district.

How will I use this information?

As with many other districts, we operate on a status quo basis meaning things remain status quo until proposals are brought forward and approved. I took this information and wrote a very comprehensive proposal for an increase in staffing to help meet the needs of our students.   I am continuing to follow up and have had multiple meetings on this proposal and will continue advocating. It was time consuming, but very thorough and well thought out. If my proposal is not accepted this year, I will add the most recent data and then present again next year until there is change.

https://drive.google.com/drive/u/2/my-drive

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What I did?

I watched a video that addressed our students who have behavioral and or mental health issues that impact and interfere with their learning. This video was produced by Dr. Ross Greene who is a clinical psychologist but is an author, presenter and collaborator on how to work with children who are emotionally challenging.

What did I learn?

The video starts with a young man who was asked what his early memories of childhood were. As an adult he was able to be very reflective about his anger issues as a child and how he physically would respond to these feelings. His life was greatly impacted by this start in life and was eventually kicked out of school.

At times seclusion and restraint is needed to maintain their safety or that of others, but this approach is one that is used as a means to control students and, at times, becomes the norm for some students.  In addition to the use of seclusion and restraint, there are still schools that use corporal punishment or have been physically assaulted by staff that are entrusted to teach them.  The physical aggressive response to these students can mimic what happens to prisoners and police are often called to respond to these kids in crisis.  Parents are often left feeling helpless and unable to advocate for the basic right of safety for their child.

Dr. Ross Greene prod

How will I use this information?

I am going to schedule a day this summer with a team of people who absolutely need to see this. One of the most important group of people I need to share this with is the principals who, at times, respond from a punishment lens instead of a positive approach. They have the power to impact staff and either dispel the idea these kids are worthy of ongoing punishment or deserving of a safe and welcoming approach to working with the total child. The images and videos, I hope, have an impact.  We do have students who are secluded and restrained. By law I must report these numbers and they are publically shared annually at a board meeting.  Although I understand we must keep students safe and may need to restrain them. I feel it is so important to reflect on why a restraint happened and what things we can do to put in place to prevent these occurrence. I have created a framework for teams to debrief if a restraint was done.  Each child and each incident should be and will be reviewed and staff will be provided support and education if needed.

https://www.mainepublic.org/post/kids-we-lose

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Documentary: Milwaukee 53206 A Community Serves Time

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Documentary: Milwaukee 53206 A Community Serves Time

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What I did?

I had remembered a documentary that was about the area of Milwaukee that is in the 53206 zip code.  I grew up just under two miles from here and recently took a ride past my childhood home and took pictures for my mother to see. The last time I saw the house, it was boarded up and run down. Recently I drove past my childhood home and  the house looked like it was once again lived in. The siding and windows looked new and the lawn was cared for. It warmed my heart and was so happy to show my mother the pictures.

What did I learn?

What I learned from the 53206 documentary (2016)  was that the 53206 area has the highest incarceration rate of Black males in the nation.  The United States has looked to criminal justice to fix the social and economic inequities of our society, rather than look at the root causes of this phenomenon. It highlighted the threat of having 62% of men in this area either in jail currently or have been recently. They leave women and children without support while incarcerated and impact the perception and hopes of their children on the future for black males in general. 2017 statistics according to USA Today, show Milwaukee as the seventh most dangerous city in the United States based on the number of homicides. Violent crimes and the high poverty rate.

How will I use this information?

What impacted me most in watching this was the interviews that were conducted by the incarcerated men and the women they left behind.  What spoke to me was the message that our young black children see and feel. Many of the women spoke of the future or fear of a lack of future for their sons and daughters. They are innocent bystanders and schools must be prepared to help support children who have a parent who is incarcerated and to build up the confidence that our students have the ability to have a brighter future.  I will use this information when I sit in on problem solving teams and have knowledge that a parent is incarcerated.

One of the biggest takeaways for me was the fact that some of our children find themselves in foster homes as a result of a parent incarceration. Our school counselors and school administrators must know how to work with agencies that are in place to assist our children who find themselves without a parent for this reason.  I took a look at a resource we have on hand for partnerships and resources. One of the most useful pieces of information I was able to find was a direct contact for our Point of Service for students in foster care. I went months without replies to emails and numerous messages left, but I recently was successful.

https://www.milwaukee53206.com/

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How will I use this information?

Within my current role as Pupil Services Director and the districts Compliance Officer, I am responsible for sharing and enforcing policy that addresses discrimination or harassment.  After our SAFE training, I did a thorough review of our policies so I was solid on my expectations in education of the policies and the procedures if I should receive a complaint.   One of the ways in which I took action was to create a form that will be used as a response to a complaint.  We were given templates of forms from our policy provider, but I personalized our forms so they were easier to understand and complete. I did not want staff or students to be overwhelmed by a form and have the process of resolution stalled or stopped. I have set a meeting this summer to review this policy, among others, with pupil service staff and other administrators.

I meet with counselors monthly and inquired of the number of students they have involvement with who have needed assistance with gender or sexuality concerns.  At this time, we have very few students who we know of need accommodations or services, but have encountered a few each year consistently, mainly at the middle school.  After discussion, our challenge is with student to student harassment and not our staffs’ ability to accommodate and be respectful.  The pupil services team works hard at educating students other ways to resolve conflict instead of using derogatory terms they do not really understand.  The counselors and I are scheduled to meet in Mid May to discuss tools and resources to work on the prevention, education and response to topics related to sexuality and sexual identity. I shared the link below with our counselors.

Information and resource for adults, youth and teens and ways to volunteer can be found at: https://www.1800runaway.org/youth-teens/

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What I did?

I watched a tv show one night as I was settling into bed.  I did not seek this out as one of my activities, but the content was relevant and lead me to do further research on the topic of sexual identity.

What did I learn?

I realize the data below is probably on the low side as children are mobile and sometimes does not go reported. The data  is from the  National State Conference of State Legislatures

there are approximately 1.3 million homeless youth living unsupervised on the streets, in abandoned buildings, with friends or with strangers.

Homeless youth are at a higher risk for physical abuse, sexual exploitation, mental health disabilities, substance abuse, and death.

It is estimated that 5,000 unaccompanied youth die each year as a result of assault, illness, or suicide.

National Runaway Switchboard saw a 200 percent increase in calls from youth from 2005 to 2008.

Between 20 and 40 percent of homeless youth identify as Gay, Lesbian, Bisexual, Transgender or Questioning (GLBTQ)

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WASB Article: Students in Minnesota obtain injunction to participate on school dance teams

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WASB Article: Students in Minnesota obtain injunction to participate on school dance teams

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What I did?

Each day I receive news updates from different organizations from across the state. I also get a weekly special education law update from Wisconsin Council Administrators Special Services (WCASS) and the Wisconsin Association of School Boards (WASB) newsletter. It was on the WASB site that I read an article on sex discrimination.

What did I learn?

Although this came from the 8th Circuit, sex discrimination is a topic that is relevant across the nation. The article highlighted two male high school students in Minnesota who filed a case alleging unlawful sex discrimination under Title IX and the Equal Protection Clause of the U.S. Constitution after they were denied the opportunity to participate on their dance teams. The suit was filed after the state high school athletic league, which acts under authority of Minnesota high schools, enforced a rule that prohibited boys from participating on high school competitive dance teams. The league’s rationale for enacting the discretionary rule was that girls’ overall athletic opportunities have previously been limited, whereas boys’ opportunities have not been.  They believed they were offering a compensatory service for students (females) who had previously been denied opportunities.

In responding to the complaint, data compiled showed a slight historical number of underrepresented females in Minnesota high school athletics. However, over the past five years, the representation of girls in Minnesota athletics has been almost directly proportional to the number of girls enrolled at Minnesota schools. Although, the 2016–17 and 2017–18 school years, revealed that boys have actually been slightly underrepresented in high school athletics. Therefore, the creation of an all-girls league did not correct a problem of unequal access, but did limit and possibly do harm of those males denied the opportunity to participate on this team and would violate their constitutional rights.

How will I use this information?

The article seemed to be one of a number of articles that published something I thought I could have predicted- that not allowing the boys to join the dance club would be considered discriminatory. What I learned, and challenged my current knowledge, was the defense that the creation of an all female group was defensible to correct and compensate for past segregation. I think this is a slippery slope and, if defensible, should then be transferred to the equal access to education, facilities etc.  My hope would be that groups are  not created for this purpose, but moving forward children are given access based on interest, skill, need or desire.

Source: D.M. v. Minnesota State High School League, No. 18-3077 (8th Cir. March 6, 2019).

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The Myth of the "Culture of Poverty" by Paul Gorski (2008)

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The Myth of the "Culture of Poverty" by Paul Gorski (2008)

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What did I learn?

The article, The Myth of the “Culture of Poverty”  by Paul Gorski (2008) drew me in with a quote from a teacher. She taught at a low income school and expressed she believed her students were smart, but felt discouraged.  She had an internal conflict that, despite the love for her students, felt she could not make a difference.  She verbalized some of the same things I have heard from teachers in our schools about our students and parents. “They don’t care about school.  They’re unmotivated. And their parents-I’m lucky if two or three of them show up for conferences. No wonder the kids are unprepared to learn.”

Gorski’s article referenced a thesis completed in a small Mexican community by Oscar Lewis in 1961. He took his observations within the culture such as violence, a lack of future planning and an absence of interest in history as attributes for a term coined “culture of poverty.”  The findings challenged beliefs about people in poverty and generated conversation in which the idea of the “culture of poverty” was not viewed as an invalid argument in explaining inequities. Future research directed the notion that the “culture of classism” is much more telling as we learn about how to work with children and families from poverty.  Important to keep in the forefront is the myth of differences in values among the poor as it is in other social and economic classes. The research indicates the values are not different, but if society perpetuates this and other stereotypes,  we do not have to face how low expectations of students in poverty is more of a contribution to the gaps in poverty itself.  Through the eyes of classism, we can explore the idea that movement from one class to another is possible when stereotypes and barriers are addressed and removed.

How will I use this information?

Hartford Jt. 1 has approximately 35% students who qualify for free or reduced lunch.  I believe this number is low compared to what our families truly experience as some of our families refuse to apply for free or reduced lunch for a variety of reasons.  Our district is comprised of two elementary schools and one middle school.  One of our schools has a higher concentration of students with poverty and, as a result, the culture of the building is very different.  The perception is that the staff is more compassionate for students and they create an accepting and welcoming environment, essentially they “are good for those kids.” While I think the staff are nice people I have always felt there was a lower expectations of the students in this school.  I have never had the courage to have this conversation with anyone because the common feeling is that people have a lot of respect for the staff who work with the students who are “tougher”and come with lots of checks against them.

This article, along with a few other readings for the course, validated feelings I had with regards to lower expectations, materials, access etc to our students who are low socioeconomic status. This article also served as a springboard for a conversation with a teacher about a student I will call Brian.  I reference this article influenced me to take action in a conversation with a teacher regarding Brian.

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My professional mission statement, written about twelve years ago, still rings true today.   I thought of this statement often as I took this fourteen week journey.

I work my best when I am trusted and supported. I will surround myself with others who trust me and are trustworthy. Honesty and ethics are of the utmost importance in my personal and professional life. It is vital for me support, honor and respect diversity of people every day. I will remember that family, friends and faith are important in life and to strive for balance between work and home. I will continue to support and give back to my community through volunteer opportunities. I resolve to celebrate the smallest victories and to not be so self-critical. I will humble myself by remembering the early years in education and people that have influenced and inspired me along. I will choose activities and behaviors that help me to reach my fullest potential and help others as they strive to do the same.

The creation of this project has given me the opportunity to reflect on my experiences to date and showcase the most significant experiences I have sought to become more aware of social injustice and be a part of a better world for others and myself. It has also given me the means to become more aware of injustice and how I can use my  position as an administrator for the greater good of increased learning outcomes and acceptance for all  students. This journey is far from over and I will continue recognizing, acting, reading and engaging in social justice activities throughout my life.  It is not something to learn about and put away. Once aware, I recognize it and ask myself, “In what way or ways can I respond to diminish or distinguish negative stereotypes while recognizing and celebrating the diversity of our schools and communities.

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PON - Program on Negotiation at Harvard Law School

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Men tend to achieve better economic results in negotiation than women, negotiation research studies have found overall. Such gender differences are generally small, but evidence from the business world suggests that they can add up over time, and if you want to narrow the gender gap in negotiation, there are strategies you can employ. If men ask for and receive slightly higher starting salaries than women, for example, and continue to negotiate more assertively for themselves over the course their careers, the gender gap can add up to millions of dollars over time.

The gender gap in negotiation may in part explain why women in the United States earned only about 77.4% of men's median annual earnings in 2011, according to the Institute for Women's Policy Research.

Deeply ingrained societal gender roles lie at the root of the gender gap in negotiated outcomes, researchers have concluded. In many cultures, girls are encouraged and expected to be accommodating, concerned with the welfare of others, and relationship-oriented from an early age. Notably, these goals clash with the more assertive behaviors considered to be essential for negotiation success, which is more in line with societal expectations that boys and men be competitive, assertive, and profit oriented. As a result, women may be uncomfortable negotiating forcefully on their own behalf, a tendency that's supported by evidence suggesting they face a social backlash in the workplace for doing so.

How can women and the organizations that employ them narrow the gender gap in negotiation results? In a study in the Psychological Bulletin, Jens Mazei of the University of Münster and his colleagues analyzed 51 past studies that compared women and men's negotiation results with the goal of determining whether women can capitalize on certain characteristics of negotiation to improve their outcomes.

In addition to confirming with their analysis that the gender gap between women and men's negotiation performance is indeed narrow, the team identified several types of negotiation that reduce the gap or give women an advantage over men.
The findings point to several concrete suggestions for women negotiators, all of which their organizations can capitalize on as well:
View Yourself as an Agent for your Organization.

Women negotiate more assertively for other individuals, such as their employees, than they do for themselves, research finds. Because negotiating for others is a communal behavior consistent with the traditional female gender role, women may feel more comfortable pushing harder for others than they do for themselves, researchers argue. Consequently, in negotiations for other people, women effectively narrow the gender gap in negotiated outcomes. Notably, however, women achieve lower economic results, on average, relative to men when they are representing an organization in their negotiations. Women may be able to avoid a social backlash and narrow this gap by viewing themselves as advocates for their organizations and pointing to their organization's needs during negotiations.

Capitalize on Training and Experience to Narrow the Gender Gap in Negotiation.

Across the studies they examined, Jens Mazei and his team found that the gap between men and women's outcomes narrowed as they gained negotiating experience.

The results suggest that women in particular tend to achieve more favorable economic outcomes the more time they spend at the bargaining table. This might because they develop a stronger sense of the protocol of appropriate behavior specific to the situation and/or because they tend to shed traditional gender expectations as they gain experience.

Whatever the case, the results suggest that women, in particular, should benefit from negotiation training and experience.

Prepare, Prepare, Prepare.

Gender differences in economic outcomes tend to be smaller when negotiators receive information about the bargaining range in a negotiation simulation, past research has found.

It appears that when women have access to information about upper and lower limits, they may "rely less on preconceived gender roles as guidelines for their behavior in negotiations," Mazei and colleagues argue. Although thorough preparation is always important in negotiation, women, in particular, may be able to capitalize on this result by researching the typical salary range in a field, for example, and then, to avoid a social backlash, referencing these standards during their negotiations.
What do you think about the gender gap in negotiation? Is there anything we missed?
Related Article: Issues of Gender in Salary Negotiations

Related Posts

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Women and Negotiation: Narrowing the Gender Gap in Negotiation - PON - Program on Negotiation at Harvard Law School

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Men tend to achieve better economic results in negotiation than women, negotiation research studies have found overall. Such gender differences are generally small, but evidence from the business world suggests that they can add up over time, and if you want to narrow the gender gap in negotiation, there are strategies you can employ.

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Muffet McGraw, the two-time championship-winning head coach of women's basketball at the University of Notre Dame, was dancing a jig and celebrating Friday night after leading her team to victory over the University of Connecticut.

The NCAA women's basketball championship game is now set for Sunday - setting up a possible third win for McGraw - with the reigning national champion Notre Dame's Fighting Irish taking on No. 1 seed the Lady Bears of Baylor University.

But this past Thursday, McGraw's mood was more serious when answering a question about her recently reported commitment to never hire another male coach for her staff.

She began talking about the decades that the Equal Rights Amendment has gone without ratification: "We need 38 states to agree that discrimination on the basis of sex is unconstitutional. We've had a record number of women running for office and winning. And still, we have 23 percent of the House and 25 percent of the Senate."

McGraw was responding to a question about being the "voice" of female coaches in college athletics after University of Tennessee coach Pat Summitt, who won 1,098 games with the Lady Volunteers for more than 38 years, died in 2016.

McGraw's two-minute response, touching on the long history of sexism in many American institutions, went viral.

"I'm getting tired of the novelty of ... the first female governor of this state. The first female African-American mayor of this city," she said. "When is it going to become the norm instead of the exception? How are these young women looking up and seeing someone that looks like them, preparing them for the future? We don't have enough female role models. We don't have enough visible women leaders. We don't have enough women in power."

She said girls are socialized to think "men run the world." Where better to counter that narrative than in sports, she asked.

"When you look at men's basketball and 99 percent of the jobs go to men, why shouldn't 100 or 99 percent of the jobs in women's basketball go to women? Maybe it's because we only have 10 percent women athletic directors in Division I. People hire people who look like them. And that's the problem."

In 1972, Title IX enacted gender equity policies in student athletics as part of a law. Two years later, more than 90 percent of women's teams in college sports had female coaches, according to the Tucker Center for Research on Girls & Women in Sport at the University of Minnesota.

That number has fallen drastically. The center's newest report based on data from last year found the percentage of female head coaches had increased slightly from previous years, but only to 41.8 percent. The group took data from 86 institutions that were part of the NCAA Division I "big time" conferences.

In basketball specifically, the percent of women coaching women was 59.3 in 2018.

Notre Dame player Jessica Shepard responded to McGraw, "Talk that talk then coach." Notre Dame forward Brianna Turner, who scored her 2,000th career point Friday, just wrote on Twitter: "Take notes."

Samantha Brunelle, a high-profile incoming recruit to Notre Dame, tweeted the video of McGraw's answer, saying it was "one of the many reasons why Notre Dame was the place for me."

"I aspire to be like her one day," Brunelle told the South Bend Tribune of South Bend, Ind. "She stands for women so much. She has a huge voice to help give us women more of a platform."

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'We Don't Have Enough Women In Power': Notre Dame Coach Muffet McGraw Goes Viral

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Muffet McGraw, the two-time championship-winning head coach of women's basketball at the University of Notre Dame, was dancing a jig and celebrating Friday night after leading her team to victory over the University of Connecticut.

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Both in raw numbers and by percentage of the population, the United States has the most prisoners of any developed country in the world. For a great many poor people in America, particularly poor black men, prison is a destination that braids through an ordinary life, much as high school and college do for the affluent.

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You took me seriously when everyone else didn't believe or didn't understand.
Posted to NRS Public Forum

We'll listen to your story.

Your information is confidential.

You'll get reliable support.

We are here to support you.

We don't judge.

You can expect to share your story with someone who won't judge or tell you what to do.

We're trained to help you.

Each team member has been trained to handle a crisis, provide support and listen to your story.

We respect your privacy.

We won't pry.

When telling your story, you choose what information to share.

Our conversation is personal and private.

Although we won't share your story, if someone is hurting you and you give identifying information, we are required by law to report it -but remember the decision is yours to give us that information.

Immediate assistance is available 24/7/365.

Four ways to connect.

Call 1-800-RUNAWAY. Or use the online services to chat, email, or post on the forum.

Experience helping people just like you.

Each frontline team member has over 40 hours of crisis intervention training.

Get Support

Reach out to us in a way that works best for you. We are here to listen and here to help.

Things to consider

You may be struggling with deciding whether to leave your home. It can be a difficult decision. As a helpful next step, we encourage you to sit down and think about how you would answer these questions:

Do I have a place to stay?

What about school? Would I continue to get an education?

Am I going to be gone awhile or coming back in a few days?

What would I do for money? Shelter? Food? Transportation?

Who can I depend on if I leave home?

Do I have a safe, solid plan?

What is my plan b in case my first plan doesn't work?

What have I done to make things better at home?

What can I do to make things better at home?

Who have I reached out to make things better at home?

Home Free

Did you leave home? Are you ready to return but don't know how to approach it with your family or even how you will make it back? You are not alone. Thanks to NRS' Home Free Program, in collaboration with Greyhound Lines, Inc., more than 15,000 youth have been reunited with family members free of charge. The first step to begin the Home Free process is to call 1-800-RUNAWAY. If you're not quite ready to call, check out some more information about our Home Free program below.

Getting A Bus Ticket Home
How do I know if I qualify?
You must be between the ages of 12-21. If you are under 18, you will be asked if there is a runaway report filed in your hometown. If you don't know what a runaway report is, or are unsure if one has been filed, call 1-800-RUNAWAY. We can explain.
Am I limited to where I can go on the free ticket?
Generally, youth up to age 18 must be returning to a parent or legal guardian. Youth 18-21 may return to either family, or a transitional living program. NRS recognizes, though, that supportive living environments exist for youth outside of the nuclear family. Therefore, in situations where the parent or legal guardian reunification cannot happen, youth may be provided with a bus ticket to an alternative living arrangement (ALA). In order to receive a bus ticket to an ALA, legal guardians must give approval and be involved in every step of the Home Free process. For more information about whether you qualify or where you can go, please call 1-800-RUNAWAY.
How can I get the ticket?
The process starts when you call the National Runaway Safeline at 1-800-RUNAWAY. We talk to you about your situation and any issues surrounding returning home. Next, we facilitate a conference call between you and your legal guardian to talk about your return and determine a plan of action. As a final step, we contact Greyhound to make travel arrangements and share the travel itinerary with you and your family. What happens after the ticket is booked? Home Free isn't just a bus ticket home. We want you to be safe, and once home, equipped to address issues that may have led, or contributed, to your decision to leave. We also want to help you in rebuilding relationships with family and friends and develop connections with positive and caring adults. In addition to working with you and your guardians to develop a plan before you return home, we also provide you with resources in your community that can help with ongoing support once you return. After you are scheduled to have arrived at home, we follow-up to make sure you've arrived safely and to see how things are going.

Find a Shelter

Whether you are thinking of leaving home or have already left, NRS can help you find a safe place to stay. NRS has a database of resources, including shelters, across the country that we continually update. When you contact us, either by hotline, chat, or email, we can work toward locating an open bed in a shelter in your area. When contacting shelters via telephone, a frontline staff member will be happy to stay on the phone and serve as an advocate for you if you want him/her to. If, for whatever reason, we cannot find you a place in a shelter right away, we will work with you to explore different options for safe places to stay.

Abuse at Home

If home is no longer somewhere you feel safe, NRS is here to help. Just like any other call/ chat/ email/ forum post, NRS' frontline staff is here to listen to what has been going on in your life and help you explore your options. Though NRS' frontline staffers are mandated reporters, we understand that reporting is not a viable option for everyone. Our frontline staffers will help you explore all of your options and further clarify our role as mandated reporters. If you do decide to file a report, NRS frontline staff can help you either by filing a report on your behalf or guiding you through the reporting process.

We are not legal experts. Laws are different from state to state, county to county, city to city. And even how a local police department responds to the situation can vary drastically. We can speak in general terms about your situation and try to find out how laws in your area will affect you. We can also call the local police department for you. We will ask your questions to get specific answers about runaway laws for your community. Remember, we are confidential so we won't share anything about your story with the police.

If you're interested in becoming an emancipated minor, we are able to talk generally about the emancipation process in your state. We can also connect you to a legal resource in your area to provide advice.

Conference Calls

If you need help sharing your story with your parents, we can set-up a three way telephone conversation. We'll stay on the line and make sure your voice is heard in a calm way. We can help you and your guardian understand each other by guiding the call. This is a way to open lines of communication.

Message Service

Another way to start or improve communicating is with our message service. You can give us a message for your parent and we'll deliver it. Having someone else deliver your message may be a less heated way to start a conversation.

When you connect with NRS, we can talk about the steps to end the bullying. No one deserves to be abused. No one should be mistreated. There are steps we can take together to stop the bullying. We are here to listen to your story and find solutions.

Are you being bullied?

Are you feeling unsafe at school?

Are you feeling attacked online?

Do you want to talk to someone about how you're being mistreated?

Who have you reached out to?

Is there someone you trust at school to talk to?

Do you know about anti-bullying measures you can take?

Some websites that might be helpful to you are listed below:

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Youth & Teens - National Runaway Safeline

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You took me seriously when everyone else didn't believe or didn't understand. Posted to NRS Public Forum We'll listen to your story. Your information is confidential. You'll get reliable support. We don't judge. You can expect to share your story with someone who won't judge or tell you what to do.

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Each year, an estimated 4.2 million youth and young adults experience homelessness, of which 700,000 are unaccompanied minors, meaning they are not part of a family or accompanied by a parent or guardian. On any given night, approximately 41,000 unaccompanied youth ages 13-25 experience homelessness.

The Voices of Youth Count from Chapin Hall at the University of Chicago also found that:

One in 10 young adults ages 18-25, and at least one in 30 adolescents ages 13-17, experience some form of homelessness unaccompanied by a parent or guardian over the course of a year.

29% of homeless youth report having substance misuse problems.

69% of homeless youth report mental health problems.

33% had once been part of the foster care system.

50% of homeless youth have been in the juvenile justice system, in jail or detention.

27% of lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) youth who are homeless reported exchanging sex for basic needs compared to 9% of non-LGBTQ youth who reported having to exchange sex for basic needs.

62% of LGBTQ youth report being physically harmed while experiencing homelessness while 47% of non-LGBTQ youth reported being physically harmed while homeless.

The lack of a high school diploma or General Equivalency Diploma (GED) is the number one correlate for elevated risk of youth homelessness.

Causes and Consequences of Youth Homelessness

Many factors increase a young person's odds of experiencing homelessness. Demographic risk factors for becoming homeless include being Hispanic or black; parenting and unmarried; or LGBTQ, with LGBTQ youth having more than twice the risk of being homeless than their cisgender or heterosexual peers. In a March 2019 report, the Congressional Research Service identified family conflict and family dynamics, a youth's sexual orientation, sexual activity, school problems, pregnancy and substance use as primary risk factors for youth homelessness. Also noted in the congressional report, females are more likely than males to run away, and among white, black and Hispanic youth, black youth have the highest rates of running away with approximately half of youth running away before the age of 14.

Children in foster care face multiple factors that increase their risk of homelessness, including the number of foster care placements, history of running away from placements and time spent in a group home. According to the Adoption and Foster Care Analysis and Reporting System, over 500 children in the United States ran away from their foster care home or other placement in 2017. Youth in congregate care are also more likely to run away from care than youth in traditional foster care or out of home placement. The age at which a youth enters foster care also influences their risk of running away from care. Youth who are age 15 when they first enter foster care have the highest risk of running away while in care.

Human development also plays a role. Rational decision-making, inhibition, planning and reasoning are all stifled until young people mature, making young people biologically more likely to engage in high-risk behaviors, such as unsafe sexual activity and substance use, than more mature adults. Without safe and permanent homes and caring adults, runaway and homeless youth are at even greater risk of engaging in high-risk behaviors or putting themselves in unsafe or risky situations.

The consequences faced by youth experiencing homelessness are vast and require coordination across the education, child welfare, juvenile justice, health and human services systems. Runaway and homeless youth are vulnerable to multiple threats, including not having their basic food and shelter needs met, untreated mental health disorders, substance use, sexually transmitted diseases and HIV infection, sexual exploitation (including survival sex to meet basic needs), physical victimization and suicide. According to the National Sexual Violence Resource Center, one in three teens on the street will be lured into prostitution within 48 hours of leaving home and the American Academy of Pediatrics finds suicide is the leading cause of death among unaccompanied youth. Also, youth who are homeless often experience a significant disruption in their education due to the transient nature of homelessness.

Definitions

The definition of homeless youth varies across state and federal agencies and leading national organizations. For example, the National Alliance to End Homeless defines homeless youth as unaccompanied individuals ages 12 to 24, while the National Coalition for the Homeless defines homeless youth as individuals under the age of 18. Others define youth as individuals between the ages of 13 and 25.

The Runaway and Homeless Youth Act defines homeless youth as individuals under the age of 18 or between the ages of 16-22, depending on the program the youth is participating in. Under the federal McKinney-Vento Homeless Assistance Act, "homeless children and youths" are broadly defined, without a specific age range.

Researchers also categorize homeless youth into typologies, which itself fosters debate. Typologies include: runaways, throwaways, street youth, systems youth, transient but connected, high risk and low risk. These terms reflect the diversity of experiences and backgrounds among homeless youth, who often do not fit into a single category.

Federal Policy

The Runaway Youth Act, signed into law in 1974, is the only federal law focused on unaccompanied homeless youth. Later renamed the Runaway and Homeless Youth Act, the legislation has been reauthorized five times. The act is administered by the Family and Youth Services Bureau of the Administration for Children and Families within the U.S. Department of Health and Human Services. The act, as amended, authorizes federal funding for three programs-the Basic Center Program, Transitional Living Program and Street Outreach Program.

The McKinney-Vento Homeless Assistance Act of 1987 was the first major federal legislative response to homelessness. Title VII of the act includes provisions to ensure the enrollment, attendance and success of homeless children and youth in school. Under the act, schools must work to eliminate transportation barriers and other impediments that may prohibit students from attending school. Schools also must appoint a liaison to work with homeless students and their families.

The Chaffee Foster Care Independence Program provides states with funding to support youth expected to age out of foster care and youth ages 18 to 21 who were formerly in foster care. Funds can be used for housing, educational services and independent living services. The Fostering Connections Act of 2008 increased federal funds available to states to extend assistance to foster youth until age 21 as long as the youth is in school, working or has a medical condition that prevents them from participating in those activities. Services can include housing assistance, vocational and college help, and counseling.

*Federal timeline adapted from the Congressional Research Service report on Runaway and Homeless Youth: Demographics and Programs

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Federal Youth Homelessness Policy Timeline

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The United State Interagency Council on Homelessness (USICH) was created by Congress in 1987 to coordinate the federal government's collaborative response to homelessness. It works in partnership with 19 federal agencies and a national network of state and local affiliates (see graphic below). In 2010, USICH announced its goal to end youth homelessness by 2020 as part of its Opening Doors Strategic Plan, the nation's first comprehensive homelessness strategy.

USICH's 2012 Framework to End Youth Homelessness expands upon specific supports and strategies for meeting its homeless youth goals. In 2015, USICH announced its vision for the community response to youth homelessness, which identified four core outcomes and instructions for the system collaboration necessary to achieve those goals. In 2017, USICH also established criteria and benchmarks to assess progress toward ending youth homelessness. The criteria and benchmarks were updated in 2018.

State Legislative Activity

States have adopted a variety of policies to combat youth homelessness. Some policies address the educational needs of homeless and runaway youth while others appropriate money for shelters and transitional housing. Other policies include counseling and outreach services to homeless youth or youth at risk of becoming homeless.

Since January 2019, at least 30 states have introduced legislation. Topics include:

Addressing the educational needs of homeless youth.

Housing for postsecondary students who are homeless.

Appropriating funds for homeless youth services.

Creating a state office of homeless youth.

Requiring a state plan to address youth homelessness.

Requiring youth in public systems be discharged to stable housing.

Enabling homeless youth to obtain identification cards, drivers licenses and birth certificates.

Other legislation would allow minors to consent to medical, mental, dental and other health counseling and services without a parent or guardian. Fourteen states enacted legislation in 2019:

Arkansas amended a law concerning consent to medical treatment to authorize a liaison under the federal McKinney-Vento Homeless Assistance Act to consent to medical treatment for a homeless minor.

Colorado passed legislation permitting school mental health professionals to identify food insecurity, homelessness and other issues affecting students and make referrals to services within the community, and bring those services into the school setting where possible.

Georgia passed a resolution recognizing and commending the National Association for the Education of Homeless Children and Youth (NAEHCY) for its contributions to the academic success of 1.3 million children and youth experiencing homelessness throughout the nation for more than 30 years.

Indiana established that homeless youth may have access to their birth certificate, photo identification and driver's license without charge or the consent of a parent, guardian or custodian, if the homeless youth provides proof of ownership of a policy of motor vehicle insurance, pays all costs of the policy of motor vehicle insurance and presents required paperwork. This legislation also outlines the primary responsibilities of the office of the coordinator for education of homeless children and the duties of the local liaisons of every local educational agency, regardless of whether it receives a McKinney-Vento Act grant.

Kentucky established alternatives for educational coursework completion for students who are homeless children or youth and established that homeless individuals under a certain age shall not have to pay a fee to obtain a copy of their birth certificate. The legislation also established that a qualified mental health professional may provide outpatient mental health counseling to any child over a specified age upon request of such child and without the consent of parent(s) or guardian(s).

Maryland repealed a provision requiring a county superintendent of schools to allow a child awaiting foster care placement not subject to certain educational stability provisions of the federal McKinney-Vento Homeless Assistance Act to attend school in the county, even if the child is not currently domiciled in that county. The legislation also updated certain provisions of law to include references to the educational stability provisions of the Every Student Succeeds Act.

Maryland also established the "Workgroup to Study Shelter and Supportive Services for Unaccompanied Homeless Minors." The workgroup is required to identify and compile information on unaccompanied homeless minors and make recommendations regarding policy initiatives to address their needs, including funding requirements. The legislation requires the Senate Chair and House Chair of the Joint Committee on Ending Homelessness to serve as cochairs of the workgroup. The workgroup must report its findings to the governor and General Assembly by Dec. 1, 2019.

Minnesota appropriated funds to the Office of Higher Education for a matching grant program to support eligible institutions with a demonstrable homeless student population. The legislation requires the appropriation to be used to meet immediate student needs that could result in a student not completing the term or their program, including but not limited to emergency housing, food and transportation.

Nevada passed a bill requiring each public and charter school to develop a procedure to identify and review the academic plan for each homeless student, unaccompanied pupil or pupil who lives in foster care and adjust the plan as appropriate to maximize the accrual of credits and progress towards graduation for each pupil. The legislation also established that unaccompanied pupils or pupils who live in foster care receive full or partial credit for a specific course of study without satisfying any attendance requirement for the course if the pupil completes the coursework in compliance with procedures adopted by the board of trustees of a school district or the sponsor of a charter school.

Nevada created the position of the liaison for postsecondary education for homeless pupils, established the duties of the liaison and authorized the Board of Regents of the University of Nevada to grant certain waivers of fees for homeless or unaccompanied pupils.

New Jersey established the Office of Homelessness Prevention in the Department of Community Affairs. The legislation requires the department to establish and support a comprehensive program for homeless youth by contracting with licensed organizations and agencies that provide street outreach or center-based shelter or transitional living services for homeless youth. The legislation also permits the governing body of a county or municipality annually to appropriate funds to a private, nonprofit organization to provide services to runaway or homeless youths and their families.

Tennessee requires a degree-granting postsecondary educational institution to designate a staff member to serve as a homeless student liaison to assist homeless students who are enrolled, or are planning to enroll, in the institution, and to develop a plan to provide homeless students who are enrolled in the institution access to housing resources.

Texas passed a bill regarding the determination of appropriate disciplinary action to be taken against a public school student who is in foster care or who is homeless.

Utah established the ability of homeless youth to consent to temporary shelter, care or services and modified the circumstances under which a person who provides temporary shelter to a homeless youth is subject to a criminal penalty. The legislation also allowed a homeless youth to consent to temporary shelter, care or services under certain circumstances.

Virginia aligned provisions relating to when a homeless child or youth is deemed to reside in a school district.

Washington passed six bills relating to youth homelessness:

SB 5324 revises provisions relating to support for students experiencing homelessness, expands award criteria for state grants, requires school districts receiving grants to monitor and report on the academic outcomes of students experiencing homelessness served by the grants and revises criteria for a grant program to link homeless students and their families with stable housing and revises eligibility criteria for students.

SB 5800 establishing the Helping Homeless College Students Act, which provides for a pilot program to assist students experiencing homelessness and to students who were in the foster care system when they graduated from high school. The legislation also allows college districts to establish plans to develop surplus property for affordable housing to accommodate the needs of students experiencing homelessness and students who were in the foster care system when they graduated high school.

HB 1599 revises the minimum requirements for High School and Beyond Plans, which ensures courses taken are aligned with the student's goals for education or training and career after high school. The bill also requires such plans include information specific to students who are or are at risk of being homeless.

HB 1657 adds a definition of street outreach services to provisions relating to services provided by the Office of Homeless Youth Prevention and Protection Programs.

HB 1893 helps certain postsecondary students, including students experiencing homelessness, remain enrolled in school by providing access to food or transportation.

Additional Resources

The resources below are for informational purposes only and do not necessarily reflect the positions of NCSL.

National Homelessness Law Center, Alone Without a Home: A National Review of State Laws Affecting Unaccompanied Youth

United States Interagency Council on Homelessness, Homelessness in America: Focus on Youth

United States Interagency Council on Homelessness, Homelessness Statistics by State

Chapin Hall at the University of Chicago, Youth Homelessness

Chapin Hall at the University of Chicago, Voices of Youth Count

School House Connection, State Laws on Minor Consent for Housing Related Services

Congressional Research Services, Runaway and Homeless Youth: Demographics and Programs

National Network for Youth, Fact Sheets and Issue Briefs

Office of Planning, Research and Evaluation, an Office of the Administration for Children & Families, Building Capacity to Evaluate Interventions for Youth/Young Adults with Child Welfare Involvement At-Risk of Homelessness (YARH), 2013-2019

HUD Exchange, Youth Homelessness Demonstration Program

About This NCSL Project

NCSL's Denver-based Children and Families Program conducts research and analysis on human services issues, tracks legislation and provides learning opportunities, consultations and technical assistance for legislators and legislative staff. Denver staff can be reached at (303) 364-7700 or cyf-info@ncsl.org.

NCSL staff in Washington, D.C., track and analyze federal legislation and policy and represent state legislatures on issues before Congress and the administration. Washington staff can be reached at (202) 624-5400 or cyf-info@ncsl.org.

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national conference of state legislatures

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Each year, an estimated 4.2 million youth and young adults experience homelessness, of which 700,000 are unaccompanied minors, meaning they are not part of a family or accompanied by a parent or guardian. On any given night, approximately 41,000 unaccompanied youth ages 13-25 experience homelessness.

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Students in Minnesota obtain injunction to participate on school dance teams

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Students in Minnesota obtain injunction to participate on school dance teams

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As the students file out of Janet's classroom, I sit in the back corner, scribbling a few final notes. Defeat in her eyes, Janet drops into a seat next to me with a sigh.

"I love these kids," she declares, as if trying to convince me. "I adore them. But my hope is fading."

"Why's that?" I ask, stuffing my notes into a folder.

"They're smart. I know they're smart, but . . ."

And then the deficit floodgates open: "They don't care about school. They're unmotivated. And their parents-I'm lucky if two or three of them show up for conferences. No wonder the kids are unprepared to learn."

At Janet's invitation, I spent dozens of hours in her classroom, meeting her students, observing her teaching, helping her navigate the complexities of an urban midwestern elementary classroom with a growing percentage of students in poverty. I observed powerful moments of teaching and learning, caring and support. And I witnessed moments of internal conflict in Janet, when what she wanted to believe about her students collided with her prejudices.

Like most educators, Janet is determined to create an environment in which each student reaches his or her full potential. And like many of us, despite overflowing with good intentions, Janet has bought into the most common and dangerous myths about poverty.

Chief among these is the "culture of poverty" myth-the idea that poor people share more or less monolithic and predictable beliefs, values, and behaviors. For educators like Janet to be the best teachers they can be for all students, they need to challenge this myth and reach a deeper understanding of class and poverty.

Roots of the Culture of Poverty Concept

Oscar Lewis coined the term culture of poverty in his 1961 book The Children of Sanchez. Lewis based his thesis on his ethnographic studies of small Mexican communities. His studies uncovered approximately 50 attributes shared within these communities: frequent violence, a lack of a sense of history, a neglect of planning for the future, and so on. Despite studying very small communities, Lewis extrapolated his findings to suggest a universal culture of poverty. More than 45 years later, the premise of the culture of poverty paradigm remains the same: that people in poverty share a consistent and observable "culture."

Lewis ignited a debate about the nature of poverty that continues today. But just as important-especially in the age of data-driven decision making-he inspired a flood of research. Researchers around the world tested the culture of poverty concept empirically (see Billings, 1974; Carmon, 1985; Jones & Luo, 1999). Others analyzed the overall body of evidence regarding the culture of poverty paradigm (see Abell & Lyon, 1979; Ortiz & Briggs, 2003; Rodman, 1977).

These studies raise a variety of questions and come to a variety of conclusions about poverty. But on this they all agree: There is no such thing as a culture of poverty. Differences in values and behaviors among poor people are just as great as those between poor and wealthy people.

In actuality, the culture of poverty concept is constructed from a collection of smaller stereotypes which, however false, seem to have crept into mainstream thinking as unquestioned fact. Let's look at some examples.

MYTH: Poor people are unmotivated and have weak work ethics.

The Reality: Poor people do not have weaker work ethics or lower levels of motivation than wealthier people (Iversen & Farber, 1996; Wilson, 1997). Although poor people are often stereotyped as lazy, 83 percent of children from low-income families have at least one employed parent; close to 60 percent have at least one parent who works full-time and year-round (National Center for Children in Poverty, 2004). In fact, the severe shortage of living-wage jobs means that many poor adults must work two, three, or four jobs. According to the Economic Policy Institute (2002), poor working adults spend more hours working each week than their wealthier counterparts.

MYTH: Poor parents are uninvolved in their children's learning, largely because they do not value education.

The Reality: Low-income parents hold the same attitudes about education that wealthy parents do (Compton-Lilly, 2003; Lareau & Horvat, 1999; Leichter, 1978). Low-income parents are less likely to attend school functions or volunteer in their children's classrooms (National Center for Education Statistics, 2005)-not because they care less about education, but because they have less access to school involvement than their wealthier peers. They are more likely to work multiple jobs, to work evenings, to have jobs without paid leave, and to be unable to afford child care and public transportation. It might be said more accurately that schools that fail to take these considerations into account do not value the involvement of poor families as much as they value the involvement of other families.

MYTH: Poor people are linguistically deficient.

The Reality: All people, regardless of the languages and language varieties they speak, use a full continuum of language registers (Bomer, Dworin, May, & Semingson, 2008). What's more, linguists have known for decades that all language varieties are highly structured with complex grammatical rules (Gee, 2004; Hess, 1974; Miller, Cho, & Bracey, 2005). What often are assumed to be deficient varieties of English-Appalachian varieties, perhaps, or what some refer to as Black English Vernacular-are no less sophisticated than so-called "standard English."

MYTH: Poor people tend to abuse drugs and alcohol.

The Reality: Poor people are no more likely than their wealthier counterparts to abuse alcohol or drugs. Although drug sales are more visible in poor neighborhoods, drug use is equally distributed across poor, middle class, and wealthy communities (Saxe, Kadushin, Tighe, Rindskopf, & Beveridge, 2001). Chen, Sheth, Krejci, and Wallace (2003) found that alcohol consumption is significantly higher among upper middle class white high school students than among poor black high school students. Their finding supports a history of research showing that alcohol abuse is far more prevalent among wealthy people than among poor people (Diala, Muntaner, & Walrath, 2004; Galea, Ahern, Tracy, & Vlahov, 2007). In other words, considering alcohol and illicit drugs together, wealthy people are more likely than poor people to be substance abusers.

The Culture of Classism

The myth of a "culture of poverty" distracts us from a dangerous culture that does exist-the culture of classism. This culture continues to harden in our schools today. It leads the most well intentioned of us, like my friend Janet, into low expectations for low-income students. It makes teachers fear their most powerless pupils. And, worst of all, it diverts attention from what people in poverty do have in common: inequitable access to basic human rights.

The most destructive tool of the culture of classism is deficit theory. In education, we often talk about the deficit perspective-defining students by their weaknesses rather than their strengths. Deficit theory takes this attitude a step further, suggesting that poor people are poor because of their own moral and intellectual deficiencies (Collins, 1988). Deficit theorists use two strategies for propagating this world view: (1) drawing on well-established stereotypes, and (2) ignoring systemic conditions, such as inequitable access to high-quality schooling, that support the cycle of poverty.

The implications of deficit theory reach far beyond individual bias. If we convince ourselves that poverty results not from gross inequities (in which we might be complicit) but from poor people's own deficiencies, we are much less likely to support authentic antipoverty policy and programs. Further, if we believe, however wrongly, that poor people don't value education, then we dodge any responsibility to redress the gross education inequities with which they contend. This application of deficit theory establishes the idea of what Gans (1995) calls the undeserving poor -a segment of our society that simply does not deserve a fair shake.

If the goal of deficit theory is to justify a system that privileges economically advantaged students at the expense of working-class and poor students, then it appears to be working marvelously. In our determination to "fix" the mythical culture of poor students, we ignore the ways in which our society cheats them out of opportunities that their wealthier peers take for granted. We ignore the fact that poor people suffer disproportionately the effects of nearly every major social ill. They lack access to health care, living-wage jobs, safe and affordable housing, clean air and water, and so on (Books, 2004)-conditions that limit their abilities to achieve to their full potential.

Perhaps most of us, as educators, feel powerless to address these bigger issues. But the question is this: Are we willing, at the very least, to tackle the classism in our own schools and classrooms?

This classism is plentiful and well documented (Kozol, 1992). For example, compared with their wealthier peers, poor students are more likely to attend schools that have less funding (Carey, 2005); lower teacher salaries (Karoly, 2001); more limited computer and Internet access (Gorski, 2003); larger class sizes; higher student-to-teacher ratios; a less-rigorous curriculum; and fewer experienced teachers (Barton, 2004). The National Commission on Teaching and America's Future (2004) also found that low-income schools were more likely to suffer from cockroach or rat infestation, dirty or inoperative student bathrooms, large numbers of teacher vacancies and substitute teachers, more teachers who are not licensed in their subject areas, insufficient or outdated classroom materials, and inadequate or nonexistent learning facilities, such as science labs.

Here in Minnesota, several school districts offer universal half-day kindergarten but allow those families that can afford to do so to pay for full-day services. Our poor students scarcely make it out of early childhood without paying the price for our culture of classism. Deficit theory requires us to ignore these inequities-or worse, to see them as normal and justified.

What does this mean? Regardless of how much students in poverty value education, they must overcome tremendous inequities to learn. Perhaps the greatest myth of all is the one that dubs education the "great equalizer." Without considerable change, it cannot be anything of the sort.

What Can We Do?

The socioeconomic opportunity gap can be eliminated only when we stop trying to "fix" poor students and start addressing the ways in which our schools perpetuate classism. This includes destroying the inequities listed above as well as abolishing such practices as tracking and ability grouping, segregational redistricting, and the privatization of public schools. We must demand the best possible education for all students-higher-order pedagogies, innovative learning materials, and holistic teaching and learning. But first, we must demand basic human rights for all people: adequate housing and health care, living-wage jobs, and so on.

Of course, we ought not tell students who suffer today that, if they can wait for this education revolution, everything will fall into place. So as we prepare ourselves for bigger changes, we must

Educate ourselves about class and poverty.

Reject deficit theory and help students and colleagues unlearn misperceptions about poverty.

Make school involvement accessible to all families.

Follow Janet's lead, inviting colleagues to observe our teaching for signs of class bias.

Continue reaching out to low-income families even when they appear unresponsive (and without assuming, if they are unresponsive, that we know why).

Respond when colleagues stereotype poor students or parents.

Never assume that all students have equitable access to such learning resources as computers and the Internet, and never assign work requiring this access without providing in-school time to complete it.

Ensure that learning materials do not stereotype poor people.

Fight to keep low-income students from being assigned unjustly to special education or low academic tracks.

Make curriculum relevant to poor students, drawing on and validating their experiences and intelligences.

Teach about issues related to class and poverty-including consumer culture, the dissolution of labor unions, and environmental injustice-and about movements for class equity.

Teach about the antipoverty work of Martin Luther King Jr., Helen Keller, the Black Panthers, César Chávez, and other U.S. icons-and about why this dimension of their legacies has been erased from our national consciousness.

Fight to ensure that school meal programs offer healthy options.

Examine proposed corporate-school partnerships, rejecting those that require the adoption of specific curriculums or pedagogies.

Most important, we must consider how our own class biases affect our interactions with and expectations of our students. And then we must ask ourselves, Where, in reality, does the deficit lie? Does it lie in poor people, the most disenfranchised people among us? Does it lie in the education system itself-in, as Jonathan Kozol says, the savage inequalities of our schools? Or does it lie in us-educators with unquestionably good intentions who too often fall to the temptation of the quick fix, the easily digestible framework that never requires us to consider how we comply with the culture of classism.

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The Myth of the Culture of Poverty - ASCD

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As the students file out of Janet's classroom, I sit in the back corner, scribbling a few final notes. Defeat in her eyes, Janet drops into a seat next to me with a sigh. "I love these kids," she declares, as if trying to convince me. "I adore them.