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Instant New York Times bestseller

The story of art as it's never been told before, from the Renaissance to the present day, with more than 300 works of art.

How many women artists do you know? Who makes art history? Did women even work as artists before the twentieth century? And what is the Baroque anyway?

Guided by Katy Hessel, art historian and founder of @thegreatwomenartists, discover the glittering paintings by Sofonisba Anguissola of the Renaissance, the radical work of Harriet Powers in the nineteenth-century United States and the artist who really invented the "readymade." Explore the Dutch Golden Age, the astonishing work of postwar artists in Latin America, and the women defining art in the 2020s. Have your sense of art history overturned and your eyes opened to many artforms often ignored or dismissed. From the Cornish coast to Manhattan, Nigeria to Japan, this is the history of art as it's never been told before.

100 color illustrations

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The Story of Art Without Men [Hessel, Katy] on Amazon.com. *FREE* shipping on qualifying offers. The Story of Art Without Men

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Promotes cultural identity and heritage through affirmation of student language acquisition experiences

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Promotes cultural identity and heritage through affirmation of student language acquisition experiences

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This video provides relatable and personable ways to interact with our student's home languages. The fluency of any language is an enriching asset to bring into the classroom.

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Teaching English without Teaching English | Roberto Guzman | TEDxUPRM

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Social Determinants of Health - Osmosis Video Library

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Social Determinants of Health Videos, Flashcards, High Yield Notes, & Practice Questions. Learn and reinforce your understanding of Social Determinants of Health.

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The Story of Art Without Men. Challenges the core curriculum. 

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The Story of Art Without Men. Challenges the core curriculum. 

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Who decides which art is valuable? Those who decide what art is valuable ultimately decide what art is taught in the classroom.

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Katy Hessel's book "The Story Of Art Without Men" takes the male gaze off of Art

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How opportunity is rationed to students of color in America

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How opportunity is rationed to students of color in America

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Challenges and modifies the 'core curriculum' by recognizing the legitimacy of cultural heritages

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Linda Darling-Hammond

Stanford University School of Education

Despite the rhetoric of American equality, the school experiences of African-American and other "minority" students in the United States continue to be substantially separate and unequal. Few Americans realize that the U.S. educational system is one of the most unequal in the industrialized world, and that students routinely receive dramatically different learning opportunities based on their social status. In contrast to European and Asian nations that fund schools centrally and equally, the wealthiest 10% of school districts in the United States spend nearly 10 times more than the poorest 10%, and spending ratios of 3 to 1 are common within states. Poor and minority students are concentrated in the least well-funded schools, most of which are located in central cities or rural areas and funded at levels substantially below those of neighboring suburban districts. Recent analyses of data prepared for school finance cases in Alabama, New Jersey, New York, Louisiana, and Texas have found that on every tangible measure-from qualified teachers to curriculum offerings-schools serving greater numbers of students of color had significantly fewer resources than schools serving mostly white students.

Not only do funding systems allocate fewer resources to poor urban districts than to their suburban neighbors, but studies consistently show that, within these districts, schools with high concentrations of low-income and "minority" students receive fewer instructional resources than others in the same district. And tracking systems exacerbate these inequalities by segregating many low-income and minority students within schools (Kozol, 1991; Taylor & Piche, 1991). In combination, policies associated with school funding, resource allocations, and tracking leave minority students with fewer and lower-quality books, curriculum materials, laboratories, and computers; significantly larger class sizes; less qualified and experienced teachers; and less access to high-quality curriculum.

The end results of these educational inequalities are increasingly tragic. More than ever before in our nation's history, education is not only the ticket to economic success, but also to basic survival. Whereas a high school dropout had two chances out of three of getting a job 20 years ago, today he or she has less than one chance out of three, and the job he or she can get pays less than half of what would have been earned 20 years earlier (WT Grant Foundation, 1988). The effects of dropping out are much worse for young people of color than for whites. In 1993, a recent school dropout who was black had only a one in four chance of being employed, whereas the odds for his or her white counterpart were about 50% (NCES, 1995, p. 88). Even recent graduates from high school struggle to find jobs. Among African-American high school graduates not enrolled in college, only 42% were employed in 1993, as compared with 72% of white graduates. Those who do not succeed in school are becoming part of a growing underclass, cut off from productive engagement in society. In addition, working class young people and adults who were prepared for the disappearing jobs of the past teeter on the brink of downward social mobility.

Because the economy can no longer absorb many unskilled workers at decent wages, lack of education is increasingly linked to crime and welfare dependency. Women who have not finished high school are much more likely than others to be on welfare, while men are much more likely to be in prison. National investments in the last decade have tipped heavily toward incarceration rather than education. Nationwide, during the 1980s, federal, state, and local expenditures for corrections grew by over 900%, and for prosecution and legal services by more than 1000% (Miller, 1997), while prison populations more than doubled (U.S. Department of Commerce, 1996, p. 219). During the same decade, per pupil expenditures for schools grew by only about 26% in real dollar terms, and much less in cities (NCES, 1994). The situation is worse in some parts of the country. While schools in California have experienced continuous cutbacks over the last decade, the prison population there has increased by more than 300%.

In 1993, there were more African-American citizens on probation, in jail, in prison, or on parole (1,985,000) than there were in college (1,412,000) (U.S. Department of Commerce, table numbers 281 and 354, pp. 181 and 221). Increased incarceration, and its disproportionate effects upon the African-American community, are a function of new criminal justice policies and ongoing police discrimination (Miller, 1997) as well as lack of access to education. More than half the adult prison population has literacy skills below those required by the labor market (Barton & Coley, 1996), and nearly 40% of adjudicated juvenile delinquents have treatable learning disabilities that went undiagnosed in the schools (Gemignani, 1994).

Meanwhile, schools have changed slowly. Most are still organized to prepare only about 20% of their students for "thinking work" -those students who are tracked very early into gifted and talented, "advanced," or honors courses. These opportunities are least available to African-American, Latino, and Native American students. As a consequence of structural inequalities in access to knowledge and resources, students from racial and ethnic "minority" groups in the United States face persistent and profound barriers to educational opportunity. As I describe below, schools that serve large numbers of students of color are least likely to offer the kind of curriculum and teaching needed to meet the new standards being enacted across the states and to help students attain the skills needed in a knowledge work economy. In most states, schools serving minority and low-income students lack the courses, materials, equipment, and qualified teachers that would give students access to the education they will need to participate in today's and tomorrow's world.

CLOSING THE GAP: CHANGES IN EDUCATIONAL ACHIEVEMENT

While the demands for knowledge and skill are growing, the gap in educational opportunity between majority and minority students has been widening. Although overall educational attainment for black Americans increased steadily between 1960 and 1990, this trend is reversing in some states that have imposed graduation exams without improving opportunities to learn. By 1995, 74% of black Americans had completed four or more years of high school-up from only 20% in 1960. However, dropout rates have been increasing for black male students since 1994. Recent evidence from individual states like Texas, Florida, and Georgia where exit exams have been instituted indicates that dropout and pushout rates have increased substantially for African-American and Hispanic students during the 1990s (Haney, 1999).

On national assessments in reading, writing, mathematics, and science, minority students' performance lags behind that of white students, and the gap has widened in most areas during the 1990s. The situation in many urban school systems deteriorated throughout the 1980s and 1990s as drops in per pupil expenditures have accompanied tax cuts while immigration and enrollments have grown. Urban schools serve increased numbers of students who do not speak English as their native language and growing proportions requiring special educational services. These students are increasingly served by growing numbers of unqualified teachers who have been hired since the late 1980s.

In addition, many urban systems have focused their curricula more on rote learning of "basic" skills than on problem solving, thoughtful examination of serious texts and ideas, or assignments requiring frequent and extended writing (Cooper & Sherk, 1989; Darling-Hammond, 1997). As new tests in many states (and the National Assessment of Educational Progress, 1994) focus more on higher-order skills, problem solving, analytic and writing ability, they diverge from the lower-level skills taught in many texts and tested by widely used multiple choice examinations. Students whose education is guided mostly by workbooks compatible with basic skills tests find themselves at a growing disadvantage when they confront the more challenging expectations of new standards and the assessments that accompany them.

INEQUALITY AND ACHIEVEMENT

The concentration of minority students in high-minority schools facilitates inequality. Nearly two-thirds of "minority" students attend predominantly minority schools, and one-third of black students attend intensely segregated schools (90% or more minority enrollment), most of which are in central cities (Schofield, 1991, p. 336). By 1993, 55% of all students in central city schools were black or Hispanic (National Center for Educational Statistics, NCES, 1995, p. 121). As Taylor and Piche (1991) noted:

Inequitable systems of school finance inflict disproportionate harm on minority and economically disadvantaged students. On an inter-state basis, such students are concentrated in states, primarily in the South, that have the lowest capacities to finance public education. On an intra-state basis, many of the states with the widest disparities in educational expenditures are large industrial states. In these states, many minorities and economically disadvantaged students are located in property-poor urban districts which fare the worst in educational expenditures. In addition, in several states economically disadvantaged students, white and black, are concentrated in rural districts which suffer from fiscal inequity (pp. xi-xii).

Not only do funding systems and tax policies leave most urban districts with fewer resources than their suburban neighbors, but schools with high concentrations of "minority" students receive fewer resources than other schools within these districts. And tracking systems exacerbate these inequalities by segregating many "minority" students within schools, allocating still fewer educational opportunities to them at the classroom level. In their review of resource allocation studies, MacPhail-Wilcox and King (1986) summarized the resulting situation as follows:

School expenditure levels correlate positively with student socioeconomic status and negatively with educational need when school size and grade level are controlled statistically...Teachers with higher salaries are concentrated in high-income and low-minority schools. Furthermore, pupil-teacher ratios are higher in schools with larger minority and low-income student populations... Educational units with higher proportions of low-income and minority students are allocated fewer fiscal and educational resources than are more affluent educational units, despite the probability that these students have substantially greater need for both (p. 425).

These inequalities are increasingly the subject of legal action. The State of New York provides a recent example. Studies have found that by virtually any resource measure-state and local dollars per pupil, student-teacher ratios and student-staff ratios, class sizes, teacher experience, and teacher qualifications- districts with greater proportions of poor and minority students receive fewer resources than others (Berne, 1995). In January 2001, the New York State Supreme Court declared the funding system unconstitutional because it denies students in high-need, low-spending districts like New York City the opportunities to learn needed to meet the state's standards, including well-qualified teachers and curriculum supports ( Campaign for Fiscal Equity v. State of New York). A similar suit is now pending in the Superior Court of California ( Williams v. State of California).

A critical problem is that shortages of funds make it difficult for urban and poor rural schools to compete in the marketplace for qualified teachers. When districts do not find qualified teachers, they assign the least able individuals to the students with the least political clout. In 1990, for example, the Los Angeles City School District was sued by students in predominantly minority schools because their schools were not only overcrowded and less well funded than other schools, they were also disproportionately staffed by inexperienced and unprepared teachers hired on emergency credentials ( Rodriguez et al. v. Los Angeles Unified School District, Superior Court of the County of Los Angeles #C611358. Consent decree filed August 12, 1992). In 1999, students in California's predominantly minority schools were 10 times more likely to have uncertified teachers than those in predominantly white schools (Shields et al., 1999).

A growing body of research suggests that inequitable distributions of qualified teachers are a major cause of the achievement gap. Recent studies have found that differential teacher effectiveness is an extremely strong determinant of differences in student learning, far outweighing the effects of differences in class size and heterogenity. Students who are assigned to several ineffective teachers in a row have significantly lower achievement gains-creating differences of as much as 50 percentile points over three years-than those who are assigned to several highly effective teachers in a row (Sanders & Rivers, 1996). These studies also find evidence of bias in assignment of students to teachers of different effectiveness levels, including indications that African American students are nearly twice as likely to be assigned to the most ineffective teachers and about half as likely to be assigned to the most effective teachers.

Analyzing a data set covering 900 Texas school districts, Ronald Ferguson (1991) found that the single most important measurable cause of increased student learning was teacher expertise, measured by teacher performance on a state certification exam, along with teacher experience and master's degrees. Together these variables accounted for about 40% of the measured variance in student test scores. Holding socioeconomic status (SES) constant, the wide variation in teachers' qualifications in Texas accounted for almost all of the variation in black and white students' test scores. That is, after controlling for SES, black students' achievement would have nearly equaled that of whites if they had been assigned equally qualified teachers.

Ferguson also found that class size, at the critical point of a teacher/student ratio of 1:18, was a statistically significant determinant of student outcomes (Ferguson, 1991), as was small school size. Other data also indicate that black students are more likely to attend large schools than white students (Paterson Institute, 1996), with much larger than average class sizes (NCES, 1997a, p. A-119), and confirm that smaller schools and classes make a difference for student achievement (for a review, see Darling-Hammond, 1997).

Ferguson repeated this analysis in Alabama, and still found sizable influences of teacher expertise and smaller class sizes on student achievement gains in reading and mathematics (Ferguson & Ladd, 1996). They found that 31% of the predicted difference in mathematics achievement between districts in the top and bottom quartiles was explained by teacher qualifications and class sizes, while 29.5% was explained by poverty, race, and parent education.

These findings are confirmed elsewhere. For example, in North Carolina, Strauss and Sawyer (1986) found a strong influence on average school district test performance of teachers' average scores on the National Teacher Examinations (NTE) measuring subject matter and teaching knowledge. After taking account of community wealth and other resources, teachers' test scores had a strikingly large effect on students' success on the state competency examinations: a 1% increase in teacher quality (as measured by NTE scores) was associated with a 3% to 5% decline in the percentage of students failing the exam. The authors' conclusion is similar to Ferguson's:

Of the inputs which are potentially policy-controllable (teacher quality, teacher numbers via the pupil-teacher ratio and capital stock) our analysis indicates quite clearly that improving the quality of teachers in the classroom will do more for students who are most educationally at risk, those prone to fail, than reducing the class size or improving the capital stock by any reasonable margin which would be available to policy makers (p. 47).

These findings are reinforced by a recent review of 60 production function studies, which found that teacher education, ability, and experience-along with small schools and lower teacher-pupil ratios-are associated with significant increases in student achievement (Greenwald, Hedges, & Laine, 1996). In this study's estimate of the achievement gains associated with expenditure increments, spending on teacher education swamped other variables as the most productive investment for schools.

WHAT MATTERS IN TEACHING?

Unfortunately, policymakers have nearly always been willing to fill teaching vacancies by lowering standards so that people who have had little or no preparation for teaching can be hired, especially if their clients are minority and low-income students. Although this practice is often excused by the presumption that virtually anyone can figure out how to teach, research consistently shows that fully prepared and certified teachers-those with both subject matter knowledge and knowledge of teaching and learning-are more highly rated and more successful with students than teachers without full preparation (Druva & Anderson, 1983; Greenberg, 1983; Evertson, Hawley, & Zlotnik, 1985; Ashton & Crocker, 1986, 1987; Darling-Hammond, 1992). As Evertson and colleagues (1985) concluded:

(T)he available research suggests that among students who become teachers, those enrolled in formal preservice preparation programs are more likely to be effective than those who do not have such training. Moreover, almost all well planned and executed efforts within teacher preparation programs to teach students specific knowledge or skills seem to succeed, at least in the short run (p. 8).

A number of studies have found that teachers who enter the teaching profession without full preparation are less able to plan and redirect instruction to meet students' needs (and less aware of the need to do so), less skilled in implementing instruction, less able to anticipate students' knowledge and potential difficulties, and less likely to see it as their job to do so, often blaming students if their teaching is not successful (Bledsoe, Cox, & Burnham, 1967; Copley, 1974; Gomez & Grobe, 1990; Grossman, 1989; 1990; Bents & Bents, 1990; Rottenberg & Berliner, 1990;). Most important, their students learn at lower levels (See figure 3).

Teacher expertise and curriculum quality are interrelated, because expert teachers are a prerequisite for the successful implementation of challenging curriculum. Teachers who are well-prepared are better able to use teaching strategies that respond to students' needs and learning styles and that encourage higher-order learning (Peikes, 1967-1968; Skipper & Quantz, 1987; Hansen, 1988). Since the novel tasks required for problem solving are more difficult to manage than the routine tasks associated with rote learning, lack of knowledge about how to manage an active, inquiry-oriented classroom can lead teachers to turn to passive tactics that "dumb down" the curriculum, busying students with workbooks rather than complex tasks that require more skill to orchestrate (Carter & Doyle, 1987; Doyle, 1986; Cooper & Sherk, 1989). Teacher education is also related to the use of teaching strategies that encourage higher-order learning and the use of strategies responsive to students' needs and learning styles. Thus, policies that resolve shortages in poor districts by hiring unprepared teachers serve only to exacerbate the inequalities low-income and minority children experience.

POLICY FOR EQUALITY: TOWARD EQUALIZATION OF EDUCATIONAL OPPORTUNITY

The common presumption about educational inequality is that it resides primarily in those students who come to school with inadequate capacities to benefit from what education the school has to offer. The fact that U.S. schools are structured such that students routinely receive dramatically unequal learning opportunities based on their race and social status is simply not widely recognized. If the academic outcomes for minority and low-income children are to change, reforms must alter the caliber and quantity of learning opportunities they encounter. These efforts must include equalization of financial resources, changes in curriculum and testing policies, and improvements in the supply of highly qualified teachers to all students.

REFERENCES

Alexander, K.L., & McDill, E.L. (1976). Selection and allocation within schools: Some causes and consequences of curriculum placement. American Sociological Review, 41, pp.963-980.

Ashton, P., & Crocker, L. (1986). Does teacher certification make a difference? Florida Journal of Teacher Education, 38(3), pp.73-83.

Baron, J.B. (1999). Exploring high and improving reading achievement in Connecticut. Washington, DC: National Educational Goals Panel.

Barr, R., & Dreeben, R. (1983). How schools work. Chicago: University of Chicago Press.

Barton, Paul E. & Coley, R.J. (1996). Captive students: Education and training in America's prisons. Princeton, N.J.: Educational Testing Service.

Bledsoe, J.C., Cox, J.V., & Burnham, R. (1967). Comparison between selected characteristics and performance of provisionally and professionally certified beginning teachers in Georgia. Washington, D.C.: U.S. Department of Health, Education, and Welfare.

California Commission on the Teaching Profession (1985). Who will teach our children? Sacramento: California Commission on the Teaching Profession.

California State Department of Education (1984). California high school curriculum study: Path through high school. Sacramento: California State Department of Education.

Cohen, D., et al. (1990). Case Studies of Curriculum Implementation, Educational Evaluation and Policy Analysis, 12(3).

College Board (1985). Equality and excellence: The educational status of black Americans. New York: College Entrance Examination Board.

Commission on Chapter 1 (1992). High performance schools: No exceptions, no excuses. Washington, D.C.: Author.

Copley, P.O. (1974). A study of the effect of professional education courses on beginning teachers. Springfield, MO: Southwest Missouri State University. ERIC Document No. ED 098-147.

Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.

Dreeben, R. (1987, Winter). Closing the divide: What teachers and administrators can do to help black students reach their reading potential, American Educator, 11(4), pp.28-35.

Eckstrom, R., & Villegas, A.M. (1991). Ability grouping in middle grade mathematics: Process and consequences. Research in Middle Level Education, 15(1), pp.1-20.

Educational Testing Service (1991). The state of inequality. Princeton, NJ: ETS.

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Finley, M.K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 57, pp.233-243.

Gemignani, Robert J. (1994, October). Juvenile correctional education: A time for change. Update on research. Juvenile Justice Bulletin. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.

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Gomez, D.L., & Grobe, R.P. (1990). Three years of alternative certification in Dallas: Where are we? Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

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McKnight, C.C., Crosswhite, J.A., Dossey, J.A., Kifer, E., Swafford, S.O., Travers, K.J., & Cooney, T.J. (1987). The underachieving curriculum: Assessing U.S. school mathematics from an international perspective. Champaign, IL: Stipes Publishing.

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Wilson, S.M., Darling-Hammond, L, & Berry, B. (2000). Teaching policy: Connecticut's long term efforts to improve teaching and learning. Seattle: Center for the Study of Teaching and Policy, University of Washington.

Winkler, J.D., Shavelson, R.J., Stasz, C., Robyn, A., & Feibel, W. (1984). How effective teachers use microcomputers for instruction. Santa Monica, CA: The RAND Corporation.

Wise, A.E., & Darling-Hammond, L. (1987). Licensing teachers: Design for a teaching profession. Santa Monica, CA: RAND Corporation.

Wise, A.E., Darling-Hammond, L., & Berry, B. (1987). Effective teacher selection: From recruitment to retention. Santa Monica, CA: The RAND Corporation.

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Inequality in Teaching and Schooling: How Opportunity Is Rationed to Students of Color in America

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Despite the rhetoric of American equality, the school experiences of African-American and other "minority" students in the United States continue to be substantially separate and unequal. Few Americans realize that the U.S. educational system is one of the most unequal in the industrialized world, and that students routinely receive dramatically different learning opportunities based on their social status.

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Our cross-curricular project focuses on the inequities of education, empowering us as future teachers to be mindful of factors such as educational inequality, achievement gaps, school practices and policies, lack of socio and emotional support, negatively impact students and continue to perpetuate inequities in education. With this knowledge, we can better challenge the factors promoting inequitable conditions.

Frameworks, curricula, and instructional tools have traditionally served the mainstream and are not expressly designed to meet the needs of all students. This Padlet aims to inform and provide resources to challenge these inequities.

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Physics resource to explore scientist who have faced inequity

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Physics resource to explore scientist who have faced inequity

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Subrahmanyan Chandrasekhar he was publicly ridiculed by Sir Arthur Eddington, a world-renowned physicist who had until then acted as a mentor to him. The clash was between an internationally famous physicist and a young Indian student in a hostile environment.

Ultimately his work would be proved correctly when black holes were discovered.

By providing students with other scientist outside of the traditional “big names” it allows students to explore and discuss histories through the analysis of power and how privilege has denied certain groups their recognition

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I was born in Lahore (then a part of British India) on the 19th of October 1910, as the first son and the third child of a family of four sons and six daughters. My father, Chandrasekhara Subrahmanya Ayyar, an officer in Government Service in the Indian Audits and Accounts Department, was then in Lahore as the Deputy Auditor General of the Northwestern Railways. My mother, Sita (neé Balakrishnan) was a woman of high intellectual attainments (she translated into Tamil, for example, Henrik Ibsen's A Doll House), was passionately devoted to her children, and was intensely ambitious for them.

My early education, till I was twelve, was at home by my parents and by private tuition. In 1918, my father was transferred to Madras where the family was permanently established at that time.

In Madras, I attended the Hindu High School, Triplicane, during the years 1922-25. My university education (1925-30) was at the Presidency College. I took my bachelor's degree, B.Sc. (Hon.), in physics in June 1930. In July of that year, I was awarded a Government of India scholarship for graduate studies in Cambridge, England. In Cambridge, I became a research student under the supervision of Professor R.H. Fowler (who was also responsible for my admission to Trinity College). On the advice of Professor P.A.M. Dirac, I spent the third of my three undergraduate years at the Institut för Teoretisk Fysik in Copenhagen.

I took my Ph.D. degree at Cambridge in the summer of 1933. In the following October, I was elected to a Prize Fellowship at Trinity College for the period 1933-37. During my Fellowship years at Trinity, I formed lasting friendships with several, including Sir Arthur Eddington and Professor E.A. Milne.

While on a short visit to Harvard University (in Cambridge, Massachusetts), at the invitation of the then Director, Dr. Harlow Shapley, during the winter months (January-March) of 1936, I was offered a position as a Research Associate at the University of Chicago by Dr. Otto Struve and President Robert Maynard Hutchins. I joined the faculty of the University of Chicago in January 1937. And I have remained at this University ever since.

During my last two years (1928-30) at the Presidency College in Madras, I formed a friendship with Lalitha Doraiswamy, one year my junior. This friendship matured; and we were married (in India) in September 1936 prior to my joining the University of Chicago. In the sharing of our lives during the past forty-seven years, Lalitha's patient understanding, support, and encouragement have been the central facts of my life.

After the early preparatory years, my scientific work has followed a certain pattern motivated, principally, by a quest after perspectives. In practise, this quest has consisted in my choosing (after some trials and tribulations) a certain area which appears amenable to cultivation and compatible with my taste, abilities, and temperament. And when after some years of study, I feel that I have accumulated a sufficient body of knowledge and achieved a view of my own, I have the urge to present my point of view, ab initio, in a coherent account with order, form, and structure.

There have been seven such periods in my life: stellar structure, including the theory of white dwarfs (1929-1939); stellar dynamics, including the theory of Brownian motion (1938-1943); the theory of radiative transfer, including the theory of stellar atmospheres and the quantum theory of the negative ion of hydrogen and the theory of planetary atmospheres, including the theory of the illumination and the polarization of the sunlit sky (1943-1950); hydrodynamic and hydromagnetic stability, including the theory of the Rayleigh-Bénard convection (1952-1961); the equilibrium and the stability of ellipsoidal figures of equilibrium, partly in collaboration with Norman R. Lebovitz (1961-1968); the general theory of relativity and relativistic astrophysics (1962-1971); and the mathematical theory of black holes (1974- 1983). The monographs which resulted from these several periods are:

1. An Introduction to the Study of Stellar Structure (1939, University of Chicago Press; reprinted by Dover Publications, Inc., 1967).

2a. Principles of Stellar Dynamics (1943, University of Chicago Press; reprinted by Dover Publications, Inc., 1960).

2b. 'Stochastic Problems in Physics and Astronomy', Reviews of Modern Physics, 15, 1 - 89 (1943); reprinted in Selected Papers on Noise and Stochastic Processes by Nelson Wax, Dover Publications, Inc., 1954.

3. Radiative Transfer (1950, Clarendon Press, Oxford; reprinted by Dover Publications, Inc., 1960).

4. Hydrodynamic and Hydromagnetic Stability (1961, Clarendon Press, Oxford; reprinted by Dover Publications, Inc., 1981).

5. Ellipsoidal Figures of Equilibrium (1968; Yale University Press).

6. The Mathematical Theory of Black Holes (1983, Clarendon Press, Oxford).

However, the work which appears to be singled out in the citation for the award of the Nobel Prize is included in the following papers:

'The highly collapsed configurations of a stellar mass', Mon. Not. Roy. Astron. Soc., 91, 456-66 (1931).

'The maximum mass of ideal white dwarfs', Astrophys. J., 74, 81 - 2 (1931).

'The density of white dwarfstars', Phil. Mag., 11, 592 - 96 (1931).

'Some remarks on the state of matter in the interior of stars', Z. f. Astrophysik, 5, 321-27 (1932).

'The physical state of matter in the interior of stars', Observatory, 57, 93 - 9 (1934)

'Stellar configurations with degenerate cores', Observatory, 57, 373 - 77 (1934).

'The highly collapsed configurations of a stellar mass' (second paper), Mon. Not. Roy. Astron. Soc., 95, 207 - 25 (1935).

'Stellar configurations with degenerate cores', Mon. Not. Roy. Astron. Soc., 95, 226-60 (1935).

'Stellar configurations with degenerate cores' (second paper), Mon. Not. Roy. Astron. Soc., 95, 676 - 93 (1935).

'The pressure in the interior of a star', Mon. Not. Roy. Astron. Soc., 96, 644 - 47 (1936).

'On the maximum possible central radiation pressure in a star of a given mass', Observatory, 59, 47 - 8 (1936).

'Dynamical instability of gaseous masses approaching the Schwarzschild limit in general relativity', Phys. Rev. Lett., 12, 114 - 16 (1964); Erratum, Phys. Rev. Lett., 12, 437 - 38 (1964).

'The dynamical instability of the white-dwarf configurations approaching the limiting mass' (with Robert F. Tooper), Astrophys. J., 139, 1396 - 98 (1964).

'The dynamical instability of gaseous masses approaching the Schwarzschild limit in general relativity', Astrophys. J., 140, 417 - 33 (1964).

'Solutions of two problems in the theory of gravitational radiation', Phys. Rev. Lett., 24, 611 - 15 (1970); Erratum, Phys. Rev. Lett., 24, 762 (1970).

'The effect of graviational radiation on the secular stability of the Maclaurin spheroid', Astrophys. J., 161, 561 - 69

This autobiography/biography was written at the time of the award and later published in the book series Les Prix Nobel/ Nobel Lectures/The Nobel Prizes. The information is sometimes updated with an addendum submitted by the Laureate.
Subramanyan Chandrasekhar died on August 21, 1995.

To cite this section
MLA style: Subrahmanyan Chandrasekhar - Biographical. NobelPrize.org. Nobel Prize Outreach AB 2023. Fri. 10 Nov 2023. <https://www.nobelprize.org/prizes/physics/1983/chandrasekhar/biographical/>

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See them all presented here.

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The Nobel Prize in Physics 1983 was divided equally between Subrahmanyan Chandrasekhar "for his theoretical studies of the physical processes of importance to the structure and evolution of the stars" and William Alfred Fowler "for his theoretical and experimental studies of the nuclear reactions of importance in the formation of the chemical elements in the universe"

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To properly address inequities within history, we must provide trauma-informed content that is relevant, credible and does not reflect only a dominant narrative. By analyzing history through a critical lens with our students, we provide them with the opportunity to reshape the occurrences of their current society.

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We can address the inequities in our education system by shifting the focus towards providing meaning and purpose for the content we teach. This is done in Physics by illuminating how their learning provides them with the skills of synthesizing, testing and logically problem-solving.

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Students who are struggling academically often have their electives replaced with courses to improve grades, this can be detrimental. The article shows the importance of the arts and the benefits they can have on students.

Art classes can help foster dialogue, relationships of trust, and a sense of community among students and adults.

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Inequity in the museum and gallery setting 

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Inequity in the museum and gallery setting 

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What I like about this book and the podcast that it shares these unknown stories in a digestible way, story telling, for students to understand why these artists were left out. A lot of the reading and text in art is difficult to understand because it written in a way that was suppose to exclude and purposely difficult for people to read.

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Instant New York Times bestseller

The story of art as it's never been told before, from the Renaissance to the present day, with more than 300 works of art.

How many women artists do you know? Who makes art history? Did women even work as artists before the twentieth century? And what is the Baroque anyway?

Guided by Katy Hessel, art historian and founder of @thegreatwomenartists, discover the glittering paintings by Sofonisba Anguissola of the Renaissance, the radical work of Harriet Powers in the nineteenth-century United States and the artist who really invented the "readymade." Explore the Dutch Golden Age, the astonishing work of postwar artists in Latin America, and the women defining art in the 2020s. Have your sense of art history overturned and your eyes opened to many artforms often ignored or dismissed. From the Cornish coast to Manhattan, Nigeria to Japan, this is the history of art as it's never been told before.

100 color illustrations

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The Story of Art Without Men [Hessel, Katy] on Amazon.com. *FREE* shipping on qualifying offers. The Story of Art Without Men

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An ELA class can act (should act) as a platform for discourse on social injustices and inequities. When we provide the resources and make references that represent the diverse body of our students, we chip away at the foundations that cater to the dominating narrative.

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Building Relationships between Parents and Teachers

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Building Relationships between Parents and Teachers

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Megan Olivia Hall reveals the ways in which teachers and parents can bridge opportunity gaps that affect students. She highlights that it is important for both teachers and families to build relationships and reach out to each other through consistent communication and connection in order to support students’ success.

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Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

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Dr. Kent Pekel discusses the meaning of relationships and the ways in which we can build strong relationships that allow youth to thrive. He underscores five elements that are essential for adults in creating developmental relationships with youth.

Encourages teachers to implement culturally responsive and sustaining teaching by building relationships and creating a sense of community that supports, guides, and challenges students in their learning.

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Getting Relationships Right | Kent Pekel | TEDxFargo

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4: Advance the culture of inclusion through intentional positive and conscious efforts that benefit the people as a whole. Inequities In Art Education 

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4: Advance the culture of inclusion through intentional positive and conscious efforts that benefit the people as a whole. Inequities In Art Education 

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Needing more representation of people of color to teach the arts so students of color can see themselves making art. Diversity provides that variety and equity supports the diversity because it puts people in positions power who support that variety.

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Represent! Diversity and equity in arts education | Marq Mervin | TEDxFSCJ

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15: Promotes student development of skills to advance systemic reforms. 

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15: Promotes student development of skills to advance systemic reforms. 

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This art assignment could be used in a variety of classrooms such as history, government, English and science. Students could make political cartoons based on the particular subject they are learning to help protect human rights and the environment. Making a political cartoon also helps students comprehend and visualize difficult ideas on power and relationships within our society and cultures.

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5: Uses intersectional knowledge of the students to make learning more appropriate and effective. 

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5: Uses intersectional knowledge of the students to make learning more appropriate and effective. 

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This assignment addresses the multiple identities that students have that are not as visible as others. Students will build a headdress that will share students culture, heritage and things that are passionate about. By using new materials, students will share with peers and the world, without saying a word, who they really are and most importantly how the world should see them.

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The article title mentions scientist but the strategies are universal.

Racism plays a role in allowing inequity to continue, by taking steps to combat this as educators we can address aspects of privilege and marginalization in one’s own multiple conceal identities.

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4 Ways That Scientists And Academics Can Effectively Combat Racism

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It’s not only about what’s happening right now. Things need to change for good.

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10: Promotes cultural identity and heritage through affirmation of student language acquisition experiences ( language experience in classroom to include non- standard English, sign language, augmentative/ alternative communication, languages other than English. Music/ Arts

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10: Promotes cultural identity and heritage through affirmation of student language acquisition experiences ( language experience in classroom to include non- standard English, sign language, augmentative/ alternative communication, languages other than English. Music/ Arts

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Students will analyze the elements of traditional corridos from the Mexican Revolution, discuss the Porfirio Díaz regime in Mexico and Díaz's ties to the United States, describe how corridos communicated news and provide a greater understanding of tensions among revolutionary leaders who sought the presidency, research a current event as the basis for subject matter for their corridos, write original corridos based on the traditional form and present original corridos to an audience.

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This can be an article introduced to students on the influential power of science and promotes student development to advance systemic reforms

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Even now, on the heels of the March for Science, we see some scientists hesitate to acknowledge the fact that science is political. Why wouldn't they? We hold it up as the golden standard of objectivity, and synonymize it with words like 'unbiased' and 'rational', divorcing it from our human capriciousness. It's quite natural to associate those notions with science. After all, you'd be hard pressed to find a more objective way of discovering the true nature of nature than by utilizing the power of the scientific method. But there's an important distinction to be made between science and the scientific method.

We use the scientific method to minimize bias and maximize objectivity. That is what's rational and unbiased. The scientific enterprise, however, is not, and it's nothing short of clinging to a fanciful myth to suggest that it ever was.

The reality is that engaging in scientific research is a social activity and an inherently political one. Imagine for a moment that you were going to start a new country today. There are things you'd be compelled to do by default; coming up with laws, for example. Funding science is not a default position when creating a country, it's a decision we made once as a society, and continue to revisit as we make new policies and pass budgets. Science has been linked to the politics of society since the first person thought it was a good idea to do research, and then convinced their neighbors to give them money to do it.

Scientific research doesn't take place in a vacuum, it can only happen with society's blessing. In this way science is a political institution de facto, governed by society and beholden to its political will.
Society controls who
But it's not just the decision of whether or not to do science that's political, society has also historically wielded the power to select who is permitted to become a scientist. We see, now, the sexist and racist obstructions that have allowed science to be dominated by white males. To many African Americans growing up in a prejudiced society, the path to becoming a scientist is among the paths of most resistance. In the case of women scientists, they could only work as "volunteer" faculty, leaving accolades for their male counterparts to collect. Extraordinary scientists like Esther Lederberg, who discovered the lambda bacteriophage, or Lise Meitner, who literally split the atom, were written out of the textbooks as they watched their male collaborators accept Nobel prizes without them. Such is also the story of Rosalind Franklin, a personal hero of mine, who changed the entire field of biology and was instrumental in discovering the double-helical structure of DNA that we know today.

So, let's keep in mind society's ability to control who can become a scientist today. Moving towards Muslim bans and mass deportations not only weakens the talent we can import, but also robs many immigrants of the opportunity to fulfill their potential, and becoming the great contributors to society that they would have otherwise been. These actions threaten America's leading position in research worldwide.
Society controls how
There's also the matter of society's control over how science is conducted. Scientists, the normal humans that they are, are just as susceptible to being swept up by the cultural currents of their society as anyone else. There was a time when naturalists and anthropologists found that their 'science' justified the subjugation of what were considered inferior races. It wasn't too long ago that the CIA funded mind control studies, subjecting unknowing patients to hallucinogenic drugs and harmful chemicals.

Lest we forget, the US Public Health Service also conducted the Tuskegee syphilis experiment which denied black men treatment for the disease in order to study its effects, despite its availability. The true nature of the experiment was kept secret from the subjects, and the public at large, and it spanned four decades. Studies like this were allowed to take place until society, through the vehicle of politics, decided to make a change (institutional review boards, etc.). These changes are ethical and moral ones, which place the well-being and safety of the individual over the need to answer a scientific question, and they should always take place with conversations that include scientists and lawmakers.

Keep this point in mind today, when you see trends of muting federally-employed researchers and preventing them from communicating their research to each other and to the public. Science and secrecy don't work very well together.
Society controls what
When we cast our vote in an election, part of what we're doing is determining what will be prioritized in scientific research. Our elected officials control our money, and therefore control our scientific pursuits.

Society decides what kind of knowledge scientists are permitted to obtain and disseminate. The Vatican famously imprisoned Galileo and forced him to recant his scientific assertions that the Earth revolves around the Sun to avoid being burned at the stake. Under Stalin, the Soviet government supported the science of Lysenko, a pseudoscientist who rejected basic principles in biology, because his theories supported the principles of Marxism. This gave rise to Lysenkoism, a term used to reference the manipulation of the scientific process to achieve ideological goals. This term seems more and more relevant today.

Of course, control over what research scientists can conduct isn't some arcane phenomenon that ended with the collapse of communism. Our elections decide our science. In 2001, President Bush imposed a ban on government funding for research on embryonic stem cells - halting the potential development of cure to scores of illnesses. He explained why he did this: "My position on these issues is shaped by deeply held beliefs". Yet, the entire NIH budget didn't suffer because of it. Funding was mostly allocated to research projects not related to stem cells or the environment. Priorities change elections. Likewise, during his terms, President Obama made it a priority to allocate funds for his favorite initiatives like translational science, the Precision Medicine Initiative, and the BRAIN Initiative. At the same time, NIH funding still fell short of what was requested from Congress during the course of his administration.

Today, the impact of elections on scientific research is palpable. Since his election, President Trump wasted no time before he began to launch attacks on clean air and water, on climate science, and on basic medical research. His proposed budget puts the public's health in danger and slashes billions from the budgets of the NIH, the EPA, and other research institutions. Of course, it's not only the president that we elect, but also Congress. A recent hearing on the scientific method and climate change devolved into an embarrassing public exercise in bickering and name-calling. In an intense exchange with climatologist Michael Mann, the Chairman of House Committee on Science, Space, and Technology, no less, claimed that Science magazine was not an objective source.
An entanglement of society, politics, and science
In a thriving democracy, society forms politics, politics controls science, and science informs both society and politics. This isn't new information, we all know it, yet some of us refuse to acknowledge the intimate interplay between society, politics, and science.

It is fact that scientists are no strangers to activism; there's plenty of precedent.

In the 1930s, scientists formed the Association for American Scientific Workers (AAScW) with the goal of inviting scientists to take moral stands and involve them directly in political and social issues. At the time, they resolutely stood against fascism and were instrumental in improving the quality of science reporting. In 1946, Albert Einstein weighed in on racism in America in his eloquent essay The Negro Question, which he characterized as a "disease of white people". Not only that, but he also co-chaired an anti-lynching campaign. Even later, during the Cold War, scientists didn't all shy away from political engagement. The American Association for the Advancement of Science (AAAS) expressly opposed the war in the Vietnam, and Carl Sagan was a prominent voice on the dangers of nuclear proliferation during the Reagan era.

Today, John Holdren, Chief Science Advisor to President Obama, refreshingly urged scientists to tithe away ten percent of their time to public service and activism. I can't remember the last time I heard a prominent scientist make such a statement.

In many ways, the line between science and politics, if there ever was a thing, is already blurred. There are scientific concepts, supported by a robust body of factual data, which are now inherently politicized, not because of a controversy in the scientific community, but because they threaten one party's agenda. Think climate change or evolution.

The scientific method is a remarkable tool for creating verifiable information, always expanding the boundaries of our knowledge, and challenging our preconceived notions of what reality is. It's an investigation we're making into ourselves. We've decided to pool our money together and divvy it up to women and men who work tirelessly at the forefront of knowledge to discover more. We decided this because we realized that science helps us live longer, healthier, and more enriching lives.

That's political change.

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Science Has Always Been Inseparable from Politics

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Scientific research doesn’t take place in a vacuum; it can only happen with society’s blessing

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In science it is important to verify results and have repeated test to ensure everything preforms as expected.

Those skills are crucial in building critical thinking, which extend outside of the classroom and can lead to students becoming better social critics and decision makers.

The facial recognition program was not ready to be trusted as much as it was; and had scientist/users been more thorough or socially cognizant of the bias the program had then perhaps people would not have been falsely arrested.

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ATLANTA (AP) - Randal Quran Reid was driving to his mother's home the day after Thanksgiving last year when police pulled him over and arrested him on the side of a busy Georgia interstate.

He was wanted for crimes in Louisiana, they told him, before taking him to jail. Reid, who prefers to be identified as Quran, would spend the next several days locked up, trying to figure out how he could be a suspect in a state he says he had never visited.

A lawsuit filed this month blames the misuse of facial recognition technology by a sheriff's detective in Jefferson Parish, Louisiana, for his ordeal.

"I was confused and I was angry because I didn't know what was going on," Quran told The Associated Press. "They couldn't give me any information outside of, 'You've got to wait for Louisiana to come take you,' and there was no timeline on that."

Quran, 29, is among at least five Black plaintiffs who have filed lawsuits against law enforcement in recent years, saying they were misidentified by facial recognition technology and then wrongly arrested. Three of those lawsuits, including one by a woman who was eight months pregnant and accused of a carjacking, are against Detroit police.

The technology allows law enforcement agencies to feed images from video surveillance into software that can search government databases or social media for a possible match.

Critics say it results in a higher rate of misidentification of people of color than of white people. Supporters say it has been vital in catching drug dealers, solving killings and missing persons cases and identifying and rescuing human trafficking victims. They also contend the vast majority of images that are scoured are criminal mugshots, not driver's license photos or random pictures of individuals.

Still, some states and cities have limited its use.

"The use of this technology by law enforcement, even if standards and protocols are in place, has grave civil liberty and privacy concerns," said Sam Starks, a senior attorney with The Cochran Firm in Atlanta, which is representing Quran. "And that's to say nothing about the reliability of the technology itself."

Quran's lawsuit was filed Sept. 8 in federal court in Atlanta. It names Jefferson Parish Sheriff Joseph Lopinto and detective Andrew Bartholomew as defendants.

Bartholomew, using surveillance video, relied solely on a match generated by facial recognition technology to seek an arrest warrant for Reid after a stolen credit card was used to buy two purses for more than $8,000 from a consignment store outside New Orleans in June 2022, the lawsuit said.

"Bartholomew did not conduct even a basic search into Mr. Reid, which would have revealed that Mr. Reid was in Georgia when the theft occurred," the lawsuit said.

Reached by phone, Bartholomew said he had no comment. A spokesman for the sheriff's office, Capt. Jason Rivarde, said the office does not comment on pending litigation.

In an affidavit seeking the warrant, Bartholomew cited still photographs from the surveillance footage, but did not mention the use of facial recognition technology, according to Quran's lawsuit.

The detective said he was advised by a "credible source" that one of the suspects in the video was Quran. A Department of Motor Vehicles photograph of Quran appeared to match the description of the suspect from the surveillance video, Bartholomew said.

Starks believes the source Bartholomew cited was facial recognition technology, making the affidavit "at best misleading," he said. A January email from Jefferson Parish Deputy Chief Dax Russo to the sheriff is further evidence of that, according to Starks.

The email explaining the events that led to Quran's arrest said members of the force were told again that they need additional evidence or leads when using facial recognition technology for an arrest warrant, according to the lawsuit.

The suit accuses Bartholomew of false arrest, malicious prosecution and negligence. Lopinto failed to implement adequate policies around the use of facial recognition technology, so he, too, should be liable, the lawsuit contends. It seeks unspecified damages.

As Quran sat in jail, his family hired an attorney in Louisiana who presented photos and videos of Quran to the sheriff's office. The person in the surveillance footage was considerably heavier and did not have a mole like Quran's, according to his lawsuit.

The sheriff's office asked a judge to withdraw the warrant. Six days after his arrest, sheriff's officials in Georgia's DeKalb County released Quran.

His car had been towed, and the food at the jail had made him sick, he said. Quran, who works in transportation logistics, also missed work.

Nearly a year later, the experience still haunts him. He wonders what would have happened had he not had money to hire an attorney. And he still thinks about that police stop on a Georgia interstate.

"Every time I see police in my rearview mirror, he said, "it just flashes back my mind to what could have happened even though I hadn't done anything."

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Facial recognition technology jailed a man for days. His lawsuit joins others from Black plaintiffs

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A Georgia man says authorities wrongly arrested him based on a match generated by facial recognition technology.

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1: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults. 

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1: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults. 

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This guide will help you extend students’ thinking so that art critiques are rewarding experiences for both you and your students.

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The group "500 Women Scientists" is a great example to show students in order to promote allyship to advance the culture of inclusion

The group has a local chapter in the city of Irvine as well as a partnership with the group "500 Queer Scientists"

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500 Women Scientists Look to Overcome Gender Inequity in Science, Technology, and Engineering Fields

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Jose Hernandez shares his story on how he was determined to make his dream come true.

A key part is his father's validation of his aspirations, something we can do as educators is support our students to pursue their dreams.

It took Jose 12 attempts before he succeeded

His story can be an avenue to connect with our students to see what they hope to achieve; and build a bridge of meaningfulness between their socio-culture, academic content, and our expectations.

Jose's story shows success in a battle with inequity

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How an immigrant farmworker beat the odds to become a NASA astronaut

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 “Where Do We Go from Here? Toward a Critical Race English Education.”

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 “Where Do We Go from Here? Toward a Critical Race English Education.”

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In this article, Johnson centers on Critical Race English Education as a pedagogical practice allowing educators to consider the ways in which the experiences and cultural backgrounds of Black youth are implemented to inform curriculum in ELA classrooms. He provides a historical lens to note ways in which to challenge white supremacy and anti-blackness, while striving for social justice.

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Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word – Linda Christensen

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Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word – Linda Christensen

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Focusing on language arts teaching, Linda Christensen’s book, Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word, provides various tools, strategies, theories, and resources to support educators in developing teaching and education that is meaningful, transformative, and empowering for students.

Christensen’s book encourages teachers and students to be critical thinkers in the strive towards social justice. She further highlights the importance of the use of reading and writing as transformative and emancipatory acts that challenges, examines, and works “for a better world.”

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Reading, writing, and rising up : teaching about social justice and the power of the written word : Christensen, Linda : Free Download, Borrow, and Streaming : Internet Archive

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English Language Learners: Culture, Equity, and Language

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English Language Learners: Culture, Equity, and Language

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This video discusses how the English Language Learner’s program encourages educators to value students’ cultural experiences, meet students’ learning needs, provide meaningful strategies, and create welcoming classroom environments.

Furthermore, this video shares the challenges and experiences that educators have experienced in their acquisition of English as a second language and discusses the importance for educators to recognize, appreciate, and value students’ cultural backgrounds and language.

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English Language Learners: Culture, Equity and Language

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Social and Emotional Learning Through YA Literature

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Social and Emotional Learning Through YA Literature

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This article stresses the importance of not only centering our instruction on academic standards, but also considering how we can support students as social and emotional beings. Young adult (YA) literature focusing on the five social emotional competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision making) is thus used to incorporate social emotional learning into academic learning.

Incorporating young adult literature further supports students’ social emotional learning by allowing students to engage in discussing, analyzing, and reflecting on their own and others’ experiences, struggles, and identity.

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Classroom strategies for using literature to help students with daily struggles

It didn't take long to realize Marissa was not going to be focused on the day's lesson. Shortly after arriving in class, she took her seat, placed her head in her hands, and started crying. She shared that her best friend had betrayed her. "She doesn't listen! I don't know what to do." She wiped her face with her sleeve and composed herself as classmates filtered into the room.

As middle level teachers, we witness the daily struggles of adolescent life. We are consistently reminded of our responsibility to teach the whole child. It is not enough to focus our instruction on academic standards. Rather, we must find ways to encourage our students in their development as social and emotional beings.

Social Emotional Competencies

The Collaborative for Academic, Social, and Emotional Learning (CASEL) refers to five interrelated competencies for social emotional development. These competencies include:

Self-awareness - recognizing one's values, strengths, needs, and emotions

Self-management - understanding how to manage one's behavior and emotions to achieve one's goals

Social awareness - recognizing and understanding emotions and experiences of others

Relationship skills - forming and maintaining positive, healthy relationships

Responsible decision-making - understanding how to make ethical and constructive choices about one's behavior (2005)

In our effort to merge the academic with social and emotional learning, we centered these competencies within the study of young adult (YA) literature.

Strategies for the Classroom
If It Happened to You...
This multi-day activity encourages empathy and emotional regulation by addressing students' needs for self-management, self-awareness, and social awareness.

This activity works best when paired with a YA novel or short story. As an example, The Perks of Being a Wallflower (1999) by Stephen Chbosky provides relatable scenarios for many of today's middle level learners. The novel encompasses situations that include mental health, sexual orientation, alcohol abuse, love, friendship, domestic abuse, and more.

To begin, divide students into small groups. Provide each group a scene from the selected text that addresses a topic of social or emotional significance. Be sure not to include character names or page numbers as the students must complete the activity using their own experiences and perspectives; in other words, provide a "skeleton scenario."

Once the students have been assigned their scenario, provide time to discuss their scenarios with group members and consider how they might best approach the situation they've been provided. Students may prepare a skit, short story, poem, poster, or present their ideas in any format they deem fitting. Students should prepare to discuss how they arrived at their choice of action and justify why they believe it is the best way to approach the situation.

After groups have presented, have students read their completed scenes. Hold a class discussion focusing on the differences and similarities in the way the character handled the situation, and the way the groups did: Why did the character choose his course of action? Do you agree or disagree with his approach? Why?

Focus on the factors that motivate your students' decisions. This requires insight and introspection

from the students. This activity promotes dialogue that increases student empathy while allowing them to focus on personal biases, perspectives, and emotions. In addition, this exercise allows students to relate to others' experiences and perhaps see that they are not alone in the circumstances surrounding their own life. Students should focus on what informs their perspectives; how their emotions affect their decisions and behaviors; and in turn, how those decisions affect others.

Blackout Conversation
Blackout poetry is a popular strategy for today's English language arts classrooms. Students transform an informational or narrative work into a poetic wonder by blacking out sections of text to reveal only key terms and phrases. However, in an effort to focus on developing students' social awareness, we adapted this technique to include a keen focus on textual dialogue.

To start, provide students a text selection that features a dominant focus on conversation. For instance, Sharon Draper's novel, Tears of a Tiger (1994), contains chapters written explicitly in the form of character dialogue. Have students work with a partner reading the text selection-each student taking on one of the character roles and reading aloud that character's portion of the conversation. After reading through the text, ask each student to read the selection again, only this time, do so independently while simultaneously examining the meaning, nuances, and silences depicted by their selected character. What is it their character is really saying? What are they hiding? What are they feeling? Expressing? Withholding? Students should then engage in blacking out all the "background noise" in the conversation, revealing only words and phrases that embody the essence of the conversation. Finally, have the students read through the text once more with their partner. Only this time, have them read only the words and phrases that remain exposed.

In working with students to further their social awareness and relationship skills, we want them to develop a greater sense of understanding and empathy for others. Blackout conversations expose students to the importance of taking time to truly listen and reflect on the experiences of others. They engage in literature in a way that helps them understand what others are trying to say, take note of words that remain unspoken, and identify their own strengths, habits, and needs in listening and reflecting on their interactions with others.

What's Below the Surface?
When we think about an iceberg, there's always more than what lies above the surface. When implementing this strategy in the classroom, this concept remains the same. Students are invited to extend their knowledge and further develop their ideas to reach that next level: going beyond the surface.

To start, select a text featuring an adolescent protagonist. For example, The Outsiders (1967) by S.E. Hinton is a YA novel that explores a plethora of issues related to the adolescent experience. Once a text is selected, pose a question to encourage student thinking and questioning of key events from the story. For example a question such as, "Why does Johnny kill Bob?" would work well for The Outsiders, as this question can be explored deeply inside the text.

At this point, have students illustrate an iceberg with a clear water line. Above the surface, students can cite obvious scenes from the text that caused the final effect. Afterward, encourage them to dig deeper-explore the nuances of the story, character traits, and facets of identity that have led the characters to the event in question. For instance, with regards to The Outsiders, provoke students to investigate the many facets of Johnny's identity that led him to this time and place. Invite them to read between the lines by going back to various sections of the novel and building on what they believe they know. Students then converse with classmates to discuss how these underlying ideas help them understand more about the event and characters.

As students deconstruct characters in this way, they obtain a better sense of how to deconstruct, analyze, and manage their own actions, thus tapping into the self-management and responsible decision-making competencies of social emotional growth.

Character Scrapbooking
This approach to character relationship analysis is one that celebrates creativity and visual literacy. This strategy offers an interactive way to engage students in understanding characters and character relationships in any given text.

After students have completed their reading of a novel, ask them to select four key events in the story. For example, they might select a scene featuring a fight, a romantic connection, a turning point in the story, etc. Then, allow each student to select a focus character and consider what this character might have felt or experienced at each of these moments in the story. In scrapbooking the character's inner thoughts, feelings, and experience during each selected scene, students are encouraged to use multiple modalities such as drawings, images, magazine cut outs, and quotes as a means of sharing insights.

If you wish to transpose this activity to social media platforms (such as Instagram, Facebook, Twitter, etc.), students can respond to classmates' images and captions in a "post" format. Students can also be encouraged to add hashtags or locations, or even tag other characters in individual posts.

This assignment further builds on student relationship skills. As students share and discuss their individual entries with peers, they can unpack the various relationships within that text and examine how these relationships interact with one another. Students can then consider their own lives and how people handle or react to similar situations in different ways, thus affecting diverse aspects of our relationships with each other.

Bridging the Social and Emotional with the Academic

As we strive to address the academic needs of our middle level learners, it is imperative we maintain focus on meeting their social and emotional needs as well. Finding ways to infuse the social emotional competencies within our curriculum not only helps us fulfill this goal, but engaging students in critical reading and discussion of YA literature can motivate adolescent learners as they navigate their ever-changing world.

Reference

Collaborative for Academic, Social, and Emotional Learning. (2005). Core SEL competencies. Retrieved from: http://www.casel.org/core-competencies/

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Social and Emotional Learning through YA Literature - AMLE

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Middle school teachers witness the daily struggles of adolescent life. We are consistently reminded of our responsibility to teach the whole child; it's not enough to focus instruction on academic standards. Here are classroom strategies for using literature to help students with daily struggles

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The Program offers financial aid to current US African American/Black undergrad students pursuing a degree in Physics or Astronomy

Paying for college is one of the biggest concerns when trying to pursue further education. Ironically furthering ones education seems to be almost necessary to move from one economic class to another

As educators we owe it to our students to present them with as many tools as possible to succeed in their lives. This includes the higher expectations of college and some ways to support them doing so.

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The TEAM-UP Together Student Scholarship Program was launched in June 2022 in response to the groundbreaking TEAM-UP Report  which concluded that the persistent underrepresentation of African American students in physics and astronomy was due in part to the enormous financial challenges faced by many of these students.

This scholarship program seeks to relieve some of these financial challenges by providing direct funding and support to African American undergraduates earning their bachelor's degrees in physics and astronomy and is administered through the Society of Physics Students.
TEAM-UP Together Scholarship Program Highlights

Applicants must be African American or Black undergraduate students who are majoring or pursuing a major in physics or astronomy in the United States.

Applicants majoring or pursuing a major in physics or astronomy must be enrolled at an accredited US college or university at time of the award.

Applicants must demonstrate a financial need impeding progress toward their degree.

Only undergraduate students who are sophomores or higher are eligible to receive this award. Freshmen may apply for sophomore year funding.

Students must be in good academic standing with a minimum GPA of 2.0.

Applicants must agree to receive correspondence from the TEAM-UP Together program once awarded, provide updated contact information annually, and respond to surveys of award recipients.

Learn more and apply

We know that addressing the financial challenges faced by many African American physics and astronomy students is only one aspect of addressing the systemic issues that contribute to their persistent underrepresentation. We are taking a multi-layered approach that engages a variety of stakeholders within the scientific ecosystem, including faculty, departments, institutions, professional societies, funding organizations, policy leaders, and more to effect systemic change.

With that strategy in mind, we will soon launch the TEAM-UP Together Departmental Program, which will directly support physics and astronomy departments in developing programs, tools, resources, and more that lead to positive systemic changes and successful outcomes for African American students.
Check back often as we roll out this new, exciting program.

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The TEAM-UP Together Student Scholarship Program was launched in June 2022 in response to the groundbreaking TEAM-UP Report which concluded that the persistent underrepresentation of African American students in physics and astronomy was due in part to the enormous financial challenges faced by many of these students.

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Going Beyond Just Physics in the Classroom

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Going Beyond Just Physics in the Classroom

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Alongside traditional physics problems for homework, students could be assigned a reading from this book that explores other aspects of the world through the lens of an astrophysicist.

This is a different instructional strategy that may spark different interest in students and could be either read or through an audio book. Students always have their headphones on, might as well take advantage of that.

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Bringing his cosmic perspective to civilization on Earth, Neil deGrasse Tyson shines new light on the crucial fault lines of our time―war, politics, religion, truth, beauty, gender, and race―in a way that stimulates a deeper sense of unity for us all. Starry Messenger

In a time when our political and cultural views feel more polarized than ever, Tyson provides a much-needed antidote to so much of what divides us, while making a passionate case for the twin chariots of enlightenment―a cosmic perspective and the rationality of science.

After thinking deeply about how science sees the world and about Earth as a planet, the human brain has the capacity to reset and recalibrates life's priorities, shaping the actions we might take in response. No outlook on culture, society, or civilization remains untouched.

With crystalline prose, walks us through the scientific palette that sees and paints the world differently. From insights on resolving global conflict to reminders of how precious it is to be alive, Tyson reveals, with warmth and eloquence, an array of brilliant and beautiful truths that apply to us all, informed and enlightened by knowledge of our place in the universe.

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Starry Messenger: Cosmic Perspectives on Civilization

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Amazon.com: Starry Messenger: Cosmic Perspectives on Civilization: 9781250861504: Tyson, Neil deGrasse

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Niel has become one of the more recognizable faces in the science world, one could stay the Bill Nye of this generation. As a cultural figure head his words carry some weight.

By showing students an appropriate cultural reference, and a person of color at that, it could foster the development of the students.

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Debunking the 'Pointless' Education Myth | StarTalk

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Short Film on Asian Hate and overcoming cultural ignorance

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Short Film on Asian Hate and overcoming cultural ignorance

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Fosters interpersonal dialogue, relationships of trust, and sense of community among students and adults

Assimilation rather than code-switching can cause a discrepancy between succeeding in this country and honoring our cultural background.

In an ELA class, home languages and pride for one's heritage should be an integral part of the curriculum.

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THE INDIFFERENCE BETWEEN US — a Short Film

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Niel points out that students are more than just the sum of their grades, that success is a combination of multiple things.

Their is a hyper focus on the achievement gap and not so much the outside factors that led to the gap in the first place.

As educators it is important that we recognize the position of power we hold and use it to work together with our students and their families to foster success.

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If You Could Change ONE Thing? - Education in America w/ Neil DeGrasse Tyson

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The Poetics of Hip Hop – What is the relationship between Shakespearean sonnets and hip-hop music?

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The Poetics of Hip Hop – What is the relationship between Shakespearean sonnets and hip-hop music?

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This lesson allows students to analyze the relationship between the essential poetic and musical elements that are present in hip-hop and Shakespearean sonnets. In addition, through discussion and analysis of hip-hop artists and Shakespeare’s sonnets, students will feel confident as they develop their own original poem or lyrics.

Implementing the artistic elements of hip-hop into ELA allows educators to create a classroom environment in which students’ interests and backgrounds are recognized and appreciated. Moreover, students are able to learn about the ways in which hip-hop culture creates a space for creativity, identity, and voice.

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Hip-Hop & Shakespeare? Akala at TEDx Aldeburgh

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Hip-Hop & Shakespeare? Akala at TEDx Aldeburgh

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Akala, award-winning hip-hop artist, discusses the ways in which language, rhythm, tone, and cultural histories reveal notable similarities between hip-hop and Shakespeare’s sonnets. Akala encourages viewers to question the purpose of education as he draws a greater focus on how these two seemingly distinct artistic forms create a “unity of human culture.”

Encourages students to consider how different forms of art share similarities and function together to express language, communicate experiences, and share cultural background through creative means.

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Hip-Hop & Shakespeare? Akala at TEDxAldeburgh

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Resource: Challenges the core curriculum. 

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Resource: Challenges the core curriculum. 

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“The Guerrilla Girls are anonymous artist activists who use disruptive headlines, outrageous visuals and killer statistics to expose gender and ethnic bias and corruption in art, film, politics and pop culture. We believe in an intersectional feminism that fights for human rights for all people. We undermine the idea of a mainstream narrative by revealing the understory, the subtext, the overlooked, and the downright unfair.”

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GUERRILLA GIRLS: REINVENTING THE 'F' WORD: FEMINISM

The Guerrilla Girls are anonymous artist activists who use disruptive headlines, outrageous visuals and killer statistics to expose gender and ethnic bias and corruption in art, film, politics and pop culture. We believe in an intersectional feminism that fights for human rights for all people. We undermine the idea of a mainstream narrative by revealing the understory, the subtext, the overlooked, and the downright unfair. We have done hundreds of projects (street posters, banners, actions, books, and videos) all over the world. We also do interventions and exhibitions at art museums, blasting them on their own walls for their bad behavior and discriminatory practices, including a stealth projection on the façade of the Whitney Museum about income inequality and the super rich hijacking art. Our retrospectives and traveling exhibitions have attracted thousands. Our new book, Guerrilla Girls: The Art of Behaving Badly collects hundreds of our projects from 1985 to 2020, and was named one of the best art books of 2020 by The New York Times and the Los Angeles Times. Recently our work was at Tate Modern and Whitechapel Gallery, London; São Paulo Museum of Art; the Venice Biennale; Van Gogh Museum, Amsterdam; Museum of Military History, Dresden; Art Basel Hong Kong; and many other places. Our motto: Do one thing. If it works, do another. If it doesn't, do another anyway. Keep chipping away!

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The Guerrilla Girls are anonymous artist activists who use disruptive headlines, outrageous visuals and killer statistics to expose gender and ethnic bias and corruption in art, film, politics and pop culture. We believe in an intersectional feminism that fights for human rights for all people.

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Social Inequalities Explained in a $100 Race

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Social Inequalities Explained in a $100 Race

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This video demonstrates in the form of race that some people have more opportunities and are given a head start while others need to overcome challenges to achieve their goals. The video also shows that if everyone has a fair chance, more people will become successful.

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Social Inequalities Explained in a $100 Race - Please Watch to the End. Thanks.

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Builds bridges of meaningfulness between
students’ lived socio-cultural realities, academic
content and educator expectations (minimize
abstractions)

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Unlocking the potential of diversity in education | Sagithjan Surendra | TEDxRuhrUniversityBochum

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Accepting each other's unique individuality

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Accepting each other's unique individuality

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Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth.

We often view developmental disabilities through a deficit lens rather than appreciating the unique skills these individuals bring to enrich the social context.

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We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED

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10 books that help you understand inequality

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10 books that help you understand inequality

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Creates curricular content that invites students
to explore complex identities and discusses
histories critically through analysis of power,
opportunity, denial, and privilege

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(Harvard University Press; Legacy Lit/Hachette Books; Doubleday/Random House; Crown; Twelve Books; the New Press; Knopf; Farrar, Straus and Giroux)

In "Maid," author Stephanie Land offers a firsthand account of life as a single mother struggling under the weight of crushing poverty and what she calls a "broken system of government assistance."

Land grew up in Washington state and Alaska, raised by parents whose families "had lived in poverty for generations." When she took her infant daughter and left what she describes as an abusive relationship, she was plunged into a world where she received just enough assistance to survive - as long as she complied with rules that felt like punishment for the crime of being poor.

Her bestselling memoir, the inspiration for a 10-part Netflix series, recounts her journey from life as a $10-an-hour domestic worker to a budding career as a writer. "There were days in the month, before the food stamp money was replenished, that I went to bed hungry, or ate very little," Land writes. "After paying bills, I often had no more than $20 left for the month. No matter how hard I worked, it never felt like it was enough. That I was enough. This was my unwitnessed existence, as I polished another's to make theirs appear perfect."

On Jan. 25, Land joins the L.A. Times Book Club for a discussion about her memoir, the TV series and her forthcoming book, "Class."

Land's story is unique, with its candid look at the life of a house cleaner. But millions of Americans face the same daily challenges she depicts, struggling to find housing and meet other basic needs. To learn more about the inequalities built into our economy and some potential solutions, here are nine more books to read after "Maid."

'One Fair Wage'

In "One Fair Wage: Ending Subminimum Pay in America," Saru Jayaraman argues that the time has come to end laws that allow employers to pay workers far less than the federal minimum wage of $7.25 an hour. Tipped workers such as restaurant servers can be paid as little as $2.13 an hour in 16 states, while only seven states require employers to pay the full minimum wage to all employees. The issue goes far beyond restaurant workers to affect many other classes of employees, including disabled workers, minors and ride-share drivers. Jayaraman, director of the Food Labor Research Center at UC Berkeley, profiles 11 of these workers, who are disproportionately Black, female or immigrants. COVID-19 has been hard on restaurant workers, throwing millions out of work and exposing many to increased harassment and health risks upon their return. Yet the pandemic also has galvanized them to advocate for higher pay or simply refuse to work without better conditions. (The New Press, 2021).

'Fulfillment'

For a case study of how the modern economy creates winners and losers, take a close look at Amazon and its impact on workers at both ends of the income spectrum. In "Fulfillment: Winning and Losing in One-Click America," ProPublica reporter Alec MacGillis investigates how the vast wealth accumulated by the online retailing behemoth has enriched Seattle and Washington, D.C., while contributing to the decline of once solidly middle-class Baltimore and Dayton, Ohio. "To be a working-class person in one of these places once meant finding lifetime employment at a shoe factory, department store or in unionized manufacturing; now, the options are mostly hopping from low-paying job to low-paying job, with few benefits and many risks," Carolyn Kellogg writes in a Times review. "MacGillis wants readers to see how the systems Amazon both exploited and created affect so much of our economy, building the case brick by brick. ... It takes a skillful journalist to weave data and anecdotes together so effectively." (Farrar, Straus and Giroux, 2021)

'Invisible Child'

Investigative reporter Andrea Elliott wanted to tell the story of conditions in a Brooklyn shelter for homeless parents and their children. After her 2013 series appeared in the New York Times, Elliott continued her reporting for eight years, following a girl named Dasani and her family. In October, she published "Invisible Child: Poverty, Survival & Hope in an American City," a landmark account of American poverty and class immobility. Elliott said in an MSNBC interview she wanted to focus on the story of a child because, "wherever you land on the political spectrum, it's really hard to argue that the millions of kids who are growing up poor in America are responsible for their hardships or that it's up to them to basically transcend that." (Random House, 2021)

'The System'

"Today the great divide is not between left and right. It's between democracy and oligarchy," economist and UC Berkeley professor Robert B. Reich writes in "The System: Who Rigged It, How We Fix It." Reich points out that the richest 0.1% of American households now own as much wealth as the bottom 90%, a trend that has accelerated rapidly since the 1980s. "The only other country with similarly high levels of wealth concentration is Russia," he observes. Reich, who served as Labor secretary in the Clinton administration, expresses hope that a diverse new generation of Americans will break the vicious cycle of wealth concentration, "even if that means living less comfortably" for some of them. (Knopf, 2020)

'Caste'

Isabel Wilkerson won a 2020 Los Angeles Times Book Prize for "Caste: The Origins of Our Discontents," her study comparing institutionalized inequity in America, India and Nazi Germany. Wilkerson argues that our historic, race-based caste system divides America at an enormous cost, leaving the poorest citizens with only a meager safety net despite the nation's immense wealth. "In places with a different history and hierarchy, it is not necessarily seen as taking away from one's own prosperity if the system looks out for the needs of everyone," she writes. "Societies can be more magnanimous when people perceive themselves as having an equal stake in the lives of their fellow citizens." Wilkerson, a Pulitzer Prize-winning journalist, is also the author of "The Warmth of Other Suns," her account of the Great Migration of African Americans from the South in the decades after World War I. (Random House, 2020)

'Had I Known'

Barbara Ehrenreich, who wrote the foreword to "Maid," pioneered the first-person account of low-wage labor in her 2001 exposé, "Nickel and Dimed: On (Not) Getting By in America." Unlike Land, Ehrenreich was not forced into service industry work but chose to pursue it as an experiment to witness firsthand the struggles of the working poor. Her latest collection, "Had I Known," includes an excerpt from "Nickel and Dimed," along with dozens of essays published over four decades. Ehrenreich, often bitingly funny, focuses on the divide between the "haves and have-nots" in housing, healthcare, criminal justice and education. Recognizing that she has been privileged to write about poverty from a position of material comfort, she dedicates her book to a diverse new generation of writers, like Land, whom she is encouraging to tell their own stories from personal experience. (Twelve Books, 2020)

'The Velvet Rope Economy'

Reporter Nelson D. Schwartz reframes inequality by examining the many ways, large and small, that the rich live differently from everyone else. In "The Velvet Rope Economy: How Inequality Became Big Business," Schwartz examines a world where the highly affluent are increasingly segregated from the masses, enjoying access to the best seats, the shortest lines and unique experiences. The benefits of those inside the velvet ropes extend beyond luxuries to matters of life and death, with concierge doctors and private firefighters protecting the health and welfare of the privileged. Schwartz argues that the growing isolation of the wealthy in bubbles of luxury serves to worsen divisions of society, making it increasingly unlikely that people in the upper crust have any unwanted contact with those from different social backgrounds. That makes it easier for each side to demonize the other. (Doubleday, 2020)

'Evicted'

Winner of the Pulitzer Prize for general nonfiction, "Evicted: Poverty and Profit in the American City" tells a heartbreaking story of American poverty. Through profiles of eight families struggling to survive in some of Milwaukee's poorest neighborhoods, Matthew Desmond sheds harsh light on the uniquely American system that leaves its most impoverished citizens trying to maintain a foothold in the city without a safety net. Desmond, a professor of sociology at Princeton University and winner of a MacArthur Foundation "genius" grant, conducted his research at the height of the 2008-09 recession, when evictions became an epidemic threatening millions of families. (Crown, 2016)

'Capital in the Twenty-First Century'

French economist Thomas Piketty laid the groundwork for understanding inequality in advanced industrial countries with his 700-page magnum opus, which kicked off years of debate over the causes of and potential solutions for deep poverty in wealthy societies. Piketty argued that capitalism is fundamentally flawed because its rewards inevitably flow unequally to those who own capital, rather than those who contribute only with their labor. Piketty's thesis, based on data from more than 20 countries covering more than 300 years, is that the rate of return on capital is consistently greater than the rate of economic growth. This means, in Piketty's view, that wealth inevitably accumulates unequally to those who inherit money, rather than to those who are endowed only with their ability to labor. (Belknap Press, 2014)
Martin Wolk is a Seattle journalist who has covered business and the economy for Reuters and MSNBC.com.
Book Club: Stephanie Land

What: Stephanie Land discusses "Maid: Hard Work, Low Pay, and a Mother's Will to Survive" with Times reporter Paloma Esquivel at the L.A. Times Book Club.

When: 6 p.m. PST, Jan. 25.

Where: Sign up for the virtual event on Eventbrite.

Newsletter: Join our community book club: latimes.com/bookclub

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10 books to help you understand inequality - and possible solutions

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These 10 books, including Stephanie Land's "Maid," will help you understand the inequalities built into America's economy.

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How analyzing fiction illustrates inequities in our society

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How analyzing fiction illustrates inequities in our society

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Challenges and modifies the ‘core curriculum’ by
recognizing the legitimacy of cultural heritages of
multiple racial, ethnic, class, religious, ability, and
gender groups as worthy content to be taught in the
formal curriculum

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How Feminist Dystopian Fiction Is Channeling Women’s Anger and Anxiety (Published 2018)

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A growing canon of female-centered science fiction looks at questions of gender inequality, misogyny and institutionalized sexism.

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Books on Poverty, Social Inequality, and Class Upheaval

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Books on Poverty, Social Inequality, and Class Upheaval

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Promotes non-essentializing conceptualizations of
culture, including multiple cultural dimensions (e.g.
racial, ethnic, class, religious, ability, and gender)

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Fifty years after President Lyndon B. Johnson declared war on poverty, the battle is still being evaluated by educators, scholars, journalists, and writers.

To tie in with Education Week's ongoing coverage of the War on Poverty, I've put together a list of 17 fiction and nonfiction books whose pertinent themes address the circumstances, fears, and ambitions of disadvantaged people and their communities in the United States. The books marked with asterisks are books I thought would make good reading material for middle school and high school students. The lists are alphabetized by title, except in cases where I've grouped related books.

In addition to Education Week's coverage on poverty, readers can also enjoy a new essay by Amanda Ripley, author of The Smartest Kids in the World: And How They Got That Way, that was published on Talking Points Memo. Her essay contests the theory that poverty is the sole explanation behind low school and student performance.

Fiction

* by John Steinbeck (75 th Anniversary Edition, Viking, April 2014)

Three-quarters of a century after this novel's first release, the tale of the Joad family and their Depression-era struggles still resonates. This 75 th Anniversary Edition includes Elmer Hader's original first edition cover illustration.

Susan Eloise Hinton's classic young adult novel tells 14-year-old Ponyboy Curtis's story of growing up on the wrong side of the tracks in Tulsa, Okla. He depends on his brothers and friends to help protect and navigate him through the punishing rivalry between the rich "Socs" and working-class "Greasers" until one night when a fight erupts, a Soc is dead, and Ponyboy finds himself on the run.

In Cari Luna's debut novel, the hope, misunderstandings, and assumptions that bind five squatters living in New York City's Lower East Side during the mid-1990s threaten to unravel when developers and lawyers try to evict them from the abandoned dwellings.

Nonfiction

Jacob A. Riis, photographer, newspaper reporter, and social reformer, documents the unsanitary living conditions of the immigrant poor living in the New York City tenements during the 19th century.

Writer and University of California, Davis, lecturer Sasha Abramsky examines poverty's effects and offers a new plan toward a more progressive and equal society.

University of California, Irvine, professor and former Los Angeles Times crime reporter Miles Corwin chronicles the personal and academic lives of 12 gifted high school students living in South Central Los Angeles.

*by David Simon and Edward Burns (Broadway Books, 1997)

David Simon, a former Baltimore Sun reporter and creator of the television series "The Wire," and Edward Burns, a former Baltimore homicide detective, examine the effects of drug laws and the socioeconomic factors behind the drug trade in the nation's inner cities through the experiences of 15-year-old DeAndre McCollough, his family, and their connection to West Fayette and Monroe Streets--a perilous Baltimore corner where drugs are openly bought and sold.

Growing up with two non-conformist nomadic parents and her three siblings in Southwestern desert towns and mountain communities before finally settling in Welch, W. Va., writer Jeanette Walls tells a tale of her family's dysfunctional dynamics and how she eventually mustered the strength and found the resources to leave home.

Robert Coles, emeritus professor of psychiatry and medical humanities in the department of psychiatry at Harvard University, and Randy Testa, vice president of education and professional development at Walden Media, investigate what it is like to come of age in poverty through this collection of autobiographical essays as well as fiction and nonfiction stories and poems.

Studs Terkel, award-winning author, captures the drama of the Great Depression by interviewing people of all ages working in different disciplines who lived through it.

When college guidance counselor Joshua Steckel transitions from a private school in New York City's Upper East Side to a public high school in Brooklyn he finds that his new low-income students face rules and stakes for college admission that are different and come at a higher cost.

Curious to see the impact of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, which promised that any job would improve a person's chances at creating a better life, activist and journalist Barbara Ehrenreich takes several low-wage jobs in three states and documents just how hard it is to survive working minimum-wage jobs.

Michael Harrington, the former chairman of the Democratic Socialists of America and a distinguished professor of political science at Queens College, examines poverty during the mid-20th century, envisions poor people's daily struggles, and pinpoints reasons for the persistence of mass poverty in the United States.

Writer and photographer Helen Peppe chronicles her chaotic life growing up on a Maine farm facing monetary hardship, male chauvinism, and sibling rivalry.

Utilizing current research in behavioral science and economics Sendhil Mullainathan, a professor of economics at Harvard University, and Eldar Shafir, a professor of psychology and public affairs at Princeton University, investigate the psychology of scarcity, its effect on people's daily lives, and why those in poverty have difficulty escaping it.

by Greg J. Duncan, edited by Greg J. Duncan and Richard J. Murnane (Russell Sage Foundation, 2011)

A team of economists, sociologists, and other professionals investigate the effects of inadequate family resources, ravaged neighborhoods, uncertain job markets, and deteriorating conditions within K-12 education.

A follow up to Whither Opportunity, Greg Duncan, a professor at the University of California, Irvine's, school of education, and Richard Murnane, Thompson Professor of Education and Society at Harvard's graduate education school, discuss interventions and supports that can help schools create more opportunities in the lives of low-income children.

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Fiction and Nonfiction Books on Poverty, Social Inequality, and Class Upheaval

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This book list focuses on the War on Poverty and features books that cover poverty in different ways.

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Creates curricular content that invites students to explore complex identities and discusses histories critically through analysis of power, opportunity, denial, and privilege.

Providing visual aids in the classroom helps students to relate to the content in a way they may not be able to contextualize through just reading text. Visuals also provide students a way to analytically and critically pick apart artist' intent which is a skill they need when reading.

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Dinner for few | Animated short film by Nassos Vakalis

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Learning, being conscious, and appreciating our differences

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Learning, being conscious, and appreciating our differences

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Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole.

The purpose of reading is to gain perspective and the purpose of writing is to express oneself. Utilizing langauge with an emphasis on how differences benefit us all can aid in addressing the inequities we face.

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Diversity and Inclusion: Lessons In Friendship and Love | Maryam Elassar | TEDxAmanaAcademy

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Rita Pierson: Every kid needs a champion

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Rita Pierson: Every kid needs a champion

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Rita Pierson discusses that if you build relationships with students it helps you understand each other. Building a students self-esteem motivates them to do better. "Kids don't learn from people they don't like"

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Every kid needs a champion | Rita Pierson | TED

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A guide to create an intergenerational reading group with families and kids that uses books to start conversations about immigration, racism, protest, and segregation. Reading for social justice allows students to think critically about injustices and how to navigate the world.

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An African American and Latinx History of the United States (ReVisioning History)

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An African American and Latinx History of the United States (ReVisioning History)

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The book challenges the notions that the "Global South," "Manifest Destiny," and Jacksonian Democracy were symbols of progress. Instead, the book focuses on how African-American activists fought Jim Crow in the South. At the same time, people from Central and Latin America created labor organizing, countering the narrative of America first.

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Paul Ortiz is director of the award-winning Samuel Proctor Oral History Program and professor of history at the University of Florida. His book, An African American and Latinx History of the United States is the recipient of the 2018 PEN Oakland-Josephine Miles Award for Literary Excellence. He is also the author of Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Blood Election of 1920.

He was an interviewer and co-editor of Remembering Jim Crow: African Americans Tell About Life in the Segregated South (New Press)

Paul received the 2013 César E. Chávez Action and Commitment Award from the Florida Education Association, AFL-CIO for "Outstanding leadership through engaging in activities which dignify workers and by making notable contributions to the labor movement & demonstrating resilience in organizing workers, especially those who have been traditionally disadvantaged

Under Paul's leadership, the Samuel Proctor Oral History Program has received three national academic awards including the Society of American Archivists' Diversity Award in 2015 for the program's "relentless pursuit of community knowledge, local voices, and academic transformation has created a monumental program that has impacted the lives of countless people in Florida and across the nation." The program also received the Stetson Kennedy Vox Populi Award, from the Oral History Association for the Samuel Proctor Oral History Program's "outstanding achievement in using oral history to create a more humane and just world."

Paul is currently writing the book,"Settler Colonialism and the 'War on Terror': 1492 to the Present", which will be published by Beacon Press. He may be reached at: ortizprof@gmail.com

Author photo: Deborah Hendrix

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An African American and Latinx History of the United States (ReVisioning History)

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An African American and Latinx History of the United States (ReVisioning History) [Ortiz, Paul] on Amazon.com. *FREE* shipping on qualifying offers. An African American and Latinx History of the United States (ReVisioning History)

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Housing Segregation and Redlining in America: A Short History 

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Housing Segregation and Redlining in America: A Short History 

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A brief history of redlining and and its impact on people of color. This video shows how housing segregation can be seen in schools, health, wealth, and policing.

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Housing Segregation and Redlining in America: A Short History | Code Switch | NPR

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Why Social and Emotional Learning Is Essential for Students

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Why Social and Emotional Learning Is Essential for Students

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Social and emotional learning (SEL) provides a foundation for safe and positive learning, and enhances students' ability to succeed in school, careers, and life. SEL practices must occur in classrooms, school wide, family, and community to help students develop 5 skills. (Self-awareness, self-management, social awareness, relationship skills, responsible decision making)

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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What Happened to the Civil Rights Movement After 1965? Don’t Ask Your Textbook

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What Happened to the Civil Rights Movement After 1965? Don’t Ask Your Textbook

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Most U.S. history textbooks teach a narrative that the Civil Rights Movement began with the Supreme Court Brown v. Board decision in 1954 and abruptly ended in 1965 with the passage of federal legislation. This article talks about ongoing issues like poverty, unemployment, lack of health care, poor housing, inadequate education, and police and sheriff brutality.

Teach local histories that are left out of the official narratives.

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By Adam Sanchez
In June of 1966, Student Nonviolent Coordinating Committee (SNCC) chairperson Stokely Carmichael made the famous call for "Black Power." Carmichael's speech came in the midst of the "March Against Fear," a walk from Memphis, Tennessee, to Jackson, Mississippi, to encourage African Americans to use their newly won right to vote. But while almost every middle and high school student learns about the Civil Rights Movement, they rarely learn about this march - or the related struggles that continued long after the Voting Rights Act.

Most U.S. history textbooks teach a narrative that the Civil Rights Movement began with the Supreme Court Brown v. Board decision in 1954 and abruptly ended in 1965 with the passage of federal legislation. Not only does this narrative tell students that politicians and judges are more important than activists and organizers, it also reinforces the myth that structural racism is a relic of the past and the United States is on an unstoppable path of progress. As Black Lives Matter activists once again take up the fight against racial inequity and police brutality, excavating the long, grassroots history for students is crucial if we hope to use the past to inform our struggles today.

What Was the Civil Rights Movement?

With my high school students, I begin teaching the Civil Rights Movement by asking them to name the people and organizations that were involved.

"Martin Luther King!"

"Rosa Parks!"

Students shout out names like Emmett Till, Malcolm X, the Little Rock Nine.

I divide the whiteboard in half: Any person or group famous for events or actions before the Voting Rights Act of 1965, I write on the right side of the board; those famous for events or actions after the Voting Rights Act, I write on the left side of the board. Without fail, the right side of the board is always full and the left side of the board nearly bare.

After explaining to students what I had done, I direct their attention to a Civil Rights Timeline poster. We read aloud the first and last entries: "May 17, 1954, Supreme Court outlaws school segregation in Brown v. Board of Education " and "July 9, 1965, Congress Passes the Voting Rights Act."

I ask: "Why don't we ever learn about the Civil Rights Movement after 1965?" I don't expect them to answer this right then, but I tell students that as we learn about the Civil Rights Movement - both before and after 1965 - I want them to consider this question.

What the Textbooks Teach

It's no accident my students learn a narrative that stops in 1965. Most history textbooks end their chapter on the Civil Rights Movement with a short one- or two-page section on "Black Power" that covers Malcolm X and a few post-1965 events. One example is Houghton Mifflin Harcourt's United States History. The section titled "Urban Violence Erupts" reads:

. . . five days after President Johnson signed the Voting Rights Act into law, one of the worst race riots in the nation's history raged through the streets of Watts, a predominantly African American neighborhood in Los Angeles. Thirty-four people were killed, and hundreds of millions of dollars worth of property was destroyed. The next year, 1966, saw even more racial disturbances, and in 1967 alone, riots and violent clashes took place in more than 100 cities.

What is startling about this passage is the omission of the causes of these urban rebellions - from police violence to the assassination of MLK. The violence in Watts, and the riots that followed, didn't materialize out of thin air. Watts was a neighborhood where residents had long protested poor housing and sanitation, underfunded and segregated schools, and a heavy police presence. Although sparked by an incident of police brutality, the conditions that led to the Watts uprising - like the conditions that have led to today's Black Lives Matter protests - started long before protestors hit the streets. As Joshua Bloom and Waldo E. Martin Jr. explain in Black Against Empire: The History and Politics of the Black Panther Party:

Between January 1962 and July 1965, Los Angeles law enforcement officers killed at least 65 people. . . . These included 27 cases in which the victim was shot in the back by law officers, 25 in which the victim was unarmed, 23 in which the victim was suspected of a nonviolent crime, and four in which the victim was not suspected of any crime at the time of the shooting.

Much of the violence during the riot targeted police cars. And in the aftermath, activists in Watts organized Community Alert Patrols to observe how police treated residents. Yet the textbooks ignore this context to deliver a message: The urban rebellions were the end of the Civil Rights Movement worth studying.

Textbooks reinforce the Voting Rights Act-as-the-end-of-the-movement narrative when they draw a line between the Civil Rights Movement and the call for Black Power. One example is Teachers Curriculum Institute's widely used History Alive! The United States. One page after extolling the virtues of the Voting Rights Act, the authors write in their "Black Power" section:

By the time King died, many African Americans had lost faith in his vision of a society in which the color of a person's skin didn't matter. Angry young African Americans looked instead to new leaders who talked about black pride and black power.

Missing from this passage is the angry young King, who reminded us after 1965 that his dream had "turned into a nightmare," who attacked segregation in the North, who opposed the Vietnam War, who advocated for a massive redistribution of wealth, who called for Black pride, and who worked closely with Black Power proponents.

Also missing are the roots of Black Power in the Civil Rights Movement. In 1965, SNCC began organizing the Lowndes County Freedom Organization (LCFO) - which became known by its symbol, the Black Panther - as an attempt to build an independent political party to challenge Alabama's ruling Democratic Party. Though LCFO candidates did not win, SNCC registered 2,000 Black voters during the campaign. Lowndes County field organizer Stokely Carmichael was soon elected chairperson of SNCC and became the leading proponent of Black Power.

The passage from History Alive! continues: "Black Power groups formed that embraced militant strategies and the use of violence. Organizations such as the Black Panthers rejected all things white and talked of building a separate black nation." This is the only mention of the Black Panthers in a 500-plus-page textbook. This passage is a gross mischaracterization of the Panthers' ideology and it erases their efforts to build multiracial coalitions. The broader curricular crime is that History Alive! teaches students to accept the turn to Black Power as the end of the successful Civil Rights Movement, and therefore not worth spending class time exploring. This narrative prevents us not only from learning the lessons of the organizations and activists who continued the struggle against racism after the Voting Rights Act, but also from drawing out the relevance of the pre-1965 freedom struggle that dealt with much more than the fight for voting rights.

Teaching "The Long Civil Rights Movement"

Far from being the end of the Civil Rights Movement, 1965 marked a legislative milestone and provided activists with another tool. But the new legislation was not a solution to the problems people had been organizing against for many years. In the North and the South, activists continued to confront poverty, unemployment, lack of health care, poor housing, inadequate education, and police and sheriff brutality.

U.S. history textbooks fail to look deeply at the urban rebellions, Martin Luther King's campaigns against war and poverty, the LCFO, and the rise of the Black Panther Party. And there are countless other post-1965 events that should be brought into the classroom: the Memphis Sanitation workers' strike and the subsequent workers' struggles of the 1970s, the Orangeburg Massacre, the fight for Ethnic Studies programs, the national campaign for welfare rights, the Attica Prison Uprising, the battle over segregated schools in Boston and community control in New York, the fight in the South to ensure the Voting Rights Act was put into practice, and many more.

The shallow understanding of the Civil Rights Movement that my students brought to class goes beyond not knowing post-1965 events. As historian Jeanne Theoharis has noted, before the Watts Rebellion there were more than two decades of nonviolent activism against legalized segregation in Los Angeles. And in 1963, after what is widely taught as a successful nonviolent struggle to desegregate downtown Birmingham, Alabama, 2,000 African Americans, fed up after segregationists bombed hotels that housed movement leaders, turned to violence. They threw rocks and bricks, looted stores, and set fire to a nearby grocery. Despite the fact that this precipitated Kennedy's endorsement of the Civil Rights Act, this violence is often left out of the story of Birmingham, just as nonviolent activism is left out of the story of Watts.

What this example reveals, and what a growing work of scholarship argues, is that we have been sold a narrative of the movement that ignores enormous parts of Civil Rights history. By mythologizing a successful, exclusively nonviolent struggle against racial segregation in the South that becomes a polarizing call for Black Power as it moves North after 1965, we leave out struggles across the country that don't fit this stereotype.

We should replace this limited narrative, these scholars argue, with one of "The Long Civil Rights Movement," a national Black freedom struggle rooted in struggles of the 1930s and extended through the 1970s that used self-defense and nonviolent direct action, that dealt with issues of race and class, that developed international solidarity, and participated in countless local struggles in the North and South.

In classrooms across the country, guided by the official textbooks and curricula, students learn a version of the Civil Rights Movement that leaves its lessons in the past. School districts across the country should provide time for teachers to produce a people's curriculum of the movement in order to teach the local histories that are left out of the official narrative. This way our students who we hope will join and shape today's social movements can do so with knowledge and insight about what came before.

This article is part of the Zinn Education Project's If We Knew Our History series.

Posted on: Common Dreams | Huffington Post | History News Network.

© 2021 Zinn Education Project, a project of Rethinking Schools and Teaching for Change.

Image Credits

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What Happened to the Civil Rights Movement After 1965? Don't Ask Your Textbook - Zinn Education Project

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By Adam Sanchez Fifty years ago this week, Student Nonviolent Coordinating Committee chairperson Stokely Carmichael made the famous call for "Black Power." Carmichael's speech came in the midst of the "March Against Fear," a walk from Memphis, Tennessee, to Jackson, Mississippi, to encourage African Americans to use their newly won right to vote.

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The article discusses why social justice in education matters, the criticism of teaching it, and how to promote social justice within the classroom.

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The phrase "social justice" has become more mainstream in recent times, but it's existed for hundreds of years. As a concept, social justice gained more importance during the 19th century due to the Industrial Revolution and civil unrest in Europe. People started standing up to dangerous labor conditions, exploitation, and other unfair systems. At its core, social justice is about the fair distribution of opportunities and privileges as they apply to individuals within a society. While at first social justice centered mostly on wealth and property, it now encompasses more areas such as the environment, race, gender, and education.

Why social justice in education matters

Social justice in education takes two forms. The first is social justice in action and the level of equality within the actual education system. When factors like wealth, gender and/or race determine what kind of education an individual can receive, that's an example of social injustice. Students not privileged enough to receive an education on par with more privileged students are given a poor foundation for the rest of their lives. Their ability to earn a certain income can suffer, which in turn affects access to healthcare, good housing, and safety. When the education system isn't committed to providing equal opportunities and privileges, it negatively impacts a society both culturally and economically.

The second form of social justice in education is how social justice is taught within the school system. In a social justice framework, curriculum is specifically chosen to broaden students' worldviews through incorporating different ideas and challenging opinions. Instead of ignoring very real-world issues such as sexism, racism, poverty, and more, a social justice education framework addresses it and encourages students to exercise analytical thinking. Schools committed to social justice in education pay close attention to their choice of curriculum and how it can be used to expand their students' minds.

Criticisms of teaching social justice

Many believe schools should take a fairly passive stance when it comes to more political issues, but according to educators like Zachary Wright (a national finalist for the United States Department of Education's School Ambassador Fellowship), the education system has always been political. In a system that punishes poor schools with a lack of funding, outdated books, and decaying buildings while rewarding the wealthy, it's impossible for education to be a politically-neutral environment. Within this system, choices about curriculum, school fees, and sources of funding are all political choices.

Another common criticism is that teaching social justice in education is a form of indoctrination. J. Martin Rochester, a professor of political science, wrote in a commentary piece for the Fordham Institute that social justice educators "seem to promote only a politically correct, left-leaning perspective." There are many who feel that a social justice framework is too blatantly one-sided. However, in his rebuttal to Rochester, Zachary Wright explains that in his classes, he always gives students both sides of an issue. Social justice in education done right doesn't force kids to believe in something specific, but rather to think for themselves and nurture their analytical skills.

How to promote social justice in education systemically

Since social justice in education takes two forms - within educational structure and within the classroom - there are two ways to promote it. The first is to build a school system that promotes equality. This can be done using methods such as better tracking to find out what the economic makeup of students is. When schools collect more knowledge of the inequalities within their system, they're better equipped to deal with it. Tracking is also important when it comes to identifying struggling students at risk of dropping out. Resources for these students should be a priority, while tracking can help inform schools of how practices are helping or hindering.

Resources for parents can also help implement social justice within the educational system. Programs like after-school homework clubs and extracurriculars can help parents who work long days or speak different languages. Programs also help students who simply lack good home support. Educational systems can also strongly-consider scholarships and financial aid, so income doesn't become a barrier when accessing certain schools.

How to promote social justice in education within the classroom

As for adopting a social justice framework within the classroom, the responsibility falls on the administration and the teachers. Schools that commit to social justice must also commit to frequent self-reflection. This can include regular workshops and conferences, but there should also be an understanding that there is no finish line. It's a continuous process.

Teachers can promote social justice in a variety of ways, such as making sure to provide students with multiple perspectives and encouraging them to think beyond themselves. Bringing in current event stories and making history relevant to the present are both great ways for students to exercise their analytical thinking skills and expand their minds. Teachers should be cognizant of their own bias and be sure that the materials allow students to develop their own opinions. Outside the classroom, teachers should also commit to continuously researching and studying the best ways to incorporate social justice.

Benefits of social justice in education

The goals of social justice in education include more empathy, more justice, and more equality. Students taught with this framework will ideally have a stronger sense of what's just and fair, and choose careers and lifestyles that support their communities. Since social justice in education is relatively new, there isn't a lot of research into the benefits, but what there is is very promising.

A recent Pennsylvania State University study examined transformative social-justice education looked at the long-term impact that a social justice course had on black adolescents. The study revealed that even after many years post-graduation, former students expressed that the class changed their sense of justice and even their own identity. 11 out of the 13 said that as a result, they began exploring careers that would help their community. While the sample size was small, it's compelling evidence in support of the benefits of social justice in education.

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The phrase "social justice" has become more mainstream in recent times, but it's existed for hundreds of years. As a concept, social justice gained more importance during the 19th century due to the Industrial Revolution and civil unrest in Europe. People started standing up to dangerous labor conditions, exploitation, and other unfair systems. At its [...]

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How to make the case arts education to legislators 

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How to make the case arts education to legislators 

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“ the arts can reach students who are disengaged with school, providing a reason to stay in school and aiding students with different learning styles.”

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This lesson plan is an example how teachers can build bridges and make learning more meaningful for students by connecting it to Santa Monica.

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multicultural and social justice books for children, young adults, and educators.

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multicultural and social justice books for children, young adults, and educators.

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Helpful website that contains multicultural and social justice books.

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More than 100 carefully selected lists of multicultural and social justice books for children, young adults, and educators. When you find a book at this site, please purchase it here. Our titles are linked to Bookshop. A portion of your book purchase helps sustain our work. New Releases Activism and Organizing Africa Afro-Latinx American Indians Arabs […]

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How to talk to talk to school board members about arts education 

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How to talk to talk to school board members about arts education 

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Use these tips to connect with school board members in meaningful ways to ensure they make arts education a priority.

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The arts can help students talk about ideas and themes that are difficult to understand like racial injustices and inequities. Art can be a very intimidating subject to learn because the art world and art history are run by rich wealthy white men who ultimately decide what gets shown therefore taught.

As a new teacher I strive to make learning about the arts approachable through showing artists who LOOK and TALK like my students so they have a chance to explore their creativity.

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Resource: The Great Women Artists Podcast with Katy Hassel. 

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Resource: The Great Women Artists Podcast with Katy Hassel. 

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Here are 30-60 minute podcast episodes on a diverse group of women artists and women in art history that were forgotten about. Hessel also interviews living contemporary women artists asking questions about their path and advice to get past the inequity in the industry and art classroom.

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podcast, the great women artists, katy hessel, women artists