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Resounding Love Center for the Arts presents Together We Heal: a Fundraiser Concert

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Resounding Love Center for the Arts presents Together We Heal: a Fundraiser Concert

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On January 11, you are invited to share in our vision: a world where the arts are central to racial healing and liberation. Join Resounding Love Center for the Arts for an afternoon of interactive, soul-stirring music, energizing dance and powerful stories.

The concert will feature original and popular pieces across genres, including gospel, soul, social justice/protest music and inspirational songs that lift the heart. You'll hear how we create experiences of healing, belonging and transformation — within the choir and with our audiences. Come ready to clap, sing, move your body and become part of a movement to change the world.

Resounding Love Center for the Arts is a grant recipient of the 2024/2025 Community Stages Fund, which gives support to ALAANA, LGBTQ+ and female artists in the Puget Sound region.

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Resounding Love Center for the Arts presents Together We Heal: a Fundraiser Concert | Seattle Symphony

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On January 11, you are invited to share in our vision: a world where the arts are central to racial healing and liberation. Join Resounding Love Center for the Arts for an afternoon of interactive, soul-stirring music, energizing dance and powerful stories.

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Keshet: For LGBTQ+ Equality in Jewish Life

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Keshet: For LGBTQ+ Equality in Jewish Life

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Autistic and Allistic (non-Autistic) people communicate differently, and understanding how Autistic people communicate helps reduce miscommunication, preempt social challenges, and resolve conflict in workplaces, schools, and other spaces. Access a simple infographic that articulates communication d

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National Consortium on Leadership and Disability for Youth's Disability Timeline

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National Consortium on Leadership and Disability for Youth's Disability Timeline

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In St. Paul schools, gender-neutral bathrooms have proven safer for all students

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In St. Paul schools, gender-neutral bathrooms have proven safer for all students

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In 2016, Johnson Senior High School in St. Paul made a choice that was ahead of its time: to remove gendered bathrooms and install single-occupancy, gender-neutral restrooms.

It's now a topic of political debate in many places, but while some are questioning whether schools should have gender-neutral bathrooms, Johnson Senior High School has had them long enough to have answers on the impact they have on students.

When you walk through the front door of the building, the bathrooms, in black and green tile, are one of the first things you see. They're integrated into the hallway: a line of completely private stalls with floor to ceiling doors and no see-through gaps.

The sinks are communal and the door locks have indicators on both the inside and outside to show whether or not a stall is occupied. There's a wheelchair-accessible stall with sinks for ritual washing and a small closet for students who want to use the stalls for prayer.

It's simultaneously more private and more open than the typical gendered American public school restroom.

Tom Parent, who is executive director of operations for the district, said the design was intentional and new.

"It was a flipping of the mentality from an institutional, 'How do we provide this amenity at the greatest quantity?' to 'How do we do this in a way that actually meets the needs of kids developmentally in the school culture as a whole?'" Parent said.

The gender-neutral restrooms are now the model not just at Johnson, but at 14 schools in the district - including elementary and middle schools.

"We heard from the student leadership group here about the negative impacts that the bathrooms had on the school experience," Parent said. "Kids didn't feel safe or respected (with the old model). They avoided going to the bathroom all day, because they didn't feel like that was a spot where they could feel safe and supported."

Char Alexander is a sophomore at Johnson. She said the school's old restrooms were dark and dingy.

The huge gaps under the doors sometimes made her feel unsafe - kids sometimes passed their phones underneath. School leaders said the restrooms were places where bullying, vandalism and smoking sometimes happened.

The new bathroom model isn't perfect - sometimes an inconsiderate classmate will leave a mess. But Char said the new bathrooms feel more inclusive, not just for gender nonbinary students.

"It's also inclusive to people who just don't feel like they want to go to the bathroom where the stalls are open," she said.

Char said the newer bathrooms feel cleaner, lighter, more open, easier to access and safer. She also said the lighting makes them a preferred spot to film TikTok videos.

"The lighting in the bathrooms is actually amazing," Char said. "The bathroom TikToks are very real whether you do them off the sink or whether you do them in the mirror. Or the actual stall itself. The lighting falls on you really good."

St. Paul school leaders said the number of kids who felt unsafe in restrooms was reduced by more than half when they changed the design to gender-neutral single-stall facilities.

There are fewer students smoking in bathrooms, less vandalism, less bullying, fewer lines and more kids washing their hands. When districts around the state were dealing with broken plumbing and soap dispensers from the Devious Licks social media trend a few years ago, Johnson Sr. High saw no vandalism.

Assistant principal Kevin Davis said the new model is better than what the school had previously.

"This is far more accessible to kids ... nobody has to wait anymore ... a lot of our staff use them too because of the convenience, really," Davis said.

"Now that you have a space where people are actually using it, yes, you go through so many more paper towels and much more toilet paper because kids are much more comfortable being here. And so it does take a little more effort on a custodial crew to make sure that we've got this clean, beautiful space that kids can use."

'Trans advocacy is advocacy for everyone'

A group of Minnesota lawmakers this last session worked to get money to schools that want to install gender-neutral restrooms in their schools. State Rep. Alica 'Liish' Kozlowski, DFL-Duluth, sponsored the legislation, arguing it would "destigmatize as well as support" students.

"That's good for LGBTQ students as well students that have accessibility needs ... students with physical disabilities, (students who are) caretakers of a different gender, families with small children - the list goes on and on," Kozlowski said.

The bill, which was passed as part of a larger omnibus package, provides grants of up to $75,000 per site to help schools cover the cost of renovating or constructing single-stall, gender-neutral restroom facilities.

Duluth Public Schools will be one of the first recipients of the grant money. School officials there said that they will start the planning and design process next year, and that the plan is to get input from students on how the restrooms should look and function.

Bill sponsors argued gender-neutral, single-stall restrooms would be particularly beneficial in making schools safer and more inclusive for LGBTQ+ students.

"It was really important to us to say that we have a right to be free from harassment, free from anything other than being able to use the bathroom in peace," said State Rep. Leigh Finke, DFL-St. Paul, who was part of the coalition of lawmakers that prioritized the bill.

A 2013 national school climate survey of thousands of LGBTQ+ students found nearly two-thirds of transgender students avoided using school bathrooms because they felt unsafe or uncomfortable, compared to only 40 percent of all other student groups.

For Finke, legislation that prioritizes trans students is beneficial for all students.

"Trans advocacy is always advocacy for everyone," she said.

Back in St. Paul, students and school officials said the gender-neutral bathrooms weren't just safer for non-binary students, they were safer for everyone.

"Good design is good design," said St. Paul Public Schools communications specialist Ryan Stanzel. "And inclusivity is about everything."
MPR News reporter Kyra Miles contributed to this story.

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In St. Paul schools, gender-neutral bathrooms have proven safer for all students

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Gender-neutral bathrooms in schools have been the focus of questions and political debate across the country. Johnson Senior High School in St. Paul, which made all of its bathrooms gender neutral in 2016, has some answers.

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Why gender-neutral bathrooms benefit all young people

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Why gender-neutral bathrooms benefit all young people

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(Toby Talbot / Associated Press)

This is the March 7, 2022, edition of the 8 to 3 newsletter about school, kids and parenting. Like what you're reading? Sign up to get it in your inbox every Monday.
Good morning, 8-to-3 readers. I've spent the last two weeks reporting on a Long Beach high school's plan to build a gender-neutral locker room. I assumed this would be a straightforward story about how school facilities' design is moving in the direction of inclusivity. Instead, I ended up writing about the project being paused after a small group of community members spoke out against it, and what that has to do with an unprecedented wave of legislation that seeks to restrict the rights of transgender youth.

High school students in Long Beach began advocating for multi-stall, all-gender restrooms in 2018. These teens took on the emotionally exhausting task of recounting their experiences of being bullied in bathrooms to school leaders, educators and parents. Many times, their only option was to use the bathroom in the nurse's office, which was stigmatizing and unintentionally outed students who had not yet shared their gender identities with their classmates. Some kids opted not to go to the bathroom at all, making it hard to concentrate in class - and in some cases leading to urinary tract infections.

The district listened. By January 2020, Long Beach Unified had quietly opened multi-stall bathrooms at three high schools. There was little to no opposition at the time and no press. The district now requires all new school construction to include gender-neutral facilities.

Enter the new aquatics center at Wilson High School, the first facility to be built since this shift. The district conducted focus groups on locker room design with 60 students. Participants, regardless of gender identity, consistently described feeling uncomfortable in the communal showers and changing areas. Many brought up body image and bullying.

Wilson High's locker room design reflects this feedback. Each stall includes a shower, changing area, bench and storage nook. The partitions between each stall would extend nearly to the ceiling and floor, and waist-high lockers would allow for coaches to easily supervise the space.

Community members began speaking out against the project at Board of Education meetings in early December, just after the right-wing website Breitbart published a piece decrying the plan. Fewer than 20 people publicly voiced opposition to the locker rooms (to learn more about their arguments, I encourage you to read the story). That was still enough for the district to pause the plan while it gathered more input.

I spoke with Christopher Covington, an organizer at Genders & Sexualities Alliance Network who has worked closely with Long Beach students around this issue. It's likely that many people who oppose gender-neutral bathrooms and locker rooms don't know a trans person personally, they said.

"They don't understand the challenges young trans people face on school campuses, and how creating a facility like this could potentially support them," Covington told me.

Consider, for example, what it's like to be a transgender boy in high school. Maybe he's yet to transition or come out. One day, he chooses to use the restroom that aligns with his gender identity because using the girls' restroom is emotionally distressing. It's in this kind of situation where many gender-diverse students are harassed, questioned and - in the worst cases - physically harmed, said Carla Peña, manager of professional development at Gender Spectrum, an organization that works to create gender-inclusive environments for kids and teens.

In 2013, California became the first in the U.S. to enshrine into law the right of transgender students to choose bathroom and locker rooms that match their gender identity. Three years later, the state required all single-occupancy public toilets to be gender-neutral by spring 2017. Although advocates say that this was a step in the right direction, many schools complied with the law by letting students use the bathroom in the nurse's office, which inevitably singled them out.

Peña estimates that maybe a quarter of high schools nationwide have some sort of gender-neutral bathroom option - and that's being generous, she said. Most of those are of the nurse's bathroom variety. In 2019, a national survey by the education organization GLSEN found that 45% of LGBTQ+ students avoided using gender-segregated school bathrooms and 44% avoided locker rooms because they felt unsafe or uncomfortable.

Multi-stall, inclusive facilities remove these barriers, Peña said: "If I'm not worried about getting my basic needs met, or whether or not using the bathroom will out me, I have less anxiety and more energy to be present and learn."

According to advocates, inclusive facilities benefit all pupils, regardless of gender identity. "We know that the availability of spaces at schools make students overall feel safer," said Joel Jemino, youth services manager at the Long Beach LGBTQ Center. "It's a clear message from the school that this is a place where they are included, that - no matter what - they have a right to safety."

Such bathrooms and locker rooms also serve students with physical disabilities who have caretakers of a different gender. And they teach young people the importance of respecting people in all of their identities, how to share spaces with others, and privacy and boundaries.

Teens seem to get this. School leaders in Long Beach told me that students overwhelmingly support the locker room plan. "They're like, 'Why wouldn't we be doing this?' " said Tiffany Brown, the district's deputy superintendent. The opposition is almost solely led by adults.

The most commonly voiced concern these days against communal, all-gender bathrooms is that students - particularly girls - will be harassed or assaulted by the opposite sex. This belief has roots in the historical argument that trans people are the ones to be feared in bathrooms, advocates told me. But that's a perspective that wouldn't be well-received in a politically progressive and LGBTQ-friendly city like Long Beach.

At the end of the day, the safety issue is a moot point, said Rodrigo Heng-Lehtinen, executive director of National Center for Transgender Equality. If students are being harassed in bathrooms, that's a school-climate issue, not a gender issue.

"Harassment is still illegal in a gender-neutral facility," he said. "Protections and norms around acceptable behavior still apply."

An eventful week for California higher education

Cal State officials have launched an independent investigation into how Fresno State University administrators handled sexual harassment complaints against a former campus vice president, according to Times reporters Colleen Shalby and Robert J. Lopez. Chancellor Joseph I. Castro stepped down last month following reports that, as president of Fresno State in 2020, he quietly authorized a $260,000 payout and retirement package for former Vice President of Student Affairs Frank Lamas, who was the subject of complaints of bullying, intimidation and sexual harassment that began in 2014 and continued through 2019.

The California Supreme Court on Thursday decided not to lift an enrollment cap on UC Berkeley, a move that forces one of the nation's most popular campuses to scramble for ways to avoid what it initially feared could be major cuts to its incoming fall class. The court rejected the University of California's appeal to stay a lower court ruling issued in August that froze enrollment at Berkeley until the campus more thoroughly examined the impact of its growth on housing, homelessness and noise.

This happened just weeks before it was set to release admission decisions. A university spokesman told my colleague Teresa Watanabe that the campus would meet the cap by offering at least 1,500 incoming first-year and transfer students online enrollment for fall, or deferred admission next January for the spring semester.

The Los Angeles Community College District's Board of Trustees has backed down from appealing to the U.S. Supreme Court over a lawsuit filed by two blind students who claimed the district failed to properly help them with accommodations to which they are legally entitled. The board voted unanimously not to appeal the 2017 lawsuit and to continue instead with mediation. The case boiled down to a question over whether unintentional discrimination - a lack of accommodation, for example, that inadvertently hinders a person - is a violation of federal law.

Enjoying this newsletter?

What else we're reading this week

Curriculum transparency bills are proliferating across the U.S. The legislation would require schools to post all instructional materials online, with the goal of enabling parents who distrust their children's schools to carefully examine teaching materials - including those on race and racial equity. Washington Post

Frustrated by Oakland Unified School District closures, student leaders are turning their gaze to school board elections. In the Town, 16- and 17-year-olds are now able to vote in these elections that inevitably have so much influence on the quality of their education. Oaklandside

International students from Ukraine living in the U.S. are struggling to balance their studies with painful images from home, including possible war crimes committed by Russian forces against civilians. The 74

Why does it cost a fortune to get the best test for disabilities like ADHD, autism and dyslexia? Such financial barriers prevent many Americans from accessing vital special education services. USA Today

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Why gender-neutral bathrooms benefit all young people

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The new aquatics center at Wilson High School is the first to be built in response to Long Beach Unified students' concerns.

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How to Talk to Kids About Gender Identity

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How to Talk to Kids About Gender Identity

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Gender isn't limited to boys and girls, so it's time to break the habit of assuming people must be one or the other. The best place to start? Teaching the right concepts to our children.

I was standing in line at the grocery store the other day when I felt a child staring at me; I knew they were trying to decide what most people try to figure out when they see me for the first time. I am used to this gaze. I am also familiar with the whispered conversations that accompany these observations. In this case, I heard the child tell their adult that I looked like a boy but they thought maybe I was a girl. I turned to the child and politely said, "I'm not a boy or a girl. I'm both. I'm nonbinary."

Kids are curious and ask a lot of questions; we shouldn't shut down a child's instinct to understand when we don't know the answer or because the topic makes us uncomfortable. Shushing or silencing a child tells them that the thing they are asking about is somehow shameful, bad, and not to be discussed. It tells them that the person they are trying to understand is also bad and taboo.

Instead of assuming a person's gender, shushing a child, or changing the subject, there are better ways we can be talking to our children about gender. If it feels like a tricky topic, here are some tips for starting the conversation, concepts to make it easier, and hints on how to answer your child's questions when it comes to gender.

Defining Nonbinary for Kids

Our gender is assigned to us at birth based on our sexual anatomy; the options are male or female. This first assumption of gender is like the flick of a domino-when one is hit, all the surrounding pieces that create the line fall too. In this case, gender is the structure, and all of the stereotypes and expectations of gender roles and gender expression are the dominos that fall and can be the collapse of one's true identity. But biological sex is not the same as gender, and gender is not limited to only two options. Both sex and gender are fluid. Knowing this can help us view sex and gender as more of a pendulum or a wave instead of predetermined answers leading to only one conclusion.

A person who does not identify as the gender they were assigned at birth is described as transgender. Some transgender folks don't identify as male or female but instead, feel a mix of both or neither genders. We shouldn't be expected to fit into the confines of a binary, male and female world and be restricted to gendered pronouns like "he" and "him" or "she" and "her."

Gender fluid, agender, and genderqueer are all terms that fit under the nonbinary category, but each person's experience is unique, so it's best not to apply labels one hasn't given us permission to use. Personally, I was assigned female at birth, but my identity does not fit into the binary of being male or female. I am nonbinary and I use "they" and "them" pronouns.

Celebrating Our Differences

We're already starting to see a shift toward a more gender-equal and neutral society. Clothing lines, toymakers, and stores are rebranding their spaces to be more inclusive. We are teaching our daughters that strong and smart are achievable and desirable qualities. We are teaching our sons that talking about and working through emotions are less toxic solutions than violence and hiding mental illness. Parents may be more accepting of LGBTQIA folks, but they fear the unknown and the harmful mistakes that could be made if one of their children comes out to them. Having meaningful conversations with kids is part of catching up to an increasingly diverse America.

Mara Iverson, director of education at LGBTQIA advocacy group Outright Vermont, reminds us that recognizing nonbinary and gender-nonconforming people is another cultural shift that is a normal part of change. "A century ago women in the United States generally weren't permitted to wear pants, accessing higher education was rare, and they were still months from having the right to vote." Iverson also points out that various Native American cultures and cultures within other countries have always seen gender as fluid and celebrated it as such.

Answering "Are They A Boy Or A Girl?"

If a child asks you about someone's gender, don't assume or pretend you know. Use thoughtful and gender-neutral language, such as "they" and "them" pronouns, to let your child know that until a person self identifies, you can't be sure. Iverson suggests responding by saying, "We don't always know just by looking at someone how they feel inside, but what makes you curious about it right now?" Emphasize that we should approach each person with kindness and that not assuming a person's identity or pronouns is incredibly respectful.

Because there is rarely a gender-neutral option when I am out in public, I choose to use the women's bathroom. Recently I was in a stall and heard a child ask her adult if I was in the right bathroom. I present as masculine and when I walked in, this child assumed that I was a boy in a girl's bathroom. I tensed; I have been in too many situations where a parent gets the answer wrong. But in this case, the mom responded well: "I know we are in the right spot, and I am going to trust that that person knows they are in the right spot too."

If I hadn't been on the toilet I would have thanked her, but using gendered bathrooms is exhausting, and talking to a stranger in that position felt like too much. I wished all parents could be so clear and affirming. It's not the kids who struggle to adapt and accept. Parents fall into assumptions based on years of biases and learned constructs about gender and gender expression. But if parents could step back and observe themselves, they would realize they are already having similar conversations with their kids. We tell our kids that any person can use a particular color, work in any profession, and wear any clothing that makes them feel good. Gender identity can be explained in the same way.

It's important to teach our kids that they and others have every right to dress, act, and identify in ways that make them feel good and healthy, as long as they are respecting the safety of others. Iverson reminds us that there is a difference between safety and comfort. Being uncomfortable with something new does not necessarily make us unsafe. The bathroom is a great example of this. People are used to bathrooms being divided into gendered options of male or female, but those spaces become unsafe for gender nonconforming, transgender, and nonbinary people when others begin to police where they think we should pee.

Iverson adds, "Nonbinary people need to be able to go to the bathroom that makes sense for them to be safe and healthy. Others might be uncomfortable for a while as we transition to something new, but discomfort is something that we can handle while we get used to ways of doing things that are safer and healthier for all, instead of leaving out some."

Remember: Kids Can Understand Complex Concepts

Casey Brown came out as nonbinary when their daughter was six. Brown mentions that their child didn't understand gender or identity too deeply at the time, and admits that explaining nonbinary was a bit complicated-but not impossible. Using a big piece of paper, Brown and their daughter wrote down gendered and neutral words. Their daughter understood that the "girl" words felt good to describe herself, and that helped her to understand that Brown felt best being described with the words in the neutral column.

Now age 10, Brown's daughter says that when people misgender her parent, she understands that it's because people don't know what it's like to be transgender. She says she often corrects people though because she wants to honor her parent for who they are.

"If someone asks me, 'Is that your dad?' I say 'Yup! That's my parent!' or if they ask if that's my mom, I say, 'Yup that's my parent!' So I'm correcting them without it being weird," she says. "It makes me feel really good when my friends and teachers get it right though, because I don't even think of [my parent] as trans; they're just my parent and this is how our family works. We are just a regular family."

And that's the point. People are just people. It's OK to be uncomfortable while learning that gender is and always has been fluid, but it's not OK to deny someone else's safety or existence. We all deserve to feel good and to be seen for who we are.

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Explaining Nonbinary: How to Talk to Kids About Gender

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Gender isn't limited to boys and girls, so it's time to break the habit of assuming people must be one or the other. The best place to start? Teaching the right concepts to our children.

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The story featured may in some cases have been created by an independent third party and may not always represent the views of the institutions, listed below, who have supplied the content.

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13 Ways to Celebrate Africa Day - Google Arts & Culture

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The story featured may in some cases have been created by an independent third party and may not always represent the views of the institutions, listed below, who have supplied the content.

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IACS serves the Indian American community through programs, services, and advocacy for people of all ages and life stages. We help seniors, youth, women, and families with the often difficult and complex circumstances that affect their daily lives. In addition to helping them manage logistics and details, we help them build connections with others in a safe and welcoming environment so that everyone feels they've found a place where they truly belong.

We, The Indian American Community Services - IACS (formerly IAWW) strongly condemns the horrific shootings in the Atlanta, GA area, killing eight people, six being women of Asian descent. AAPIs across the nation continue to remain shocked, struggling with the fear and anxiety from such senseless violence. We stand in solidarity with all Asian American, Pacific Islander and BIPOC communities. The Stop AAPI Hate coalition reported over 3,700 hate incidents between March 2020 and February 2021 and this does not include the innumerable incidents that go unreported as many AAPIs and members of the BIPOC communities retreat into anonymity and silence when bullied or reeling from such hate-filled acts. We must acknowledge the structural violence, misogyny, racism, classism, and white supremacy in the senseless violence that continues to strike at the soul of our nation. Anti-Asian racism is not new to the United States rather the year 2020 with the twin pandemics of COVID-19 and racism have exposed what has been eroding our nation's communities for centuries. Yet, our work is not done by simply stating the above, rather this is the time for us to take responsibility for change in our city, county, state and nation, in the conversations both at decision-making tables and at home, to call out the ridiculing and stereotyping of BIPOC, AAPI communities, invest time on conversations and calls to action on divesting and investing into community bridge building efforts, get involved in civic work to ensure we elect leaders who represent us and whose values and vision align to ensure the thriving of all communities. We hope that every member of our community recognizes and does not forget the fear, pain and outrage rightly provoked by such senseless killing. As in the summer of 2020, we once again commit to looking inward to address our own biases around race, religion, caste, class, and color while working towards much needed change in addressing structural racism, classism and misogyny.

We, the Indian American Community Services (IACS), denounce the ongoing discrimination and violence against the black community in the United States. We are deeply sorry for our years of apathy and silence on this matter until now. The Immigration and Nationality Act of 1965 - allowing our immigrant community, along with many other black and brown immigrants into the United States - was created because of the civil rights movement fought for by the black community. We have a responsibility and a duty to be better allies to the black community by actively working to end this pandemic of racism and continuously affirming that Black Lives Matter. In the coming weeks and months, we urge every member of our community to self-educate, reflect on, help combat the daily deep-rooted racism and discrimination that the black community faces. We hope that every member of our community recognizes and does not forget the fear, pain and outrage rightly provoked by the senseless killing of George Floyd (and many others). We commit to looking inward to address our own biases around race, religion, caste, class, and color while pushing for reparations and integration. We pledge to advocate for a system where reparation would involve an official apology for centuries of slavery and discrimination, and the money necessary to overcome their effects. Investing reparation funds into traditionally black, often diverse neighborhoods, through social innovations, community housing, family and support services, transportation, education, K-12 education savings accounts and after-school programs vs. providing additional investments into law enforcement programs is critical. To start, we will work with our peers in our black communities to ensure that we support COVID-19 emergency assistance needs for small businesses and families as a collaborative effort, while continuing to self-examine and educate ourselves. While many may look for a return to normalcy, George Floyd's death (and those of countless other Black Americans before him) is evidence enough that we do not wish for this "normalcy". Intense, daily work will be needed to keep supporting and advocating for our Black community in pursuit of justice and equality. We commit to following our Black leaders charge in this work and urge you to join us in this movement.

Our contribution can help sustain IACS efforts to support Indian Americans throughout our region.

"IACS is for everyone. Seniors, adults, youth, children and women. When there is no family to support you and loss is so deep, I reached to IACS to help me get back on my feet."

Pran Wahi is referred to both affectionately and respectfully as Pranji by those of us whose lives have been touched by his wisdom and community service since 1997.

See His Story Here

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IACS serves the Indian American community through programs, services, and advocacy for people of all ages and life stages. We help seniors, youth, women, and families with the often difficult and complex circumstances that affect their daily lives.

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Bill Nye Uses Science to Explain Why Racism Doesn’t Make Sense

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Bill Nye Uses Science to Explain Why Racism Doesn’t Make Sense

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Bill Nye Uses Science to Explain Why Racism Doesn’t Make Sense | NowThis

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One of the best ways to understand racial, social and systemic inequities is to educate yourself. Dr. Kira Banks has curated a selection of books and other publications that are helpful for individuals and institutions to understand social equity. Here is the most complete list of available resources.

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One of the best ways to understand racial, social and systemic inequities is to educate yourself. Dr. Kira Banks has curated a selection of books and other publications that are helpful for individuals and institutions to understand social equity. Here is the most complete list of available resources.

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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American Indians in Children's Literature

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American Indians in Children's Literature

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Established in 2006 by Dr. Debbie Reese of Nambé Pueblo, American Indians in Children's Literature (AICL) provides critical analysis of Indigenous peoples in children's and young adult books. Dr. Jean Mendoza joined AICL as a co-editor in 2016.

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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How to Talk About Houselessness With Children

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How to Talk About Houselessness With Children

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How to Talk to Your Kids About Houselessness

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When our children ask, “Why do those people live under a bridge?” how should we respond? Learn how to talk about houselessness with kids.

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In discussions about consent today, we're moving beyond the binary of "Yes means yes" and "No means no." Montessori director and toddler teacher Corey Jo Lloyd explains consent as "a constant conversation not just about who touches who-it's ultimately about shared power." For young children, this means they're in control of their bodies; if they want to hug, receive a kiss, have their picture taken, or wear a costume, they can actively consent. Keep reading to access my recommendations for books about consent to begin or contribute to the sex education of your learners.
Disclaimer: Sex education and sexual health can be personal conversations that may bring up traumatic experiences and uncomfortable memories. If so, please take care of yourself as you engage with this blog post and recommended resources.
When Is The Right Time For a Comprehensive Sex Education?

When I say "comprehensive sex education," I mean having conversations about mental health, emotional health, physical health, assigned sex, assertive communication, puberty, sex-based harm, gender identity, gender discrimination, nonsexual consent, sexual consent, boundaries, safer tattooing practices, sexually-transmitted infections, and sexuality.

Similar to discussing racism and drugs, it's never too early or late to start talking about consent.

Expert after expert has shared that comprehensive sex education works best if it begins before the start of sexual activity. During this time, parents feel less pressure to "get it right" when they have the time and space to respond to questions, read books based on scientific explanations, and use hypothetical stories to role-play. Children feel more comfortable and open to learning about sex when they're not experiencing the ups and downs of hormones.

For people not yet convinced, did you know the American Academy of Pediatrics (AAP) advocates for the widespread availability of comprehensive sex education?

They support ensuring that all children and adolescents receive age-appropriate, evidence-based education that equips them with the necessary knowledge to make well-informed, safe, and positive decisions regarding their sexuality and sexual well-being.

Becoming a Sex-Positive Family

When I say "sex positivity," I'm referring to the view that the only relevant concerns regarding the sexual act, practice, or experience of sex are the consent, pleasure, and well-being of the people engaged in it or those affected by it.

Sex positivity places no moral value on different sexualities or sexual acts. It helps people set aside judgments and make room for the diversity of human sexuality.

In contrast, "sex negativity" is the normalized view that sex is harmful, shameful, disgusting, and or something to be feared. Sex negativity devalues sex and the experience a person has with sexuality. It promotes the belief that nonconforming sexual expression is not valuable and erases honest expression of sexualities and authentic connection between people.

Before beginning to teach your children about consent, it can help to define your family's approach and stance on sex education. Start with yourself and your parenting partner(s) by challenging/unpacking any sex negativity that you hold within yourself.

To engage in meaningful and honest conversations with your child, approach conversations with curiosity rather than fear.

Consider these sex-positive family values:

Your questions and observations are valid and worthy to be discussed

Puberty and sex won't be taboo conversations in our home

I'm a trusted adult that won't judge or shame you

What you're experiencing is perfectly normal

We're on the journey of learning together

You won't have to figure it out alone

Books About Consent For Children

As antiracists, we understand that sexuality (like race) is often a taboo topic in many homes. We also understand that sexual violence and discrimination (like racism) must be dismantled. I believe in helping families dismantle the taboo of sexuality and work to become sex-positive households. These recommendations for books about consent can help to accomplish this!

For Children

Including babies, toddlers, preschoolers, and elementary children.

This inclusive book provides a gentle and accessible introduction to the concept of reproduction for children, using inclusive language and illustrations to explain how babies are conceived and born.

Celebrating body diversity and promoting self-acceptance, this picture book encourages children to embrace and appreciate their bodies, fostering a positive body image and promoting inclusivity.

This book introduces the concept of consent to young children, teaching them about personal boundaries, body autonomy, and the importance of respecting others' choices through simple and engaging illustrations and text.

Designed for tweens, this informative and inclusive book explores topics related to bodies, gender, sexual orientation, and relationships, providing accurate information in a sensitive and age-appropriate manner.

Aimed at tweens and older children, this comprehensive guide covers various aspects of sexuality, puberty, reproduction, and sexual health, providing clear and accurate information with vibrant illustrations.

Geared towards tweens and early teens, this book educates young readers about the importance of consent, personal boundaries, and respectful communication, empowering them to understand and assert their own choices.

This frank and inclusive guide addresses various topics related to sex, relationships, consent, communication, and personal well-being, providing teens with a comprehensive resource for navigating these important aspects of their lives.

With a focus on gender, sexuality, puberty, and body positivity, this book for teens offers inclusive and engaging information about diverse experiences, identities, and relationships.

This accessible and informative guide provides clear explanations and practical examples to help readers understand the concept of consent, establish healthy boundaries, and navigate consent in various contexts, promoting respectful relationships.

For Young Adults and Beyond

Aimed at young adults and beyond, this thought-provoking book explores the concept of consent in a broader societal context, highlighting the importance of freedom, choices, and mutual agreement in all aspects of life.

My parenting guide offers practical advice and strategies for parents and caregivers to actively raise children who are aware of and challenge racism, fostering inclusivity, empathy, and social justice from an early age. This includes creating a sex-positive family!

Celebrating Consent

Equipped with these books about consent , you're on your way to building a sex-positive family and helping your children develop strong, healthy relationships with themselves and others. Congratulations!

As your children begin to uphold their boundaries, here are two phrases you can use to respond. These phrases come from Ashley Speed, a queer Montessori educator helping teachers and parents honor the fullness of children's identity and expression:

"Thank you for communicating your boundaries."

"Thank you for respecting your boundaries."

I'm rooting for you!

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It is never too early to discuss consent. Explore 10 books about consent for every age as recommended by Britt Hawthorne.

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Beyond Harry Potter: 12 Inclusive Fantasy Series To Read Instead

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Beyond Harry Potter: 12 Inclusive Fantasy Series To Read Instead

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Like "The Lord of the Rings" did for high fantasy, the "Harry Potter" series created a template for kids' fantasy books. The Boy Who Lived is an indelible part of our culture, one that won't go away any time soon. With its emphasis on respect for difference and smattering of real-world diversity among the students, the series was relatively progressive for its time - the first book was published in 1997.

But standards for diversity have changed, and efforts to reverse-engineer the stories to be more inclusive have not been very successful. Now, transphobic comments made by series author J.K. Rowling have many families looking for authors they can support with a clearer conscience. We've rounded up some more inclusive (mostly middle-grade) fantasy book series that capture some of the same magic as Harry Potter.

'Raybearer' by Jordan Ifueko

Tarisai has several things in common with The Boy Who Lived in this fantasy book series. Grew up without a loving family - check; learns about her mysterious future at age eleven - check; lives in a world with magic - check. But, unlike Harry, Tarisai discovers her mother's evil plan and resolves to write her own destiny rather than be manipulated by her magical control. Ifueko crafts a world plagued by imperialism, poverty and misogyny, and illustrates the need for social change, inspiring readers to fight for it. If you want to continue following Tarisai's adventures, check out book two in the series, " Redemptor."

In this engaging graphic novel, thirteen-year-old Aster is part of a family where all the girls are raised to be witches and the boys are raised to be shapeshifters. Bur Aster still hasn't shifted, and he's fascinated by witchery, no matter how forbidden it might be. When a mysterious danger threatens the other boys, Aster knows he can help - as a witch. It will take all Aster's courage, and the support of his non-magical best friend, to be who he truly is. You can join Aster on more adventures in the two other books in this fantasy book series, " The Hidden Witch" and " The Midwinter Witch."

Follow the adventures of Jo, April, Mal, Molly and Ripley as they attend camp for hardcore lady-types. Things might not be what they seem, but these dynamic girls are not going to let anything stop them from having a super fun time at summer camp. The campers find themselves caught up in a mystery that involves paranormal goings-on, a mysterious lighthouse, a trap-laden underground cave and a nearby camp for boys. This engaging story of friendship and bravery is great for kids ages 10 and older. Noelle Stevenson is also the author of several more Lumberjane volumes in this series of fantasy books, and " Nimona" which was recently made into a Netflix film.

Sal is just an average 13-year-old who's an amateur magician with the inexplicable ability to open holes in the space-time continuum. Struggling to adjust to a new school, Sal befriends Gabi Reál, the student body president and ambitious journalist, whose unconventional family helps ease his transition. When Gabi's sick younger brother takes a turn for the worse, Sal's magic might be just what they need to save him, unless it destroys the universe. This book includes Spanish dialogue and slang, is filled with deliciously described plates of Cuban cuisine and is highly inclusive, featuring a sprawling, memorable cast, including Gabi's collection of gender-spanning dads.

In this middle-grade graphic novel, Lambda Literary Award-nominated author Niki Smith presents magical schooling with positive trans representation. Royal twins fleeing a coup take refuge with an order of magical women called the Communion. As the twins learn more about the Communion, and themselves, they must decide whether to fight to regain their royal status or stay in the magical world they have discovered.

Author Suzanne Collins (of "Hunger Games" fame) says she wrote the fantasy book series "Underland Chronicles" as a modern, urban update of "Alice in Wonderland." But like a certain wizard, 11-year-old Gregor has an entire series devoted to his adventures in a secret world that exists right next to (or technically, under) our own. In the normal world he's just a kid living in a low-rent apartment, but in Underland, he is the chosen one of a dangerous prophecy. Real-world categories of diversity are unaddressed, but in Underland, Gregor overcomes prejudice again and again as he finds allies in the very creatures he's been taught to revile. Be prepared to shed tears over the death of a cockroach.

In this middle-grade series, Kiranmala thought she was an ordinary sixth-grader from New Jersey until the morning of her 12th birthday. No owls were involved, but on that day, she discovered she was actually a magical Indian princess fated to save the world - and her parents - from demons. In book three, Kiranmala is introduced to her new best friend, who is nonbinary.

Queer representation in this manga fantasy series is ambiguous at best, but the magical school in this Japanese series is every bit as delightful as Hogwarts. In a fun twist, the protagonist is not fated to be the best and strongest witch, but in fact lacks any magical ability at all. This three-book series is great for younger kids, and there's an anime adaptation. (" Sailor Moon " is a different anime genre, but offers more gender diversity in a magical universe.)

Better known for the supernatural summer camp series " Lumberjanes " (also a contender for this list), Kat Leyh's "Snapdragon" is a tween-friendly magical realist graphic novel. There is no magical boarding school, but the protagonist Snap does receive a magical education from the local witch in their small, gender-diverse town.

The competition between witching families in "Cattywampus" is much more serious than Hogwarts houses dueling for the House Cup. But when two young witches from Appalachia accidentally resurrect an entire graveyard of their feuding ancestors, they have to pair up to find the counter-curse while dealing with tough life issues - including sexual identity.

Often called the Nigerian Harry Potter, the "Akata" series is ongoing, with two books released so far. Like Harry Potter, 12-year-old albino Sunny is a misfit who discovers she has magical powers and is whisked off to a magic school where she and her classmates must catch a killer. However, in this series, the murderer targets children, and the violence is more graphic than anything that happens at Hogwarts. Despite the young age of the protagonist, readers should be a bit older before starting this one.

Taking place in a fantasy world inspired by West Africa, the two books in Adeyemi's "Orïsha" series depict a world in which Maji used to live side by side with the powerless. Now, the Maji have been all but wiped out, and only a few magical youths survive, training in secret until the day when they must inevitably fight the war to regain their freedom. This is a YA series, but no weightier (literally and figuratively) than the later Potter books.

Looking for more?

We created this list in consultation with Seattle Public Library's children's librarians, who have provided more great middle-grade and YA options than we can fit in one article. Hennepin County Library in Minnesota has also created this great list of Magic School Readalikes.

Rick Riordan, whose Camp Half-Blood has always given Hogwarts a run for its money, has made an obvious effort since the "Percy Jackson" series to make his books more inclusive, with representation of different races, religions and gender identities. Even more meaningfully, Riordan has used his platform to establish the Rick Riordan Presents publishing imprint that releases #OwnVoices stories of magic and mythology for middle-grade readers.
This article contains affiliate links. If you purchase products through links on our site, ParentMap may earn an affiliate commission.

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Beyond Harry Potter: 12 Inclusive Fantasy Series To Read Instead

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Check out these middle and young adult fantasy books series to read when you are looking for a magical world that embraces all witches and wizards.

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Resources to help children celebrate and understand our diverse world.

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Race, Ethnicity, and Culture - Sesame Workshop

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Explore free, bilingual resources on race, ethnicity, and culture that families can use to develop children’s understanding, curiosity, resilience, and empathy.

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An overview of strategies adults can use to help kids understand divorce and adjust to the changes it brings.

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An overview of strategies adults can use to help kids understand divorce and adjust to the changes it brings.

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Ways to keep a sense of home wherever you go.

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Creating Safety and a Sense of Home - Sesame Workshop

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Ways to keep a sense of home wherever you go.

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Bigger ideas about what “home” means can help us see past the label of “homeless.”

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Watch the video with children and point out that home is not necessarily a house or apartment-it can be wherever one is feeling safe and loved. It can mean a sense of comfort, or connection, or of confidence. It's a feeling in one's heart.

After hearing what the children in the video have to say about what home means to them, talk together about what home means to children. For instance, children might say, "Home is my city," "Home is my classroom," or "Home is my grandma's lap." Reinforce the idea that families experiencing shelter insecurity are much more than their current circumstance, its labels, and its stigma.

If you have an extra sheet of paper, write "Home Is..." at the top, add an outline of a giant heart, and invite children to write or draw their ideas in the heart.

Special thanks to Women in Need, a provider of shelter and supportive housing for families experiencing homelessness in New York City.

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Bigger ideas about what "home" means can help us see past the label of "homeless."

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Talk About It: For Children Experiencing Homelessness

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Talk About It: For Children Experiencing Homelessness

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Use these suggestions for answering children's questions tough questions. Decide what and how much to share based on children's ages and your own instincts.

Why don't we have our own home anymore?

Keep your answer as simple as possible, depending on your situation. (We needed to be somewhere that was safe for us. I lost my job and didn't have enough money to pay our rent, so we had to leave. The storm ruined our apartment building.)

This happened because of other terrible things that have happened. No one deserves to be without a permanent place to live.

Why do we keep moving around? Why can't we stay in one place?

We have a place to stay, but it's not our own place.

Different people are helping at different times.

We are "in between homes."

When will we have a home? Share information you have, keeping in mind that it might change.

The people who are helping us think that it could happen in [one week, one month, in the summer, and so on]. We hope that is true, but it could change.

I just don't know for sure, but I hope it will be soon. What I do know is that we're a strong and brave family, we will get through this, and I will always take care of you.

Even though we can't be sure when we will have a home, we know that this is a temporary situation. That means it's not permanent-it will not last forever.

We don't know exactly how and when things will change, but when times are bad, it helps to remember they won't always be that bad. Nothing ever stays the same... except for the love in our family.

When talking about time, point out that things are always changing, and that means things won't always be this way. Try watching cloud shapes-point out that they change slowly, with the wind.

When talking about home, stress that home is more than a building-home is about the love and care you have from the grown-ups around you.

Is it my fault?

Never. It's a grown-up problem.

I'm the grown-up, so I'm trying to figure it out. I'm asking for help. I'm working hard to make things better for our family, and other people are trying to help, too.

Why can't I bring all my toys and other things?

Just like you have rules you have to follow at school, the place we're staying has rules we have to follow too. One of the rules is that we can only bring a small number of items with us, so we can only take the things we really need.

There is not enough room where we are staying to keep a lot of things.

Are we going to be okay?

I will keep you safe and I will always try my best to take care of you.

This is something we will get through together.

We will go on to something better in our life. Things won't always be so hard.

I want to help you/our family. I want to take care of you and fix everything.

It's so kind of you to want to help. But this is a grown-up problem and it's not something that you need to try to fix.

I am working hard to make things better for our family, and things won't always be this way.

What will other children think?

If you want to, you can explain to them what I just explained to you.

A good friend is someone who will be kind to you about what is happening to our family right now.

If others are bullying you, tell a teacher or other grown-up who is around, and tell me after school.

And you can't say these things too many times!

You are safe.

You're not alone.

You are a learner, and no one can take that away from you. You are important and valuable.

This is a temporary situation. We will get through it.

You are going to go on to something better. This is like one page in the book of our family (or your life). It is not the whole story.

Remember, it's okay to say I'm not sure how to answer that question; let me think about it for a while.

Pro Tip: Print out these ideas for parents to use as they handle difficult questions from their children. Each parent will have to decide how much information to share, and how to adjust their answers based on children's ages.

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Talk About It: For Children Experiencing Homelessness - Sesame Workshop

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Honest, age-appropriate ways to respond to children's difficult questions.

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Talk About It: For Children Not Experiencing Homelessness

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Talk About It: For Children Not Experiencing Homelessness

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Talk About It: For Children Not Experiencing Homelessness - Sesame Workshop

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We all may be surprised by how many shelter-insecure people (both children and adults) are in our communities. Share age-appropriate, honest answers about homelessness for children who have not experienced it.

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Eastside Queer-Owned Businesses & Performers

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Eastside Queer-Owned Businesses & Performers

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Every second Sunday of the month, Pride Across the Bridge hosts a Pride Parenting Meetup. This is a safe and welcoming environment for 2SLGBTQIA+ parents and their kids to connect, share, and support each other. It is being led by Redmond local Ronnie Greenstein.

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2024- Jan 14th Feb 11th March 10th April 14th May 12th June 9th July 14th August 11th September 8th October 13th November 10th December 15th

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Social Justice Book's American Indians / Indigenous Peoples / Native Nations Book List

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Social Justice Book's American Indians / Indigenous Peoples / Native Nations Book List

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This list is by Debbie Reese of American Indians in Children's Literature (AICL). AICL provides critical perspectives and analysis of indigenous peoples in children's and young adult books, the school curriculum, popular culture, and society.

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12 Books About Bridging Language Barriers

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12 Books About Bridging Language Barriers

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These picture books feature characters who find ways to communicate with older relatives or with each other, even when they don’t share a common language.

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English Language Learners

These picture books feature characters who find ways to communicate with older relatives or with each other, even when they don't share a common language.

Have you ever played Pictionary? How about charades? The general premise of these games is that you have to convey information nonverbally to your partner(s) so they can say a specific phrase or the name of something. While many people enjoy improvisational games such as these, if you were suddenly forced to communicate all of your needs and wants this way, all day, every day, it would be limiting and frankly exhausting.

The games above suggest two strategies for compensating for a language barrier: drawing and gesturing. For most adults, a sudden language barrier would be inconvenient but manageable; for a young child entering a new classroom where they don't know the primary classroom language, a language barrier can make the school day experience seem overwhelming, frustrating, and interminable.

Fortunately, there are picture books available that feature the theme of language barriers. Perhaps more important, they also suggest nonverbal language "bridging" activities for young children to consider. Activities such as drawing, dancing, cooking, and building a snowman are some of the collaborative activities featured in the 12 books below.

Reading the picture books below allows young children, regardless of their primary language, to see, listen, and consider the activities in each book and formulate their own nonverbal communication strategies to add to their ever-growing relationship-building tool kit to benefit each child in a classroom.

12 picture books featuring activities that serve as language bridges

Amy Wu and the Warm Welcome, by Kat Zhang, illustrated by Charlene Chua. Lin is a new student in Amy Wu's class who doesn't speak English. Amy uses her powers of observation and creativity to formulate assorted school and home plans to make Lin feel included and welcome. Author Kat Zhang reads her book in this video. Corresponding teacher resources are available on the publisher's website and featured at the end of the book. (Preschool-grade 3)

Drawn Together, by Minh Lê, illustrated by Dan Santat. A grandchild and grandfather speak different languages but soon discover that they have a special way of communicating through their mutual love of drawing. A corresponding Reading Guide is available on the Reading Is Fundamental website. Author Minh Lê reads his book in this video, and illustrator Dan Santat shares his inspiration and technique here. (Preschool-kindergarten)

Gibberish, by Young Vo. Dat is a young boy who has recently undertaken a big voyage to move away from one home and arrive at another, where everything is different. He finds it especially challenging to navigate his way through a school day attempting to understand a language that sounds to him like "gibberish." Author-illustrator Young Vo shares the inspiration for his book in this video. (Preschool-grade 3)

Luli and the Language of Tea, by Andrea Wang, illustrated by Hyewon Yum. While their parents attend an English class, a group of young children gather to play in a playroom next door. A young girl named Luli addresses the problem of uniting this group of children who each speak a different language by hosting a celebratory tea party in the playroom. A corresponding educator's guide is available on the publisher's website. (Preschool-grade 2)

Mariana and Her Familia, by Mónica Mancillas, illustrated by Erika Meza. Mariana and her mother drive to Abuelita's for a family reunion. Mariana is anxious because she doesn't speak Spanish and she doesn't know these family members. Abuelita and Mariana ultimately lovingly communicate via looking at picture books, cooking, and sharing hugs. There are corresponding student activities on Mónica Mancillas's website, and the author introduces her book in this video. (Preschool-grade 3)

Mustafa, by Marie-Louise Gay. Mustafa has recently moved from far away to a place where he now searches for what is familiar. While playing in the park, he meets a girl named Maria. Although their languages are different, they manage to communicate through the outdoor activities that they can do together in the park. A corresponding teacher's guide is available on the publisher's website. Author-illustrator Marie-Louise Gay reads her book here. (Kindergarten-grade 3)

My Words Flew Away Like Birds, by Debora Pearson, illustrated by Shrija Jain. A young girl reflects on the comforts of her familiar old home and the challenges of her new home. Will she ultimately find something that feels familiar in this new place? Yes! Ultimately it's making a friend that helps the little girl feel at home. (Preschool-grade 3)

Next Door, by Deborah Kerbel, illustrated by Isaac Liang. This wordless picture book features two young children who become new neighbors. One child speaks only Arabic and the other child communicates using American Sign Language. They use gestures, drawing, and sharing food to communicate and ultimately initiate a friendship. (Preschool-grade 2)

Quiet Time With My Seeya, by Dinalie Dabarera. A little girl and her grandfather may speak different languages, but they communicate perfectly through activities such as playing dress-up, cooking, and going on nature walks. (Preschool-grade 1)

A Thousand White Butterflies, by Jessica Betancourt-Perez and Karen Lynn Williams, illustrated by Gina Maldonado. A little girl in the United States looks out her window on a winter day and sadly thinks about her father and friends in Colombia. She will be starting school in January, but what she anticipates will be her first day of school in America winds up being her first snow day. She is initially disappointed but then plays in the snow with a neighbor, who coincidentally is also a future classmate. A corresponding Teacher's Guide is available on coauthor Karen Lynn Williams's website. (Kindergarten-grade 3)

We Laugh Alike/Juntos nos reímos, by Carmen T. Bernier-Grand, illustrated by Alyssa Bermudez. This book features two groups of children with two languages to navigate on one playground. All of the children soon discover that their similarities transcend their differences as they identify and learn games, songs, and dances that unite them in play. (Kindergarten-grade 3)

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12 Books About Bridging Language Barriers

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These picture books feature characters who find ways to communicate with older relatives or with each other, even when they don't share a common language.

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Celebrating Filipino American History Month

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Celebrating Filipino American History Month

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October signifies an important month for Filipinos in the United States. The month-long celebration commemorates the recognition of the first Filipinos to arrive in the continental United States. As the second-largest Asian American group in the US, it is only important to recognize the contributions and the role they have played in the molding the history and culture of the country.

To honor the history, achievements, and legacy of Filipino-Americans, let's look back at some programs of Asia Society across all centers that highlighted Filipino excellence.

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Celebrating Filipino American History Month

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October signifies an important month for Filipinos in the United States. To honor the history, achievements, and legacy of Filipino-Americans, let's look back at some programs of Asia Society across all centers.

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Filipino American History Month Reads - King County Library System

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Filipino American History Month Reads by KCLSDiversity - a staff-created list : Read about Filipino culture, history, and experiences. Find books by Filipino-American authors. Browse some of our picks for all ages.

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They're Not Too Young to Talk About Race

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They're Not Too Young to Talk About Race

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Discussing Gender with Kids: Common Questions and Concerns

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Discussing Gender with Kids: Common Questions and Concerns

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Social Justice Books: Latinx and Latin American Titles

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Social Justice Books: Latinx and Latin American Titles

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Latinx and Latin American Titles | Social Justice Books

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Here are titles on Latinx/Latin American History

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Filmmaker Stephanie Tran (they/them), a young, queer, Vietnamese filmmaker, approached PFLAG with an idea for a film to amplify and honor LGBTQ+ Asian, Asian American, and Pacific Islander voices.

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Picture Books by Latinx/e and Hispanic Creators

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Picture Books by Latinx/e and Hispanic Creators

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Podcast: Brains On! Universe: How Do Our Eyes, Skin, and Hair Get Their Colors?

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Podcast: Brains On! Universe: How Do Our Eyes, Skin, and Hair Get Their Colors?

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How do our eyes, skin and hair get their colors?

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Access to affordable and reliable internet service has become essential for everyday life, education, and communication. This is an opportunity that can help bridge the digital divide and ensure that every family has access to high-quality internet service: The Affordable Connectivity Program. Bellevue households who qualify now have additional help with affording their internet services.

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Latest News Need Help with the ACP?
The Affordable Connectivity Program is an FCC benefit program that helps ensure that households can afford the broadband they need for work, school, healthcare and more.

The benefit provides a discount of up to $30 per month toward internet service for eligible households and up to $75 per month for households on qualifying Tribal lands.

Eligible households can also receive a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet from participating providers if they contribute more than $10 and less than $50 toward the purchase price.

The Affordable Connectivity Program is limited to one monthly service discount and one device discount per household.

Who Is Eligible for the Affordable Connectivity Program?

A household is eligible for the Affordable Connectivity Program if the household income is at or below 200% of the Federal Poverty Guidelines, or if a member of the household meets at least one of the criteria below:

Received a Federal Pell Grant during the current award year;

Meets the eligibility criteria for a participating provider's existing low-income internet program;

Participates in one of these assistance programs:

Free and Reduced-Price School Lunch Program or School Breakfast Program, including at U.S. Department of Agriculture (USDA) Community Eligibility Provision schools.

SNAP

Medicaid
Your Medicaid eligibility may be up for renewal. Learn more about how to renew.

Federal Housing Assistance, including:

Housing Choice Voucher (HCV) Program (Section 8 Vouchers)

Project-Based Rental Assistance (PBRA)/Section 202/ Section 811

Public Housing

Affordable Housing Programs for American Indians, Alaska Natives or Native Hawaiians

Supplemental Security Income (SSI)

WIC

Veterans Pension or Survivor Benefits

or Lifeline;

Participates in one of these assistance programs and lives on qualifying Tribal lands:

Bureau of Indian Affairs General Assistance

Tribal TANF

Food Distribution Program on Indian Reservations

Tribal Head Start (income based)

Two Steps to Enroll

Go to GetInternet.gov (AccedeaInternet.gov en español) to submit an application or print out a mail-in application.

Contact your preferred participating provider to select a plan and have the discount applied to your bill.

Some providers may have an alternative application that they will ask you to complete.

Eligible households must both apply for the program and contact a participating provider to select a service plan.

How Does the ACP Protect Consumers?

FCC rules protect Affordable Connectivity Program recipients by:

Empowering consumers to choose the service plan that best meets their needs (including a plan they may already be on);

Ensuring consumers have access to supported broadband services regardless of their credit status;

Prohibiting providers from excluding consumers with past due balances or prior debt from enrolling in the program;

Preventing consumers from being forced into more expensive or lower quality plans in order to receive the ACP;

Ensuring that consumers are not liable for early termination fees;

Reducing the potential for bill shock or other financial harms;

Allowing ACP recipients to switch providers or broadband service offerings; and

Providing a dedicated FCC process for ACP complaints.

Which Internet Service Providers Are Participating in the Affordable Connectivity Program?
Various internet providers are participating in the Affordable Connectivity Program. Find internet service providers offering the benefit in your state or territory.

Service providers: find more information about how to participate.
Consumer Outreach Toolkit
The toolkit includes downloadable Affordable Connectivity Program social media images, fact sheets, and other outreach content and materials that can be customized for consumer awareness campaigns.
Request a Speaker
FCC consumer experts are available to explain the Affordable Connectivity Program at your event.
Become an Outreach Partner
The FCC is mobilizing people and organizations to help share important consumer information about the new Affordable Connectivity Program. To participate, please fill out and submit the form below:
American Sign Language Videos
Chairwoman Jessica Rosenworcel talks about how the ACP can help families get connected to internet service (video is ASL interpreted).

Watch this ASL video to learn about the Affordable Connectivity Program, who is eligible and how to apply.
News Media Contacts & Resources
Paloma Isabel Perez
FCC Press Secretary
paloma.perez@fcc.gov

Office of Media Relations
mediarelations@fcc.gov
202-418-0500

Additional Resources

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The Affordable Connectivity Program is a long-term, $14 billion program to help ensure we can afford the internet connections we need for work, school, health care and more. Eligible households can receive a monthly discount of up to $30 per month on their internet service bill and up to $75 per month for households on qualifying Tribal lands.

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Disability Visibility Podcast, hosted by Alice Wong

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Disability Visibility Podcast, hosted by Alice Wong

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The 100th episode of the Disability Visibility podcast will be published on April 4, 2021, can you believe?!? This episode will feature a conversation with the three co-audio producers of ... Continue Reading Celebrate the 100th episode of the Disability Visibility podcast with us!

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Posts about Podcast written by Alice Wong

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We Are Kid Lit Collective Summer 2023 Booklist

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We Are Kid Lit Collective Summer 2023 Booklist

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LGBTQ+ Book Recommendations for All Ages

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LGBTQ+ Book Recommendations for All Ages

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Bilingual

In this slideshow, you will find 10 bilingual books (grades K-3) with LGBTQ+ themes. You will also find various Instagram accounts that advocate for different aspects of inclusion/representation in the classroom.

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LGBTQ+ Book Recs - Teaching Outside the Binary

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In this slideshow, you will find 10 bilingual books (grades K-3) with LGBTQ+ themes. You will also find various Instagram accounts that advocate for different aspects of inclusion/representation in the classroom.

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In the article " Confronting Ableism on the Way to Justice," activist Keith Jones remembers the bias and deficit-based approach he experienced in school: "Being Black and a child with cerebral palsy, or 'crippled' as I was called, neither I nor my classmates were expected to put forth any effort to learn. So, little effort was spent on teaching us." Now, Jones, a leader within the disability rights movement, advocates for disability representation in the broader social justice struggle, including in education because "we can't have inclusive schools without disability-inclusive spaces and accommodations for learning."

Ashana Bigard, a New Orleans advocate for educational justice, had similar experiences to Jones, especially early in her education. As a student who has dyslexia, she remembers school as initially stressful and discouraging. "If you told me to stand in front of the class and read aloud, my brain would freeze up-it's not that I didn't want to," Bigard says. "But then that same teacher might see me during recess reading a book like nothing. So they would believe that I was being lazy and obstinate ... because I didn't understand what was going on with myself." Later, Bigard transferred to the New Orleans Free School, where dyslexia and diversity in how students learned were accepted and nurtured. When a teacher pointed out Bigard's strengths, Bigard was at first skeptical. As the teacher continued to have honest conversations about both her strengths and areas for growth, Bigard began to change her mindset about herself and about education.

Today, Bigard is the parent of three children-one who is on the autism spectrum and another who has dyslexia-and advocates in support of families and caregivers for students in New Orleans. In the city's all-charter-school system with high teacher turnover and limited accountability, students with disabilities often struggle to have their needs met. Bigard, who is all too familiar with what's at stake, explains, "If the children have accommodations and they have a good education, it can literally make the difference in them going to jail or them having a successful life."

The Curb-Cut Effect: Changing the Environment

Bigard's experiences as a student, parent and advocate illustrate the possibilities and the risks for children with disabilities in the educational system. When educators try to force a singular teaching or learning style, students with individualized learning plans are often left out and struggle. Erika Williams, a former New Orleans educator, likens it to "fitting a square peg in a round hole." Karista Reed, an educational diagnostician in Ascension Parish, Louisiana, notes that when environments do not emphasize inclusion for students with individualized learning plans, the students feel ostracized and notice they are not being included.

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Embracing diversity means accepting disability as a part of the total human experience and being intentional about practices that remove barriers to learning so all children can thrive.

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10 Activities for Jewish American Heritage Month Newsletter 

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10 Activities for Jewish American Heritage Month Newsletter 

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10 Activities for Children for Jewish Heritage Month

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10 Young Black Climate Activists to Watch

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10 Young Black Climate Activists to Watch

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A heartbreaking fact of our times: All living people today were born into the climate crisis. Whether someone's 8 or 85, we all live on a planet whose climate is rapidly declining due to human impact. But here's the thing-while climate catastrophes currently affect us all, it's our youngest generation, and in particular, young People of the Global Majority, that will suffer the greatest burden. Thankfully, there are lots of inspiring young Black climate activists that are bringing light to the intersection of climate change and racism. Keep reading to learn about 10 young Black climate activists that are sending a message of both hope and resilience in this fight.

Why Youth Are Crucial in the Fight

It's an outdated, damaging viewpoint that says children should be "seen not heard." Young voices should be cherished, celebrated, and engaged with.

Youth Are More Connected Than Ever Before

Young people are more connected than ever. Social media has a huge role in modern-day social change movements; we've all witnessed the incredible power of hashtags such as #MeToo, #TimesUp, and #BlackLivesMatter, so it's only fitting that environmental activism is as much online as it is in the streets. Utilizing this connectedness is our modern-day superpower.

Young People Are the Largest Generation Of Youth, Ever

Young people today are already the largest generation of youth to ever exist . They represent a huge cohort of society that has valuable voices to add to the fight against climate change. We also mustn't forget youth in the Majority World -as they represent a staggering 88% of young people globally. When young people's voices come together, it's a beautiful thing.

Youth Should Know About Collective Care

"In our world, divide and conquer must become define and empower." - Audre Lorde, Sister Outsider: Essays and Speeches

Individualism is a toxic trait of colonialist thinking. If we shift to a culture of collectivism, then we empower people to join their community and stand for something. When we communicate the ideal of collective care and collective responsibility to children early on, we can teach them that public health is important. We must show them that we should always protect and advocate for vulnerable, minoritized communities, and how the Global South is vital in this conversation.

Tackling the Climate Crisis: 10 Young Black Climate Activists Who Are Charging Ahead

Born into a family of changemakers, Irsa Hirsi has been involved in activism since she was just 12 years old. Emboldened by a case of police brutality against a Black man in Minneapolis, Irsa added her voice to the city's mass Black Lives Matter-led protests. During high school, Irsa became involved with environmental activism, going on to co-found the U.S. Youth Climate Strike. She was featured in Fortune's 40 Under 40 Government and Politics in 2020 due to her climate activism.

Leah Thomas is a leading voice in the intersectional environmentalism movement. Also known as "Green Girl Leah," Leah launched her community, The Intersectional Environmentalist, in 2020. It's an educational climate justice collective which spearheads more diversity in climate activism. She's since written the book The Intersectional Environmentalist and the Instagram page of the same name, which has nearly half a million followers.

In 2020, at the World Economic Forum in Switzerland, Ugandan climate activist Vanessa Nakate attended to encourage world leaders to take the climate crisis seriously. But when a photo was published of her and four other activists, you'd never have known she was there. She was cropped out. Instead, the Associated Press published the photo of four white activists. Her experience and the dialogue she started afterward remind us how much we need to diversify the climate activism space.

Livia Pinaso is behind the Brazilian branch of the youth-led organization, Polluters Out. The group's lens is on COP25, calling on them to address their failures in tackling the fossil fuel industry. Her efforts and voice are particularly potent in a nation that is home to the largest rainforest on Earth, the Amazon.

Nicknamed 'Little Miss Flint', Amariyanna "Mari" Copeny wrote a letter to then-president Barack Obama when she was just eight years old. She told him of the water crisis in her hometown, Flint, Michigan, and how their water was contaminated with lead. Her widely-publicized campaigning eventually saw Obama authorize money to help solve the issue. Sadly, as of 2023, the crisis is ongoing.

Russell Raymond is another activist that fights climate change from a place of heartbreaking experience. In 2017, a hurricane ripped through his home on the Caribbean island of Dominica. Now, as a climate activist, he serves as a Youth Advocate for UNICEF.

In 2015, Vic Barret, along with 20 other youth plaintiffs, filed a lawsuit against the United States government. In the lawsuit, they accused the government of knowingly violating their rights to life, liberty, and property, as well as neglecting their duty to protect public grounds by permitting the combustion of fossil fuels. His activism and passion are inspired by his hero, environmentalist, and Honduran Indigenous leader Berta Isabel Cáceres Flores.

In late 2020, Yurshell Rodríguez, a member of Colombia's Indigenous Raizal community, saw her home completely devastated by Hurricane Iota. As an Environmental Engineer at the National University of Colombia, Yurshell is driven by a passion for protecting the coral reefs that surround the island she grew up on, Old Providence in the Caribbean. A significant win for the climate activist was in 2018, when she and a group of other activists won a case against the Colombian government, holding it accountable for its failure to stop Amazon rainforest deforestation.

A true advocate for trees, Leah Namugerwa is a youth climate activist from Uganda, who's become well-known for her tree-planting campaigns. She's so passionate about planting trees to help combat excess carbon, that for her 15th birthday she celebrated by hosting a tree planting party. Her Birthday Trees Project encourages seedlings given to people on their birthdays if this is how they choose to celebrate.

As the youngest-ever White House Advisor in American history, Jerome Foster II is a force in the environmental movement. He's a leading organizer for Fridays for Future and started his charitable organization called One Million Of Us-a group that mobilizes young people to stand up for the climate.

Let Our Youth Inspire You To Engage

If you're not already following a youth climate activist, honestly what are you waiting for? I've found so much inspiration from their political engagement, partnerships, legal actions, and lawsuits. The more voices we have in the effort to reduce carbon in the atmosphere, the better.

Young or Not, Here's How To Get Involved

While there's a whole host of factors that are causing the climate crisis, if we all picked a cause and made a little effort, then we'd see mass collective action.

There's an abundance of ways that you and your family can dive headfirst into climate action. If you're after a few ideas, here's what has worked for us as a family.

Reduce our consumption of fast fashion. As a family, we choose to support brands with clear ethical practices. If shopping new, we utilize the Good On You app before making a purchase. As a reminder, thrifting is always a sustainable option.!

Try to eat more plant-based meals. An Oxford study identified that going vegan is the single biggest way an individual can reduce our carbon footprint. By eating plant-based, you can reduce your carbon footprint by up to 73%.

If you eat fish, choose responsibly-sourced options to disrupt the overfishing emergency (or better yet, cut out fish altogether!).

Head to your nearest crop-swapping meet-up, and swap herbs, vegetables, and fruit from your garden. If you don't have a garden, try out community-supported agriculture (CSA) for locally-grown produce.

If you have the space and resources, try composting. This is also a wonderful way to introduce children to the cycles of nature, and have them care for worm friends!

We can do this planet-changing work together. I'm rooting for you.

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10 Young Black Climate Activists You Need To Know

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A heartbreaking fact of our times: All living people today were born into the climate crisis. Whether someone's 8 or 85, we all live on a planet whose climate is rapidly declining due to human impact.

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Asian American and Pacific Islander Month Booklist

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Asian American and Pacific Islander Month Booklist

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Asian American and Pacific Islander Month

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In honor of Asian American Pacific Islander Month, join us in celebrating AAPI-owned bookstores and AAPI authors across the United States.

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Pride Across the Bridge's Big Book of All Things Queer

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Pride Across the Bridge's Big Book of All Things Queer

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This book is 90 growing pages of resources, educational materials, provider referrals and support for the queer community and beyond, with a heavy focus on the Eastside and the Valley. While the medical materials are geared towards educating and supporting our transgender and gender diverse community, all of these resources are for the entire 2SLGBTQ+ community, parents, friends, allies, and medical professionals.

​All individuals, groups, medical professionals, educational materials and support are personally vetted to ensure that anywhere you go you are met with compassion, educated providers, and welcoming community.
​
If you have any questions, suggestions, additions, or an experience that you'd like to share, I'm all ears.
​Transparency is key, and you deserve to get accurate and compassionate care everywhere you go. :)

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This book is 90 growing pages of resources, educational materials, provider referrals and support for the queer community and beyond, with a heavy focus on the Eastside and the Valley. While the medical materials are geared towards educating and supporting our transgender and gender diverse community, all of these resources are for the entire 2SLGBTQ+ community, parents, friends, allies, and medical professionals.

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Creating a Respectful and Open World for Natural Hair (CROWN)

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Creating a Respectful and Open World for Natural Hair (CROWN)

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The C.R.O.W.N. Act stands for "Create a Respectful and Open World for Natural Hair," and was created in 2019 to ensure protection against discrimination based on race-based hairstyles by extending statutory protection to hair texture and protective styles such as braids, locs, twists, and knots in

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Audiobooks for Arab American Heritage Month

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Audiobooks for Arab American Heritage Month

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Skip content

April is Arab American Heritage Month! Celebrate Arab culture and contributions in the United States with these audiobooks written by Arab Americans.

View all playlists

We Hunt the Flame

Sands of Arawiya: Book #1

"Narrators Fiona Hardingham and Steve West lend their exceptional vocal skills to this fantasy novel... Both narrators deliver commanding performances steeped in drama and suspense, drawing out every ounce of emotion and intrigue: - AudioFile Magazine, Earphones Award winner

Set in a richly detailed world inspired by ancient Arabia, Hafsah... Read more "

Special offer
Free audiobook with membership

For a limited time, when you sign up for a new monthly membership with code CHOOSEINDIE, we'll give you a bonus audiobook! That means you'll have 2 audiobook credits to redeem from the start.

Claim special offer

We Free the Stars

Sands of Arawiya: Book #2

The second audiobook in the Sands of Arawiya duology by the masterful Hafsah Faizal-the follow-up to the smash New York Times bestselling novel We Hunt the Flame.

Darkness surged in his veins. Power bled from her bones.

The battle on Sharr is over. The Arz has fallen. Altair may be captive, but Zafira, Nasir, and Kifah are bound for Sultan's Keep,... Read more "

Mirage

A Novel

Mirage Series: Book #1

"Mirage is full of characters who feel like they existed long before the story began, and a rich world that is as beautiful as it is cruel. Somaiya Daud is a rare talent. A smart, romantic, exciting debut." -Veronica Roth, #1 New York Times bestselling author of Divergent and Carve the Mark

A stunning epic fantasy audiobook inspired by the... Read more "

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Audiobooks for Arab American Heritage Month Playlist on Libro.fm

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Skip content April is Arab American Heritage Month! Celebrate Arab culture and contributions in the United States with these audiobooks written by Arab Americans. View all playlists We Hunt the Flame Sands of Arawiya: Book #1 "Narrators Fiona Hardingham and Steve West lend their exceptional vocal skills to this fantasy novel...

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16 Women Environmentalists You Should Know

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16 Women Environmentalists You Should Know

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Sorry about the interruption, but we just need to do a quick check to make sure that you’re a human being. To do so, simply fill out the CAPTCHA below and you’ll be on our website in no time!

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Social Justice Books Book List: Environment / Climate Justice

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Social Justice Books Book List: Environment / Climate Justice

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Environment / Climate Justice | Social Justice Books

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Here are titles on the environment for children, young adults, and educators.

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Social Justice Books Book List: Arabs and Arab Americans

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Social Justice Books Book List: Arabs and Arab Americans

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Teaching for Change carefully selects the best multicultural and social justice books for children, young adults, and educators.

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Good Inside with Dr. Becky: Raising Anti-Racist, Anti-Bias Kids With Britt Hawthorne

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Good Inside with Dr. Becky: Raising Anti-Racist, Anti-Bias Kids With Britt Hawthorne

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Let's talk about it together

Connect with Good Inside-trained coaches AND thousands of judgment-free, knowledgeable parents just like you. You ask. They answer. Every time.
Go To Community

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Raising Anti-Racist, Anti-Bias Kids With Britt Hawthorne - Good Inside

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Let's talk about it together Connect with Good Inside-trained coaches AND thousands of judgment-free, knowledgeable parents just like you. You ask. They answer. Every time. Go To Community

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In addition to Bellevue School District schools and Family Connection Centers, Africans on the Eastside (AOE) is here to serve families and students who may need help in school or help in understanding how the school system works.

With over 30 years of volunteer experience within the school district and surrounding communities, Africans on the Eastside parents and family partners have a wealth of information about the education system, special programs and how to access help if families need it.

AOE offers learning opportunities for youth and parents and meeting opportunities to discuss issues that may be affecting our communities.

Our staff can help you find resources that you can use to support yourself and your students at home, in school and in many situations in the community.

Advocacy and Mentor Training - Webinars, Workshops, 1:1 check-ins are a few of the ways that AOE can support families and students.

We can also assist you when you want to talk to leaders in your school or with community organizations.

On-line workshops, trainings, and classes to learn new ways to support your student.

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Aoe | Africans on the Eastside | Seattle

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In addition to Bellevue School District schools and Family Connection Centers, Africans on the Eastside (AOE) is here to serve families and students who may need help in school or help in understanding how the school system works.

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CISC helps immigrants throughout King County achieve success in their new community by providing information, referral, advocacy, social, and support services.

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Sno-isle Booklist: TOUGH ISSUES: On the Spectrum - Living with Autism

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Sno-isle Booklist: TOUGH ISSUES: On the Spectrum - Living with Autism

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Fiction and nonfiction about being autistic or living with someone who does.

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TOUGH ISSUES: On the Spectrum - Living with Autism - Sno-Isle Libraries

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TOUGH ISSUES: On the Spectrum - Living with Autism by SnoIsleLib_Teen - a staff-created list : Fiction and nonfiction about being autistic or living with someone who does.

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Sno-isle Booklist: Autism Acceptance Month

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Sno-isle Booklist: Autism Acceptance Month

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Explore a selection of books from autistic authors with valuable perspectives for those on the autism spectrum.

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Jacket cover images copied to clipboard.

Stories You Need to Hear About What Helped Them While Growing up and Pursuing Their Dreams

What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity

Autistic Transgender People in Their Own Words

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Autism Acceptance Month - Sno-Isle Libraries

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Autism Acceptance Month by SnoIsleLib_ChristalC - a staff-created list : April is Autism Acceptance month! Here is just a small selection of books from Autistic authors with valuable perspectives for those on the Autism Spectrum and their allies you can check out today.

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Sno-isle Booklist: Cool Contemporary Kids

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Sno-isle Booklist: Cool Contemporary Kids

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Books about the lives and adventures of modern kids who are on the autism spectrum.

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Cool Contemporary Kids - Sno-Isle Libraries

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Cool Contemporary Kids by SnoIsleLib_PeggyN - a staff-created list : Books about the lives and adventures of modern kids who are on the autism spectrum.

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Not even water? And other things not to say to your Muslim friends during Ramadan

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Not even water? And other things not to say to your Muslim friends during Ramadan

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For about 2 billion Muslims around the world - almost a quarter of humanity - it's Ramadan, the holiest period in the Islamic calendar. This year, the first day of Ramadan's sunrise-to-sunset fasting began at sunrise on Thursday, March 23, and lasts until the evening of Thursday, April 20.

There are about 3.45 million Muslims in the United States, and that number continues to climb. But if you're not Muslim, you might still not know exactly what to say (and not say) to Muslim friends, co-workers and colleagues during the month, whether they're fasting or not. Here are a few tips from Muslims across the United States collected over the course of Ramadan!

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Not even water? And other things not to say to your Muslim friends during Ramadan

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For about 2 billion Muslims around the world - almost a quarter of humanity - it's Ramadan, the holiest period in the Islamic calendar. This year, the first day of Ramadan's sunrise-to-sunset fasting began at sunrise on Thursday, March 23, and lasts until the evening of Thursday, April 20.

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Trans and GNC Voices

Students

Educators

More Voices

Pronouns

At the foundation of trans inclusion in school is an understanding of gender. GLSEN's gender terminology guide and visual can help educators and students learn and lead discussions that can foster understanding of diverse genders.

Part of this understanding is recognizing the importance of gender pronouns. Learn more by exploring GLSEN's pronoun resource, and offer pronoun buttons to make your school more trans-inclusive. You can also download and print pronoun stickers ( he, she, they, blank) on Avery 5390 labels.

According to GLSEN research, compared to other students in the LGBTQ community, transgender and gender nonconforming students face more hostile school climates. To learn more, see GLSEN's full research report and webinar on trans student experiences, and our report on trans students and school facilities, co-authored with Movement Advancement Project.

Transgender Awareness Week from November 11 to 19, Transgender Day of Remembrance/Resilience on November 20, and Transgender Day of Visibility on March 31 are important moments for trans inclusion, to create safe and inclusive schools for trans students. But making school trans-inclusive is a year-round effort.

Below is a wealth of resources that center trans and gender non-conforming students and educators. These resources share personal experiences and can help students and educators learn about gender diversity, pronoun visibility, trans students' rights, and inclusive curriculum and GSA practices.

Looking for more? This educator webinar and GSA guide go deeper into how to support trans and non-binary students.

Trans Rights

Trans-inclusive school policies are critical to creating school environments that are safe and supportive for trans students. These tools can help you in advocating for these policies:

To learn more about trans students' rights, see GLSEN and ACLU's Know Your Rights guide. If you face harassment or discrimination at school, make sure to #ClaimYourRights and report complaints to the U.S. Department of Education.

Classroom and GSA Activities

Trans students, like all students, thrive when they see themselves reflected at school. This means teaching lessons and activities that include and represent trans identities both in the curriculum and in meetings of LGBTQ student clubs.

Try out these activities:

Educators, want the latest resources sent to your inbox? Sign up for GLSEN's Educator Network!

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At the foundation of trans inclusion in school is an understanding of gender. GLSEN's gender terminology guide and visual can help educators and students learn and lead discussions that can foster understanding of diverse genders. Part of this understanding is recognizing the importance of gender pronouns.

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Online Tuesdays from 1:30-2:30
Practice speaking with other English language learners online.

Learn about American culture and meet people from around the world, while connecting from home!

Please register by 10am on the Monday before class.

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Explore King County Library System. New titles, recently rated, and recently tagged by the library community.

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Guide for Selecting Anti-Bias Children’s Books

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Guide for Selecting Anti-Bias Children’s Books

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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Indigenous Critique of Whiteness in Children’s Books

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Indigenous Critique of Whiteness in Children’s Books

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Watch Indigenous Critique of Whiteness in Children's Books on PBS Wisconsin

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Debbie Reese discusses the Native American stereotypes portrayed in children's books.

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First Book Tips for Building a Diverse and Inclusive Home or Classroom Library

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First Book Tips for Building a Diverse and Inclusive Home or Classroom Library

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First Book Tips for Building a Diverse and Inclusive Home or Classroom Library - Big Heart

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Learn from the experts at First Book how to make your home or classroom library welcoming to ALL students. Evaluate what you have and add!

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FOCS Parent Groups are the heart of our community. Through these groups, families form connections and friendships that last for years. As FOCS have shared, "It takes a village, and this is my village." Families of Color Seattle (FOCS) Parent groups are FREE facilitated gatherings that aim to increase parenting skills and provide a space to discuss identity and race.

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“They’re Not Too Young to Talk About Race”: The Science of Early Racial Learning

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“They’re Not Too Young to Talk About Race”: The Science of Early Racial Learning

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“They’re Not Too Young to Talk About Race”: The Science of Early…

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Mounting evidence demonstrates that children are noticing, processing, and making meaning of race early and often, beginning in infancy — long before they are walking and talking.

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People of Color in Independent Schools (POCIS) Seattle

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People of Color in Independent Schools (POCIS) Seattle

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POCIS Seattle is a consortium of independent schools, and it exists to help people of color thrive in independent schools.

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POCIS Seattle is a consortium of independent schools, and it exists to help people of color thrive in independent schools.

POCIS Seattle believes diversity, equity, inclusion, and belonging are foundational building blocks for successful 21st-century independent schools. Children, families, and educators deserve to have the resources available to reach their highest potential. This website serves as a hub where people of color can find DEI-focused programming, job postings, community events, and networking opportunities within independent schools.

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POCIS Seattle is a consortium of independent schools, and it exists to help people of color thrive in independent schools. POCIS Seattle believes diversity, equity, inclusion, and belonging are foundational building blocks for successful 21st-century independent schools. Children, families, and educators deserve to have the resources available to reach their highest potential.

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Japanese Incarceration: Densho Resource Guide for Children of All Ages

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Japanese Incarceration: Densho Resource Guide for Children of All Ages

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Browse by Reading Level - Densho Resource Guide

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Densho documents the testimonies of Japanese Americans who were unjustly incarcerated during World War II before their memories are extinguished. We offer these irreplaceable firsthand accounts, coupled with historical images and teacher resources, to explore principles of democracy and promote equal justice for all.

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Densho: Japanese American Incarceration and Japanese Internment

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120,000 Japanese Americans were unjustly incarcerated during World War II. Learn about this unprecedented denial of civil liberties and why it still matters today.

Learn about Japanese American history and the legacy of WWII incarceration by exploring personal stories from those who lived through it.

History doesn't repeat itself, but it often rhymes. Join us in putting the lessons of Japanese American WWII incarceration into action today.

Densho Content Director Brian Niiya answers a question about the origin of the concentration camps where Japanese Americans were imprisoned during World War II.

Percussionist, composer, and interdisciplinary artist Paul Kikuchi speaks with Densho Community Curator Erin Shigaki about the influences of his ancestors, identity, and community on his art. Kikuchi shares, "How easily...

Thank you to everyone who tuned in on October 5 for Densho's 2023 virtual fundraiser, Our Voices Will Not Be Silenced!

Stay Informed: Join The Mailing List

Campu: A Podcast

Campu weaves together the voices of survivors to spin narratives out of the seemingly mundane things that gave shape to the incarceration experience: rocks, fences, food, paper. Follow along as hosts Hana and Noah Maruyama move far beyond the standard Japanese American incarceration 101 and into more intimate and lesser-known corners of this history.

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Densho: Japanese American Incarceration and Japanese Internment

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Preserving Japanese American stories of the past for the generations of tomorrow.

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Anti-Racist Reading List from Ibram X. Kendi

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Anti-Racist Reading List from Ibram X. Kendi

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Anti-Racist Reading List from Ibram X. Kendi - Chicago Public Library

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Anti-Racist Reading List from Ibram X. Kendi by Rattusnorvegicus - a community-created list : "This anti-racist syllabus is for people realizing they were never taught how to be anti-racist. How to treat all the racial groups as equals. How to look at the racial inequity all around and look for the racist policies producing it, and the racist ideas veiling it.

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Here's the story behind Black History Month — and why it's celebrated in February

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Here's the story behind Black History Month — and why it's celebrated in February

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Every February, the U.S. honors the contributions and sacrifices of African Americans who have helped shape the nation. Black History Month celebrates the rich cultural heritage, triumphs and adversities that are an indelible part of our country's history.

This year's theme, Black Health and Wellness, pays homage to medical scholars and health care providers. The theme is especially timely as we enter the third year of the COVID-19 pandemic, which has disproportionately affected minority communities and placed unique burdens on Black health care professionals.

"There is no American history without African American history," said Sara Clarke Kaplan, executive director of the Antiracist Research & Policy Center at American University in Washington, D.C. The Black experience, she said, is embedded in "everything we think of as 'American history.' "

First, there was Negro History Week

Critics have long argued that Black history should be taught and celebrated year-round, not just during one month each year.

It was Carter G. Woodson, the "father of Black history," who first set out in 1926 to designate a time to promote and educate people about Black history and culture, according to W. Marvin Dulaney. He is a historian and the president of the Association for the Study of African American Life and History ( ASALH).

Woodson envisioned a weeklong celebration to encourage the coordinated teaching of Black history in public schools. He designated the second week of February as Negro History Week and galvanized fellow historians through the Association for the Study of Negro Life and History, which he founded in 1915. (ASNLH later became ASALH.)

The idea wasn't to place limitations but really to focus and broaden the nation's consciousness.

"Woodson's goal from the very beginning was to make the celebration of Black history in the field of history a 'serious area of study,' " said Albert Broussard, a professor of Afro-American history at Texas A&M University.

The idea eventually grew in acceptance, and by the late 1960s, Negro History Week had evolved into what is now known as Black History Month. Protests around racial injustice, inequality and anti-imperialism that were occurring in many parts of the U.S. were pivotal to the change.

Colleges and universities also began to hold commemorations, with Kent State University being one of the first, according to Kaplan.

Fifty years after the first celebrations, President Gerald R. Ford officially recognized Black History Month during the country's 1976 bicentennial. Ford called upon Americans to "seize the opportunity to honor the too-often neglected accomplishments of Black Americans in every area of endeavor throughout our history," History.com reports.

Why February was chosen as Black History Month

February was chosen primarily because the second week of the month coincides with the birthdays of both Abraham Lincoln and Frederick Douglass. Lincoln was influential in the emancipation of slaves, and Douglass, a former slave, was a prominent leader in the abolitionist movement, which fought to end slavery.

Lincoln and Douglass were each born in the second week of February, so it was traditionally a time when African Americans would hold celebrations in honor of emancipation, Kaplan said. (Douglass' exact date of birth wasn't recorded, but he came to celebrate it on Feb. 14.)

Thus, Woodson created Negro History Week around the two birthdays as a way of "commemorating the black past," according to ASALH.

Forty years after Ford formally recognized Black History Month, it was Barack Obama, the nation's first Black president, who delivered a message of his own from the White House, a place built by slaves.

"Black History Month shouldn't be treated as though it is somehow separate from our collective American history or somehow just boiled down to a compilation of greatest hits from the March on Washington or from some of our sports heroes," Obama said.

"It's about the lived, shared experience of all African Americans, high and low, famous and obscure, and how those experiences have shaped and challenged and ultimately strengthened America," he continued.

(Canada also commemorates Black History Month in February, while the U.K. and Ireland celebrate it in October.)

There's a new theme every year

ASALH designates a new theme for Black History Month each year, in keeping with the practice Woodson established for Negro History Week.

This year's Black Health and Wellness theme is particularly appropriate, Dulaney said, as the U.S. continues to fight the coronavirus pandemic.

"As [Black people], we have terrible health outcomes, and even the coronavirus has been affecting us disproportionately in terms of those of us who are catching it," Dulaney said.

"There's never been a time where Black people and others should not celebrate Black history," Broussard said. "Given the current racial climate, the racial reckoning that began in wake of George Floyd's murder ... this is an opportunity to learn."

NPR has compiled a list of stories, performances and other content that chronicles the Black American experience for Black History Month. See the whole collection here.

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Here's the story behind Black History Month - and why it's celebrated in February

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Every February, the U.S. honors the contributions and sacrifices of African Americans who have helped shape the nation. Black History Month celebrates the rich cultural heritage, triumphs and adversities that are an indelible part of our country's history. This year's theme, Black Health and Wellness, pays homage to medical scholars and health care providers.

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14 Children’s Books on Love: Valentine’s Day Edition

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14 Children’s Books on Love: Valentine’s Day Edition

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Right now, children across the United States are coming home with class lists, determined to make Valentine's Day cards for their peers. Grownups are collecting old shoeboxes to be repurposed into mailboxes, and families are loading up on chocolate hearts and teddy bears. Stores and libraries are filled with heart-shaped balloons, the color red, and boxes of candy. It's time for Valentine's Day, our annual celebration of love! Valentine's Day is a wonderful time to practice empathy, critical thinking, and activism with your children. If you're celebrating this year, here are my recommendations for 14 children's books on love .

"Never forget that justice is what love looks like in public." -Cornel West

The History of Valentine's Day Is Complicated

The origins of Valentine's Day are pretty old and murky. Many historians believe it comes from the pagan Roman fertility festival of Lupercalia, which included sacrificing a goat and a dog and whipping women with the hides of freshly slain animals. During the first rise of Christianity, the festival was soon outlawed. As Christianity spread, a deluge of Christian holidays and practices quickly replaced pagan rituals. Still, the holiday's intention of fertility and love remained unchanged.

Today the United States, Canada, Mexico, the United Kingdom, France, and Australia celebrate this holiday. But as it stands, the modern Valentine's Day tradition is drowning in commercialization focused on proving and performing love. Worse, most representations aren't inclusive or accurate of the everyday love we experience.

I suggest we make Valentine's Day about strengthening self-love, fostering loving relationships, and practicing community care. We can do this in everyday moments filled with playfulness, curiosity, and joy.

14 Children's Books on Love

I've selected 14 children's books on love to read this Valentine's Day. I was determined to make a booklist that was honest, inclusive, and grounded in our four parenting principles. Those principles of self-love, embracing people, identifying unfairness, and acting justly guide our children to become compassionate thinkers and doers. Some of the books emphasize the beauty of loving yourself. Other books feature queer love or platonic love. And most importantly, several of the books represent authors of the global majority. By reading these books, I hope children will learn that love comes in different forms and can be found in different places.
Affiliate Disclosure: I only recommend products I would use myself, and all opinions expressed here are my own. I am an affiliate of Bookshop.org and will earn a commission if you click through and purchase from Bookshop.org. Recommended Age: birth-6 years old
Studies indicate that having discussions with your children about love, family, and relationships not only enhances their comprehension of what they observe but also improves their self-awareness and confidence, equipping them to confront and challenge unjust situations like prejudice and discrimination. This book initiates a constructive dialogue about love, taking into account both the child's and the adult's perspectives.
Recommended Age: birth-6 years old
This picture book explores the theme of longing for our loved ones and the assurance that we will reunite with them. Filled with love for community and nature, Still, This Love Goes On is bound to be passed down and shared for many generations through reading and singing.
Recommended Age: birth-4 years old
From gentle kisses to furry kisses, there's a kiss for every moment with adorable babies and those who love them. With rhyming text and precious illustrations, this cuddly story celebrates all the lovable babies-even the animal babies-in your life.
Recommended Age: birth-4 years old
Inspired by Bob Marley's iconic song, follows a young girl as she gathers her community to improve her neighborhood. The book demonstrates the power of having one love in our hearts.
Recommended Age: 4-8 years old
Bodies Are Cool is a delightful tribute to the diversity of human bodies worldwide. This highly inclusive book showcases a variety of skin tones, shapes, and hair types, and its cheerful illustrations and uplifting message promote body positivity and self-assurance in young readers.
Recommended Age: 4-8 years old
What makes us love the people we care about? And what does it mean to express our love out loud? This positive book shows that love is a conversation. Love can be both complex and straightforward at the same time.
Recommended Age: 4-8 years old
Zuri has curly, unruly hair, but she recognizes its beauty. When her dad tries to style it for a special event, he faces a big learning curve. His love for Zuri inspires him to do everything he can to make Zuri and her hair happy. is a tribute to embracing your natural hair and recognizing the bond between fathers and daughters everywhere.
Recommended Age: 5-9 years old
This book encourages children to demonstrate love and support toward one another every day. It is a basic guide on developing relationships, promoting empathy, and instilling respect among peers, aimed specifically at our youngest members of society.
Recommended Age: 7-11 years old
This book is a collection of sixteen award-winning poems that depict love and the beauty of daily life as seen through the lens of a child. Each poem captures the innocence and wonders in experiences such as riding a train, enjoying music, and playing with friends. The poems are accompanied by illustrations that enhance the meaning and depth of the words, including both portraits and panoramic drawings.
Recommended Age: 4-8 years old
A sweet story about unapologetic friendship and first crushes. Archie and Zach are inseparable; they like each other and love spending time together. But neither of them has expressed their true feelings just yet. This picture book celebrates young, queer love in a whimsical, kid-friendly way.
Recommended Age: 6-9 years old
A timeless favorite that has been cherished for generations, Frog and Toad features two best friends who spend much of their time together. Each chapter addresses an important theme: individuality, acceptance, friendship, and love.

Recommended Age: 9-12 years old

This story takes us on a journey to see if Mia Tang can retain her job, support immigrants and guests, overcome the challenges posed by Mr. Yao, and pursue her aspirations. The bravery, compassion, and determination shown by Mia Tang will leave readers in awe.
Recommended Age: 10-13 years old
This book is a humorous yet touching tale of a family, a vivid portrayal of a town, and a young boy's mission to save both. Thirteen-year-old Arturo is determined not to let his family and community fall without putting up a fight. With the help of Carmen, he learns about the power of poetry and protest through the hidden stories of his family and the writings of José Martí.
Recommended Age: 11-14 years old
Max desires to go to a lovely boutique that sells dresses and dolls but is afraid that other children will make fun of him. When he finally musters the bravery to enter the store, he encounters Señor Pepe, a remarkable dollmaker and tailor. Señor Pepe shares his story and passion for dolls with Max.

Make Love a Verb

Reading children's books on love allows you to reestablish your family's values: empathy, compassion, and trust. Use these books to deepen your family's conversations about strengthening self-love and fostering healthy relationships. But don't stop there. It's always important for families to make love a verb.

Some ideas to get you started include:

Phone a loved one to say, "I love you!" or "Life is better with you!"

Have a neighborhood clean-up day

Commit to reducing plastic all year long

Show love to local businesses

Add children's books on love to your local lending library

Donate much-needed supplies to your local food bank, domestic violence shelter, or public school

Go to ballotpedia.org to find out about the next local election

If applicable, children can practice typing their address or completing the form

Make an election or primary to-do list

Share how this supports community care, self-love, and loving relationships.

I'm rooting for you.

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14 Children's Books on Love: Valentine's Day Edition

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Right now, children across the United States are coming home with class lists, determined to make Valentine's Day cards for their peers. Grownups are collecting old shoeboxes to be repurposed into mailboxes, and families are loading up on chocolate hearts and teddy bears.

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Talking to Children About the History of Slavery in the United States: A Resource for Parents and Caregivers

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Talking to Children About the History of Slavery in the United States: A Resource for Parents and Caregivers

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Parents and caregivers are children's first teachers and play a powerful role in determining what children learn about history and in shaping children's perspectives and our shared future. Discussing the history of slavery in age-appropriate ways can help children understand how that history influences life today.

Slavery is the institution that made racism a part of our nation's foundation. The legacy of slavery is present in many current systems that disproportionately affect Black children and families, from mass incarceration and police violence against Black people to poverty and poor educational opportunities for people of color. If we are to build a future together, learning about the history of slavery and white supremacy is essential for healing and reconciliation as well as for justice and equity.

The following recommendations for how to talk with children about the history of slavery and race in the United States also provide age-appropriate information to emphasize in conversations. For older children and teens, topics and details can be expanded.

Explore Indigenous and African cultures before talking about slavery.

The histories of Indigenous and Black people neither begin nor end with European encounters and slavery. So instead of beginning conversations with slavery, first explore the diversity of African and Indigenous cultures.

Africa's rich history is part of Black history. Emphasizing the fullness of life and cultural experiences in Africa can help children make connections with the people impacted by slavery.

Help children to understand that Indigenous people have a variety of cultures and have always governed their own nations in the lands that are now the United States. And Africa is a continent that has always been home to many people, nations and cultures. African and Indigenous people were leaders, doctors, teachers, skilled artisans, farmers and artists before they were enslaved.

Discuss commonalities to build understanding of diversity and identity.

Along with the exploration of African and Indigenous histories, talk about commonalities across cultures to help children build empathy and understanding outside their own communities. Discussing "cultural universals"-such as art forms, music, social organization, celebrations and basic needs-encourages children to recognize how people are bound together by similarities.

Having conversations about race and identity prior to discussing slavery is important so that children do not associate Black history and racial identity solely with slavery.

Help children to develop a strong sense of self and identity while recognizing and honoring diversity in the world. Encourage and support children to express pride, confidence and healthy self-esteem without denying the value and dignity of other people.

Use appropriate language and clarify meaning.

Language can shape our perspective of events and people. In talking about slavery, use "enslaved person" instead of "slave" to reinforce the humanity of people and highlight that enslavement is something done to the person. "Enslaver" is preferable to "slave owner" or "slave master" and emphasizes that an action and effort was made to enslave people.

Encourage children to think and talk about the meaning of freedom. Being free means being able to choose what your life looks like without interference from others.

Explain the meaning of equity: that the same freedoms are held by all people, regardless of their individual or group identities. And discuss how people often make rules to serve their own interests. This means that sometimes rules are unfair, but people can work to change them.

Center the experiences of enslaved people to provide a fuller picture of slavery.

While the history of slavery in the United States includes violence and incredible cruelty, it is also a history of survival, courage and resilience. Therefore, it is important to fully explore what that history means and center the people who were enslaved.

Focus on the strengths, humanity and agency of enslaved people by using stories from their perspectives and those of their descendants.

Help children understand that enslaved people hated being held captive and wanted to escape to freedom. People resisted slavery to try and obtain some freedom in the midst of their enslavement, and resistance took many forms, ranging from everyday actions like slowing down work to armed rebellion.

Although it was very difficult and largely impossible, some enslaved people did manage to escape. Laws made slavery legal and escaping illegal, so enslaved people were often hunted and returned to slavery. But many people who escaped slavery went on to fight for freedom for all enslaved people.

Encourage a fuller understanding of slavery by learning about the efforts of the Underground Railroad and the abolitionist movement.

Discuss slavery as foundational to the history of the United States.

The institution of slavery is foundational to the United States, not something that happened separately from the professed values of freedom and democracy. Enslaved people built the wealth of our nation.

As Professor David W. Blight explained, "Slavery is not an aberration in American history; it is at the heart of our history, a main event, a central foundational story. Slavery is also ancient; it ... has always tended to evolve in circumstances of an abundance of land or resources, and a scarcity and, therefore, demand for labor."

As ancient as the practice of slavery is, so too is the fight against it. People have always struggled against the wrongs of slavery, and for centuries and in all cultures, people have resisted. Therefore, not only is the history of slavery foundational to our nation but so, too, is the history of resistance to slavery. As Jalaya Liles Dunn, LFJ's director, pointed out in our Fall 2022 magazine about the foundation of the United States, "From the time a limited form of democracy was introduced, abolitionists and activists across a 400-year span challenged the institution to expand-that struggle is foundational to our country."

Help young children understand the meaning of slavery as when a person owns another person as property. The main purpose of enslaving people is to make money, and enslaved people rarely earn money for their work. When people are enslaved, their enslavers control their actions and can say where they move, what job they do, what food they will eat, what clothes they will wear, with whom they will live, whether they can learn to read and write, and much more.

Explain that Europeans enslaved millions of Indigenous people, and the rich cultures of Indigenous people persisted despite the colonial invasions. Many people are now working to support the resurgence of Indigenous languages and ways of seeing the world.

Millions of people were brought against their will from Africa and enslaved in the Americas. Enslaved Africans brought skills, food, music, clothing, language and religious practices with them‚ a cultural heritage that is still with us in our daily lives.

Slavery was allowed in many societies throughout human history and for hundreds of years was legal in what is now the United States. But people worked for generations and fought for the change that ended slavery.

Help children understand that enslavers exploited the highly skilled labor of enslaved people for their own profit. The forced labor of enslaved people built many important buildings and institutions. European colonization itself depended on the work of Indigenous people and, later, African people.

Discuss the honest history of slavery in age-appropriate ways.

As Jordan Lanfair, a Chicago teacher, said in this 2018 interview with Learning for Justice, "We are our ancestors' wildest dreams, but we don't know that unless we know what our ancestors went through."

The history of slavery is not a discussion of "two views" or a matter of multiple perspectives. Children can understand injustice and that there is no justification for enslaving another person. Understanding about our country's history and present means knowing the honest history of how our nation was built.

Help children to understand that enslaved people had familiesloved ones who enslavers could take away from them at any time. And enslavers often separated families to make more money or as punishment. Once separated, families were rarely able to communicate or reunite. After the end of slavery, many formerly enslaved people searched long and hard, often in vain, to find their missing family members.

Explore how enslaved people tried to maintain their cultures while building new traditions that continue to be important. For example, music was very important in the lives of enslaved people, and the music they created informs popular music today. Drawing from Indigenous and African oral traditions, enslaved people passed on stories, history, culture and teachings. Cultural practices, including crafts and food, that developed among Indigenous and African people continue to this day.

Point out to children that many people worked individually and in groups to end slavery. Once they escaped, many people who had been enslaved worked to change the laws that allowed slavery. And children need to know that not every white person agreed with slavery. Some joined groups that tried to convince people in power to end slavery.

Explain that slavery was the cause of the Civil War. People in the United States didn't agree about slavery. Some believed it was wrong and should be ended; some didn't mind it but didn't want more people to be enslaved in new places; and others wanted to spread slavery to new states. People in the last group decided to secede from‚ or leave‚ the United States so that they could continue enslaving people. The United States, or the Union, fought the Civil War to stop some states from leaving. As the Union Army won victories, many enslaved people freed themselves by escaping; many also helped the Union Army, including by fighting as soldiers. When the Union finally won the war, slavery was ended by an amendment to the Constitution.

Connect past and present, and talk about race, racism and white supremacy.

Discussing race-particularly encouraging children to understand it as a social construction rather than a biological fact-can be an opportunity for thoughtful conversations.

Talking about slavery is not possible without discussing race, racism and white supremacy. Our identities can affect our feelings about these topics, so it is important to take time to consider our own identities and relationships to this history.

As Professor Blight points out, "Of all the reasons or justifications used to enslave other human beings, race was late to the long story. Racial slavery came out of the epoch of the slave trade, which of course lasted four centuries in the Atlantic, and likely longer in the Indian Ocean." It is important to explore why slavery became racial and that it "was made so by people in historical time." White supremacist ideology provides one of the deep roots of slavery and ongoing racism.

We can point out to children how Indigenous and African cultures are present in our society along with examples of structural racism that can be traced back to slavery and white supremacy. Help children understand how slavery and race are connected. Slavery came to be associated with Blackness, and white people developed racist ideas to justify enslaving people of color.

Explain how differences, whether real or perceived, can make some people feel that it is OK to treat others badly, to exploit other people and to believe that some people are better than others. And the power of ownership of other human beings made people feel that their imagined superiority was real. Explore how perceptions of racial differences remain in the United States today. These perceptions continue to impact whether all people are truly free.

Even though slavery became illegal, labor exploitation and the oppression of Black and Indigenous people has never gone away.

We are continuously reminded of the values of democracy-including freedom, equity and justice-by generation after generation of Black people who struggled and continue to struggle to make those values a reality for this country. That movement defines our nation and renews our democracy, and it includes countless people through the centuries: those who held on to a memory of freedom, who sought escape, who revolted and resisted, who lived and loved, who wrote and advocated for the abolition of slavery, who fought for freedom, who protested for civil rights, and who continue to fight for justice and equity. The Black freedom struggle threads the real ideals of democracy throughout U.S. history.

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Talking to Children About the History of Slavery in the United States: A Resource for Parents and Caregivers

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Parents and caregivers are children's first teachers and play a powerful role in determining what children learn about history and in shaping children's perspectives and our shared future. Discussing the history of slavery in age-appropriate ways can help children understand how that history influences life today.

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8 Tips for Talking to Your Child About Racial Injustice

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8 Tips for Talking to Your Child About Racial Injustice

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In our field of psychology, the research is clear. Children as young as three years of age notice and comment on differences in skin color. Humans of all ages tend to ascribe positive qualities to the group that they belong to and negative qualities to other groups. Without guidance, children are likely to develop biased attitudes from exposure to negative racial stereotypes, racial disparities, and segregation.

We wrote Something Happened in Our Town: A Child's Story about Racial Injustice to help diverse parents and children have an ongoing conversation about racial injustice. The tips that follow were adapted from the notes to parents we included at the back of the book. Find additional resources from the book here. Check out the conversation we had with EmbraceRace here.

1. Take the time to address your child's questions or comments.

Do not ignore or sidestep them with blanket reassurances (e.g., "We are all the same inside"). If you aren't prepared to give an answer, validate the question and return with an answer at a later time.

2. If your child makes a negative racial comment, ask him or her in a nonjudgmental tone, "What makes you say that?"

Your child's answer may provide an opportunity to counter generalizations or to increase empathy.

3. Encourage multidimensional views of others.

Preschoolers tend to view people as all good or all bad. You can help your child to recognize human complexity and learn to consider both similarities and differences between people in appearance, feelings, preferences, and behaviors.

4. Be prepared to talk about what your children see and hear.

They may need help in understanding community events or news stories.

5. Use children's literature to introduce children to diverse individuals and social justice issues.

Ask questions to help children develop empathy for characters who encounter racism or other types of bias.

6. Clearly state that you believe it is wrong to treat someone differently or unfairly because of their race.

Affirm that you believe that racial injustice is still a problem.

7. Balance your acknowledgement of the reality of racism with messages about hope for change, the availability of help, and the value of activism.

8. Make a rule that it's not acceptable to tease or reject someone based on identity.

If teasing occurs, try to find out what underlies the behavior. If the conflict is really about another issue, help your child recognize and resolve that issue. If the underlying reason is discomfort with differences, plan activities to try to overcome that.

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8 Tips for Talking to Your Child About Racial Injustice

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Humans of all ages tend to ascribe positive qualities to the group that they belong to and negative qualities to other groups. Without guidance, children are likely to develop biased attitudes from exposure to negative racial stereotypes, racial disparities, and segregation. Take these steps to...

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This timeline is an homage to Mrs. Coretta Scott King, the architect of the King legacy, reflecting more than 50 years of unwavering dedication to community, cultural, and socio-economic progress rooted in the methodology and philosophy of nonviolent social change developed by her

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This timeline is an homage to Mrs. Coretta Scott King, the architect of the King legacy, reflecting more than 50 years of unwavering dedication to community, cultural, and socio-economic progress rooted in the methodology and philosophy of nonviolent social change developed by her husband, Dr. Martin Luther King, Jr.

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32 Children’s Activities for Black History Month

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32 Children’s Activities for Black History Month

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If you're looking for children's activities for Black History Month, you've landed in the right place. But first a little background. We honor and celebrate Carter G. Woodson for establishing the first celebration of Negro History Week on February 7, 1926, which led to Black History Month. While we hope that learning about the accomplishments of Black people is a regular part of your child's development, the truth is that it might not be. American textbooks leave out and whitewash significant chunks of Black history. Here are 32 children's activities for Black History Month by age group that you can experience with your children to continue the conversation.

32 Children's Activities For Black History Month

Black History Month is an opportunity to center the beauty of Black people and Black culture. It's an opportunity to dedicate time and energy to unlearning harmful white supremacist narratives and honoring the remarkable achievements of Black people. Keep reading to learn how to honor Black History Month with the whole family in age-appropriate ways. The activities below are categorized by age but many of them are fun and educational for various age groups-including adults!

Disclosure: I only recommend products I would use myself and all opinions expressed here are my own. I am an affiliate of Bookshop.org and I will earn a commission if you click through and make a purchase."

Ages 0-3 Children's Activities For Black History Month

1. Support Your Local Community

Several cities across the United States offer Black History Month activities and celebrations. Check your local children's museum, public library, and community centers for a list of FREE or affordable events. Remember, what you say is just as important as what you do. Supporting and engaging in Black-led events creates a family practice of community solidarity.

2. Make a Hands and Feet Mural With Skin Tone Paint

"Mommy this isn't the right brown!" Our children loved drawing and painting themselves and their friends but we struggled to find skin tone paint. So, we made our own skin tone paint and so can you with the guidance below! Then embrace the mess as your kids use their hands and feet to make a giant mural. This paint is washable, so if it gets everywhere you can get it out of almost anything with some water. Reminder, we want to help children understand that washable paint can easily wash off, but people's skin color cannot.

3. Learn About Jacob Lawerence

Jacob Lawrence's exuberant artwork guides readers through a bustling city, complete with builders rat-a-tatting and children playing in the streets. With rhythmic text and 11 iconic paintings, this book is both an introduction to an influential artist and a celebration of city life. Purchase your copy of Jacob Lawernce Busy city! Beep, beep, beep! In the City here and learn more about his work here.

4. Make Your Own Drum and Learn the History of the HBCU Drumline

The marching bands at Historically Black Colleges and Universities (HBCU) have a long, spectacular history, filled with intricate choreography and exciting musical arrangements. Teach your little one about HBCU drum lines , then learn how to make your own drum .

5. Watch Motown Magic on Netflix and Do a Sing-Along

6. Listen to "Sweet Honey in the Rock" Together

7. Try Different Soul Foods Together and Explore the Taste

Food is the key to the heart, and that's where culture and soul live.

Ages 4-7 Children's Activities For Black History Month

8. Plant Seeds and Watch Them Grow

9. Learn to Hula Hoop

Has your little one ever tried hula hooping? There's a lot more to it than just swinging the hoop in a circular motion. Learn from these ten Black hula hoopers about the limitless opportunities of the pastime. The Black Hula Hoopers Unite Facebook page is a great place to connect with other Black hula hoopers and read The Hula-Hoopin' Queen together

10. Listen to a Black History Month Playlist

11. Write a Blues Song

Once you have listened to various famous blues artists such as Mamie Smith, Ma Rainer, and Bessie Smith, you can try to write your own blues song. Good luck!

12. Bake Buttermilk Biscuits

13. Study HBCU Nomenclature

14. Watch an HBCU Marching Band

15. Discover Your Dream

Ages 8-12 Children's Activities For Black History Month

16. Learn the History Of Double-Dutching And Then Learn to Double-Dutch

Dutch immigrants might have brought double dutch to New York City, but it was Black girls who formed it into a coming-of-age tradition. Learn the history of double dutch by watching this . Then, learn how to double dutch .

17. Learn About Black Inventors

18. Play Mancala as a Family

19. Study the Buffalo Soldiers

20. Create Your Own Black-Owned Business List

Does your kid have an allowance? Help them learn how to spend their money thoughtfully by creating a list of Black-owned businesses.

Or, help them grow their money by starting an investment fund and creating a list of Black-owned businesses to invest in.

21. Make Your Own Dance Playlist

22. Watch the Movie Roll Bounce or Better, Go Roller Skating.

Learn how roller skate rinks played an important role in the civil rights movement by watching the movie Roll Bounce. It's available on for $3.99.

23. Learn the History of Black Cowboys

Did you know there were Black cowboys? Uncover this hidden history by reading this and watching this great video . The video credits recommend further resources to explore. We also recommend reading these about the fascinating history of Black cowboys.

Ages 13+ Children's Activities For Black History Month

24. Research the Rich History of HBCUs

25. Learn the History of Stepping

26. Bake Sweet Potato Pie

27. Read Books Written By Black Authors

There are so many incredible books written by Black authors, it can be hard to know where to start. We recommend picking up The Cost of Knowing by Brittney Morris for this age group. Check out more books written by Black authors .

28. Learn Ways to Support the Black Lives Matter Movement

29. Make Your Own Black Power Mixtape

The Black Power movement of the 1960s and 1970s emphasized cultural pride, economic empowerment, and the creation of political and cultural institutions. Stokely Carmichael, who is credited for coining the phrase "Black Power!" was one of the most famous leaders of the movement. Learn more about Student Nonviolent Coordinating Committee (SNCC) and The Black Power Movement, while making your own Black power mixtape with songs like "Rhythm Nation" by Janet Jackson and "Changes" by 2Pac.

John Lewis: Good Trouble is a documentary film that shows the life and work of civil rights activist and US congressman John Lewis. Pop some popcorn, grab the blankets, and cue up this film. Watch the inspiring and informative documentary .

31. Listen to Code Switch's "On the Shoulders Of Giants"

This podcast episode explores the history of Colin Kaepernick, the football player who kneeled during the national anthem at NFL games sparking a nationwide conversation about police brutality and patriotism. Listen . For more great Code Switch episodes for kids, explore this .

32. Write a Thank You Card to a Local Black Activist

Activists work to create thriving communities for everyone by spending countless hours putting themselves on the front lines, volunteering time, giving resources, and showing up for justice. Taking a moment to share your gratitude for their hard work can go a long way. Do some research to find Black activists and leaders in your community and write them a letter of gratitude! Here's a hint, try your local Black Lives Matter chapter or Mutual Aid organizations.

Thanks for reading! I hope you enjoy these curated children's activities for Black History Month. Please check out my resources for educators and parents.

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How To Celebrate Black History Month With The Whole Family

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If you're looking for children's activities for Black History Month, you've landed in the right place. But first a little background. We honor and celebrate Carter G. Woodson for establishing the first celebration of Negro History Week on February 7, 1926, which led to Black History Month.

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In schools committed to racial equity, educators who resist anti-racist measures should feel uneasy, isolated on the outskirts of their schools' institutional cultures. I mean this literally. The educators least invested in racial equity should wonder whether they belong.

Sadly, research shows the inverse tends to be true in many schools, even when leaders claim equity commitments. Often, the educators most adamant about racial equity are cast to the margins of institutional culture. They are the ones feeling isolated, wondering whether they belong (Kohli, 2018; Picower, 2011). Colleagues call them troublemakers for naming what others refuse to name. Some are shushed or encouraged to adopt a color-blind perspective by equity-skittish leaders. They are accused of being too "political" simply for pointing out conditions that harm families of color. Educators of color who raise these concerns tend to face even greater hostility, as Kohli (2018) documented through the narratives of racial-justice-oriented teachers of color. They often are labelled "militant" or "angry" for telling the racial equity truth.

This is a failure of equity leadership.

A Racial Equity Reckoning

If the most emphatic racial equity advocates feel silenced and less central to institutional culture than their equity-resistant colleagues, what we have from an equity point of view is a sick institution.

Any meaningful accounting of racial inequities in schools must reckon with this reality. Is our commitment real? Why do emphatic equity advocates often face harsher repercussions for their advocacy than equity heel-draggers face for their inaction? Why is taking a strong, impassioned stand on racism interpreted as deviant while refusing to take a stand on racism is interpreted as in a developmental process (Mayorga & Picower, 2018)?

Are we driven by authentic desires for racial equity? Or are we content with rearranging inequities, hiding them behind multicultural arts fairs and diversity clubs (Au, 2017)?

The disturbing reality is, in my 20 years of experience working with schools and districts on matters of equity and justice, I've found that most initiatives and strategies that pass for "racial equity" efforts in schools pose less of a threat to racism than to the possibility of racial justice. Following Olsson's (1997) accounting of the detours white people follow to protect their privilege and avoid the messy work of racial justice, I call these initiatives and strategies equity detours.

The detours vary in scope and nefariousness but share a function: They create an illusion of progress toward equity while cementing, or even exacerbating, inequity. They can be more devastating than explicit racism because they do racism's work while consuming resources ostensibly earmarked for racial equity. They are the anti-anti-racism.

For example, people who study equity initiatives in schools have tracked educational leaders' tendencies, in the name of equity, either to implement deficit-oriented strategies, such as "grit" initiatives that obscure inequity (Kohn, 2014) or, worse, to build equity efforts around debunked approaches that create more inequity, like the "mindset of poverty." Some educational leaders inexplicably continue to embrace the "mindset of poverty" even though it reinforces racialized stereotypes (Redeaux, 2011)-and despite the fact that research clarified that there is no such thing as a mindset of poverty 50 years ago (Valentine, 1968).

What all these types of initiatives and frameworks have in common is that they mask racial inequity. They relieve us of the responsibility to name and eliminate the ways racism operates in our schools (Ladson-Billings, 2017). Rather than being paths to equity, they are detours around it.

Four Racial Equity Detours

Described below are four racial equity detours commonly embraced in schools, 1 followed by equity principles that can help educators avoid these detours and build a more transformational racial equity approach.

1. Pacing-for-Privilege Detour

This detour underlies the other detours. It speaks to the situation described earlier, wherein an equity approach coddles the hesitancies of people with the least racial equity investment while punishing people with the most investment.

In too many schools, the pace of equity progress prioritizes the comfort and interests of people who have the least interest in that progress. Professional development in these schools appears designed to accommodate the feelings and fears of white educators in "difficult" conversations about race rather than to advance equity for students of color (Swanson & Welton, 2018). A common "equity" PD framework in these contexts is cultural competence -an approach that provides a way to talk about "cultural differences" without having to name or confront racism (Gorski, 2016a; Pon, 2009). Cultural competence is important. But by itself it's no threat to racism.

The hard truth is, racial equity cannot be achieved with an obsessive commitment to "meeting people where they are" when "where they are" is fraught with racial bias and privilege. Students, families, and educators experiencing racism cannot afford to wait for us to saunter toward a more serious racial equity vision. They cannot afford to wait, in particular, for all white educators to ease into racial equity commitments at a pace of our choosing while they suffer the consequences of our casualness.

In schools committed to equity, the time is now. We must prioritize equity over the comfort of equity-reluctant educators. We move on racial justice first by honestly identifying and addressing all the ways racism operates in our schools, and then we bridge the equity hesitaters to our equity vision. We refuse to equivocate on racial justice. We find the will to implement, and hold one another accountable to, policy and practice changes today, rather than waiting for an elusive consensus.

When I make this argument to education leaders, they often emphasize the importance of staff buy-in. I appreciate consensus-based leadership-but not always when it comes to equity. The school-to-prison pipeline is flowing (Annamma, Morrison, & Jackson, 2014). Students who are disproportionately targeted with assignment to special education, harsh applications of discipline policy, unengaging pedagogy, and the sorts of "school reform" initiatives that redistribute access up the privilege continuum don't need consensus. They need justice.

Start where we need to be: Equity is neither optional nor negotiable. This is who we are as a school; these are the values to which we will be held accountable. Our best resources in these efforts are equity-minded educators-the ones accustomed to the shushing. When we make them the center of our schools' and districts' institutional identities, we are primed for equity progress.

2. Poverty of Culture Detour

Culture is one important equity consideration. However, although racial identities may inform cultural identities, racial inequities aren't predominantly cultural misunderstandings. Racism is a tangled structural mess of power, oppression, and unjust distributions of access and opportunity. This mess cannot be resolved with greater cultural awareness alone.

I call this the poverty of culture detour in honor of Gloria Ladson-Billings (2006). In "It's Not the Culture of Poverty, It's the Poverty of Culture," she describes the hazards of adopting diversity frameworks built around vague notions of "culture." "[T]he problem of culture in teaching is not merely one of exclusion," she explains. "It is also one of overdetermination.... [C]ulture is randomly and regularly used to explain everything ... from school failure to problems with behavior management and discipline" (p. 104).

The result is that we too often attribute educational disparities to students' cultures. We cannot allow racism-infused misperceptions of their cultures to justify our failure to create racially just schools. Often, we interpret racial disparities in which students are suspended or expelled, for example, not as the result of racial bias, as research shows it primarily to be (Rudd, 2014), but as a cultural defect in communities of color. So we might attempt to solve these disparities by adjusting the behaviors, mindsets, or emotions of students of color rather than by adjusting educators' racial presumptions or schools' inequitable practices.

We cannot fix a problem we refuse to name. If our equity initiatives feature the word culture more than the word racism, we're probably off track. If we adopt an approach that obscures racism behind vague nomenclature like cultural competence or the diverse kids, we might be off track.

3. Deficit Ideology Detour

If we spend any of our equity efforts attempting to "fix" students of color-fortifying their grittiness, modifying their mindsets, adjusting their emotions-we need a reaccounting, not only of our equity understandings, but also of our equity intentions. These strategies locate the source of educational outcome disparities within communities of color while often ignoring the role of racism-the clearest sign of deficit ideology (Gorski, 2016b).

We should be instinctively suspicious of popular educational approaches that often detour us around equity with a deficit approach. For example, presuming we can resolve racial inequities by simply teaching students of color to have grit is like presuming we can resolve climate change by teaching coastal communities to swim faster. It shifts the onus of responsibility away from schools and onto the very youth who are cheated out of equitable opportunity-and who, due to this cheating, often already tend to be quite resilient. It can obscure structural conditions with which marginalized communities contend. What good is grit against curricular erasure or inequitable school policy?

As somebody who attended school having experienced the childhood trauma of sexual abuse and often found myself being punished for the implications of that abuse, I find the growing interest in mindfulness and trauma-informed practices compelling. But too often, these practices are adopted as though they are racial equity initiatives. In some cases, we offer students of color coping mechanisms rather than correcting in-school conditions-like inequitable policy or racially tinged tracking practices-that exacerbate racism's traumas. Our best strategy for minimizing the impact of racism is to eliminate racism. Trauma-informed practices as implemented in most schools don't do that.

Before we follow the deficit ideology detour, we should ask ourselves some questions. In whose image is school policy and institutional culture crafted? Which students have the most access to higher-order pedagogies, relevant curricula, and a full range of course options? Which students face grinding inequities in and out of school? What do trauma-informed practices look like for students whose primary source of trauma is the racism they experience at school?

Equity initiatives should focus on eliminating conditions that marginalize students-never on fixing students of color. If we cannot describe how our efforts are eliminating those conditions, it's time for an equity overhaul.

4. Celebrating Diversity Detour

Recently, while visiting a colleague's classroom to facilitate a conversation about race and poverty, I asked a group of African American and Latinx 10th grade students about their school's upcoming Diverse Friends Day. For one lunch period, they would be forcibly integrated, coerced into celebrating diversity by sitting with classmates racially or ethnically different from themselves-classmates with whom some of them normally wouldn't socialize.

"They mean well, but this activity is racist," Pam shared. 2

"I don't know about racist," Tariq responded, "but I don't want to do it."

José added, "A lot of the white students don't like us. I don't want to be forced to hang out with them."

I asked Pam to elaborate on her observation that Diverse Friends Day is racist. "There's a lot of racism in this school," she insisted. She wondered how disturbing her lunch-the only time she could relax in a predominantly white school-was going to change that. "I think Diverse Friends Day is for white people," she concluded.

Is she wrong? I don't think so, especially in the absence of more serious racial equity efforts, which these students agreed were missing from their school. In my experience, many "celebrating diversity" initiatives are crafted to help white students learn about diversity-not racism, but diversity -in ways that will be most comfortable for them.

In some cases, students of color are used essentially as props for the gentle diversity education of white students through activities like Diverse Friends Day. This allows white people to opt out of considering racial justice while deriving social and cultural benefits from diversity awareness. It creates the illusion of diversity appreciation while entrenching inequity.

Requiring students of color to participate in these diversity spectacles while failing to attend adequately to inequity can be exploitive. Pam, Tariq, and José didn't need to share lunch with white students to learn about difference, much less how racism operated around them. They developed these insights as a matter of survival. White educators were asking them to celebrate a diversity in which their experiences were invisible. This is one way white privilege persists even in the context of diversity efforts.

Five Principles of Equity Literacy

At this point, I presume readers are thinking, "So what should equity efforts look like?" I'm cautious about addressing this sort of question. It may signify a common impulse in education to grasp for simple strategies to address challenges that are more about ideology and will than strategy. I encourage us to think, instead, about principles that can guide our equity actions.

Here are five equity literacy principles (Gorski & Swalwell, 2015) that can help us avoid equity detours and maximize the impact of our equity efforts.

1. Direct Confrontation Principle

The path to racial equity requires direct confrontations with racial inequity-with racism. We start, again, by asking, "How is racism operating here?"

Gather the racial equity advocates in your school, district, and community and map the ways-big and small, implicit and explicit-that racial inequities persist. Examine policy, curricula, and discipline practices. If you struggle to identify how racism is operating, invest time to learn how to do it. When I work with educational leaders committed to acquiring an equity lens, I find simple prompts like these can provide opportunities for meaningful practice:

What is one practice in your school that focuses on fixing students of color rather than fixing the conditions that marginalize them? How can you reshape that practice for racial equity?

What policy might have harsher consequences for students of color if applied by educators who harbor racial bias even if they aren't intending to be racist? What do you need to change about that policy, or about the racial ideologies in your school or district, to make it equitable?

2. Redistribution Principle

Equity involves redistributing access and opportunity at the most basic institutional level. This includes material access to things like learning materials, technology, healthy food, and even healthcare. It also includes nonmaterial access to higher-order pedagogies, relatable curricula, and equity-conscious teachers.

The idea here is to intimately examine how institutional policies and practices provide some students more access and opportunity than others. It may mean re-examining how school practices are crafted in relation to students' lived experiences and whether institutional policy and culture are responsive to the interests of the most marginalized students.

For example, as we examine behavior policies, we might ask ourselves whether we're cognizant of the depth of racial bias associated with how educators tend to interpret behavior and dole out behavior referrals.

Policy handbooks are another good place to start. Study your school's policies line by line. Might any perpetuate racial inequity-like a dress code policy banning items associated with specific racial groups or assessment practices that could mask racial bias? Work with the equity advocates in your school and community to revise those policies and practices right now. Then attend to dynamics of institutional culture that resulted in the existence of biased policies to begin with.

3. Prioritization Principle

The only way to redistribute access and opportunity is to prioritize the interests of students of color. Every policy and practice decision should be filtered through this lens: How will this policy impact families of color? How will it improve conditions for students of color? Remember that, in inequitable contexts, equality-attending equally to everybody's interests-reproduces inequity. For example, we know that students of color are disproportionately tracked out of "upper-track" classes (Leonardo & Grubb, 2018) and that on average, students in "lower-track" classes have less access to engaging pedagogy and more exposure to control-oriented teaching practices. And because we also know these disparities are driven significantly by racial bias in referral and assessment processes (Faulkner et al., 2014), a racial equity commitment should lead us to abandon traditional tracking methods. We can prioritize the interests of students of color by trading what we perceive as the equality and efficiency of those methods- efficiency for whom? we might ask-for a process that eliminates the influence of racism.

4. Equity Ideology Principle

Equity is a lens and an ideological commitment. No strategy can help us cultivate equitable schools if we're unwilling to understand how racism operates. Professional development opportunities related to equity should emphasize the ideological work required to more deeply understand the dynamics of racism in society and schools. Then we can draw on those deeper understandings to build our practical approach for eliminating racism.

5. #FixInjusticeNotKids Principle

Effective equity efforts focus not on fixing students of color, but on eliminating racist conditions. If we find ourselves, in the name of equity, adopting initiatives meant to improve educational outcomes by adjusting mindsets or cultures in students of color, it's time to reconsider our efforts.

Do We Have the Will?

Implementing a transformative racial equity commitment is difficult, especially if we face significant resistance. Of course, it's not more difficult than navigating racism, which many students, families, and educators of color endure. I cling to hope that most of us want racial equity. The question for those of us who find the detours alluring is whether we have the will to align our actions with our philosophies. My hope is that, by considering the detours and principles discussed here, we can find ways to strengthen our equity efforts and create schools that deliver on the basic ideals of equity and justice.

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In schools committed to racial equity, educators who resist anti-racist measures should feel uneasy, isolated on the outskirts of their schools' institutional cultures. I mean this literally. The educators least invested in racial equity should wonder whether they belong. Sadly, research shows the i

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I've Been Paralyzed Since I Was 3. Here's Why Kindness Toward Disabled People Is More Complicated Than You Think

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I've Been Paralyzed Since I Was 3. Here's Why Kindness Toward Disabled People Is More Complicated Than You Think

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I've Been Paralyzed Since I Was 3. Here's Why Kindness Toward Disabled People Is More Complicated Than You Think

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I've been paralyzed since I was 3. Here's why kindness toward disabled people is more complicated than you think

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Social Justice Books Guide to Selecting Anti-bias Children's Books

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Social Justice Books Guide to Selecting Anti-bias Children's Books

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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4 Things You Should Stop Saying to Nonbinary People

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4 Things You Should Stop Saying to Nonbinary People

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I didn't understand what it meant to be transgender or nonbinary until I was in college, but even then, the narratives I understood were extremely binary, like you had to choose between two options. I understood that those who were assigned male transitioned to women and those who were assigned female transitioned to men.

Growing up, I never completely felt feminine. In preschool, I recall once telling a peer that I "wished I was a boy." As a child, the closest I got to experimenting with gender was collecting baseball cards, wearing a football jersey with baggy pants, and being "not like other girls" - all of which my mother me scolded about. Yet I never felt fully masculine, either. I loved "feminine" things - or what society considers feminine, at least, even though objects don't have gender (not even clothes) - like vibrant lipstick, women's fashion magazines, and pearl necklaces.

Learning the term "nonbinary" - "someone who does not identify as a man or a woman, or solely as one of those two genders" - came later. Initially, it was a scary concept not only because it goes against gender roles ingrained in our society but because it described my own gender identity, which was neither male nor female.

Last year, I started asking my Internet friends to use gender-neutral pronouns ("they," "them," and "theirs") when referring to me in the third person, and soon after, I asked close friends to do the same. Since coming to terms with my gender identity, I've heard several tiresome recycled arguments that invalidate how I describe myself. Fortunately, these situations have helped me bond with other nonbinary people. Here are just a few of these insulting arguments.

"Singular 'they' is grammatically incorrect."

This is one of the most common arguments, even though many ( but not all) nonbinary people use gender-neutral pronouns. When you're referring to someone who uses gender-neutral pronouns in the third person, you can use "they," "them," "theirs," or a number of other gender neutral pronouns instead of "he," "him," and "his" or "she," "her," and "hers."

But the singular "they" isn't new. According to The New York Times, famous authors including Jane Austen, Lord Byron, and T.S. Eliot have used the singular "they" in their writing.

Many argue a singular "they," compared to a plural "they," is grammatically incorrect. However, English speakers have already been using "they" as a singular pronoun when they are unsure of a subject's gender. Some examples include:

"Someone left behind their sunglasses." "When you can find someone to volunteer, could you thank them?"

"But the dictionary!" Well, since language is fluid and constantly changing, major dictionaries such as Merriam-Webster and Oxford] have published statements in favor of using "they" both as a singular and plural pronoun. The Washington Post also reported that the singular "they" was declared "word of the year" in 2016 by the American Dialect Society.

"There are only two genders."

This one runs a close second to fighting about singular "they" pronouns. People love to argue that only two genders - male and female - exist. Right off the bat, that idea erases people who are intersex, or people born with one or more of a range in sex characteristics that fall outside our traditional understanding of male and female bodies.

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4 Things You Should Stop Saying to Nonbinary People Right Now

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I didn't understand what it meant to be transgender or nonbinary until I was in college, but even then, the narratives I understood were extremely binary, like you had to choose between two options. I understood that those who were assigned male transitioned to women and those who were assigned female transitioned to men.

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13 Stories of Folks Who Had a Legal Name Change

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13 Stories of Folks Who Had a Legal Name Change

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There are different reasons why people decide to change their name. For some, a name change is related to marriage. For others, a name change is about protecting themselves from a violent past. And for the transgender community, a name change often signifies gender affirmation, among other things. Teen Vogue spoke with 13 trans people who have changed their name. Here are their stories.

Hyacinth, 21, New Jersey

"At age sixteen, I stopped going by my birth name entirely. I had just come to terms with my identity as an agender, nonbinary individual. The name I grew up with caused me such dysphoria, it felt as if it was associated with a person that I just wholly was not any longer. I didn't actually begin the process of the legally changing it until I was 20 years old. The financial stress was incredible, but it was such a mental health necessity that I knew I had to sacrifice for it. The New Jersey court system made this process almost inaccessible to me with fees, travel, their inability to do anything electronically. "

Alaina, 24, Massachusetts

"I started the process of socially and legally changing my name a couple years after surviving a sexual assault. I had wanted to change it for most of my life already, to fit with how I feel as a queer non-binary person, so this felt like the right time. It was about choice, surviving, and giving myself agency. It's probably the only time I have ever made a choice that was just about me. It was really empowering to tell people to call me Alaina and see how much my friends and family cared about getting it right. I'd wanted to change my first name since I was a kid, which my mom was fully on board for, but my dad asked me to wait until I was 18 to make the decision."

Katelyn, 36, Maine

"I first applied for the name change in June, but they couldn't schedule my hearing until early December. When the day of my hearing came around, there was a snowstorm that cancelled that day's session, so I had to wait an additional two weeks. When the judge finally said that he granted the petition and wished me a Merry Christmas with my new female name, I couldn't contain my smile, I think I floated out of that courthouse to my car. The biggest concern I had was changing my name before Trump's inauguration. The trans community knew he would be coming for us hard and I was worried he would take away the ability to change gender on US passports, so I was worried about being able to get those documents in on time."

Kara, 49, New York

"I changed my name simply because my old one certainly didn't reflect who I was, inside or out. I knew I was a girl when I was 11, but I had a stepfather who told me, 'Don't walk like that. Don't talk like that. Don't hold your wrists like that.' And he had a belt. So I began denying it, terrible for my teenage self and worse the longer it went on. The process took place in 2015 and went smoothly, albeit taking longer than I would have hoped-about six months. When I got home when the change was made official, my partner was kind enough to let me have some alone time. I cried for a good 30 minutes out of joy and relief. The 11-year-old's wish to be able to wake up as her true self came true."

Skylar, 26, Maine

"I first came out as non-binary shortly after I graduated high school. I'd known for a while that my birth name didn't reflect who I was, but I didn't do anything about it until I was 24. I'd been pestering my parents for years to tell me what they might've named me if I had been the opposite sex, and when they refused to give me a clear answer, I picked the name Skylar in December of 2015. By January, I was going by Skylar to everyone. It still took me a year and a half to start the process of a legal name change. In late June of 2017, I submitted my initial paperwork, and by August I was finally, legally Skylar."

Sarah, 35, Missouri

"I'm transgender, and had been going by Sarah to some extent for about five years. I started the process in March 2009 by filing a petition to the court on my own [without a] lawyer. It took a round or two going back and forth with the court system, but got my court order in June 2009. After that, about two months of getting it updated on my license, social security, banks, etc. I had a checklist of 45 places. Missouri law wouldn't let me change my documentation's gender, but in 2013m a case passed in the court that found a loophole to let trans people change it without needing any surgeries. I filed for that change in March 2015 and after more back and forth, I received that court order on November 10, 2015."

Rowen, 21, New Jersey

"I came out as transgender to my family in my senior year of high school four years ago, and then to my friends in my first year of college. For a while, I went by my nickname, Row, since it was a shortened version of my dead name. In the beginning, the only thing I knew was that I was really unhappy, especially when I was perceived a certain way or called a certain name. When I met other queer and trans people at college, I started to actually like myself and get over some residual shame. I started going by Rowen and using he/him pronouns. Around December of 2016, I started the process of legally changing my name and gender. After a court date, multiple newspaper announcements, and many, many fees, my name officially changed in late January 2017! A year later, I'm still changing my name in random places-the other day I had to awkwardly explain my situation to Verizon customer service-but most of my documents have been corrected."

Taran, 29, California

"I travel a lot, and having a name and gender that matches how you identify [and] how society perceives you, makes navigating public spaces a little less stressful. It felt important to me to have my legal documents affirming my identity as well. The process and requirements through the court house is fairly straightforward. However, I felt a huge weight and a spike in anxiety doing this at the time I began. I had a major sense of urgency, but it was mostly out of my control. The fees for name and gender change are expensive (over $500) and those funds weren't available. I was lucky enough to be included in a support pool by lawyers from all over the country who were paying for filing fees for trans people. It was a relief to have that opportunity, and had I not, I don't believe I would have been able to file when I did."

Cedar, 23, District of Columbia

"Though I was named after my late father, I never had a particularly strong connection to my name growing up. After coming out as nonbinary, for a while I continued to use that name, but eventually I stopped instinctively responding to it, so I had to find a new one. I actually picked a nickname and then worked backwards to a name, but about a week before going through with the paperwork in January 2017, I decided on a different full name. The legal process was actually easy for me, but my family was very vocally against the idea. Luckily, I have a really good supportive group of friends who helped me with the process. The relief of having my documents all displaying the correct name is worth it. And I kept my connection to my dad by making his name one of my middle names."

Anu, 18, Nebraska

"I came out as genderqueer in April 2017. I searched and found the name Anu, and I finally felt at home in the cosmos. In December 2017, we started the process to change my name. It took a week to get the papers drawn up, two weeks to publish the request in the paper, and then another two weeks to get a court date for my hearing. Initially, my mom and I wanted to do the process by ourselves but after seeing all the work that had to be done, we hired a lawyer who does discounted name changes for trans and non-binary folx in Nebraska. On January 3, 2018, my name was officially changed.I love my name now, and it's all due to the fact that I was able to change it to fit who I know that I am."

Aeryn, 27, Philadelphia

"I came out as trans in March 2015, and I decided on a name that felt like mine a few months after that. It took a long time for me to figure out how to get started, but I started the process of a legal name change in January of last year. It wasn't until April that my name change hearing was actually scheduled and it was another few months before I was able to get all of the certified court documents and only since maybe this past August that I've had my name updated on all of my documents. It feels good now to have my name legally recognized, but not because it's any more my identity now than it was before, rather because it's easier to assert myself and get treated with respect more readily and challenged on my identity less often."

Jessica, 35, Pennsylvania

"I'm a transgender woman and it was critically important that I was able to change my name. I needed a legal name change first and foremost for validation. Every time I got letters in the mail addressed to my old name, I felt sick to my stomach. And I knew that getting mail addressed to Jessica would be very validating. I also knew that it would make job searching easier for me. It's really awkward to apply to a job and have to explain why your documents don't match the name on your resume. The day of my name change was really an anti-climactic one more than anything else. The hearing was less than five minutes long and the judge was very nice and wished me good luck."

Spencer, 19, Ohio

"I have publicly identified as transgender for almost three years now. It wasn't until this past summer that I was finally able to get my name legally changed. Between studying away from home, being born in a different state than Ohio, and a severe lack of resources and advice available, it was a difficult endeavor. I had to coordinate with my parents for everything since they still lived in the county I had to apply in, which was incredibly frustrating. I felt like I was dependent on my parents once again for something incredibly personal for me. My entire family came with me to the court date and we threw a big party afterwards."

Related: This 14-Year-Old Transgender Girl's Video Is Going Viral for the Best Reason

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13 Trans and Non-Binary People Explain What It's Like to Change Their Names

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There are different reasons why people decide to change their name. For some, a name change is related to marriage. For others, a name change is about protecting themselves from a violent past. And for the transgender community, a name change often signifies gender affirmation, among other things.

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A Racial Justice Guide to the Winter Holiday Season

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A Racial Justice Guide to the Winter Holiday Season

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In an effort to be affirming, reflective, and critical about how we approach and celebrate holidays as school communities, Center for Racial Justice in Education have curated a list of culturally sustaining and anti-racist educational resources and conversation guides for educators and families.

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At the Center for Racial Justice in Education we recognize the importance of providing culturally sustaining, anti-racist holiday lessons, resources, and conversations with students and families during this Winter holiday season. While holidays are generally thought of as cultural practices, we also know that non-dominant cultures and religions are often racialized and seen as "other" in the United States, especially during this time. Although the holidays are regarded as a festive and happy time, we also acknowledge that this time of year can bring up a mix of emotions for students and families alike. Feelings of anxiety, sadness, and depression are common and can be amplified for families of color and marginalized communities. We encourage educators to be mindful of how this holiday season is impacting young people in their schools.

In an effort to be affirming, reflective, and critical about how we approach and celebrate holidays as school communities, we offer a list of resources for educators and families that aims to provide inclusive understanding of religious holidays celebrations and strategies for supporting all students.
Resources for Educators on the Winter Holidays: Christian Privilege, Hegemony, and the Winter Holiday Season: Celebrating Kwanzaa: Islam, Islamophobia, and the Winter Holiday Season: Judaism, Anti-Semitism, and The Winter Holiday Season: Whiteness and the Holidays: Celebrating Los Tres Reyes Magos (Three Kings Day) and the Winter Holiday Season: Mental Health and The Holidays:

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At the Center for Racial Justice in Education we recognize the importance of providing culturally sustaining, anti-racist holiday lessons, resources, and conversations with students and families during this Winter holiday season. While holidays are generally thought of as cultural practices, we also know that non-dominant cultures and religions are often racialized and seen as "other" in the United States, especially during this time.

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Tiffany Jewell hadn't really thought about writing a children's book when an editor approached her about one in November 2018. This editor had learned that Jewell had been doing anti-racist work with elementary students for nearly two decades, most of that time spent as a Montessori educator. Their initial exchange, followed by a fruitful editorial relationship, is part of the origin story for This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action and Do the Work-which Jewell wrote in three and a half months.

When I asked Jewell to share more about this origin story, she told me that phrase "makes [her] feel like a superhero." I don't think she's far off. This book is informed not only by thoughtful self-reflection but also by many years steeped in exemplary education, relationship-building with young people and dedication to dismantling white supremacy. When we talked-just four days after George Floyd's murder and early in this year's uprisings-that dedication was on full display.

So she does what many superheroes do: She uses her abilities to leave the world better than she found it and to help the next generation tap their (super)powers to do the same.

You state in the introduction that this book is meant to be read in a set order and that the design is deliberate. Will you talk about that?

It followed the pattern of the work that I always did with my students. Because I tried a bunch of different things. So sometimes I tried to jump right into the history and that didn't work, or sometimes I jumped right into action and that didn't work. And so really wanting folx* to really do work on their inner selves first and understand their own identity and positionality. And then once you know who you are, then you can start to know more about the world around you.

So knowing the history of what came before you, the side of history and the anti-racist side of history. Because it's really important to amplify that resistance has always been part of us. And then from there, once you know the history and you've done deep analysis and understand what's going on, then you can jump into action and understand how to work in solidarity with other people. But you can't do that if you don't know yourself, if you don't know where history has led you to.

There are a number of definitions of anti-racism out there right now. Can you state the definition of anti-racism that you're using?

When I think of anti-racism, anti-racists are people who oppose the systemic misuse and abuse of power by institutions that lead to us having those personal biases and prejudices against each other. That foundation is there. An anti-racist person is somebody who is actively working for a society where we aren't oppressed because of our differences, where every person gets to be their whole self and honored for that.

When you think back to yourself as a young person-and I love the way you include these vignettes from your own childhood throughout the book-what would having this book have done for you or meant to you?

It would have been awesome to see somebody like myself in a book because that didn't happen until I was in my early 20s, as a Black, biracial person. Also, it would have given me the language to understand what I was experiencing around me.

Because I saw injustice. I knew it was there. But I didn't have that language. Nobody said, "That's racist!" Also, because I wrote it thinking about me and "What would 9-year-old and 14-year-old Tiffany really do with this?" It would have helped me stand up stronger against my teachers and against the systems in our school. As I got older, like in high school, I was able to do that with a little more strength, but I still didn't have that language that the adults kept really close-like they held on to it and they didn't share it with us. They didn't want us to have it.

What is it that you hope young people understand about power? Not only the power outside of themselves that they are working against, but the power within them.

I want young folx to be empowered. I want them to know that they have agency.

Recently, I did a workshop with the organization Be the Bridge, and they had this conference for young folx. And one of the young white kids in the group, he was like, "My parents: They're nice people, but they don't understand why I need to talk about racism." And he was like, "I don't know what to do." And what I want is for young folx to know that even if your family's not ready for you to take this journey, you can do it. You can absolutely have a different viewpoint than your family. You can be the one that shifts your family's thinking in the actions that you do.

Young folx don't have to wait for the adults because the adults will always talk themselves out of something that's uncomfortable. I see young folx. They're able to dream bigger. They're able to really just kind of go with change or create change. And so, really, I want them to know that they can do this.

What would you like young people to think about their education, what they're actually being taught, as a result of reading this book?

We as a family just finished reading the book Tristan Strong Punches a Hole in the Sky. ... I've been thinking a lot about how that story relates to whose stories get told. It's all about a storyteller, a kid who has the gift of telling stories. ... The part that really struck me is towards the end where Tristan Strong agrees to tell the story-everybody's story. He's not just going to tell it one-sided. He's like, "I need to tell this part, too."

And that's what our students need. They need those stories. You know, I never learned anything about Malcolm X-other than we shouldn't talk about him-until I read his words on my own. And I never learned about the Black Panther Party and, like, we got free breakfast because of them!

There's so much that's hidden. I didn't learn about the MOVE bombing until decades later when I was living in that neighborhood in West Philadelphia. ... And those things, our kids can handle them, and they need to know them and they need to know how we stood up. ...

The people who control the stories don't want us to know those parts. And so, you know, students knowing just those little bits from the book, hopefully it sparks their curiosity and they're like, "I need to know more" and, "What we're learning in our American history class-it's totally one-sided." Or just be able to speak up about that and get their parents because parents have a lot of power in schools.

What do you hope educators take away from this book?

I really want educators to know that you have to address injustice. Like, you can't push racism aside. That our kids see it. They know it exists. And so we can cultivate a community where we're discussing it and diving into it and understanding it courageously.

I think that is really important. I also think it's important for educators to not feel like they are the ones that have to give all the information. It's OK for us as adults to not know and to pause and listen to students. We really need to-as teachers and educators-we need to let go of our egos and really work collaboratively with our students, which doesn't happen a lot. And I hope, with this book, they'll be doing that work together.

Given the pandemic and this summer's protests, I think it is really important that we're having this conversation right now about anti-racism. Is there a particular message that you would like to send to young people and perhaps to educators about their power to engage in anti-racism right now, with the current state of the world?

Folx who are able to spend time with the book, do the work on your inner self right now. Because when we start emerging into community, community is going to need community. We have to take care of each other, and we can't do that if we haven't done the work ourselves. Then we just turn into a "savior." ...

Spend a little time learning from people who are out of your comfort zone. You know, if you're a white educator, listen to Black women. Listen to Indigenous women. If you're cisgender, spend some time listening to trans folx. ... It's time to expand yourself a little bit, to go a little beyond, and also to challenge other people. If there's somebody in the group who is saying something sexist or racist or homophobic, challenge them.

[Online communities are] great practice for us to do this challenging work. Because when we get out into public, then we're with people and it feels different. But if you practice it, you're like, Oh, I can call that person out on their racism, no problem.

Practice is another important thing that you place in the book. Like, What would I do if I witnessed someone being unfairly treated by a police officer?

Unfortunately, this is coming up all the time. And the thing that I've been doing with my own children who are 8 and 4-the ages that many people deem are too young and they're not -[is] really teaching them how to witness.

Like, "What do you notice? How many cops are there? How many cars? Do they all have a different car? Where are they going? ... What do you hear?" And really asking them to notice those things because my children are white-presenting. They walk through the world through their white bodies, and they're going to be believed over many other people. So really getting them to practice that and then to talk about what they see and to question. ...

Reading books, too, and questioning authors and looking at, "Who wrote this book? Is this the right person to be telling this story right now?" ...

But there are so many things as parents we can do-and teachers and educators-to be encouraging: talking with their students and families about this, to practice witnessing, practice talking, practice asking questions.

We were just talking about being "old enough." So even if they're not old enough to vote yet, what do you want young people to understand about the power of their voices when it comes to elections and other decisions that affect their lives?

This is the thing that I hear most from young folx-13-, 14-, 15-year-olds that are like, "I can't vote." And so some of the things we talk about is really kind of breaking down what those systemic [misuses and abuses of power] are within our institutions and being very vocal about them, especially in the realm of education, which is the institution that so many of our young folx are entrenched in. To really use their voices to speak up against it and to really talk with the adults in their lives, like, "You are not voting for yourself. You are voting for me. This is what I need." I think it's really important.

And then, a lot of the young folx that I've talked to, they're like, "I want to go out and stump. I want to go out and campaign." They're really excited and want to do that work, too.

So I really want politicians to open up those spaces because we have the energy of young folx. We can do so much more. And we need to be working with them because they're the folx who we're making all of these changes and policies for. ...

The other thing I always like to remind young folx, I'm like, "You have to be 35 to be president, but there's not a cap on age to be the mayor," and pointing out some of the younger mayors. ... You can effect change! Senate, Congress. There's so many [ways]. There's so much in the world of politics and elections: school board, library board. ... Those don't have an age cap, and there's no reason why they couldn't run.

Is there anything else that you'd like to share about this book or about young people's anti-racism that we haven't gotten into yet?

I love doing anti-racism work with young folx. My dream is that it becomes a part of our schools everywhere. So we have this new generation of folx who just understand it. ...

Every time I do this work with young folx, it's super clear to them. They're ready to dig and do the work and to see and envision what a world without racism looks like. And adults are like, "But this is how it's always been for 400 years! It's going to take that long to dismantle it." ...

And I think young folx are really good at envisioning what we're fighting for and have that imagination. As adults, we kind of block that away in ourselves and we're just always fighting against things. We just kind of get tired, and we lose steam. We talk ourselves out of it.

Anti-racism work is all [about] moving us forward-understanding the history but moving forward.

You were saying you would love to see anti-racism work regularly happening in schools. So, for these adults who have talked themselves out of it or say it's too hard, where do you think they can start?

For adults, I always go back to the goals of anti-bias education. And they're for little kids ... but they work really well for all ages. And they work well for ourselves.

And the first goal is all about identity and knowing who you are as an adult, and for kids, empowering them to love themselves. ... How can we argue with loving yourself?

So that's where we start, is to really learn how to love ourselves again as adults. And then for young folx ... amplify and empower them and help them grow to keep loving themselves. Because it stops. Once you get to school, it's kind of when you stop loving yourself.

And right now, it feels like it's courageous. And what if it didn't have to feel courageous and it was the way we always were?
TT Senior Writer Cory Collins provided editorial support for this interview.

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Tiffany Jewell hadn't really thought about writing a children's book when an editor approached her about one in November 2018. This editor had learned that Jewell had been doing anti-racist work with elementary students for nearly two decades, most of that time spent as a Montessori educator.

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Creating a Society Rooted in Justice: Q&A with Britt Hawthorne

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Creating a Society Rooted in Justice: Q&A with Britt Hawthorne

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Nationally recognized anti-racist and anti-bias writer and Montessori educator Britt Hawthorne provides insights on raising children to become global citizens.

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Creating a Society Rooted in Justice: Q&A with Britt Hawthorne

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Nationally recognized anti-racist and anti-bias writer and educator Britt Hawthorne provides insights on raising children to become global citizens.

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Burke Museum's Native American Heritage Month Packet 2022

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Burke Museum's Native American Heritage Month Packet 2022

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Inclusive Education Benefits All Children

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Inclusive Education Benefits All Children

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In confronting attacks on LGBTQ+ students’ rights to representation and safety in public education, we hold firm to creating inclusive and affirming learning spaces.

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Melanie Willingham-Jaggers and the GLSEN Team

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Inclusive Education Benefits All Children

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In confronting attacks on LGBTQ+ students’ rights to representation and safety in public education, we hold firm to creating inclusive and affirming learning spaces.

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Equity & Inclusion Virtual Speaker Series

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Equity & Inclusion Virtual Speaker Series

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The Equity and Inclusion Virtual Speaker Series is a program led by a number of independent schools to offer our communities and beyond the opportunity to connect, learn, and engage in topics around equity, inclusion, and antiracist education and action. The purpose of this series is to raise awareness, challenge ourselves, deepen understanding, and empower our communities to advance their efforts to actively recreate systems into equitable, inclusive, and antiracist institutions. The program invites 4-5 speakers throughout the academic year to create access to recognized authors and speakers that engage participants in complex topics through dialogue, cross-cultural communication, and a deeper understanding of the impact that racism and oppression have in our institutions and the greater society. This event is sponsored by various schools members of the Northwest Association of Independent Schools, NWAIS, and aims to serve a public purpose by making this programming free and accessible to non-NWAIS schools and communities.

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The Equity and Inclusion Virtual Speaker Series is a program led by a number of independent schools to offer our communities and beyond the opportunity to connect, learn, and engage in topics around equity, inclusion, and antiracist education and action. The purpose of this series is to raise

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Northwest African American Museum (NAAM)

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Northwest African American Museum (NAAM)

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The Northwest African American Museum is proud to celebrate15 years of meaningful engagement in the Pacific Northwest with our Annual Unity Benefit. This year, we honor Vivian Phillips, founder of ARTE NOIR and Brian Carter, Executive Director of 4Culture with the Champions of Unity award for their dedicated service to our community. NAAM is an affirming gathering place of healing and hope as we continue to inspire, entertain and educate about the history, art, and culture across the African diaspora. Learn how you can support our mission below.

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The premier institution for showcasing African American art, history and culture in the Pacific Northwest.

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Five Ideas for Celebrating Indigenous Peoples’ Day 2022

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Five Ideas for Celebrating Indigenous Peoples’ Day 2022

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Are you a parent, grandparent, or other caregiver looking for an age-appropriate event to enjoy on Indigenous Peoples' Day, an annual event meant to honor the Indigenous people of the United States? This celebration occurs on the second Monday of October and this year will take place on October 10. To date, 14 states-Alabama, Alaska, Hawai'i, Idaho, Maine, Michigan, Minnesota, New Mexico, North Carolina, Oklahoma, Oregon, South Dakota, Vermont, and Wisconsin-and the District of Columbia, more than 130 cities, and growing numbers of school districts celebrate Indigenous Peoples' Day in place of or in addition to Columbus Day.

In Canada, National Indigenous Peoples' Day is celebrated on June 21, the summer solstice and a day with spiritual significance for many Indigenous communities. It is an opportunity for everyone to celebrate the cultural richness and contributions of Indigenous people and to acknowledge that Indigenous history began long before Columbus "sailed the ocean blue."

As the mornings cool and the leaves begin to change with the approach of autumn, here are five suggestions for everyone in the family to engage with the spirit of Indigenous Peoples' Day this year. And be sure to revisit our article from 2020 with still more ideas that continue to resonate on this important holiday.
Acknowledge the Indigenous lands you are on.
A practice at the National Museum of the American Indian we recommend is to acknowledge the lands you live on and name the Indigenous people originally from there. The museum can help with things to consider when thinking about Land Acknowledgments. Check if your hometown is shown on this map of places that recognize Indigenous Peoples' Day. If your town or school district isn't listed but has adopted Indigenous Peoples' Day, email [email protected] to put your community on the map as part of this growing movement.

Paddle the waters; walk the land.
Check out the Guide to Indigenous DC, a tour map and mobile application featuring 17 sites of importance that emphasize Indigenous peoples' contributions to Washington, D.C. The guide was created by Dr. Elizabeth Rule (Chickasaw) to help her Native students feel that D.C. was their place, a welcoming place, and now it's a teaching tool for us all. I recommend pedaling away on a rental bike or coasting on a scooter and bringing along a picnic!

When the weather is crisp and the sky azure, explore the four distinct habitats of the National Museum of the American Indian (upland hardwood forest, meadow, cropland, and wetland) featuring plants and trees native to the region. Northern and southern species overlap in the Washington region and so do trees native to the Piedmont and coastal plain. It's cool enough to grow northern trees such as the oak and the maple, but warm enough to support the southern magnolia ( Magnolia grandiflora), which is quite common in the D.C. area. See the bald cypress, located in the museum's wetland habitat. The cypress was used for building boats in the region, for thousands of years.

Speaking of water highways, another must-see for families, possibly by canoe, is Analostan/Theodore Roosevelt Island, located in the Potomac River between D.C. and Virginia. Potomac means "place where goods are gathered" in the Algonquian language spoken by the original peoples of this land, the Nacotchtank (also known as the Anacostan), and it was a place of great trade! The Anacostia River, too, is well worth a visit. Once called the "forgotten river," natural life, birds, and native plants and fish are on the rebound due to many conservation efforts and advocacy by the Anacostia Watershed Society, to name just one of my favorite local environmental groups! Consider connecting to these places with their rich history and leaving the landscape better for the next generation. Learn more about the local tribes to the region here.

Plant Native! Native plants support healthy ecosystems. For example, they sustain insects, cornerstones of a healthy environment. Insects in turn provide needed energy to birds and help fuel their migration in the fall. Most people know about the relationship between milkweed and monarch butterflies. But consider the pawpaw, a tree native to the eastern United States and Canada and common east of the Mississippi. (My tribe, the Shawnee, call the time of Fall, September when the pawpaw fruits ripen the "pawpaw moon.") Outside the Deep South, the pawpaw is the only host species for caterpillars of the zebra swallowtail butterfly. Think of the impact you can have by planting native species and creating a healthy ecosystem in your very own yard and neighborhood. The National Park Service has all sorts of resources about gardening with native species and about an exciting way you can get involved through the HOMEGROWN NATIONAL PARK Program.

Check out Indigenous books and entertainment. Consider reading a board book with the youngest members of your family. Social Justice Books, a project of Teaching for Change, shares a list of books recommended by Dr. Debbie Reese (Nambé Pueblo), founder and co-editor of American Indians in Children's Literature. Dr. Reese's list includes everything from illustrated storybooks for young children, to middle-school fiction and nonfiction, to titles for young (or not so young) adult readers. Three of my favorite podcasts are Warrior Kids by Pam Palmater, by Rebecca Nagle and All My Relationsby Matika Wilbur (Swinomish/Tulalip) and Adrienne Keene (Cherokee Nation), while three excellent television shows include Molly of Denali on PBS for the littlest learners, Rutherford Falls (hilarious!), and Reservation Dogs (appropriate for older teens due to language with some deep messages they can handle).

Moon, Sun, and Stargaze. Looking directly at the sun isn't safe unless you're visiting the exhibition Preston Singletary: Raven and the Box of Daylight at the National Museum of the American Indian in D.C. Families can listen to this Sidedoor podcast before or after the exhibition. Consider stargazing at night and learn about the sun, moon, or stars from a Native perspective. For example, most of our tribes have star stories. Some of these are only told at certain times of the year but just looking at the North Star and seeing how the Big Dipper moves around the North Star during the seasons is important. For centuries the movement of the stars has provided Native communities with a signal for when traditional activities (such as hunting, fishing, and gathering) should occur. These practices recognize that there is a season for everything and that harvesting at the right time and in a respectful way ensures balance and reciprocity. Here is a bilingual (English-Spanish) website from the National Museum of the American Indian, Welcome to Living Maya Time | Living Maya Time, to learn about the relationship between the sun, corn, and the calendar. The Mayans have always had extraordinary knowledge of the cosmos. Consider, too, learning about the archeoastronomy of tribes here in the United States or of the Inka and their temple of the sun in Peru. For children under 10, use this free activity guide.

Learn more by visiting Native Knowledge 360°, and advocate for Indigenous Peoples' Day. Native Knowledge 360°, the museum's National Education Initiative, is working to transform teaching and learning about American Indians. Attend the museum's free online Indigenous Peoples' Day Teach-In on October 1, filled with expert contemporary Native thought leaders and current issues around sovereignty and social justice. Or, the Youth in Action online program about transformative teaching on October 10. The program will be hosted by three Indigenous youth who are incorporating Indigenous voices in K-12 education and promoting inclusive conversations in our nation's classrooms.

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Five Ideas for Celebrating Indigenous Peoples' Day 2022

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Are you a parent, grandparent, or other caregiver looking for an age-appropriate event to enjoy on Indigenous Peoples' Day, an annual event meant to honor the Indigenous people of the United States? This celebration occurs on the second Monday of October and this year will take place on October 10.

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Learn How to do a Land Acknowledgement with your Kids

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Learn How to do a Land Acknowledgement with your Kids

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Here's How to Do a Land Acknowledgment Without Being Performative

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What is a land acknowledgment? It is an opportunity to show respect. Here's how to do one meaningfully in your classroom and at home.

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Supporting Your Neurodivergent Kid in Sports

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Supporting Your Neurodivergent Kid in Sports

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See if this scenario sounds familiar: You are sitting on a blanket spread out at the edge of the field, feeling a knot in your stomach the size of the soccer ball, as you watch your child reluctantly dribble the actual ball across the grass. They have practiced all summer, but controlling the ball is still difficult for them. A group of kids who couldn't contrast more with your child engage in excited chatter and horseplay at the center of the field. You suspect that once your child reaches them, he will bow his head (because eye contact is uncomfortable) and stand back (due to all of the noise and commotion), making his difference from the rest of the players that much more obvious.

You want to be excited to see your child finally put their hard work into practice, to show your pride about the risk they took to even come out today, but you're worrying instead that practice might start with a meltdown. You're thinking about the effort it required to even get there in the first place, how you helped your preteen child - who had been yelling in frustration for at least five minutes before you intervened - pull on impossibly tight soccer socks; tried to convince them that shin guards were, in fact, mandatory; and gave your best pep talk in the car while noticing that you were already late for this, the first day of practice.

The coach will soon see that your family is always running five-10 minutes behind, no matter how much you juggle schedules around. Leaving your house is time-consuming and unpredictable every time, and anyway, there seems to be no way to explain your unpunctuality without divulging your child's diagnosis. You look around with some envy at the other parents who are talking amongst themselves or staring at their phones, rather than watching the field like a hawk for the first sign of trouble.

You wonder whether your child should continue this season and whether they will have any fun at all....

Sports are considered by many parents to be a childhood rite of passage. But neurodivergent (ND) children - those with a neurological difference, such as ASD, ADHD or anxiety - often have difficulty participating in team sports in particular. These kids might experience great distress and difficulty in spite of being physically capable, and can drop out early or even refuse to try a sport at all. As a result, they are missing out on an experience many parents feel is important to developing qualities such as perseverance, teamwork and confidence, not to mention sport-specific skills.

Kids with neurodivergence are constantly confronting challenges on many levels simultaneously. ADHD, for example, can affect emotional regulation, making feelings triggered by winning and losing all the more difficult to manage. Many neurodivergent children also might find the playing environment to be overstimulating and/or overwhelming.

Autistic children might misread social cues or communicate in ways that are not neurotypical and thus may be misunderstood by neurotypical peers and coaches. Challenges with motor skills are another common obstacle for ND kids to developing the skills needed to play alongside their neurotypical peers.

All of these children could benefit from more frequent breaks during practice or require different coaching approaches that emphasize praise for effort, positive reinforcement, and acceptance of their unique traits and behaviors. For these reasons alone, and for many others, the thought of sending your neurodivergent child out onto the field or court for a competitive game might send you into full-blown panic mode. At the same time, neurodivergent kids can benefit immensely from, and even enjoy and excel at, sports. Moreover, regular exercise is frequently recommended as a treatment, especially for ADHD. As the parent of an ND child with advanced athletic skills, I have developed some strategies over our more than seven years of experience in both individual and team sports. These tactics will help you to not only participate in sporting activities, but also have fun doing it!

1. Communicate openly with your coaches.

I'm not suggesting that you share all, or even part, of your child's diagnosis with their coach. Instead, consider writing an email or having a quick chat with the coach before the first practice about which strategies seem to work best for your child. You could simply share that your child benefits from clear direction and frequent breaks, or you can more directly address specific challenges your child might have, such as rejection sensitive dysphoria (common with ADHD), a state of extreme emotional sensitivity triggered in children when they perceive they have been rejected or criticized by peers or adults that might result in them lashing out verbally or shutting down altogether. A parent who has experienced this scenario might offer suggestions to the coach for what has worked in similar situations for their child when these episodes have occurred at home or school.

For years, I did not mention my child's neurodivergence, and my nondisclosure had consequences ranging from confusion about unexpected behavior to near disaster when my child panicked in deep water and needed to be rescued by a lifeguard not once, but twice, during the same group swimming lesson session. Whatever might have been the reason for my silence, I now write an email to the coach, instructor or program administrator prior to every season or lesson. As a result, our experience has been much smoother.

2. Consider more 'individualized' or solo sports.

Parents of ND kids often recommend trying sports that rely on individual performance, such as tennis, fencing, golf, ice skating, skiing or swimming, to name a few. These athletes do sometimes compete as a team, but the actual race or competition is often endeavored alone in a pool, on the slopes and in other arenas.

Solo sports can alleviate the additional pressure neurodivergent children might feel when interacting with a larger team, pressure that can overwhelm their senses or outstrip their ability in the moment to communicate or interact with peers.

3. Look for adaptive lessons and supportive environments.

Adaptive lessons are designed for children with disabilities who require one-on-one, specialized instruction, including kids with neurological differences. This support is most frequently available in sports such as downhill skiing or swimming, and often only at larger resorts or learning centers.

A parent of a young neurodivergent skier testifies to the difference that adaptive lessons made for their child: "He's athletic, with endless energy, and a very good skier. We did [an adaptive] lesson, and he was in heaven because he didn't have to wait for anyone and could do black trails. But they don't have availability every day. We've tried other options, and none seem to be a fit [for him]. He loves skiing, and it seems to be very calming for him. The stimulus of lots of people and having to wait and not do things according to his plan causes him problems though."

Private or small-group instruction also might be needed in sports for which there are safety concerns in a larger group setting, such as swimming. When cost and availability of private or adaptive instruction are barriers, look for support in sports programs emphasizing skill acquisition over competition, such as those offered by a parks and recreation department or YMCA facility, or through an organization such as Outdoors for All. This volunteer-run nonprofit delivers adaptive and therapeutic recreation for more than 3,000 children and adults with disabilities every year.

Once your child has gained more skills and adjusted to the expectations of team sports, you might feel ready to try a "competitive" program.

4. Prioritize sports in your busy family schedule.

For ND children in particular, appointments with essential providers, such as a speech-language pathologist, occupational therapist or counselor, seem to overfill the family schedule, leaving little time for participation in after-school activities. Parents often wait many months (and maybe even a year or longer) for those coveted time slots and know that they can't be easily changed, if rescheduled at all. All the same, notify your child's providers well in advance (i.e., as many months in advance as possible) of the start of the upcoming sports season about potential conflicts, emphasizing the importance of sports to the social and emotional, not just physical, development of your child.

Likewise, speak with your child's coach and/or the sponsoring organization about your family's schedule. Some teams practice later in the day, especially starting in the middle school years. You might find more opportunity for schedules to align than you anticipate.

5. Remember the special experiences and assets that your ND child brings to athletics.

Finally, don't forget the special gifts bestowed by your child's neurodivergence. ADHD kids are often the most energetic and enthusiastic of teammates! Autistic children can show remarkable dedication for, and perseverance in, their special interests, including athletics.

All neurodivergent children have confronted obstacles and overcome challenges in their daily lives and at school, and these experiences will serve them well in their sport endeavors. You might find that it is your child who kicks the ball the hardest, supports their teammates with the most passionate loyalty, or smiles the widest whether they win or lose.

Don't underestimate your ND athlete; get out there, knowing you've set the stage for success, and watch them have fun!

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Supporting Your Neurodivergent Kid in Sports

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See if this scenario sounds familiar: You are sitting on a blanket spread out at the edge of the field, feeling a knot in your stomach the size of the soccer ball, as you watch your child reluctantly dribble the actual ball across the grass.

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Identity-First Language - Autistic Self Advocacy Network

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ASAN intern Lydia Brown originally published this article on their blog Autistic Hoya under the title The Significance of Semantics: Person-First Language: Why It Matters. At the Adult Services Subcommittee’s final meeting last Wednesday, much to do was made about semantic disagreements -- “ASD indi…

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Montessori for Children with Special Needs - Montessori Life

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Montessori for Children with Special Needs - Montessori Life

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When my son was identified as having high functioning autism spectrum disorder I began searching for options for his education. I am so grateful I found Montessori! He has been in a Montessori school now for 7 years. The greatest benefits have been the freedom of movement within a structured environment, a focus on learning concepts through concrete materials over continuous, lecture-style direct instruction from a teacher, and the opportunities to focus his learning on things that he is interested in. Support from teachers and familiar peers for a 3-year time period has helped him learn how to control his emotions and behaviors as well as benefited him socially. I am so happy for the growth of my child!

CAMI J., MONTESSORI PARENT, SALT LAKE CITY, UTAH

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Montessori for Children with Special Needs

# data[].attributes.attachment_link.description
When my son was identified as having high functioning autism spectrum disorder I began searching for options for his education. I am so grateful I found Montessori! He has been in a Montessori school now for 7 years.

# data[].attributes.headline
Montessori for Children with Special Needs - Montessori Life

# data[].attributes.subject
Montessori for Children with Special Needs - Montessori Life

# data[].attributes.attachment_link.readable_text
When my son was identified as having high functioning autism spectrum disorder I began searching for options for his education. I am so grateful I found Montessori! He has been in a Montessori school now for 7 years. The greatest benefits have been the freedom of movement within a structured environment, a focus on learning concepts through concrete materials over continuous, lecture-style direct instruction from a teacher, and the opportunities to focus his learning on things that he is interested in. Support from teachers and familiar peers for a 3-year time period has helped him learn how to control his emotions and behaviors as well as benefited him socially. I am so happy for the growth of my child!

CAMI J., MONTESSORI PARENT, SALT LAKE CITY, UTAH

# data[].attributes.attachment_link.title
Montessori for Children with Special Needs

# data[].attributes.attachment_link.description
When my son was identified as having high functioning autism spectrum disorder I began searching for options for his education. I am so grateful I found Montessori! He has been in a Montessori school now for 7 years.

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Fighting Anti-Fatness + Diet Culture by Britt Hawthorne

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Fighting Anti-Fatness + Diet Culture by Britt Hawthorne

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Fighting Anti-Fatness + Diet Culture - Britt Hawthorne

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It would be hard to find a person who grew up in Western culture who has not at some point struggled with their body image. Our capitalistic society feeds off creating and exploiting our insecurities. We are taught from a young age that if we are not thin, we are not normal, healthy, beautiful, or worthy of love.

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Virtual Vietnamese Family Story Time/Giờ Kể Chuyện Gia Đình

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Virtual Vietnamese Family Story Time/Giờ Kể Chuyện Gia Đình

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Chương trình dành cho gia đình, các thành viên thuộc mọi lứa tuổi đều có thể tham gia cùng với người lớn.
Thưởng thức những câu chuyện, bản nhạc, vận động và nhịp điệu giúp con quý vị phát triển các kỹ năng đọc viết khi còn nhỏ.

Bắt buộc phải đăng ký. Quý vị sẽ nhận được một đường dẫn Zoom qua email ít nhất một giờ trước khi chương trình diễn ra.

Những sự điều chỉnh hợp lý dành cho người khuyết tật sẽ được đáp ứng theo yêu cầu. Vui lòng liên hệ với thư viện ít nhất bảy ngày trước khi diễn ra sự kiện để chúng tôi sắp xếp các dịch vụ thông dịch Ngôn Ngữ Ký Hiệu Mỹ (American Sign Language, ASL), hiển thị phụ đề và/hoặc những điều chỉnh khác cho các chương trình trực tuyến. Gửi yêu cầu của quý vị tới địa chỉ access@kcls.org.

Family program, all ages welcome with adult.

Enjoy stories, music, movement and rhymes that develop your child's early literacy skills.
Registration required. You will receive a Zoom link via email at least one hour prior to the event. If you do not see an email, check your Junk or Spam folder.

Reasonable accommodation for people with disabilities is available by request. Please contact the library at least seven days prior to the event to arrange American Sign Language (ASL) interpretation services, subtitles, and/or other adjustments. Send your request to access@kcls.org.

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Giờ Kể Chuyện Gia Đình / Vietnamese Family Story Time

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Chương trình dành cho gia đình, các thành viên thuộc mọi lứa tuổi đều có thể tham gia cùng với người lớn. Thưởng thức những câu chuyện, bản nhạc, vận động và nhịp điệu giúp con quý vị phát triển các kỹ năng đọc viết khi còn nhỏ.