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Portrayal of Diverse Family Structures in Childrens Literature

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Vol. 61

No. 4

Abstract

Conceptions of Multicultural Education

Multiculturalism and Curriculum Development

Reality/Representation

Relevance

It's not just an add-on or an afterthought. Curriculums infused with multicultural education boost academic success and prepare students for roles as productive citizens.

Credit: This content is subject to copyright.

Abstract

Conceptions of Multicultural Education

Multiculturalism and Curriculum Development

Reality/Representation

Relevance

Multiculturalism in U.S. schools and society is taking on new dimensions of complexity and practicality as demographics, social conditions, and political circumstances change. Domestic diversity and unprecedented immigration have created a vibrant mixture of cultural, ethnic, linguistic, and experiential plurality.

Effectively managing such diversity in U.S. society and schools is at once a very old and a very new challenge. Benjamin Barber (1992) eloquently makes the point thatAmerica has always been a tale of peoples trying to be a People, a tale of diversity and plurality in search of unity. Cleavages among [diverse groups] . . . have irked and divided Americans from the start, making unity a civic imperative as well as an elusive challenge. (p. 41)

Accomplishing this end is becoming increasingly important as the 21st century unfolds. People coming from Asia, the Middle East, Latin America, Eastern Europe, and Africa differ greatly from earlier generations of immigrants who came primarily from western and northern Europe. These unfamiliar groups, cultures, traditions, and languages can produce anxieties, hostilities, prejudices, and racist behaviors among those who do not understand the newcomers or who perceive them as threats to their safety and security. These issues have profound implications for developing instructional programs and practices at all levels of education that respond positively and constructively to diversity.

A hundred years ago, W. E. B. Du Bois (1994) proposed that the problem of the 20th century was conflict and controversy among racial groups, particularly between African and European Americans. He concluded thatBetween these two worlds [black and white], despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other.

Although much has changed since Du Bois's declarations, too much has not changed nearly enough. Of course, the color line has become more complex and diverse, and legal barriers against racial intermingling have been dismantled. People from different ethnic, racial, and cultural groups live in close physical proximity. But coexistence does not mean that people create genuine communities in which they know, relate to, and care deeply about one another. The lack of a genuine community of diversity is particularly evident in school curriculums that still do not regularly and systematically include important information and deep study about a wide range of diverse ethnic groups. As disparities in educational opportunities and outcomes among ethnic groups continue to grow, the resulting achievement gap has reached crisis proportions.

Multicultural education is integral to improving the academic success of students of color and preparing all youths for democratic citizenship in a pluralistic society. Students need to understand how multicultural issues shape the social, political, economic, and cultural fabric of the United States as well as how such issues fundamentally influence their personal lives.

Conceptions of Multicultural Education

Even though some theorists (Banks &amp; Banks, 2002) have argued that multicultural education is a necessary ingredient of quality education, in actual practice, educators most often perceive it either as an addendum prompted by some crisis or as a luxury. Multicultural education has not yet become a central part of the curriculum regularly offered to all students; instead, educators have relegated it primarily to social studies, language arts, and the fine arts and have generally targeted instruction for students of color.

These attitudes distort multicultural education and make it susceptible to sporadic and superficial implementation, if any. Textbooks provide a compelling illustration of such an attitude: The little multicultural content that they offer is often presented in sidebars and special-events sections (Loewen, 1995).

Another obstacle to implementing multicultural education lies with teachers themselves. Many are unconvinced of its worth or its value in developing academic skills and building a unified national community. Even those teachers who are more accepting of multicultural education are nevertheless skeptical about the feasibility of its implementation. "I would do it if I could," they say, "but I don't know how." "Preparing students to meet standards takes up all my time," others point out. "School curriculums are already overburdened. What do I take out to make room for multicultural education?"

A fallacy underlies these conceptions and the instructional behaviors that they generate: the perception of multicultural education as separate content that educators must append to existing curriculums as separate lessons, units, or courses. Quite the contrary is true. Multicultural education is more than content; it includes policy, learning climate, instructional delivery, leadership, and evaluation (see Banks, 1994; Bennett, 2003; Grant &amp; Gomez, 2000). In its comprehensive form, it must be an integral part of everything that happens in the education enterprise, whether it is assessing the academic competencies of students or teaching math, reading, writing, science, social studies, or computer science. Making explicit connections between multicultural education and subject- and skill-based curriculum and instruction is imperative.

It is not pragmatic for K-12 educators to think of multicultural education as a discrete entity, separated from the commonly accepted components of teaching and learning. These conceptions may be fine for higher education, where specialization is the rule. But in K-12 schools, where the education process focuses on teaching eclectic bodies of knowledge and skills, teachers need to use multicultural education to promote such highly valued outcomes as human development, education equality, academic excellence, and democratic citizenship (see Banks &amp; Banks, 2001; Nieto, 2000).

To translate these theoretical conceptions into practice, educators must systematically weave multicultural education into the central core of curriculum, instruction, school leadership, policymaking, counseling, classroom climate, and performance assessment. Teachers should use multicultural content, perspectives, and experiences to teach reading, math, science, and social studies.

For example, teachers could demonstrate mathematical concepts, such as less than/greater than, percentages, ratios, and probabilities using ethnic demographics. Younger children could consider the ethnic and racial distributions in their own classrooms, discussing which group's representation is greater than, less than, or equal to another's. Older students could collect statistics about ethnic distributions on a larger scale and use them to make more sophisticated calculations, such as converting numbers to percentages and displaying ethnic demographics on graphs.

Students need to apply such major academic skills as data analysis, problem solving, comprehension, inquiry, and effective communication as they study multicultural issues and events. For instance, students should not simply memorize facts about major events involving ethnic groups, such as civil rights movements, social justice efforts, and cultural accomplishments. Instead, educators should teach students how to think critically and analytically about these events, propose alternative solutions to social problems, and demonstrate understanding through such forms of communication as poetry, personal correspondence, debate, editorials, and photo essays.

Irvine and Armento (2001) provide specific examples for incorporating multicultural education into planning language arts, math, science, and social studies lessons for elementary and middle school students and connecting these lessons to general curriculum standards. One set of lessons demonstrates how to use Navajo rugs to explain the geometric concepts of perimeter and area and to teach students how to calculate the areas of squares, rectangles, triangles, and parallelograms.

Creating learning goals and objectives that incorporate multicultural aspects, such as "Developing students' ability to write persuasively about social justice concerns."

Using a frequency matrix to ensure that the teacher includes a wide variety of ethnic groups in a wide variety of ways in curriculum materials and instructional activities.

Introducing different ethnic groups and their contributions on a rotating basis.

Including several examples from different ethnic experiences to explain subject matter concepts, facts, and skills.

Showing how multicultural content, goals, and activities intersect with subject-specific curricular standards.

Virtually all aspects of multicultural education are interdisciplinary. As such, they cannot be adequately understood through a single discipline. For example, teaching students about the causes, expressions, and consequences of racism and how to combat racism requires the application of information and techniques from such disciplines as history, economics, sociology, psychology, mathematics, literature, science, art, politics, music, and health care. Theoretical scholarship already affirms this interdisciplinary need; now, teachers need to model good curricular and instructional practice in elementary and secondary classrooms. Putting this principle into practice will elevate multicultural education from impulse, disciplinary isolation, and simplistic and haphazard guesswork to a level of significance, complexity, and connectedness across disciplines.

Multiculturalism and Curriculum Development

How can teachers establish linkages between multicultural education and the disciplines and subject matter content taught in schools? One approach is to filter multicultural education through two categories of curriculum development: reality/representation and relevance.

Reality/Representation

A persistent concern of curriculum development in all subjects is helping students understand the realities of the social condition and how they came to be as well as adequately representing those realities. Historically, curriculum designers have been more exclusive than inclusive of the wide range of ethnic and cultural diversity that exists within society. In the haste to promote harmony and avoid controversy and conflict, they gloss over social problems and the realities of ethnic and racial identities, romanticize racial relations, and ignore the challenges of poverty and urban living in favor of middle-class and suburban experiences. The reality is distorted and the representations incomplete (Loewen, 1995).

An inescapable reality is that diverse ethnic, racial, and cultural groups and individuals have made contributions to every area of human endeavor and to all aspects of U.S. history, life, and culture. When students study food resources in the United States, for example, they often learn about production and distribution by large-scale agribusiness and processing corporations. The curriculum virtually overlooks the contributions of the many ethnically diverse people involved in planting and harvesting vegetables and fruits (with the Mexican and Mexican American farm labor unionization movement a possible exception). School curriculums that incorporate comprehensive multicultural education do not perpetuate these exclusions. Instead, they teach students the reality-how large corporations and the food industry are directly connected to the migrant workers who harvest vegetables and pick fruits. If we are going to tell the true story of the United States, multicultural education must be a central feature of telling it.

School curriculums need to reverse these trends by also including equitable representations of diversity. For example, the study of American literature, art, and music should include contributions of males and females from different ethnic groups in all genres and in different expressive styles. Thus, the study of jazz will examine various forms and techniques produced not just by African Americans but also by Asian, European, and Latino Americans.

Moreover, educators should represent ethnically diverse individuals and groups in all strata of human accomplishment instead of typecasting particular groups as dependent and helpless victims who make limited contributions of significance. Even under the most oppressive conditions, diverse groups in the United States have been creative, activist, and productive on broad scales. The way in which Japanese Americans handled their internment during World War II provides an excellent example. Although schools must not overlook or minimize the atrocities this group endured, students should also learn how interned Japanese Americans led dignified lives under the most undignified circumstances and elevated their humanity above the circumstances. The curriculum should include both issues.

Relevance

Many ethnically diverse students do not find schooling exciting or inviting; they often feel unwelcome, insignificant, and alienated. Too much of what is taught has no immediate value to these students. It does not reflect who they are. Yet most educators will agree that learning is more interesting and easier to accomplish when it has personal meaning for students.

Students from different ethnic groups are more likely to be interested and engaged in learning situations that occur in familiar and friendly frameworks than in those occurring in strange and hostile ones. A key factor in establishing educational relevance for these students is cultural similarity and responsiveness (see Bruner, 1996; Hollins, 1996; Wlodkowski &amp; Ginsberg, 1995). For example, immigrant Vietnamese, Jamaican, and Mexican students who were members of majority populations in their home countries initially may have difficulty understanding what it means to be members of minority groups in the United States. Students who come from education environments that encourage active participatory learning will not be intellectually stimulated by passive instruction that involves lecturing and completing worksheets. Many students of color are bombarded with irrelevant learning experiences, which dampen their academic interest, engagement, and achievement. Multicultural education mediates these situations by teaching content about the cultures and contributions of many ethnic groups and by using a variety of teaching techniques that are culturally responsive to different ethnic learning styles.

Using a variety of strategies may seem a tall order in a classroom that includes students from many different ethnic groups. Research indicates, however, that several ethnic groups share some learning style attributes (Shade, 1989). Teachers need to understand the distinguishing characteristics of different learning styles and use the instructional techniques best suited to each style. In this scenario, teachers would provide alternative teaching techniques for clusters of students instead of for individual students. In any given lesson, the teacher might offer three or four ways for students to learn, helping to equalize learning advantages and disadvantages among the different ethnic groups in the classroom.

Scholars are producing powerful descriptions of culturally relevant teaching for multiethnic students and its effects on achievement. Lipka and Mohatt (1998) describe how a group of teachers, working closely with Native Alaskan (Yup'ik) elders, made school structure, climate, curriculum, and instruction more reflective of and meaningful to students from the community. For 10 years, the teachers translated, adapted, and embedded Yup'ik cultural knowledge in math, literacy, and science curriculums. The elders served as resources and quality-control monitors of traditional knowledge, and they provided the inspiration and moral strength for the teachers to persist in their efforts to center the schooling of Yup'ik students around the students' own cultural orientations. In math, for instance, the teachers now habitually make connections among the Yup'ik numeration system, body measurements, simple and complex computations, geometry, pattern designs, and tessellations.

Similar attributes apply to the work of such scholars as Moses and Cobb (2001), Lee (1993), and Boykin and Bailey (2000), who are studying the effects of culturally relevant curriculum and instruction on the school performance of African American students.

Moses and his colleagues are making higher-order math knowledge accessible to African American middle school students by teaching this material through the students' own cultural orientations and experiences. To teach algebra, they emphasize the experiences and familiar environments of urban and rural low-income students, many of whom are at high risk for academic failure. A key feature of their approach is making students conscious of how algebraic principles and formulas operate in their daily lives and getting students to understand how to explain these connections in nonalgebraic language before converting this knowledge into the technical notations and calculations of algebra. Students previously considered by some teachers as incapable of learning algebra are performing at high levels-better, in fact, than many of their advantaged peers.

Evidence increasingly indicates that multicultural education makes schooling more relevant and effective for Latino American, Native American, Asian American, and Native Hawaiian students as well (see McCarty, 2002; Moll, Amanti, Neff, &amp; Gonzalez, 1992; Park, Goodwin, &amp; Lee, 2001; Tharp &amp; Gallimore, 1988). Students perform more successfully on all levels when there is greater congruence between their cultural backgrounds and such school experiences as task interest, effort, academic achievement, and feelings of personal efficacy or social accountability.

As the challenge to better educate underachieving students intensifies and diversity among student populations expands, the need for multicultural education grows exponentially. Multicultural education may be the solution to problems that currently appear insolvable: closing the achievement gap; genuinely not leaving any children behind academically; revitalizing faith and trust in the promises of democracy, equality, and justice; building education systems that reflect the diverse cultural, ethnic, racial, and social contributions that forge society; and providing better opportunities for all students.

Multicultural education is crucial. Classroom teachers and educators must answer its clarion call to provide students from all ethnic groups with the education they deserve.

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The Importance of Multicultural Education

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It's not just an add-on or an afterthought. Curriculums infused with multicultural education boost academic success and prepare students for roles as productive citizens.

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Below, we provide a sampling of academic research that looks at how multicultural education has changed in recent decades and inconsistencies in the way today's teachers teach it.

As American public schools have grown more diverse, educators have introduced multicultural education programs to help kids understand and appreciate the differences among them - differences in terms of race, religion, socioeconomic status, sexual identity and other personal characteristics.

Multicultural education, broadly, is a range of strategies educators use to help students "develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups," according to the nonprofit National Association for Multicultural Education.

These programs, which vary by state and even within individual school districts, "should directly address issues of racism, sexism, classism, linguicism, ableism, ageism, heterosexism, religious intolerance, and xenophobia," the association explains on its website. One goal of multicultural education is developing the attitudes, knowledge and skills students need to function in different cultures and join a global workforce.

Below, we provide a sampling of academic research that looks at how multicultural education has changed in recent decades and inconsistencies in the way today's teachers teach it. We also included studies that reveal problems in how U.S. colleges and universities train teachers to do this work.

At the bottom of this page, we added a list of resources to help journalists better understand and contextualize the issue, including federal data on how student and teacher demographics have changed over time and links to organizations with expertise in multicultural education.

It's important to note there are significant differences between multicultural education and anti-racist education - two types of education discussed with greater frequency in recent years. Unlike multicultural education, anti-racism education focuses on race and race-related issues. Anti-racist teachers "create a curriculum with black students in mind" and "view the success of black students as central to the success of their own teaching," Pirette McKamey, the first Black principal of Mission High School in San Francisco, writes in The Atlantic.

Many educators and researchers argue that schools serving predominantly white communities benefit tremendously from multicultural education. Sheldon Eakins, a former teacher and school principal who founded the Leading Equity Center, writes about this for the Cult of Pedagogy website:

"It's not uncommon for White people to say, Oh, I'm just White. I don't have a culture. We need to teach our White students about what their cultural background is and their ethnic backgrounds so they can understand and think about their language and religions going back to their ancestry. Lessons on their culture may help them start to understand how privilege and White supremacy began."

At the same time, Eakins and others, including education professor Wayne Au of the University of Washington Bothell, have criticized multicultural education for falling short in preparing youth to confront and dismantle racism.

"Yes, multicultural education is important, but in the face of the hateful violence being visited on so many of our students and communities, it is simply not enough," Au writes in a paper published in Multicultural Perspectives in 2017.

A brief history of multicultural education

Thirty Years of Scholarship in Multicultural Education
Thandeka K. Chapman and Carl A. Grant. Gender & Class Journal, 2010.

This paper offers a broad overview of what multicultural education is in the U.S. and how it changed over three decades. The authors rely on academic research to chronicle the trend, beginning in the 1960s, when scholars argued that the histories and contributions of people of color should be part of the public school curriculum.

Thandeka Chapman, a professor of education studies at the University of California, San Diego, and Carl Grant, a professor of curriculum and instruction at the University of Wisconsin-Madison, explain how multicultural education evolved to include discussions about gender, physical disabilities, age and sexual identity and orientation.

The authors also describe how critics of the trend actually helped it.

"Advocates used these attacks to develop more meaningful and appropriate ways to help teachers and students in classrooms," Chapman and Grant write. "These criticisms of MCE [multicultural education] have further advanced discussions of equity, equality, and social justice in ways that would not be possible if opponents had remained silent."

Challenges in teaching multicultural education

Multicultural Education and the Protection of Whiteness
Angelina E. Castagno. American Journal of Education, November 2013.

In this yearlong study, the author spotlights problems in the way an urban Utah school district teaches multicultural education. She finds that instead of dismantling "whiteness" - she defines this as "structural arrangements and ideologies of racial dominance within the United States" - multicultural education, as offered in this school district, protects it.

Angelina E. Castagno, an associate professor of educational leadership and foundations at Northern Arizona University, writes that her findings should not be surprising considering the teachers she observed and interviewed "were predominantly White, middle-class individuals who, for the most part, have little reason to disrupt the status quo and the current relations of power."

"Most educators are well intentioned and want what is best for their students, but whiteness is protected despite (and sometimes through) even the best intentions," Castagno writes. "Part of the problem is that most educators are not aware of whiteness. But in addition to this lack of awareness, most educators are also invested in the status quo of whiteness."

She notes the importance of getting a better understanding of how teachers are teaching the topic.

"All teachers, administrators, multicultural education scholars, and teacher/administrator educators need a better understanding and awareness of how multicultural education is understood by teachers in schools across the country," Castagno writes. "While there is much research highlighting the efforts of some teachers who seem to have embraced more critical forms of multicultural education, these teachers probably do not represent the majority of teachers in most schools."

Problems in how colleges train teachers

Supporting Critical Multicultural Teacher Educators: Transformative Teaching, Social Justice Education, and Perceptions of Institutional Support
Paul C. Gorski and Gillian Parekh. Intercultural Education, 2020.

This study looks at how college instructors teach multicultural education to students in the U.S. and Canada who are studying to become schoolteachers. It finds that college instructors who teach a more conservative version of multicultural education perceive their higher education institution to be more supportive of their work.

The researchers analyze data collected from a survey of 186 people who teach multicultural education to future teachers, conducted in 2015 and 2016. Researchers recruited participants by reaching out to instructors individually and by posting invitations on social media platforms used by instructors. About 90% of survey participants taught at institutions in the U.S.

Instructors answered questions related to the ideological approach they took in their multicultural teacher education courses - whether they took a conservative, liberal and critical approach.

The authors explain that the conservative form of multicultural teacher education, or MTE, "is assimilationist; it prepares teachers to help marginalized students conform to 'mainstream culture and its attending values, mores, and norms.'" Meanwhile, liberal MTE "prepares teachers to celebrate diversity but, like conservative MTE, fails to prepare them to understand or respond to ways power and inequity are wielded in schools," write Paul Gorski, founder of the Equity Literacy Institute, and Gillian Parekh, an assistant professor of education at York University. "Critical MTE prepares teachers to participate in the reconstruction of schools by advocating equity, confronting issues of power and privilege, and disrupting oppressive policies and practices."

Gorski and Parekh find that multicultural teacher education classes "tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity." That might be because instructors believe their institutions are less supportive of courses that take a critical approach, the researchers write.

"Our results indicate that multicultural teacher educators' perceptions regarding whether the values they teach in their MTE courses are supported by their institutions is correlated with the criticality with which they design and teach those courses," Gorski and Parekh write.

Instructors who take a conservative approach "pose no real threat to the injustices MTE ought to disrupt, perceive significantly greater institutional support for the values they teach in their MTE courses," according to the authors. "Contrarily, those who employ a critical approach perceive significantly less institutional support."

What We're Teaching Teachers: An Analysis of Multicultural Teacher Education Coursework Syllabi
Paul C. Gorski. Teaching and Teacher Education, 2008.

This study, which Gorski also authored, looks at course syllabi to see how U.S. colleges were teaching multicultural education to future teachers. Even though it is an older study, it offers insights into how colleges approached the issue at the time. The gist of Gorski's findings: "The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity."

Gorski analyzed 45 class syllabi from college courses designed to train teachers in multicultural education. Of them, 30 were undergraduate courses and 15 were graduate courses. Gorski finds that "only twelve syllabi (26.7%) seemed designed to prepare teachers to be what might be called authentic multicultural educators."

Social Foundations and Multicultural Education Course Requirements in Teacher Preparation Programs in the United States
Richard Neumann. Educational Foundations, Summer-Fall 2010.

In this study, Richard Neumann, a professor of education at San Diego State University, looks at whether teacher colleges in the U.S. require students to complete coursework in multicultural education. The key takeaway: At the time, fewer than half of the 302 universities studied required students wanting to become teachers to take a course in multicultural education.

Among programs that train students to work as elementary school teachers, 45% required at least one course in multicultural education. For programs that train secondary school teachers, 45% required students to complete at least one multicultural education course. Neumann learned that a larger percentage of public university programs required a multicultural education course than did programs offered at private universities.

Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator
Paul C. Gorski, Shannon N. Davis and Abigail Reiter. Multicultural Perspectives, 2012.

This paper looks at which educators feel most qualified to teach multicultural education to students studying to become teachers. The analysis, based on a survey of 75 college instructors, indicates that Black educators tend to feel less qualified to teach multicultural teacher education courses than their counterparts of other races and ethnicities.

Heterosexual educators felt more qualified to teach multicultural teacher education courses than their LGBTQ counterparts, according to the paper, of which Gorski is the lead author. The other two authors are Shannon N. Davis, director of the PhD program in sociology at George Mason University, and Abigail Reiter, an assistant professor in the sociology and criminal justice department of the University of North Carolina at Pembroke.

The study also indicates that instructors' experience working in schools - as elementary, middle or high school teachers - or their work as education activists "had no significant influence on their feelings of being qualified to teach MTE [multicultural teacher education] courses."

Key resources

This May 2020 report from the National Center for Education Statistics shows how student demographics have changed over time and are predicted to change by 2029.

This February 2019 report from NCES finds that in fall 2015, the majority of white public school students were enrolled at schools where minority students comprised 25% or less of the student population.

This September 2020 report from NCES examines public school teacher demographics. More than three-fourths of teachers working in U.S. public schools - 79% - were white as of 2017-18, the most recent academic year for which the federal government has complete data.

Here is a list of the country's top education schools, ranked by U.S. News & World Report.

Kansas State University's Tilford Group is a research organization that focuses on multicultural education.

The National Education Association, one of the nation's largest teacher unions, offers educators various types of training through its Center for Social Justice.

The nonprofit National Association for Multicultural Education provides a range of relevant resources. The organization's president is Lisa Zagumny, who also is the dean and director of doctoral studies at Tennessee Technological University's College of Education.

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Multicultural education: How schools teach it and where it falls short

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Below, we provide a sampling of academic research that looks at how multicultural education has changed in recent decades and inconsistencies in the way today's teachers teach it. As American public schools have grown more diverse, educators have introduced multicultural education programs to help kids understand and appreciate the differences among them - differences in terms of race, religion, socioeconomic status, sexual identity and other personal characteristics.

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NAME tribute to Rev. C. T. Vivian & Congressman John Lewis
The National Association for Multicultural Education (NAME) mourns the loss of two civil rights giants - the Rev. Cordy Tindell "C.T." Vivian, 95, and U.S. Rep. John Robert Lewis, 80. Vivian died of natural causes; Lewis died after a battle with pancreatic cancer. Each worked and marched with the Rev. Martin Luther King Jr. during the Civil Rights Movement in the 1960s prior to King's assassination on April 4, 1968, in Memphis. They strived with diverse groups to change the nation through nonviolent protests so that people of color would finally be included in the constitutional guarantees of the United States. Lewis, who served as the U.S. Representative for Georgia's 5 th Congressional District from 1987 until his death, characterized these struggles as "good trouble." He has been called the conscience of Congress. For their life-long labor for social justice, each received the nation's highest civilian honor, the Presidential Medal of Freedom, from President Barack Obama, the nation's only Black president.

In addition to marching with King during the Civil Rights Movement, Lewis and Vivian represented the hope for equal rights growing out of the 1954 Brown v. Topeka Board of Education decision, ending legal segregation. But they also symbolized Black people's impatience to the foot-dragging and outright resistance of the U.S. to become a fully integrated and inclusive nation.

In his lifetime, Lewis was arrested dozens of times in protests against racial and social injustice. He participated in sit-ins to integrate lunch counters in the South and was among "Freedom Riders" whose trips on Greyhound buses into the South were an organized push to integrate buses nationwide. At age 23, Lewis was thought to be the youngest speaker during the Aug. 28, 1963, March on Washington for Jobs and Freedom. The March led to the Civil Rights Act of 1964. On March 7, 1965, Lewis was among marchers attempting to cross the Edmund Pettus Bridge and walk 54 miles from Selma, Ala., to Montgomery in a national protest for voting rights. In spite of Alabama Gov. George Wallace's promise to prevent the march, about 600 people gathered for the nonviolent protest. They were led by Lewis, a Student Nonviolent Coordinating Committee leader, and Southern Christian Leadership Conference leader Hosea Williams. The marchers encountered heavily armed state and local police who attacked the peaceful gathering with clubs. Lewis, who was among the injured, suffered a skull fracture. Like the police killings of Eric Garner on July 17, 2014, in New York City and George Floyd on May 25, 2020, in Minneapolis - both pleading, "I can't breathe" - law enforcement's "Bloody Sunday" assault 55 years ago on marchers stunned the nation and gave President Lyndon B. Johnson the political support he needed for the passage of the Civil Rights Act of 1965. King attempted to lead a second march on March 9, 1965, but he ended the civil disobedience action when law enforcement officers again blocked the road. On March 21, 1965, with the protection of U.S. Army troops and federalized Alabama National Guardsmen, the march proceeded. Initially about 300 people were in the march, but thousands joined them on the journey with King addressing the crowd in front of the Alabama State Capitol in Montgomery.

Vivian was also a powerful advocate in the struggle for racial justice, working with King in the Southern Christian Leadership Conference. Like Lewis, he also was among the "Freedom Riders," seeking to integrate buses and terminals in the South. With other ministers, Vivian also helped found the Nashville Christian Leadership Conference, an affiliate of the SCLC. The group organized marches and sit-ins. In addition to the Civil Rights Movement, Vivian helped create a college readiness program for children kicked out of school for protesting racism. It was so successful, it became the model for the U.S. Department of Education's Upward Bound program, whose purpose was to improve high school and college graduation rates for underserved students. In the late 1970s, Vivian also founded the National Anti-Klan Network, dedicated to monitoring the Ku Klux Klan.

NAME and our members know that Lewis' and Vivian's passing needs to be answered with more people becoming equity and social justice activists to continue the work that these civil rights giants started. Lewis and Vivian cannot be replaced and certainly will be missed. However, the stories of their work will live on forever in the historical teachings of multicultural education, inspiring more people to work for a better America. Indeed, today's protests against anti-Black violence continue in the footsteps Lewis and Vivian took. To truly honor these great men, we must act, as they did. We must engage. Engage in your community, engage with NAME and other social justice organizations. We must vote and help get out the vote. And we must lead with love, even when hate is easier.Email:

Action@NAMEorg.org

To download and share this statement, click here.

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National Association for Multicultural Education

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NAME tribute to Rev. C. T. Vivian & Congressman John Lewis The National Association for Multicultural Education (NAME) mourns the loss of two civil rights giants - the Rev. Cordy Tindell "C.T." Vivian, 95, and U.S. Rep. John Robert Lewis, 80. Vivian died of natural causes; Lewis died after a battle with pancreatic cancer.

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Multicultural education is an idea, an educational reform movement, and a process (Banks, 1997). As an idea, multicultural education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. Multicultural education tries to create equal educational opportunities for all students by changing the total school environment so that it will reflect the diverse cultures and groups within a society and within the nation's classrooms. Multicultural education is a process because its goals are ideals that teachers and administrators should constantly strive to achieve.

The Dimensions of Multicultural Education

I have identified five dimensions of multicultural education. They are: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure (Banks, 1995a). Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations, and issues within their subject areas or disciplines. The knowledge construction process describes how teachers help students to understand, investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it (Banks, 1996). Students also learn how to build knowledge themselves in this dimension.

Prejudice reduction describes lessons and activities used by teachers to help students to develop positive attitudes toward different racial, ethnic, and cultural groups. Research indicates that children come to school with many negative attitudes toward and misconceptions about different racial and ethnic groups (Phinney & Rotheram, 1987). Research also indicates that lessons, units, and teaching materials that include content about different racial and ethnic groups can help students to develop more positive intergroup attitudes if certain conditions exist in the teaching situation (Banks, 1995b). These conditions include positive images of the ethnic groups in the materials and the use of multiethnic materials in a consistent and sequential way.

An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups (Banks & Banks, 1995). Research indicates that the academic achievement of African American and Mexican American students is increased when cooperative teaching activities and strategies, rather than competitive ones, are used in instruction (Aronson & Gonzalez, 1988). Cooperative learning activities also help all students, including middle-class White students, to develop more positive racial attitudes. However, to attain these positive outcomes, cooperative learning activities must have several important characteristics (Allport, 1954). The students from different racial and ethnic groups must feel that they have equal status in intergroup interactions, teachers and administrators must value and support cross-racial interactions, and students from different racial groups must work together in teams to pursue common goals.

An empowering school culture and social structure is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status. The implementation of this dimension requires that the total environment of the school be reformed, including the attitudes, beliefs, and action of teachers and administrators, the curriculum and course of study, assessment and testing procedures, and the styles and strategies used by teachers.

To implement multicultural education effectively, teachers and administrators must attend to each of the five dimensions of multicultural education described above. They should use content from diverse groups when teaching concepts and skills, help students to understand how knowledge in the various disciplines is constructed, help students to develop positive intergroup attitudes and behaviors, and modify their teaching strategies so that students from different racial, cultural, and social-class groups will experience equal educational opportunities. The total environment and culture of the school must also be transformed so that students from diverse ethnic and cultural groups will experience equal status in the culture and life of the school.

Although the five dimensions of multicultural education are highly interrelated, each requires deliberate attention and focus. The reminder of this article focuses on two of the five dimensions described above: content integration and the knowledge construction process. Readers can see Banks (1995a) for more information about the other dimensions.

Content Integration

Teachers use several different approaches to integrate content about racial, ethnic, and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Often when this approach is used, lessons about ethnic minorities are limited primarily to ethnic holidays and celebrations, such as Martin Luther King's Birthday and Cinco de Mayo. The major problem with this approach is that it reinforces the notion, already held by many students, that ethnic minorities are not integral parts of mainstream U.S. society and that African American history and Mexican American history are separate and apart from U.S. history.

The Additive Approach is also frequently used by teachers to integrate content about ethnic and cultural groups into the school curriculum. In this approach, the organization and structure of the curriculum remains unchanged. Special units on ethnic and cultural groups are added to the curriculum, such as units on African Americans in the West, Indian Removal, and the internment of the Japanese Americans. While an improvement over the Contributions Approach, the Additive Approach is problematic because ethnic and cultural groups remain on the margin of the mainstream curriculum.

Knowledge Construction and Transformation

The Transformation Approach brings content about ethnic and cultural groups from the margin to the center of the curriculum. It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation's common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i.e. to create a society that recognizes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all.

Personal, Social, and Civic Action

An important goal of multicultural education is to help students acquire the knowledge and commitments needed to make reflective decisions and to take personal, social, and civic action to promote democracy and democratic living. Opportunities for action help students to develop a sense of personal and civic efficacy, faith in their ability to make changes in the institutions in which they live, and situations to apply the knowledge they have learned (Banks, with Clegg, 1990).

Action activities and projects should be tuned to the cognitive and moral developmental levels of students. Practicality and feasibility should also be important considerations. Students in the primary grades can take action by making a commitment to stop laughing at ethnic jokes that sting; students in the early and middle grades can act by reading books about other racial, ethnic, and cultural groups. Upper-elementary grade students can make friends with students who are members of other racial and ethnic groups and participate in cross-racial activities and projects with students who attend a different school in the city. Upper-grade students can also participate in projects that provide help and comfort to people in the community with special needs. They can also participate in local political activities such as school bond elections and elections on local initiatives. Lewis (1991) has written a helpful guide about ways to plan and initiate social action activities and projects for students.

When students learn content about the nation and the world from the perspectives of the diverse groups that shaped historical and contemporary events, they will be better able to participate in personal, social, and civic actions that are essential for citizens in a democratic pluralistic society.

References

Allport, G. W. (1954). The Nature of Prejudice. Cambridge, MA: Addison-Wesley.
Aronson, E. and Gonzalez, A. (1988). Desegregation, Jigsaw, and the Mexican-American Experience. In P. A. Katz & D. A. Taylor, (Eds.), Eliminating Racism: Profiles in Controversy. New York: Plenum Press.
Banks, J. A. (1995a). Multicultural Education: Historical Development, Dimensions, and Practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of Research on Multicultural Education (pp. 3-24). New York: Macmillan.
Banks, J. A. (1995b). Multicultural Education: Its Effects on Students' Racial and Gender Role Attitudes. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of Research on Multicultural Education (pp. 617-627). New York: Macmillan.
Banks, J. A. (Ed.) (1996). Multicultural Education, Transformative Knowledge and Action. New York: Teachers College Press.
Banks, J. A. (1997). Multicultural Education: Characteristics and Goals. In J. A. Banks & C. A. M. Banks, (Eds.). Multicultural Education: Issues and Perspectives (3rd ed., pp. 3-31). Boston: Allyn and Bacon.
Banks, J. A., with Clegg, A. A. Jr. (1990). Teaching Strategies for the Social Studies: Inquiry, Valuing and Decision-Making. 4th ed. New York: Longman.
Banks, C. A. M. & Banks, J. A. (1995). Equity Pedagogy: An Essential Component of Multicultural Education. Theory into Practice, 34 (3), 151-158.
Lewis, B. A. (1991). The Kids Guide to Social Action. Minneapolis: Free Spirit Publishing.
Phinney, J. S. & Rotheram, M. J. (Eds.) (1987) Children's Ethnic Socialization: Pluralism and Development. Beverly Hills: Sage Publications.

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Multicultural Education: Goals and Dimensions | UW College of Education

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Multicultural education is an idea, an educational reform movement, and a process (Banks, 1997). As an idea, multicultural education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. Multicultural education tries…

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The commemoration of many events�religious, agricultural, or sociocultural�helps to keep traditions alive, while at the same time it unifies the participants in the celebratory spirit of a holiday, feast,...

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Black Caucus American Library Association

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Black Caucus American Library Association

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Literature from African American Authors.

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Black Caucus American Library Association

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Black Caucus American Library Association offers opportunities to members to improve professions, libraries, and library services. Call us for more info.

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Strategy Share: Celebrating World Cultures in the Elementary Classroom 

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Strategy Share: Celebrating World Cultures in the Elementary Classroom 

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National Geographic Education Blog

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Celebrating World Cultures Over the Summer

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Our Strategy Share series features innovative ideas, projects, and approaches from inside and outside our community of educators. The following post was written by National Geographic Certified Edu…

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Social and Cultural Literacy Resources for Classrooms

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Social and Cultural Literacy Resources for Classrooms

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Preparing for Cultural Diversity: Resources for Teachers

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How can teachers prepare for diverse classrooms? There isn’t a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers.

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 National Association for the Education of Young Children

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 National Association for the Education of Young Children

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Articles and Resources based on Helping to Mediate gaps in children's Social Economic Status.

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Discover the benefits of early childhood accreditation, learn about the four step process, find support and resources for your program or login to the accreditation portal.

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Understanding Families: Supportive Approaches to Diversity, Disabilities and Risk

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Understanding Families: Supportive Approaches to Diversity, Disabilities and Risk

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Today’s American families are more diverse than ever before and today’s professionals must address the many forms and backgrounds of these families. Central to partnering with families is the acknowledgement and respect for each family’s strengths, culture, language, and ability to make decisions that are “right” for that family, regardless of challenges they may face.

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Helpful Resources, advice and support for educators who aim to meet the needs of students who have faced Trauma, including Non-Citizens. 

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Helpful Resources, advice and support for educators who aim to meet the needs of students who have faced Trauma, including Non-Citizens. 

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A Coalition between the Massachusetts Advocates for Children and the Harvard law school.

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Trauma-Sensitive Schools: A Whole-School Approach - Trauma Sensitive Schools

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Trauma-Sensitive Schools and Safe and Supportive Schools benefit all children. TLPI embraces a whole-school approach that enables all children to achieve.

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Supporting schools, districts and states to promote success and enhance learning opportunities for English Learners, Multilingual Learners, and Migratory Students.

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Supporting schools, districts and states to promote success and enhance learning opportunities for English Learners, Multilingual Learners, and Migratory Students.

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https://education.uw.edu/cme/resources College of Education, University of Washington. This gives teachers resources and support with English Learners.

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Overview

English Learners, Multilingual Learners, and Migratory Students bring rich cultural and linguistic assets to their school communities. However, persistent differences in academic achievement highlight the need to address opportunity gaps and accelerate learning for these students. Specialized knowledge, expertise, and systemic supports are essential in order to appropriately serve this growing population of students.

To help educators ensure access to high-quality instruction and build equitable systems in which all English Learners, Multilingual Learners, and Migratory Students can thrive, WestEd offers research, professional learning and services designed to strengthen learning outcomes.

By working directly with practitioners, English Learner and Migrant Education Services at WestEd partners with schools, districts, and states to:

Understand the unique needs of English Learners, Multilingual Learners, and Migratory Students

Address persistent opportunity gaps

Design and deliver academically rigorous, culturally relevant instruction

Create inclusive, strengths-based learning environments that recognize the cultural and linguistic assets of diverse student groups

Provide access to education and health support services

Build capacity through professional learning, comprehensive needs assessments, strategic improvement planning, and leadership development

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English Learner & Migrant Education Services

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English Learners, Multilingual Learners, and Migratory Students bring rich cultural and linguistic assets to their school communities. However, persistent differences in academic achievement highlight the need to address opportunity gaps and accelerate learning for these students. Specialized knowledge, expertise, and systemic supports are essential in order to appropriately serve this growing population of students.

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Tips for Educators on Supporting Refugee students.

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Tips for Educators on Supporting Refugee students.

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A recent Academic paper published in 2018, detailing the direct implications between the U.S Immigration Policies and Schools in the US.

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A recent Academic paper published in 2018, detailing the direct implications between the U.S Immigration Policies and Schools in the US.

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U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation’s Schools. February 28,  2018. The Author, Patricia Gándara is Research Professor of Education in the Graduate School of Education and Information Studies at UCLA and Co-director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA.

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Science is about knowledge. It involves the gathering of facts to help create predictions and provide explanations.

But for women who have made science their career, there is seemingly no scientific explanation to explain the work challenges they face solely because of their gender.

It's an issue that Edmonton documentary filmmaker Brandy Yanchyk explores in her film Ms. Scientist. Thefilm takes her to Alberta, Ontario, Quebec, Greenland and Nunavut to talk to female scientists who are passionate about the work they do but frustrated by the challenges they face.

"I found out that there are a lot of barriers," Yanchyk told CBC's Radio Active. "Some of those were sexual harassment, discrimination. A big one was when they stopped to have a family and then ... re-entered the workplace."

One of the scientists Yanchyk interviewed was Carla Prado, a University of Alberta assistant professor who specializes in human nutrition and energy metabolism.

In the documentary, Brazilian-born Prado, who was named to Avenue Edmonton's Top 40 Under 40 list in 2017, talks about how hard it was for her to decide to have a child, knowing that it could negatively impact her career.

"It took me one hour of talking to a family therapist to kind of put my priorities in perspective," Prado, who was pregnant at the time of the filming, says in Ms. Scientist.

Yanchyk said she came away both surprised and saddened to hear the numerous anecdotes from mothers who carted their children to meetings and conferences - if, in fact, they chose to have children.

"To have a child or have a career is something that's a big choice," she said.

Jaynie Yang is another U of A professor interviewed in the documentary. A mother of two, Yang tells Ms. Scientist that it wasn't easy when they were young - "that was the time I was super busy with work" - but she worked it out with help from her husband and a nanny.

"It's totally possible."

Yang says she tells her female grad students who ask if having a family is feasible.

"I mean everybody has to give a little bit. And so everything may not be absolutely perfect the way you would like it but it is possible."

'Be a scientist or be pretty'

The documentary also looks at what Yanchyk calls "unconscious bias," where female scientists deal with inappropriate comments of a professional or personal nature.

In one example, Jackie Dawson, an Arctic scientist and Canada Research Chair at the University of Ottawa, describes speaking on identical topics as a colleague, who is "a male scientist who has a big white beard and is a tall guy."

Her male colleague is often asked to share his data, while she is often challenged on the accuracy of hers.

For Prado, insensitive comments directed her way have been personal in nature, relating to her looks or her Latino background, Yanchyk said.

"Honestly," said Yanchyk, "someone even ... made jokes about her being a stripper, made jokes about her makeup. It's very upsetting to hear her situation.

"They told her, 'You don't look like a scientist. And you have to choose being a scientist or being pretty.' That was basically it."
Watch Ms. Scientist on CBC Gem:
Yanchyk cites UNESCO Institute for Statistics that say less than 30 per cent of the world's researchers are women, but she also noted that Canada under the guidance of federal Science Minister Kirsty Duncan is making strides to change the picture.

In November 2017, Duncan announced changes to the Canada Research Chairs program with an eye to forcing universities to improve the diversity of gender, race or heritage for those in the position.

Since then, there has been an increase in women appointed to research chair positions, Yanchyk said, but "basically, the federal government, in order to get [women] to equality had to threaten to withhold funding."

Yanchyk said she hopes the documentary will start people thinking about ways that society could be more helpful to women juggling family and careers, science or otherwise.

"Lots of women are trying to balance having a heavy career and children. And it's very challenging."
Ms. Scientist is part of the CBC documentary series Absolutely Canadian available on CBC Gem.

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Documentary about women in science puts gender issues under the microscope | CBC News

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Science is about knowledge. It involves the gathering of facts to help create predictions and provide explanations. But for women who have made science their career, there is seemingly no scientific explanation to explain the work challenges they face solely because of their gender.

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Another accredited site for teaching resources by topic.

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Another accredited site for teaching resources by topic.

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Licensing Explanation OER Starter Kit Video on Equity & Inclusion with OER Video on Open Licensing with OER

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Mandy Smoker Broaddus has over 15 years of experience working toward social justice, equity, inclusivity and cultural responsiveness, particularly in the realm of American Indian education. She has served at the tribal college, K-12 and state education agency levels across her home state of Montana, where she is a citizen of the Assiniboine and Sioux tribes of the Fort Peck reservation.
In the Northwest, we are seeing a growing sense of empowerment, autonomy and efficacy in American Indian and Alaska Native communities, particularly around education.

People are continuing to rightfully claim a seat at the table, to be consulted more often and involved in decisions that specifically impact American Indian and Alaska Native youth.

These achievements, which have come after decades of advocacy for greater inclusion by the American Indian and Alaska Native education community, should be celebrated.

However, we must continue to engage in discussions about key areas that directly impact the outreach and inclusion of American Indian and Alaska Native families, caregivers and communities.

As a tribal member and an educator, I am passionate about the engagement of and outreach to American Indian and Alaska Native communities. I always attempt to bring the perspective of how my own community and family would like schools to reach out to us, seek our input and make our interactions meaningful.

My insights also come from my experiences as a teacher, school administrator and state Indian Education Director. In these roles, I continuously seek ways to more actively engage tribal communities, which often have complex histories and contexts as the backdrop for these important interactions.

Culturally responsive systems are the key to improving outcomes for American Indian and Alaska Native students in school and in life. Additionally, these efforts can also play a significant role in increased family and community interaction, dialogue and collaboration.

To engage American Indian and Alaska Native students, it's important for schools to first find ways to connect to and honor their unique history, cultures and languages. This creates the necessary conditions for students to thrive-when they experience shared respect and mutual understanding.

Further, when a system is culturally responsive, families and the community recognize these thoughtful intentions to value who the students are and where they come from-which is an important bridge to build in American Indian and Alaska Native communities.
What steps can schools and educators take to become more culturally responsive? I explore multiple approaches in Part 2 of this blog post series. In Part 3, I share concrete activities that relate directly to engaging families and caregivers in their children's education.

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Creating a More Welcoming and Culturally Responsive School Community to Engage American Indian and Alaska Native Families

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Mandy Smoker Broaddus has over 15 years of experience working toward social justice, equity, inclusivity and cultural responsiveness, particularly in the realm of American Indian education. She has served at the tribal college, K-12 and state education agency levels across her home state of Montana, where she is a citizen of the Assiniboine and Sioux tribes of the Fort Peck reservation.

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https://www.languagelizard.com/Welcome-in-Different-Languages-Multilingual-Poster-p/frwelcome.htm

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https://www.languagelizard.com/Welcome-in-Different-Languages-Multilingual-Poster-p/frwelcome.htm

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People to be celebrated all year around.

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People to be celebrated all year around.

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Role Models from all different Backgrounds to be celebrated everyday.

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Educator Pack 100 Posters and 6 Signs | Etsy

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I appreciate educators! This pack is for teachers, counselors, students, librarians, school leaders, families or anyone that appreciates the art. Share them with your school or community. The pack includes 100 posters (11"x17" and 8.5"x11") and 6 signs (18"x24"). The 100 posters are a combination of

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The Board of Trustees acts as the guardian of the British Council’s purpose and is ultimately accountable for the organization. Chaired by Stevie Spring CBE, the trustees hold the Senior Leadership Team to account for the organization's performance, strategy and policy.

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We all know the importance of keeping connected whilst distancing. That's why we've curated a special collection of our favourite resources about culture in countries around the world.

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Steps for an amazing Initiative either domestically (between states) or Internationally (Between other countries)

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Amazing up to date Panoramas of Cities all over the world.

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Amazing up to date Panoramas of Cities all over the world.

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Give students a realistic view of places from around the world or even where their fellow students comes from.

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360 photo | VR content | Virtual Tours | AirPano.com project

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Collection of 360 virtual tours, showing beautiful nature of our planet. Waterfalls, mountains, volcanoes, polar lights, animals and many others wonderful creations of the Earth. Get the full impression

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Free Literature Story books in different languages from different parts of the World.

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Free Literature Story books in different languages from different parts of the World.

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Ali Baba and the Forty Thieves

A tale from the Arabian Nights

*

Each evening Ali Baba went out to gather twigs and branches for his wife so that she had enough firewood to cook the stew for dinner.

One day, Ali Baba went further than usual to hunt for fallen branches beneath the trees that grew beside the rocky cliffs near the high hills.

Suddenly, he heard a great clatter of hooves on the rocky path. He was afraid. He climbed the nearest tree and hid among the leaves.

He was well hidden but was able to peer between the leaves. He was astonished to see a long line of men on horseback, riding one behind the other.

Ali Baba counted them as they rode beneath the tree where he hid.

'One ... two ... three ... four,' and many, many more, until he had counted forty.

Finally, the forty riders reached a cliff face. They dismounted and removed the saddlebags from their horses' backs. Ali Baba noticed that the bags were bulging.

'Perhaps the bags are full of treasure,' thought Ali Baba. 'These men are thieves and robbers. Maybe they are about to hide their loot.'

The thieves lined up behind their leader. They were right in front of the steep rocky cliff.

'How silly!' Ali Baba thought. 'There is nowhere to hide treasure here.'

At that moment, one of the riders spoke loudly.

'Open Sesame!' he cried.

Suddenly, a secret door in the rock opened. The forty riders entered a hidden cave. They were going to hide the treasure they had stolen.

When they were all inside, the leader shouted, 'Close Sesame!'

The secret door closed again with the thieves hidden safely inside.

Ali Baba waited, hidden in his treetop until the riders came out of the cave again. He counted carefully to make sure that they were all out.

'One ... two ... three ... four,' and many, many, many more until he reached thirty-nine.

Last of all came the leader. When he stood outside the cave, he again said, 'Close Sesame!'

The secret rock door closed.

Ali Baba peered through the leaves. He was amazed to see how perfectly the door fitted into the rock.

The thieves put the empty saddlebags over their horses. Then they set off, one by one.

Ali Baba counted to make sure that they had all gone. 'One ... two ... three ... four,' and many, many, many more until he reached forty. Then he listened until he could no longer hear any hooves clattering - he was safe!

Ali Baba climbed down the tree and walked up to the rocky cliff. He was curious to discover if the magic door would open for him if he said the special word. Would he be brave enough to try?

Ali Baba stood there. He looked at the rocky cliff. He thought about all the treasure in the cave, and he thought about the forty thieves. He couldn't hear anything at all.

At last, he decided, 'I must be safe now. So I shall be brave and say the magic words out loud.'

Then Ali Baba went close to the rocky cliff.

'Open Sesame!' he said. The door opened.

Ali Baba could see steps leading down. Little lamps of burning oil lit the stairway. He was just about to descend the steps when he remembered. The leader of the thieves had spoken two words to close the magic door.

Ali Baba decided that he should shut the magic door too. It would not be a good idea for anyone else to see the entrance to the cave of treasure.

'Close Sesame!' he cried, and the magic door slid shut.

After that, Ali Baba crept down the stone steps until he reached the treasure cave. He gazed all around in amazement. There were thousands of sparkling jewels in great heaps: diamonds, rubies, emeralds and every other sort of precious gem. Then there was gold! Ali Baba's eyes grew wide in wonder when he saw the vast piles of gold coins.

However, Ali Baba was not greedy. He didn't want the diamonds, or the rubies or the emeralds. Although Ali Baba was a poor man, he had no desire to take all the gold coins. He wanted just one little gold coin. It would be enough to buy food for himself and his family.

So Ali Baba took one small coin and ran back up the stone steps. At the top, he took a deep breath.

'Open Sesame!' he gasped.

Immediately the magic door opened. With a sigh of relief, Ali Baba hurried outside. Then he turned and called out the magic words.

'Close Sesame!'

The door slid shut. Ali Baba was safe.

However, there was something Ali Baba did not know. His brother, Kassim, had also come to find firewood. Kassim had seen Ali Baba come out of the cave and speak some magic words. He had seen the magic rock door close.

'Oh, Ali Baba! My brother! What is this magic that I have just seen?'

Ali Baba told his brother everything. He warned Kassim that the forty thieves might return any minute. So they both gathered up armfuls of firewood, and they hurried home, each to their own house.

Ali Baba was pleased to have his one small gold coin. His wife was also pleased to have one small gold coin. However, in the house next door, Kassim was not pleased. He was greedy. Kassim told his wife all about his younger brother's adventure. His wife was not pleased. She was just as greedy as her husband.

'Kassim,' she said. 'Go back to the rocky cliffs and say the magic words. Go down into the cave and fetch me some jewels and gold coins. I want lots of large gold coins.' She gave him a large bag to carry all the treasure.

Kassim did as his wife had said. He took the bag and ran back to the rocks.

In front of the cliff, he said the magic words. 'Open Sesame!'

When the secret door opened, Kassim hurried inside.

He spoke the magic words to close the door. 'Close Sesame!'

The little oil lamps were still alight. Kassim was able to see the stairway that led down to the treasure cave. He ran down the stone steps as fast as he could.

When Kassim saw all the sparkling jewels and glistening gold, his eyes lit up with greed. He began stuffing gems and coins into his bag. It was soon filled to the brim; there was no room for any more treasure.

Kassim became so excited that something dreadful happened. He forgot the magic words! Kassim ran up the stone steps and stood in front of the magic door.

'Open Barley!' he cried.

Nothing happened.

'Open Oats!'

Nothing happened.

Kassim was worried.

'I know it was something to eat,' he said to himself. So he tried everything he could think of.

'Open Wheat! Open Rye! Open Pumpkin! Open Melon!'

At that moment, something even more dreadful happened. The magic door slid open, and there stood the thieves who had stolen the treasure.

'Robbers!' squealed Kassim. Before he had time to count them, the leader pulled out his sword. He threatened Kassim with his sharp curved blade.

The thieves' leader saw that Kassim's was bag bulging with their treasure.

He poked his sword into Kassim, and the greedy man fell down, never to move again.

That night Kassim's wife became worried when her husband didn't return home with any treasure. She went next door to Ali Baba.

Ali Baba listened to her story, and he feared the worst. 'I had better go and find him,' he said to her.

He was afraid that the thieves had found Kassim.

Ali Baba took a lantern and went up into the rocky mountains to look for his brother. On the ground in front of the hidden cave lay Kassim's dead body.

Ali Baba lifted his brother and carried him back home so that the family could bury him properly.

The next day the thieves returned to their hidden cave with more treasure that they had stolen. The thieves' leader expected to see the lifeless body of the man he had killed - but it wasn't there!

'Stop! Wait!' the leader cried. He bent down to study the ground, and he was able to see the tracks from where the body had been taken.

'We must hide our treasure quickly,' he cried out to the others. 'I must follow these tracks. It seems as though someone else knows of our secret hiding place. Go home and sharpen your swords. Be ready for a fight tomorrow. Hire a large cart and a strong donkey. Buy thirty-nine large olive oil jars that are big enough to hide inside. Make a hole in each lid so that you can get fresh air into the jar to breathe. Make sure everything is ready and then meet me here tomorrow at daybreak.'

While the thirty-nine robbers did as he had said, their leader followed the tracks all the way to Ali Baba's house.

'When I come back tomorrow,' said the thief to himself. 'I shall pretend to be a seller of fine quality olive oil. I shall park my cart of olive oil jars in this man's yard, and I'll go and knock on his door. When I shout, 'Olive oil!' my thieves will come rushing in with their swords drawn, ready for a fight.'

Little did the man know, Ali Baba's maid, Morgiana, had come quietly out of the back door of the house. She overheard every word that the man muttered to himself.

He continued talking to himself. 'In my cart, I shall have thirty-nine olive oil jars. In each jar, I shall have a man armed with a sharp sword.' The man gave an evil laugh. 'When the man inside opens the door he won't know what hit him!'

Morgiana crept back into the house to tell Ali Baba what she had overheard. She began by saying, 'I have a plan ...' and then she told Ali Baba what her plan was.

The next day, early in the morning, the thieves met up with their leader. There were thirty-nine enormous jars on the cart. A man hid in each empty olive oil jar. Their leader put a lid on the top of each jar.

A sturdy donkey pulled the heavy cart to Ali Baba's house. The thieves' leader parked his cart in Ali Baba's yard. Then he went and knocked on the door.

Ali Baba opened the door.

'You're an olive oil merchant?' he said. 'Splendid, that is just what we need. I shall buy a jar from you. I will pay you a good price, but first, come in and have a drink with us.'

The man happily accepted a drink, but he didn't know that Morgiana had put sleeping powder into the liquid.

Morgiana crept into the yard. She was carrying a dish of soft cheese, and she used it to plug all the breathing holes in the jars. When the thieves had no more fresh air to breathe, they collapsed into the bottom of their jars.

Morgiana then ran to the house of the village Sheikh. She knocked politely on the door and told her story as soon as she was taken inside.

'Evil men came to the house of Ali Baba. They came armed with sharp swords to kill him, but I have managed to trick them and trap them. They are the ones who have been robbing the travellers on the road to our village. They have been stealing from people in all the towns and villages near here.'

The Sheikh called on the guards. They went to Ali Baba's house and captured all forty thieves.

'My dungeon is deep and has many chambers,' said the Sheikh. 'There is plenty of space to keep them there for a long, long time. Bread, water and a hard stone floor - that's good enough for them.'

Then the guards went with Ali Baba to bring all the treasure back to the village. The Sheikh tried to return all the jewels and all the money to their rightful owners. In the end, there was still some treasure left over. So the Sheikh shared what remained with Ali Baba and Morgiana.

Ali Baba's son fell in love with Morgiana. She eventually married him, and so this story had a happy ending for Ali Baba and his family.

Enjoyed this story?
Find out more here

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A tale from the Arabian Nights * Each evening Ali Baba went out to gather twigs and branches for his wife so that she had enough firewood to cook the stew for dinner. One day, Ali Baba went further than usual to hunt for fallen branches beneath the trees that grew beside the rocky cliffs near the high hills.

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Teacher and Classroom Resources that approach the topic of Gender

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General Resources
Rethinking Schools - It's OK to be Neither Rethinking Schools - When the Gender Boxes Don't Fit Teaching Tolerance - The Gender Spectrum Center for Spiritual and Ethical Education (Summer 2019): Connections Quarterly: Gender
Working with Transgender Students, Journal of LGBT Youth (2014).

Young Adult Books by Transgender Authors from YA Pride.

School Policies and Safety

A model policy on gender-inclusion from GLSEN.

Harsh Realities - The Experiences of Transgender Youth in Our Nation's Schools. A 2009 report from GLSEN (the Gay, Lesbian and Straight Education Network).

California Safe Schools Coalition. Documenting Safety Needs for Gender Nonconforming Students and Understanding School Safety for Transgender Students.

School Victimization of Gender-Nonconforming LGBT Youth. A 2010 research report from the journal "Developmental Psychology."

University of Texas, " Using Chosen Names Reduces Odds of Depression and Suicide in Transgender Youths." Also see our video with the author of the study.

School Bathrooms
Saint Paul (MN) Public Schools-Inclusive Restrooms
Media Matters (2016), " A Comprehensive Guide To The Debunked "Bathroom Predator" Myth."

Puberty and Health Education

Scarleteen, an independent, feminist, grassroots sexuality and relationships education media and support organization.

Guttmacher Institute (2019), "Promiscuity Propaganda: Access to Information and Services Does Not Lead to Increases in Sexual Activity."

InterAct, a nonprofit advocating for the human rights ofchildren born with intersex traits.

Massive Science (2019), " Sex isn't binary, and we should stop acting like it is."

Teaching Sexuality to Disabled Youth Comprehensive Sex Education for Youth with Disabilities (SIECUS)

Cripping Up Sex with Eva, sex and disability resources.

Sports Leagues and Gender

Transathlete.com. See their list of policies for K-12 schools and the policies of major sport organizations.

Model Policy for Transgender Athletes in High School from the LGBT Sports Foundation.

Guidelines for Creating Policies for Transgender Children in Recreational Sports (2009). From the Transgender Law and Policy Institute.

On The Team: Equal Opportunity for Transgender Athletes (2010). A report from the National Center for Lesbian Rights, Women's Sports Foundation, and It Takes a Team.

Sports Project of the National Center for Lesbian Rights.
U.S. Soccer Federation (2013): Inclusion Policy
" The Transgender Athlete." Inside Higher Education (2010).

Developing Policies for Transgender Students on High School Teams, National Federation of State High School Associations.

Resources from Schuyler Bailar, the first openly transgender athlete to compete in any sport on an NCAA Division 1 men's team.
Sex Verification of Athletes.
Also see our resources on youth development and sports.

Legal Concerns

Legal Guidance on Transgender Students' Rights, National Education Association (2016).

Model School District Policy Regarding Transgender and Gender Nonconforming Students, California Safe Schools Coalition (2016).

Examples of Policies and Emerging Practices for Supporting Transgender Students, U.S. Department of Education (2016).

Map of Safe Schools Laws, Movement Advancement Project.

FAQ on the Withdrawal of Federal Guidance on Transgender Students, National Center for Transgender Equality (2016).

Guidance on Transgender and Gender Nonconforming Students, California School Board Association (2014).
Legal Issues in Schools: an overview
Learn More
Raising My Rainbow: Adventures in Raising a Fabulous, Gender Creative Son The Riddle of Gender: Science, Activism, and Transgender Rights Evolution's Rainbow: Diversity, Gender, and Sexuality in Nature and People Transgender History Gender Outlaws: The Next Generation Transgender Children - More than a Theoretical Challenge

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General Resources Rethinking Schools - It's OK to be Neither Rethinking Schools - When the Gender Boxes Don't Fit Teaching Tolerance - The Gender Spectrum Center for Spiritual and Ethical Education (Summer 2019): Connections Quarterly: Gender Working with Transgender Students, Journal of LGBT Youth (2014). Young Adult Books by Transgender Authors from YA Pride.

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Mama Lisa's World of Children and International Culture

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Mama Lisa’s World: Children’s Songs and Nursery Rhymes from Around the World

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Mama Lisa’s World presents thousands of traditional kids songs from over a hundred countries and cultures! We also feature a major collection of Mother Goose Rhymes, global recipes, holiday traditions and lively conversations about childhood around the world.

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https://www.umt.edu/mga/Classroom%20Resources/Indian%20Education/default.php University of Montana

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PlaceNames - How well do you know your place?

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PlaceNames - How well do you know your place?

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Asian American, Native Hawaiian and Pacific Islander librarians Association. 

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Asian American, Native Hawaiian and Pacific Islander librarians Association. 

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APALA - Asian Pacific American Librarians Association

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APALA is a nonprofit organization dedicated to enhancing leadership opportunities through informed dialogue that addresses the needs of Asian American, Native Hawaiian and Pacific Islander library workers and those who serve these communities.

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Social - Emotional Well Being Resources based on the highly popular Novel, Wonder.

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Social - Emotional Well Being Resources based on the highly popular Novel, Wonder.

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An unforgettable story of kindness and unrelenting courage.

Sara Blum lives an idyllic life with her adoring parents in Vichy France. But her world comes crashing down when the Nazi occupation separates the family and forces the young Jewish girl into hiding. Her classmate Julien and his family will risk everything to ensure her survival, and, together, Sara and Julien manage to find beauty in a secret world of their creation.

First a graphic novel, now read the novelized version of the celebrated New York Times bestselling story of kindness and unrelenting courage in a time of war-inspired by the blockbuster phenomenon Wonder.

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Celebrate the Power of Kindness with WONDER - Penguin Random House

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Celebrate the power of kindness with WONDER by R.J. Palacio-the worldwide bestseller that launched the Choose Kind movement.

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HRC Foundation’s Welcoming Schools is the most comprehensive bias-based bullying prevention program in the nation to provide LGBTQ+ and gender inclusive professional development training, lesson plans, booklists and resources specifically designed for educators and youth-serving professionals.

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It is important to be intentional about the way we use pronouns so we can create an affirming, inclusive environment for everyone. Check out the new Welcoming Schools Pronouns 101 resource for information on what a pronoun is, why pronouns matter and pronoun etiquette tips!

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Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

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Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.

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Authentic American Indian Literature and Resources.

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AILA - American Indian Library Association

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AILA: Improving library and information services for American Indians

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View all holidays from around the world. Discover what holidays are happening today and throughout the rest of 2021 on National Today.

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Faith and Freedom of Religion in U S Public Schools Issues and Challenges Facing Teachers

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Harvard's take on Education and Religion

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Harvard's take on Education and Religion

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Religious Literacy Project: The Greater Hartford Teacher Education Initiative

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Data and Research driven Behavior Analysis of genders in Middle School. 

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Data and Research driven Behavior Analysis of genders in Middle School. 

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Girls and gender and power relationships in an urban middle school

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A very helpful website that helps distinguish definitions under the Non-Citizen Category. 

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A very helpful website that helps distinguish definitions under the Non-Citizen Category. 

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POSTED OCTOBER 21, 2021, BY THE ANNIE E. CASEY FOUNDATION. As a private philanthropy based in Baltimore and working across the country, we make grants that help federal agencies, states, counties, cities and neighborhoods create more innovative, cost-effective responses to challenges facing children and young people: poverty, unnecessary disconnection from family and communities with limited access to opportunity.

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In recent years, children in immigrant families regularly have been at the center of major public policy discussions, such as those regarding the southern border of the United States and the Deferred Action for Childhood Arrivals policy, among others. To promote an accurate understanding of this population and constructive conversations about how to support these children and their families, it is important to understand basic terminology and key facts about this group in the United States.

Definitions About Children in Immigrant Families

Immigrant or Foreign-born

The terms immigrant and foreign-born are interchangeable and refer to individuals who were not U.S. citizens at birth but may have become citizens through naturalization. Those who are not citizens may include lawful permanent residents, those with temporary visas, refugees and asylum seekers or unauthorized immigrants.

U.S. Citizens

Citizenship usually is acquired when a child is born in the United States, Puerto Rico, Guam, the U.S. Virgin Islands or the Northern Marianas or born abroad to American parents. Citizenship also can be obtained through the naturalization process.

Naturalization

The process in which a lawful permanent resident becomes a U.S. citizen after meeting requirements in the Immigration and Nationality Act.

Lawful permanent residents (also known as ​"green card" holders)

This permanent status may be obtained through multiple methods, including family relationships, employment sponsorships, humanitarian protection (for refugees and asylum seekers) or the Diversity Visa Program lottery.

Asylum Seekers and Refugees

These are individuals who need protection due to persecution or fear of persecution ​"on account of race, religion, nationality and/​or membership in a particular social group or political opinion." Asylum seekers submit applications at a port of entry to the United States or when they are already in the country, while refugees are outside of the United States when they are considered for resettlement.

Unauthorized (Undocumented) Immigrants

This term refers to foreign-born individuals who are not citizens and not legal residents. This includes people who entered the United States without inspection and those who were legally admitted on a temporary basis but stayed beyond their required departure date.

Migrants

Generally, a migrant refers to someone who changed his or her country of usual residence regardless of the reason. It may be voluntary or forced migration, and it may be temporary or permanent.

Nativity

Nativity refers to whether individuals are native-born versus foreign-born. Native-born is defined as born in the United States, Puerto Rico, Guam, the U.S. Virgin Islands or the Northern Marianas or born abroad to American parents.

First-generation Immigrant Children

This term typically refers to foreign-born children with at least one foreign-born parent.

Second-generation Immigrant Children

This term typically refers to native-born children with at least one foreign-born parent.

Children in Immigrant Families

Generally, this term includes both first- and second-generation immigrant children.

Key Facts About Children in Immigrant Families

How many children are in immigrant families in the United States?

One in four - or 18.2 million children are in immigrant families in the United States  - in 2019, up from one in five in the early 2000s.

What states have the largest share of children in immigrant families?

California (46%), New Jersey (40%), Nevada (36%), New York (35%) and Texas and Florida (both 33%). See the data on children in immigrant families from all states.

How many children in immigrant families are U.S. citizens?

How many children in immigrant families do not have parents who are U.S. citizens (i.e., neither parent at home is a citizen)?

In 2019, 37% - a figure that has been declining for a decade.

How many U.S. children are foreign-born?

Immigrant Youth and Youth in Immigrant Families

How many young people are immigrants or live in immigrant families in the United States?

Nearly 10.4 million or 22% of young people ages 14 to 24 were foreign-born or lived with at least one foreign-born parent in 2015 - 2019.

What states have the largest share of these youth?

California (44%), Nevada (34%), New Jersey (33%), New York (32%) and Texas and Florida (both 31%). See data for all states.

What is the racial and ethnic makeup of this population?

More than three-quarters (77%) of Asian and Pacific Islander youth and young adults were immigrants or lived in immigrant families in 2015 - 2019. The same was true for 51% of Latino, 21% of two or more race, 14% of Black, 11% of American Indian and 6% of non-Hispanic white youth.

What share of young people in immigrant families live in low-income households?

Nearly half (44%) in 2015 - 2019, with state levels ranging from 26% in Hawaii to 56% in New Mexico, among states with available data.

What percentage of youth in immigrant families live in high-poverty areas?

In 2015 - 2019, in 2011 - 2015. At the state level, figures were as low as 1% in Alaska and as high as 27% in New Mexico in 2015 - 2019.

How likely are fourth-grade English language learners to score below proficient in reading?

Nationwide, 91% of fourth graders who were also English language learners scored below proficient in reading in 2019. By comparison: Just 62% of their English-speaking classmates failed to achieve reading proficiency.

Socioeconomic and Housing Statistics for Children in Immigrant Families

How likely are children in immigrant families to live in low-income working households?

One in three in 2019 , compared to one in five children in U.S.-born families, a gap that has narrowed only slightly over the last decade.

What is the median income for immigrant and non-immigrant families with children?

In 2019, the median income for households with children in immigrant families was $67,900, compared to $78,000 for households with children in U.S.-born families. Households with children in immigrant families consistently have had lower median incomes in recent decades, although incomes substantially increased for both household types since 2010.

How does the ability to afford housing compare?

In 2019, 38% of children in immigrant families lived in households with a high housing cost burden (i.e., more than 30% of monthly income spent on housing), versus 27% of children in U.S.-born families. While housing cost burdens have declined for both groups since 2010, this disparity has persisted since 2000 - 2002, the first year of data availability.

How does home ownership compare for immigrant and non-immigrant families with children?

Children in U.S.-born families are more likely to live in households that own their homes (65% in 2019) than children in immigrant families (54%), a gap that has held relatively steady for two decades.

What share of children in immigrant families live in crowded housing compared to children in non-immigrant families?

In 2019, children in immigrant families were close to three times more likely to live in crowded housing (defined as more than one person per room). While this is an improvement from 36% in 2000 - 2002, it compares to just 10% of children in U.S.-born families in the same years.

How likely are children in immigrant families to have no parent at home with a high school diploma or equivalent?

In 2019, 20% of children in immigrant families had no parent with a high school diploma, a decrease from 29% in 2000 - 2002. Among children in U.S.-born families, the percentage is much lower and declined from 9% to 5% during this 20-year period.

What share of children in immigrant families live in linguistically isolated households?

In 2019, 18% of children in immigrant families lived in a linguistically isolated household. States with the greatest share were Louisiana (25%), Alabama (24%), Kentucky (24%) and Iowa (24%), among those with available data. (Note: A linguistically isolated household is one in which no person age 14 or older speaks only English, and no person age 14 or older who speaks English as a second language speaks it very well.)

Learn More About Immigrant Children

The Annie E. Casey Foundation offers a range of reports and resources to promote the health and well-being of children and families, including the immigrant population. Explore the resources below and sign up for our newsletters to continue learning.

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In recent years, chil­dren in immi­grant fam­i­lies reg­u­lar­ly have been at the cen­ter of major pub­lic pol­i­cy dis­cus­sions, such as those regard­ing the south­ern bor­der of the Unit­ed States and the Deferred Action for Child­hood Arrivals pol­i­cy, among oth­ers.

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Literature awards recognizing Authors from different Backgrounds.   

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Literature awards recognizing Authors from different Backgrounds.   

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University of North Texas - University Libraries

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Skip to Main Content

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Guides: INFO 5960: Multicultural Literature Children and Youth: Resources

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Research based from Neuroscience Research on how students process and learn. This framework is designed for ALL students.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Montana Office of Public Instruction

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Indian Education in Montana

Montana’s constitutional requirement and duly enacted policy require recognition of the distinct and unique cultural heritage of American Indians and a commitment in our educational goals to  preserve their cultural heritage. Every Montanan, whether Indian or non-Indian, should be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner. The OPI Indian Education for All (IEFA) Unit works with districts, tribes, and other entities to ensure all schools have the knowledge, tools and resources necessary to honor the IEFA requirement and integrate it into their teaching materials and methods.

Meet the Team & Access IEFA Resources

In 2007, the Montana State Legislature passed Montana Code Annotated 20-9-330, appropriating $200 per American Indian child, totaling over $3 million dollars per year, to provide funding to school districts for the purpose of closing the educational achievement gap that exists between American Indian students and non-Indian students. According to MCA 20-9-330 (2) (a), funds are to be determined by “. . . using the number of American Indian students enrolled in the district based on the count of regularly enrolled students on the first Monday in October of the prior school year as reported to the office of public instruction,” and deposited into the district’s general fund.

The American Indian Student Achievement Unit provides guidance to districts regarding this funding. They have developed resources for districts to close the American Indian student achievement gap.

Meet the Indian Student Achievement Team & Access Resources

The Tribal Relations and Resiliency Unit (TRRU) was developed to build relationships and understandings within the Office of Public Instruction (OPI) and Montana school districts to incorporate Tribal voice, share resources and build connections through consultation on matters affecting American Indian students.

Within the TRRU, the Systems of Care Tribal Wraparound Director was absorbed and a new position has been developed state-wide. The School Mental Health Support Services Coordinator will help connect the services and support around Mental Health services while incorporating the experience from work centered in relationships, collaboration, and student services. Another addition is the Language and Culture Specialist. Working to seek guidance from our Communities, Elders, and Leaders to celebrate our tribal efforts around our Tribal identity.

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Resources for Educators, students and parents to help support LGBTQ Youth. 

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Resources for Educators, students and parents to help support LGBTQ Youth. 

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GLSEN works to ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment. Together we can transform our nation's schools into the safe and affirming environment all youth deserve.

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Supportive educators save students' lives. Having just one visibly supportive educator in a school can ensure that LGBTQ students feel safe, welcomed, and encouraged to learn.

Show your support by displaying a Safe Space sticker and poster in your classroom. Learn how to discuss bullying, gender roles, or family diversity with elementary-aged students. Include positive representation of LGBTQ people in your curriculum. Inspire your students of all ages and all identities to be kind, support others, and speak up when they see bullying.

GLSEN's education team has created educator guides for each of our days of action, along with other resources for increasing LGBTQ visibility and affirmation in any curriculum. While GLSEN celebrates these days of action nationally at specific times during the year, all of our lessons, resources, and activities found here can be implemented at any time.

Check out the resources in the sections below for specific guides and tools related to GLSEN programs, days of action and more!

Join the thousands of educators who are helping GLSEN change schools across the country.

As a member of the GLSEN Educator Network, you'll receive emails that highlight GLSEN's resources and provide up-to-date information on GLSEN research. You will also receive current information on LGBTQ events and celebrations to help you plan for and implement a more inclusive curriculum, including direct information and new resources for GLSEN days of action like Solidarity Week.

Register to receive free GSA & school resources.

Join a national movement creating inclusive schools for all.

Educator Guides

Looking for ways to support Solidarity Week or the Day of Silence? Interested in finding ways to bring LGBTQ-visibility into your curriculum? You've come to the right place!

GLSEN's education team has created educator guides for each of our Days of Action, along with other resources for increasing LGBTQ visibility and affirmation into any curriculum. While GLSEN celebrates these Days of Action nationally at specific times throughout the year, the lessons, resources, and activities found here can be implemented at any time.

Check out the resources below for specific guides and tool related to GLSEN programs, days of action and more! Ready to supplement your curriculum? Explore our LGBTQ-Inclusive and Bullying, Bias & Diversity lesson plans.

Educator Guides and Resources

Policy and Advocacy Resources

Lesson Plans

Implementing GLSEN's free lesson plans and resources can help students develop the skills to interact in our diverse world with greater respect, empathy, and understanding.

Incorporate our lessons, found below, to:

Foster respect and understanding

Promote LGBTQ visibility and affirmation

Improve school climate

Build leadership

Encourage ally behavior

Ready for LGBTQ-specific lessons? Explore GLSEN's LGBTQ-inclusive curricular resources.

Teachers can be that figure you look up to. And when they are accepting of you, it means the world to you. To know that you're ok and that they are there for you. - Ximena, 9th grade

When educators are visibly supportive of LGBTQ students, everyone benefits. Through our Chapter-based Professional Development program, GLSEN offers tools and resources to thousands of educators who seek to make their classrooms and schools a safe place for all students. Based on 25+ years of experience and research, GLSEN boasts a robust educator training program with a series of modules curated to cover an array of topics suitable for a diverse range of audiences.

GLSEN research shows that the presence of supportive educators can have a significant positive impact on LGBTQ students' academic achievement, as well as on their psychological well-being and long-term educational aspirations. GLSEN Professional Development aims to empower educators to act in allyship with LGBTQ students.

Our Professional Development Workshops will assist educators in building the following skills:

Knowledge of LGBTQ student experiences in school

Understanding what allyship can provide for LGBTQ students

Awareness of the prevalence of anti-LGBTQ language and behavior in schools

Willingness and ability to intervene when anti-LGBTQ name-calling and bullying occurs

Willingness and ability to utilize curriculum inclusive of LGBTQ people, history and themes

Willingness to advocate for the rights of LGBTQ students and ensure safe schools for all

Access to resources and referral

NOTE: For GLSEN Professional Development Workshops, the term "educator" includes, but is not limited to: Current or future K-12 Teachers, Administrators, Counselors, Paraprofessionals, Librarians, Nurses, Bus Drivers, District Staff, School Resource Officers, Cafeteria Workers, etc
To bring GLSEN Professional Development to your school, please fill out the following form.

Safe Space Kit

Educators like you can make a big difference for LGBTQ students. Just one gesture can change a student's life for the better: Put up a Safe Space Sticker in your classroom to start a conversation about acceptance and affirming LGBTQ identity.

GLSEN's Safe Space Kit provides you with practical ways to transform your school into a safer space for everyone, particularly LGBTQ students, by supporting and educating students, sharing your knowledge with other educators and advocating for school-wide changes. The Safe Space Kit not only guides you through making an assessment of your school's climate and recommends affirming policies and best practices, but also outlines strategies that you may use to advocate for change, including posting a Safe Space Sticker or Safe Space Poster in your classroom or office. You can purchase them in the GLSEN Shop, or download digital copies for free here.

GLSEN Chapters also offer professional development opportunities that include our Safe Space Kit and support educators in creating safer and more affirming learning environments.

Rainbow Library

The Rainbow Library is a GLSEN program that sends LGBTQ+ affirming text sets to schools across the country - for free.

Any full-time staff member at a K-12 school in a participating state or county is welcome to request a Rainbow Library. All types of K-12 schools are eligible: district, magnet, charter, and independent. Each school that applies will be eligible for one Rainbow Library text set, and sets are provided on a first-come, first served basis.

Founded 25 years ago, GLSEN is the leading national education organization focused on ensuring safe and affirming schools for LGBTQ students. GLSEN has volunteer-run chapters in 31 states.

School Year Calendar

The school year is full of opportunities to participate in GLSEN events, address LGBTQ and social justice issues, learn about diverse communities, and take action to create safer and more affirming schools for all.

Use this calendar to schedule your GSA meetings, lesson plans, student events, and staff development workshops, and as part of your ongoing diversity, equity, and LGBTQ-inclusion efforts. Follow us @GLSEN on Facebook, Twitter, and Instagram where we'll be sharing related resources and lesson plans for these events throughout the year.

Misgendering, Gender Terminology & Pronouns

Misgendering hurts. Support educators by teaching students how to respect each others' pronouns and bringing awareness to a wider range of gender terminology.

As a class and in small groups, students watch a video about pronouns, have a conversation about pronouns, and discuss misgendering. As a class, students discuss ways to combat misgendering and how they can make sure the gender pronouns of all students are respected.

For all of us, learning an LGBTQ-inclusive curriculum can help us better understand our world and our differences. For LGBTQ students in particular, it can mean feeling safer at school and hearing homophobic and transphobic remarks less frequently, according to GLSEN research. Looking back at history is the easiest way to get LGBTQ-inclusivity into any curriculum. That's why we're sharing our resources below, which include an interactive timeline and coloring book as well as many other classroom resources suitable for a range of students ages K-12.

Recognizing these benefits, former GLSEN Chapter leader Rodney Wilson, with the support of GLSEN's founder Kevin Jennings and many others, founded LGBTQ History Month in October 1994. While you can use these resources every October, they're perfect for use all year, so that students see the benefits year round.

A great resource you can use to learn and teach about LGBTQ history is Making Gay History, the critically acclaimed and award-winning podcast that brings LGBTQ history to life through the voices of the people who lived it. Listen to the podcasts below to hear about the lives and legacies of Marsha P. Johnson and Sylvia Rivera, who were participants in the New York Stonewall riots in 1969.

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Supportive educators save students' lives. Having just one visibly supportive educator in a school can ensure that LGBTQ students feel safe, welcomed, and encouraged to learn. Show your support by displaying a Safe Space sticker and poster in your classroom. Learn how to discuss bullying, gender roles, or family diversity with elementary-aged students.

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EDU Course provided Materials on teaching through Art

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EDU Course provided Materials on teaching through Art

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TeachRock empowers teachers and engages students by using popular music to create interdisciplinary, culturally responsive education materials for all 21st century classrooms.

Launched by Stevie Van Zandt and the Founders Board of Bono, Jackson Browne, Martin Scorsese, and Bruce Springsteen, TeachRock.org provides free, standards-aligned resources that use music to help K-12 students succeed in disciplines like science, math, social studies, language arts, and more.

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Our Mission

TeachRock improves students' lives by bringing the sound, stories, and science of music to all classrooms.

From The Beatles to Beyoncé, from kindergarten to AP History, in the classroom or remotely, TeachRock offers meaningful lesson plans all at no cost to teachers, students, and families, inspiring deeper learning and understanding through the power of music.

Launched by Stevie Van Zandt with the Founders Board of Bono, Jackson Browne, Martin Scorsese, and Bruce Springsteen, Teachrock.org has provided free, standards-aligned resources to help teachers, students, and families succeed for more than a decade.

TeachRock's Artist Council includes Erykah Badu, Common, Sheryl Crow, Peter Gabriel, Norah Jones, DJ Khaled, Skip Marley, Darryl McDaniels, Melle Mel, Margo Price, Rapsody, Gina Schock, Marty Stuart, and Black Eyed Peas' Taboo.

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Steven Van Zandt's TeachRock project brings engaging and meaningful arts integration material for every classroom to teachers and students everywhere.

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How to Support Girls in Forming a Positive Math Identity.

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How to Support Girls in Forming a Positive Math Identity.

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Resources and Practical ideas to challenge the gender Stigma's in Mathematics

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How to Support Girls in Forming a Positive Math Identity

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A look at one way high school math teachers can guide female students to overcome stereotypes and develop a positive sense of their math abilities.

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This is a great article with resources about women breaking Stereotypes including recent winners of the Science Nobel Prize

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In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think tha…

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Breaking Gender Stereotypes in Professional Roles

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Breaking Gender Stereotypes in Professional Roles

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One of the greatest demands from primary schools is to help broaden the aspirations and interests of children about jobs and careers. As research shows, gender stereotypes are developed at a very young age. With the support of Mullen Low, in 2016 we released a short film exploring this. In only three months, Redraw the Balance achieved 25 million views.

Watch the video here:

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One of the greatest demands from primary schools is to help broaden the aspirations and interests of children about jobs and careers. As research shows, gender stereotypes are developed at a very young age. With the support of Mullen Low, in 2016 we released a short film exploring this.