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Who is an Arab?

"Arab" is a cultural and linguistic term. It refers to those who speak Arabic as their first language. Arabs are united by culture and by history. Arabs are not a race. Some have blue eyes and red hair; others are dark skinned; most are somewhere in between. Most Arabs are Muslims but there are also millions of Christian Arabs and thousands of Jewish Arabs, just as there are Muslim, Christian, and Jewish Americans.

What is the Arab World?

The Arab World consists of 22 countries in the Middle East and North Africa: Algeria, Bahrain, the Comoros Islands, Djibouti, Egypt, Iraq, Jordan, Kuwait, Libya, Morocco, Mauritania, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, the United Arab Emirates, and Yemen. Iran and Turkey are not Arab countries and their primary languages are Farsi and Turkish respectively. Arab countries have a rich diversity of ethnic, linguistic, and religious communities. These include Kurds, Armenians, Berbers and others. There are over 200 million Arabs.

What is the Muslim World?

There are an estimated 1.2 billion Muslims in the world. The Organization of Islamic Countries has 55 member states. The ten countries with the largest Muslim population are: Indonesia (170.3 million), Pakistan (136 million), Bangladesh (106 million), India (103 million), Turkey (62.4 million), Iran (60.7 million), Egypt (53.7 million), Nigeria (47.7 million), and China (37.1 million). Of these countries only Egypt is an Arab country. Most Arabs are Muslims, but most Muslims are not Arabs.

Who is a Muslim?

A Muslim is a follower of Islam. [See article on this page. The American Arab Anti-Discrimination Committee also has an information sheet on Islam.]

What is the Middle East?

The Middle East is a loose term, not always used to describe the same territory. It usually includes the Arab countries from Egypt east to the Persian Gulf, plus Israel and Iran. Turkey is sometimes considered part of the Middle East, sometimes part of Europe. Afghanistan, Pakistan, India, and Bangladesh are usually described as South Asia.

Who are Arab Americans?

Arab Americans are Americans of Arab descent. There are Americans with roots in each Arab country, but most originate from Lebanon, Syria, and Palestine. There are also substantial communities from Egypt, Yemen and Iraq. The first immigrants arrived in the late 19th century. A second wave of immigration started after World War II, and still continues. The largest communities live in the Detroit area.

Marvin Windfield is director of education and outreach at the American-Arab Anti-Discrimination Committee (ADC). For more resources, go to www.adc.org. Reprinted with permission.
This article is also available as a letter-size PDF for student handouts
Winter 2001 / 2002

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"Arab" is a cultural and linguistic term. It refers to those who speak Arabic as their first language. Arabs are united by culture and by history. Arabs are not a race. Some have blue eyes and red hair; others are dark skinned; most are somewhere in between.

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Critical Race Theory and Ethnic Studies FAQ

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Critical Race Theory and Ethnic Studies FAQ

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PSUSD Special Education Parent Advisory Committee (SEPAC)

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PSUSD Special Education Parent Advisory Committee (SEPAC)

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Parent Advisories / Special Education Parent Advisory Committee

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What Is the Difference Between Hispanic and Latino?

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While Hispanic and Latino are often used interchangeably, one refers to language and the other to location. Learn the definition of each term and when to use them.

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The 9 Types Of Intelligence - What's Yours?

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Pronouns.org Resources on Personal Pronouns

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Pronouns.org Resources on Personal Pronouns

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The Agua Caliente Band of Cahuilla Indians is an historic Palm Springs based federally recognized Native American Tribe with more than 500 members. The Tribe is steward to more than 31,500 acres of ancestral land. The cities of Palm Springs, Cathedral City and Rancho Mirage as well as portions of unincorporated Riverside County span across the boundaries of the Agua Caliente Indian Reservation.

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The Agua Caliente Band of Cahuilla Indians is an historic Palm Springs based federally recognized Native American Tribe with more than 500 members. The Tribe is steward to more than 31,500 acres of ancestral land. The cities of Palm Springs, Cathedral City and Rancho Mirage as well as portions of unincorporated Riverside County span across the boundaries of the Agua Caliente Indian Reservation.

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"Wow, you're so amazing!"
The clatter of cutlery hitting fine china plates echoed around the brightly lit room. Music blared a tad to loudly from the speakers. Along with the buzz of conversation from the few hundred people in the room it was hard to hear what people were saying.

So I sat there, cutting into my chicken, wondering if I had heard the woman next to me correctly.
"I'm sorry what?"
The woman smiled and cocked her head to the side, she waved her hand in the general direction of my plate and said, "this! You are so amazing!"

Glancing down at my plate I couldn't see what was so amazing about what I was doing. I was cutting my chicken up so that I could eat it. I was hungry. As with most of these award events, food never came out until what felt like nearly midnight. This is why there is always a certain level of hangry at these award things.

Granted, I wasn't cutting my food the way everyone else was. I only have one and a half arms after all - but there was nothing amazing or miraculous about the act. I hold the fork in the food with my little arm and cut with my left hand, place the knife down, pick up the fork and eat.

For God's sake, it's not rocket science people!!! Or bringing world peace!

Being in so-called polite company meant that I felt the need to play nice. I bit back my acid response, and simply smiled and nodded thanks, hoping that that would be the end of the inappropriate adoration.
"You differently abled people are such an inspiration!"
Ugh!

I think I nearly choked on my chicken dinner. There are two issues with what this woman said and it is a common issue that a lot of disable people encounter.

Firstly, that to have a disability you automatically slot into the inspirational category of life. Wait a minute though, I will be the first to put my hand up and say that I have marketed myself as an inspirational speaker before, but for my Paralympic stuff, not because it's a "miracle" that I am alive and independent. My day to day life stuff is not inspirational. Taking a poop, getting my period, and eating my cereal in the morning - not inspirational.

And secondly, please don't call us differently abled.

I am disabled.

To call me and other disabled people differently abled is to diminish what is a very real experience for all of us. To create the label "differently abled" is to soften the political positioning of disability - essentially it is trying to assure disabled people that we are able-bodied... just different.

Er.

Yes. Disabled people are like able bodied people in that we are human beings. And just like all other able bodied people we are different. We look different. Some of us are short, tall, stocky, slim. Some of us have brown hair and blue eyes and others have brown eyes and blue hair! Some of us are limb different, use wheelchairs, require a hearing loop, or need a carer... or not.

But unlike able bodied people, disabled people don't have a world that is set up for them. Disabled people have the added bonus in life of having to fight for accessibility and inclusion. A fight that able bodied people, ally or not, will never fully understand.

This is why the disabled community find terms like "differently abled," "special," and "inspirational" problematic. It takes the disabled person's daily struggles, that are caused by ableist society, and attempts to turn these experiences into something positive and uplifting.

Ableists may think that they are being positive and uplifting for disabled people, but in essence it is a mask, a covering up of their own uncomfortable feelings about disability.

For able bodied people the word disabled is the stuff of nightmares. The term disability is perceived as negative and not politically correct. Perhaps the thinking is if we can make disability a positive thing than we can diminish our own fears about the possibility of us becoming disabled.

Because as we know, through culture, language, and behaviours, the able bodied person's worst nightmare is to become part of the disabled community.

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Whatever You Do Don't Call Me Differently Abled.

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"Wow, you're so amazing!" The clatter of cutlery hitting fine china plates echoed around the brightly lit room. Music blared a tad to loudly from the speakers. Along with the buzz of conversation from the few hundred people in the room it was hard to hear what people were saying.

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CV Housing First - 442-227-5562

The Coachella Valley (CV) Housing First Program offers:

Someone to speak to you about your options

Prevention: Outreach, Rental Assistance, and Referrals to help avoid homeless situations.

Intervention: Emergency Housing, Case Management, and Basic Needs to provide immediate safety and security off the streets.

Stabilization: Counseling, Rapid Rehousing, and Wrap Around Support to help secure long term sustainability.

For assistance call the CV Outreach Hotline at 442-227-5562

Information on County-wide Homeless Services - 800-498-8847

If you or someone you know is actively experiencing homelessness in Riverside County and would like assistance, contact Riverside County HomeConnect at 1-800-498-8847. You will be connected with a navigator or field worker who will help connect you to resources and services to address your housing crisis. HomeConnect is part of Riverside County's Continuum of Care. It is the access point for federally-funded, state-funded and locally-funded homeless services in Riverside County. View HomeConnect PDF Flyer

HomeConnect Services:

Temporary Motel & Hotel Housing to eligible unsheltered Individuals

Specialized Outreach Services to Homeless Individuals

Behavioral Health Counselors

Referrals to Mental Health and Substance Abuse Outpatient Services

Access to other available Community Resources

Coordination with other local Homeless Housing Providers

Cooling Center

Where: United Methodist Church of Palm Springs
1555 E. Alejo Road
Palm Springs, CA 92262

Hours: 24-Hours a day

When: 7 Days a week

Services: A place to eat, sleep and cool down. Access to various daily supportive services including meals and connection to resources. Restrooms, showers, laundry services, hygiene kits, and lockers to store personal belongings available. The Center will be open to September 30.

Emergency Housing Providers

To view other emergency housing providers click here.

Homelessness Directory

View Homelessness Resources & Services PDF Document

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Resources & Services For Those Experiencing Homelessness

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The Coachella Valley (CV) Housing First Program offers: Someone to speak to you about your options Prevention: Outreach, Rental Assistance, and Referrals to help avoid homeless situations. Intervention: Emergency Housing, Case Management, and Basic Needs to provide immediate safety and security off the streets.

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English Language Resources: PSUSD Family Center

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English Language Resources: PSUSD Family Center

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English Language Resources / English Language Resources

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Ten Things Every Parent Should Know Registration

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Resources Mental Health Resources Adults & Adolescents MGH Fact Sheet | COVID-19 related racism and effects on mental health Online Counseling Programs | How to protect your mental health while fighting racial injustice Asian American Health Collective | Mental health resource library Parents & Caregivers MGH Guide | How to talk to your children about [...]

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PSUSD African American Parent Advisory Council (AAPAC)

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PSUSD African American Parent Advisory Council (AAPAC)

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The African American Parent Advisory Council (AAPAC) is an important partner in the Palm Springs Unified School District Advisory Councils and the Riverside County African American Achievement Initiative.

AAPAC is a network of PSUSD stakeholders that gives voice to the issues and concerns of our parents and students.

Title 1 schools are Federal Programs established to help school districts improve student achievement and include strategies to support and encourage parent involvement. The PSUSD-AAPAC recruits parents to help plan and implement programs designed to help our children become educationally successful. We collectively seek practical solutions and promote transparent two-way communication between district parents and district officials on matters and events of broad educational and social interest particular to African American families.

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Parent Advisories / African American Parent Advisory Council (AAPAC)

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The African American Parent Advisory Council (AAPAC) is an important partner in the Palm Springs Unified School District Advisory Councils and the Riverside County African American Achievement Initiative. AAPAC is a network of PSUSD stakeholders that gives voice to the issues and concerns of our parents and students.

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[Image description: Illustration from All Are Welcome by Alexandra Penfold & Suzanne Kaufman. Children of various races and faiths pointing to locations on a world map.] If you're nervous about talking about race with your kids, these books about racial diversity will give you an easy place to start destigmatizing difference & celebrating racial diversity. Bold and *marked books are written or illustrated by #OwnVoices makers of color. Raising Luminaries is free and accessible for readers who can't afford a paywall. Donate or shop using an affiliate link via| Paypal | Venmo | Ko-fi | Buy a t-shirt | Buy a book Anti-Racism For Beginners: Part 1 Acknowledging & Celebrating Racial Diversity Posts may contain affiliate links, which allow me to earn a commission at no extra cost to you. Check out the full affiliate disclosure along with my statement of accountability. If you're into supporting libraries (please do!) more than consumerism, you can also support my work directly:

...

" How do I teach my kids to be anti-racist when I'm still learning myself?"
- Anonymous, Books For Littles Facebook Group (archived)

...

It's normal to get flustered when when our children talk about race. But if we let nervousness keep us silent and still, our fear becomes a weapon.

Growing up, I was told that discrimination would magically disappear if we stop acknowledging racial difference. All people are the same. Skin color doesn't matter. Only bad people are racist. If we are all nice and well-behaved, racism will go away.

This is the fallacy of colorblind ideology. It's a tool to keep us complicit in white supremacy. Don't be a tool.

We must talk about race with young kids. Racism thrives in silence.

When we refuse to talk about race at an early age, children absorb our silence as shame. We're taught that if we have nothing nice to say - say nothing at all. Well - white folks are aggressively silent when it comes to race! Does that mean that being Brown or Black is something to be ashamed of?

Kids pick up when we refuse to acknowledge racial difference - and how we treat people of color. Why are we surprised then, to see nice, well-behaved children reflect unconscious bias against people of color, then grow into adults who blame people of color for violence and harm against them?
(It's your job to be that adult.)
Your child needs at least one adult to speak truth to BS about racial assumptions.

My White mother who openly talked about race from birth - and how society would perceive and treat me because of my multiracial heritage. She raised me to understand that discrimination against me was not my fault. Violence would happen to me because of my race, my gender, my class but it wasn't caused by me - it was caused by white supremacy.

The Mominator refused to let me internalize the idea that I deserved racism. To do that, she first needed to acknowledge my race and the fact that I would have obstacles in life that white kids didn't.

We can help our children understand racism - and empower them to work toward racial equality.

Raise kids of color to feel proud of their culture and their right to self-advocate.

Raise white kids to recognize their duty to stand up against injustice.

But first, you've gotta acknowledge that racial differences - even though they are an imaginary, human-imagined construct, exist as a real thing in our society, with real-life impact on real-life people.

Start by telling our kids that yes - we do see skin color and racial identities.

For folks who were never given space to talk about racism and discrimination as kids (or even racial diversity), it's scary to start. We don't want to say the wrong thing and mess it up.

No worries, we are going to start very gently with non-controversial, easygoing books that just show kids that racial diversity exists. In future collections, we'll get into more emotionally loaded topics - like racial discrimination, racial privilege, colorism, and the subtle tools that uphold white supremacy, such as white fragility and respectability politics.

And this diversity is glorious.

Acknowledge & Celebrating Racial Diversity

From two anonymous BFL members:

"My daughter came home saying she didn't like her brown skin and wanted white skin and 'bright' hair instead. I'm looking for books that reinforce pride in who she is."

"My white daughter said to me the other day, 'I don't like dark skin. ' I ran to the internet to research books like these."

Yikes.

Use these comments as learning opportunities. Read these books to discuss biases they've absorbed during a quiet time home together (story time!) Encourage kids to speak bias aloud so they can hear how ridiculous it sounds, think about where it comes from, and realize how it develops.

When children point out that they like particular skin tones, body shapes, or hair textures more than others - don't shout at them or insist they are wrong. Kids this age can't untangle feelings from fact. Shaming them for a gut reaction is just going to get them to clam up.

Instead, help them untangle bias from fact on their own. Ask why they feel this way. Use in an open, non-judgemental tone. Keep asking questions to unpack these assumptions. We're not here to tell them what to think, we're here to model critical thinking about racial bias moving forward.

Discuss how all bodies are good bodies - how we differ, and what we have in common.

All Are Welcome, *Lovely, We're Different, We're The Same

Acknowledge & Celebrate Cultural Diversity

When we over-simplify racism, we tell kids that racism is simply bias against people based on skin color - it's not.
How do we counter the entrenched dominant narrative's focus on whiteness?
(That's colorism, another problem we can tackle later.)

Racism expands beyond skin color - it's assumptions and discrimination against individuals and groups of people, based on racial identity. This includes not just skin color, but also cultural norms and behavior, language, and other markers of racial and ethnic identity.
*On The Day You Begin, *Where Are You From?, *Alma And How She Got Her Name
White supremacy is assuming that racism would be over if people of color just assimilated and acted more like white people, that assimilation is even a goal for people of color, and that non-white culture is deviant or inferior to whiteness.

Read stories that show how people of color are not monolithic - we're complex individuals who can't be reduced to the caricatures of mainstream media. Our ethnic heritage is something valuable worth exploring, and our ancestors traditions, achievements, and challenges have an impact on who we are today.

But our race and ethnicity is not the only thing that defines us. Show kids how we all have a right to pride in our heritage - just not at the expense of punching down another culture.

Not pictured: *Islandborn is another lovely book, which I recommend with reservations. In 2018, several survivors came forth about Junot Díaz's problematic behavior toward women. One of these reports has been shown to have been overblown - but I'm not comfortable with the way we're dismissing all survivors of his actions because of this. The book itself is great - so I'll let you decide how to move forward with all that on your own.

Explain How Diversity Makes Us Stronger

Having a broad range of experiences to draw from, mindsets to brainstorm, and abilities to solve the problems facing humanity is a very good thing. Human diversity is good for all of humanity and evolution and stuff. I am pretty sure this is SCIENCE.

The idea that winnowing humanity into one make-believe-super-race, or segregating us all into silos based on our racial identity sounds ABSURD. Right? RIGHT?!

Obviously some families are not absorbing the fact that genetic diversity is good for society and the fate of humanity, so we have to make this clear. That whole 'melting pot' assimilation thing our teachers celebrated 20 years ago turned out to be a bad idea.

What we need is more of a chunky stew, with folks proudly retaining and celebrating our individual racial and cultural identities while cognizant of the challenges and discrimination many groups face. These books help kids see how diversity makes us stronger.

Stay Curious, Stand Brave & Talk About Race

Don't stop here. Now that your kids understand that human skin, hair, and all of that stuff comes in a broad change of colors, shapes, and textures - help them see how all people deserve basic human rights, respect, and kindness.

Click here for part 2 of raising Anti-Racist Kids - Children's Books That Teach Kids About Social Power & Paternalism

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Anti-Racism For Kids 101: Starting To Talk About Race - Books For Littles by Raising Luminaries

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Books to help kids to unpack racial bias so they can hear how ridiculous it sounds, think about where it comes from, and realize how it develops.

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Forget Newton. You want to know who made revolutionary discoveries and advanced numerous concepts that we know today?

We all know of how Columbus explored the Americas (killing thousands of natives in the process, but that's another story), of how Newton discovered gravity as an apple...

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10 Inventions by Arab Inventors We Were Never Taught About

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We all know of how Columbus explored the Americas (killing thousands of natives in the process, but that's another story), of how Newton discovered gravity as an apple...

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She Coined the Term ‘Intersectionality’ Over 30 Years Ago. Here’s What It Means to Her Today

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Kimberlé Crenshaw on why all inequality is not created equal

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Whose Emotions Matter? Student Disability and Race Representation in USB SEL by the Numbers

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Whose Emotions Matter? Student Disability and Race Representation in USB SEL by the Numbers

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National Hispanic Heritage Month, which begins each year on Sept. 15, celebrates U.S. Latinos, their culture and their history. Started in 1968 by Congress as Hispanic Heritage Week, it was expanded to a month in 1988. The celebration begins in the middle rather than the start of September because it coincides with national independence days in several Latin American countries: Guatemala, Honduras, El Salvador, Nicaragua and Costa Rica celebrate theirs on Sept. 15, followed by Mexico on Sept. 16, Chile on Sept. 18 and Belize on Sept 21.

Here are some key facts about the nation's Latino population by age, geography and origin groups.

The U.S. Hispanic population reached 60.6 million in 2019, up from 50.7 million in 2010. This makes Hispanics the nation's second-fastest-growing racial or ethnic group after Asian Americans. Hispanics made up 18% of the U.S. population in 2019, up from 16% in 2010 and just 5% in 1970.

The share of U.S. Hispanics with college experience has increased since 2010. About 41% of U.S. Hispanic adults ages 25 and older had at least some college experience in 2018, up from 36% in 2010. The share who have a bachelor's degree or more education also increased during this period, from 13% to 17%.

The share of Latinos in the U.S. who speak English proficiently is growing. In 2018, 71% of Latinos ages 5 and older spoke English proficiently, up from 59% in 2000. U.S.-born Latinos are driving this growth, as their share on this measure has grown from 81% to 90% during this time. By comparison, 37% of Latino immigrants spoke English proficiently in 2018, a percentage that has increased only slightly since 1980.

People of Mexican origin account for slightly over 60% (37 million) of the nation's overall Hispanic population as of 2018. Those of Puerto Rican origin are the next largest group, at 5.8 million (another 3.2 million live on the island); their numbers have been growing partly due to an increase in net migration from Puerto Rico to the 50 states and the District of Columbia. Six other Hispanic origin groups in the U.S. have roughly 1 million or more people each: Cubans, Salvadorans, Dominicans, Guatemalans, Colombians and Hondurans.

The fastest population growth among U.S. Latinos has come among those with origins in Venezuela, the Dominican Republic, Guatemala and Honduras. From 2010 to 2018, the Venezuelan population in the U.S. increased 106% to 492,000, by far the fastest growth rate. Dominicans and Guatemalans each saw increases of 37%, followed by a 34% increase among the Honduran population. Puerto Ricans, the second-largest origin group overall, saw their population jump by 23%, to 5.8 million in 2018.

By contrast, the number of people of Mexican origin grew by only 12% from 2010 to 2018, among the lowest growth rates in the top 10 origin groups. At 6%, the Ecuadorian population saw the slowest growth rate.

Four in-five Latinos are U.S. citizens. As of 2018, about 80% of Latinos living in the country are U.S. citizens, up from 74% in 2010. This includes people born in the U.S. and its territories (including Puerto Rico), people born abroad to American parents and immigrants who have become naturalized citizens. Among the origin groups, virtually all Puerto Ricans are U.S. citizens. Spaniards (91%), Panamanians (89%) and Mexicans (80%) have some of the highest citizenship rates, while Hondurans (53%) and Venezuelans (51%) have the lowest rates.

The share of U.S. Latinos who are immigrants is on the decline and varies by origin group. From 2007 to 2018, the number of Latino immigrants increased slightly, from 18.0 million to 19.8 million. But they made up a declining share of the Latino population - decreasing from 40% to 33% during this span as the number of U.S.-born Latinos increased and the arrival of new immigrants slowed.

Fewer than a third of Mexican-origin Latinos (30%) are foreign born. That's far lower than the shares among the other major groups by population - Colombians (61%), Guatemalans (61%), Hondurans (61%), Salvadorans (56%), Cubans (56%) and Dominicans (54%). Each of these groups saw the immigrant share of their populations decline from 2007 to 2018. People born in Puerto Rico are U.S. citizens at birth.

A record 32 million Latinos are projected to be eligible to vote in 2020, up from 27.3 million in 2016. The 2020 election will mark the first time that Hispanics will be the largest racial and ethnic minority group in the electorate, accounting for just over 13% of eligible voters.

Five states are home to two-thirds of all Latino eligible voters in 2018. California (7.9 million) alone holds about a quarter of the U.S. Latino electorate. It is followed by Texas (5.6 million), Florida (3.1 million), New York (2.0 million) and Arizona (1.2 million).

U.S. Latinos make up 43% of eligible voters in New Mexico, the highest share for any state. This is followed by California (30%), Texas (30%), Arizona (24%) and Florida (20%).

A quarter of Latino eligible voters are naturalized citizens. As of 2018, that amounted to 7.5 million Latino immigrants who are eligible to vote, more than any other racial or ethnic group.

Florida and Texas are home to the highest shares of Latinos among immigrant eligible voters. About 54% of naturalized citizens who are eligible voters in Florida are Latino, the highest in the nation. Texas (52%) is the only other state where Latinos make up at least half of immigrant eligible voters.

Nationally, U.S. Hispanics make up 34% of naturalized citizens who are eligible to vote.
Note: This is an update of a post originally published on Sept. 16, 2014.

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Key facts about U.S. Latinos for National Hispanic Heritage Month

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National Hispanic Heritage Month, which begins each year on Sept. 15, celebrates U.S. Latinos, their culture and their history. Started in 1968 by Congress as Hispanic Heritage Week, it was expanded to a month in 1988.

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California Student Safety and Violence Prevention Act of 2000

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In every corner of the earth, Special Olympics is changing the lives of people with intellectual disabilities. These stories come from all around the world

50 Game Changers ESPN and Special Olympics have teamed up on a year-long storytelling initiative telling the stories of game changers and game changing moments toward inclusion. Check back each week for a new story of inclusion.

Stories of Inclusion Special Olympics and over 5 Million of our athletes are leading the charge for full inclusion of people with Intellectual Disabilities (ID). The movement is rooted in the spirit of our founder, Eunice Kennedy Shriver, who took a rebellious stand against the injustices faced by people with Intellectual Disabilities in 1968. Today, the fight for inclusion is more relevant than ever. People of all ages, races, genders, cultures, backgrounds, and abilities continue to face discrimination, ignorance, and disparagement. Just as Eunice Kennedy Shriver did 50 years ago, Special Olympics is setting a stake in the ground to create change and, this time, our athletes are leading the way.

Stay In Touch

See inspiring stories, photos and videos in our Special Olympics monthly newsletter.

Make a Difference

Please donate and help us get one more athlete onto the playing field.

About Us

Through the power of sports, people with intellectual disabilities discover new strengths and abilities, skills and success. Our athletes inspire people in their communities and elsewhere to open their hearts to a wider world of human talents and potential.

The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community.

From a backyard summer camp for people with intellectual disabilities to a global movement, Special Olympics has been changing lives and attitudes since 1968.

Eunice Kennedy Shriver Eunice Kennedy Shriver, founder of Special Olympics, was a pioneer in the worldwide struggle for rights and acceptance for people with intellectual disabilities.

Leadership Teams Special Olympics is led by a senior management team with broad corporate and nonprofit experience. Seven regional offices around the world are headed up by managing directors who support the ongoing growth and development of programs in their regions. In addition, Special Olympics has a Global Athlete Leadership Council which features an Athlete Leader from each of the seven regions and provides feedback, guidance, and ideas to the Special Olympics International Board of Directors and Leadership Team.

About Intellectual Disabilities Children and adults with intellectual disabilities inspire us every day at Special Olympics events around the world. But what are intellectual disabilities?

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The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities.

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English Learner Master Plan redesignation of English Learner students, maintaining meetings, minutes, and agendas, and providing professional development to improve and enhance instructional practices for all teachers of English Learners. Should you have any questions, please do not hesitate to contact Amanda Gonzales, Coordinator of English Learner Programs at 760-883-2703.

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English Learner Master Plan redesignation of English Learner students, maintaining meetings, minutes, and agendas, and providing professional development to improve and enhance instructional practices for all teachers of English Learners. Should you have any questions, please do not hesitate to contact Amanda Gonzales, Coordinator of English Learner Programs at 760-883-2703.

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Asian Pacific American Heritage Information

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Asian Pacific American Heritage Information

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Asian Pacific American Heritage Month 2023

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Paying tribute to the generations of Asian and Pacific Islanders who have enriched America’s history and are instrumental in its future success.

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Surviving Blackness - A Spoken Word Poem

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Sunset in Waikiki: Tourists sipping mai tais crowded the beachside hotel bar. When the server spotted my friend and me, he seemed to relax. "Ah," he said, smiling. "Two hapa girls."

He asked if we were from Hawaii. We weren't. We both have lived in Honolulu - my friend lives there now - but hail from California. It didn't matter. In that moment, he recognized our mixed racial backgrounds and used "hapa" like a secret handshake, suggesting we were aligned with him: insiders and not tourists.

Like many multiracial Asian-Americans, I identify as hapa, a Hawaiian word for "part" that has spread beyond the islands to describe anyone who's part Asian or Pacific Islander. When I first learned the term in college, wearing it felt thrilling in a tempered way, like trying on a beautiful gown I couldn't afford. Hapa seemed like the identity of lucky mixed-race people far away, people who'd grown up in Hawaii as the norm, without "Chink" taunts, mangled name pronunciations, or questions about what they were.

Over time, as more and more people called me hapa, I let myself embrace the word. It's a term that explains who I am and connects me to others in an instant. It's a term that creates a sense of community around similar life experiences and questions of identity. It's what my fiancé and I call ourselves, and how we think of the children we might have: second-generation hapas.

But as the term grows in popularity, so does debate over how it should be used. Some people argue that hapa is a slur and should be retired. "[It] is an ugly term born of racist closed-mindedness much like ' half-breed' or ' mulatto,'" design consultant Warren Wake wrote to Code Switch after reading my piece on a " hapa Bachelorette."

Several scholars told me it's a misconception that hapa has derogatory roots. The word entered the Hawaiian language in the early 1800s, with the arrival of Christian missionaries who instituted a Hawaiian alphabet and developed curriculum for schools. Hapa is a transliteration of the English word "half," but quickly came to mean "part," combining with numbers to make fractions. (For example, hapalua is half. Hapaha is one-fourth.) Hapa haole - part foreigner - came to mean a mix of Hawaiian and other, whether describing a mixed-race person, a fusion song, a bilingual Bible, or pidgin language itself.

This original use was not negative, said Kealalokahi Losch, a professor of Hawaiian studies and Pacific Island studies at Kapi'olani Community College. "The reason [hapa] feels good is because it's always felt good," he told me. Losch has been one of the few to study the earliest recorded uses of the term, buried in Hawaiian-language newspapers, and found no evidence that it began as derogatory. Because the Hawaiian kingdom was more concerned with genealogy than race, he explained, if you could trace your lineage to a Hawaiian ancestor, you were Hawaiian. Mixed Hawaiian did not mean less Hawaiian.

Any use of hapa as a slur originated with outsiders, Losch said. That includes New England missionaries, Asian plantation workers and the U.S. government, which instituted blood quantum laws to limit eligibility for Hawaiian homestead lands. On the continental U.S., some members of Japanese-American communities employed hapa to make those who were mixed "feel like they were not really, truly Japanese or Japanese-American," said Duncan Williams, a professor of religion and East Asian languages and cultures at the University of Southern California. He said this history may have led some to believe the word is offensive.

For Losch, "hapa haole" - meaning part Hawaiian, part other - always has been positive. "This is absolutely who I am," he said. The license plate on his car reads, "HAPA H." His family members have been proud hapa haole for generations. An issue for him is when non-Hawaiians call themselves hapa. "There are times when it feels like identity theft," he said.

This is arguably the trickier and more significant conflict around the term. Hapa, middle school teacher Piikea Kalakau told me, means part Native Hawaiian - not part Asian. "I ... am personally frustrated with the world misusing this word ...," she wrote in an email.

When I first learned the term [hapa] in college, wearing it felt thrilling in a tempered way, like trying on a beautiful gown I couldn't afford. Hapa seemed like the identity of lucky mixed-race people far away ...

I followed up with Kalakau by phone. The widespread use of hapa, she said, is a form of cultural appropriation, just as offensive as hula dancer dolls shaking their hips on car dashboards. She said correcting the definition of hapa is part of a larger Native Hawaiian "movement to take back our culture." She said her people were fighting to thrive again after surviving colonization and its damage to their language, culture and population. Kalakau encouraged me and other mixed Asian-Americans to find labels from our own heritages. "I wouldn't use a Japanese word or a Filipino word to describe myself because it doesn't fit," she said.

Mixed-race Chinese-American scholar Wei Ming Dariotis works through this dilemma in her 2007 essay, " Hapa: The Word of Power." In it, she details her difficult decision to stop using hapa, though the term had formed the foundation of her identity and community. "To have this symbolic word used by Asians, particularly by Japanese Americans, as though it is their own," she writes, "seems to symbolically mirror the way Native Hawaiian land was first taken by European Americans, and is now owned by European Americans, Japanese and Japanese Americans and other Asian American ethnic groups that numerically and economically dominate Native Hawaiians in their own land."

The desire of many Native Hawaiians to reclaim this word is often linked to a larger call for change. In Hawaii, a growing sovereignty movement maintains that the late 19th-century overthrow and annexation of the kingdom were illegal and the islands should again exercise some form of self-governance. But even within that movement opinions on hapa vary. I spoke with attorney Poka Laenui, who said he has been involved in the Hawaiian sovereignty movement for more than 40 years. He told me, in the "idea of aloha" - the complex blend that includes love, compassion and generosity - he doesn't mind if the term is shared. "If our word can be used to assist people in identifying and understanding one another, who am I to object?" he said.

Linguist and consultant Keao NeSmith told me he was shocked the first time he heard hapa outside of a Native Hawaiian context. NeSmith, who grew up on Kauai, learned more about the wider use of hapa when interviewed for a PRI podcast last year. Hearing the episode, his family and friends were shocked, too. "It's a new concept to many of us locals here in Hawaii to call Asian-Caucasian mixes 'hapa' like that," NeSmith said. "Not that it's a bad thing."

NeSmith cited the mixed nature of language and culture in Hawaii as one reason the use doesn't bother him. "We borrow Portuguese terms all the time, Japanese terms all the time, English terms all the time," he said. He called it hypocritical for a local person to protest someone using a Hawaiian word when "it's perfectly fine for us to do that and steal from other cultures and ethnicities."

I asked Williams, editor of the forthcoming essay collection Hapa Japan (to which I contributed a chapter), about his decision to use the word in his work. Why not the Japanese term " haafu "? "Haafu" seemed too narrow, he said; it implies a person has one parent who's a Japanese national. "It seemed like at least in the U.S., the term 'hapa' had a big umbrella feel to it," Williams said.

That broad interpretation of the word may have its roots in Hawaii, where I have friends descended from Japanese and Chinese immigrants who grew up thinking hapa meant part Asian. Elsewhere in the islands, "hapa haole" continued to mean part Hawaiian. This makes literal sense in that "part foreigner" describes only what is different, with the dominant race or culture assumed. It's like how I might answer, "half Japanese" to "What are you?"-type questions; where whiteness is normalized, it doesn't have to be named.

The idea that hapa means multiracial people of Asian and/or Pacific Islander descent spread to the U.S. mainland with the help of academic and artistic work like Kip Fulbeck's The Hapa Project. College hapa clubs also introduced the term to many mixed-race Asian-Americans at a formative stage in their lives. One of the first student groups was the Hapa Issues Forum, founded in 1992 at the University of California at Berkeley. My friend, the mixed-race Taiwanese-American novelist Shawna Yang Ryan, told me she first heard of hapa as a student at Berkeley via the Hapa Issues Forum. "They had shirts that read '100% Hapa,' and I wore mine all the time and spread the word (literally)," she wrote in an email. I had a similar experience at Brown University, when, in 2004, I joined the newly formed Hapa Club.

Since then, hapa has become a meaningful part of who I am. But now I understand this frustrates and offends others. Now, when I think of hapa, I think about the history of Hawaii and identity theft. I think about helping obscure a group of people by swapping my story for theirs.

Hapa is a word I don't think I should use anymore. But I also don't know how I will let it go.
Akemi Johnson is a writer and contributor to Hapa Japan, forthcoming from USC Ito Center/Kaya Press in January 2017.
Source: Code Switch, NPR

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Sunset in Waikiki: Tourists sipping mai tais crowded the beachside hotel bar. When the server spotted my friend and me, he seemed to relax. "Ah," he said, smiling. "Two hapa girls." He asked if we were from Hawaii. We weren't. We both have lived in Honolulu - my friend lives there now - but hail from California.

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Your Kids Aren't Too Young to Talk About Race: Resource Roundup - Pretty Good

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Your kids aren't too young to talk about race. Here are a few resources to get your started.

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When La Sonya Brummell-Pitts was approached about helping to craft an anti-racism policy for the Palm Springs Unified School District by Superintendent Dr. Sandra Lyon, she initially didn't want to be part of the effort.

"I'll tell you, when I responded to her email, my response was I don't want to be a part of a committee," Brummell-Pitts said. "I don't want to write white papers and do all of that. I don't want to do it."

The reluctance of Brummell-Pitts, a 19-year district employee and director of classified human resources for the district, wasn't just about concerns over another committee that might produce nothing. It was also about her own raw emotions over the death of George Floyd, an unarmed Black man killed during an arrest in Minneapolis on May 25, 2020.

"(The response) conveyed my thoughts as one of a few African-American administrators in our district dealing with yet another killing of a Black person," Brummell-Pitts said. "I wasn't ready to do the work we need to do. I was too hurt and angry at the time."

Brummell-Pitts is now happy she decided to join the Anti-Racism Coalition and to be the co-chair with Lyon. Since the coalition's first meeting in July, Brummell-Pitts says the coalition has shown it is not just about rhetoric and pledges, but about tangible changes for the district to promote diversity, inclusion and racial equity.

"The goal is that none of us want to be a part of something that will not result in results," Brummell-Pitts said.

From recruitment of African-American teachers and staff to African-American history curriculum to celebrations of African-American culture, the Anti-Racism Coalition is developing short-term goals for the start of the 2021-22 school year and other long-term goals for two or three years. But the coalition is already putting some changes in place, with more to be pursued before the current school year ends.
More: More: Failing grades are on rise in distance learning. Here's how Palm Springs Unified hopes to reverse this trend West valley schools: PSUSD administrators vying for state honors
Brummell-Pitts credits the birth and the focus of the Anti-Racism Coalition to Lyon and the superintendent's response to Floyd's death, which sparked protests across the county. Brummel-Pitts said Lyon was strong in her response to district employees.

"For many people, us included, it was the point of enough is enough," Lyon said in that email to district staff after Floyd's death. "There was an opportunity to ask ourselves what can we do better for our African-American students. What can we do better for our African-American community? How can we insure that as a district we are providing an anti-racist environment?"

At a study session on the Anti-Racism Coalition for the board Feb. 11,Lyon said the policy is as much about holding the district itself accountable as it is about supporting and encouraging African-American students.

"This policy, we tried to be really specific around acts that we believe will, as an organization, systemwide -- and remember this is all around the idea of being an anti-racist organization and one that really respects diversity -- that we would be able systemwide to hold ourselves to," Lyon said.

African-Americans make up 5 percent of students in the district, but they are the main focus of the coalition's work.

"And for a good reason," Lyon told the board this month. "Those continue to be our students who perform more poorly than our other student groups and for whom we know we need a targeted, specific response."

From nothing more than a steering committee last summer, the Anti-Racism Coalition has grown to about 60 members, Brummell-Pitts said. Most are district employees, although a handful are members of the African-American Parent Advisory Committee. Led by Lyon and Brummell-Pitts, the Anti-Racism Coalition is divided into five subcommittees, each headed by a different district employee.

Each subcommittee focuses on a way to improve the district's ability to encourage and support African-American students and staff: student success; culture, relationships and social emotional health; deep, meaningful learning and opportunities; professionalism, communication and collaboration; and community and parent engagement. Each subcommittee has produced recommended short-term goals of one to two years and longer-term goals.

Brummell-Pitts said while many short-term goals of the coalition were for the 2021-22 school year, some changes have already begun.

"The low-hanging fruit, we are not waiting on that," Brummell-Pitts said. "We've revised our public statement on our job application page. That statement speaks to those applicants that we are committed to diversity and inclusion. And we start that at the point of the application process."

One important focus of the coalition is recruitment of more African American staff to the district. While 5 percent of students in the district are African-American, only 4.2 percent of certified employees are African-American and classified staff is just 5.4 percent African-American.

During a recent board meeting, board president Timothy Wood said it's important that the percentage of African-American teachers be higher than the percentage of students, because if only 5 percent of students and 5 percent of teachers are African-American, the chances of those students and teachers crossing paths in a classroom are relatively small.

In a recruitment presentation to the board, Assistant Superintendent of Human Resources Dr. Tony Signoret said an African-American student with a single African-American teacher is 13 percent more likely to attend college, and that African-American students with two African-Americanteachers are 32 percent more likely to attend college. Like Brummell-Pitts, Signoret credited Lyon for her "courageous discussion" on diversity and equity in the district.

Part of the recruiting process is identifying students who have recently graduated or will soon graduate from the district to try to bring them back to Palm Springs Unified.

"We are going to approach the Black Student Union and actually other students groups, specifically targeting our seniors for post-graduation job opportunities," Brummell-Pitts said. Those opportunities would be classified positions like accounting, technical support or security, with the district working to help offset tuition costs for new employees who may want to pursue a teaching credential.

Another recruitment initiative was a virtual recruitment fair Saturday with 80 Historically Black Colleges and Universities invited to learn about employment opportunities in Palm Springs Unified.

A cultural nod to diversity and inclusion was held Friday with the Taste of Soul, a celebration of African-American food, music and culture. The event will be held virtually this yearthrough the district's Facebook page.

An important goal for 2021-22 is to develop African-American-focused curriculum for all students. That would include not just secondary but elementary classrooms as well, Brummell-Pitts said.

"Absolutely, we have to start with our young ones," she said. "We have to help them to understand their culture, allow them to grow up knowing something about their culture and allow them to fill in the gaps."

Such curriculum also would include training on subjects like unconscious bias, training that all staff would be required to take.

Outreach to students and parents is also part of the goals that could be in place by the start of the next school year. That will include working to grow and enhance the Black Student Unions at schools and having principals at schools attend African-American Parents Council meetings.

By the early part of the 2021-22 school year, Brummell-Pitts hopes to have programs in place that will allow African-American students a platform to share their stories of diversity, inclusion and racial equity and have teachers and administrators share their stories as well.

The focus just on African-American students and staff did prompt some questions from the board of education during last week's special session. Board member Sergio Espericueta asked if the 10-point operational expectations policy the board will be asked to approve was for just African-American students and staff or for all students and staff. Lyon said she and board member Madonna Gerrell had many conversations about trying to do both.

"What we do know is that our African-American population, our student group, in particular perform at a lower level than our other student groups," Lyon said. "So what we tried to do was to have some of these target all of our student groups as being monitored, our LatinX, our African-American, our Asian, our homeless, foster youth, all of those different student groups that we monitor on a regular basis, and of note really make sure we are attending to this student group in particular that continues to be a challenge for us in terms of helping them perform better academically, discipline wise, etcetera."

Board member Karen Cornett asked if language in the operations expectations might be expanded to either separate operations expectation policy for other student groups or be included in the single policy focusing mostly on African-Americans.

Gerrell said the fact that a policy is being crafted is a major step for the district, from starting new groups to new trainings for staff.

"Five years ago, when I started in the district, I said to Dr. Lyon, 'Where is our equity policy?'" Gerrell said. "And I have to say that the idea and I guess the evolution of this coming to our board policy is really amazing."

Lyon summed up the importance of the Anti-Racism Coalition in her district-wide email.

"We know that this is the right work right now and that it has the potential to impact our students, our staff and our community, which will ultimately benefit us all," Lyon said.

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Anti-Racism Coalition aims to help Palm Springs Unified support Black students, staff

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When La Sonya Brummell-Pitts was approached about helping to craft an anti-racism policy for the Palm Springs Unified School District by Superintendent Dr. Sandra Lyon, she initially didn't want to be part of the effort. "I'll tell you, when I responded to her email, my response was I don't want to be a part of a committee," Brummell-Pitts said.

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A Woman's Perspective on Intersectionality

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A Woman's Perspective on Intersectionality

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From the disparate impacts of the COVID-19 crisis in communities around the globe to international protests against racism and discrimination, current events have shown that we are far from achieving equality. Trying to interpret and battle a multitude of injustices right now may feel overwhelming. How do we take on all these issues, and why should we? Intersectional feminism offers a lens through which we can better understand one another and strive towards a more just future for all.

Kimberlé Crenshaw, an American law professor who coined the term in 1989 explained Intersectional feminism as, "a prism for seeing the way in which various forms of inequality often operate together and exacerbate each other," in a recent interview with Time.

"All inequality is not created equal," she says. An intersectional approach shows the way that people's social identities can overlap, creating compounding experiences of discrimination.

"We tend to talk about race inequality as separate from inequality based on gender, class, sexuality or immigrant status. What's often missing is how some people are subject to all of these, and the experience is not just the sum of its parts," Crenshaw said.

Intersectional feminism centres the voices of those experiencing overlapping, concurrent forms of oppression in order to understand the depths of the inequalities and the relationships among them in any given context.

In Brazil, Valdecir Nascimento, a prominent women's rights activist, says that, "The dialogue to advance black women's rights should put them in the centre." For 40 years, Nascimento has been fighting for equal rights, "Black women from Brazil have never stopped fighting," she says, noting that black women were part of the feminist movement, the black movement, and other progressive movements. "We don't want others to speak for black feminists-neither white feminists nor black men. It's necessary for young black women to take on this fight. We are the solution in Brazil, not the problem," she says.

Using an intersectional lens also means recognizing the historical contexts surrounding an issue. Long histories of violence and systematic discrimination have created deep inequities that disadvantage some from the outset. These inequalities intersect with each other, for example, poverty, caste systems, racism and sexism, denying people their rights and equal opportunities. The impacts extend across generations.

Sonia Maribel Sontay Herrera is an indigenous woman and human rights defender from Guatemala where systematic discrimination against indigenous women has gone on for decades. Herrera has felt the consequences of these historical injustices since she was a girl.

At ten years old, she moved to a city to attend school, an opportunity most indigenous girls don't get, she says. However, Herrera was forced to abandon her native language, K'iche', and learn in Spanish, which she experienced as an unjust burden for an indigenous woman, since it was the language of the colonizer. After finishing her studies, as Herrera searched for professional work, she immediately encountered racism and sexist stereotypes. Since she was an indigenous woman, some said that they only had work for her in the home.

"They see us as domestic workers; when they see an indigenous woman, they assume that's all we can do," she explains, outlining the ways in which she experiences compounding forms of discrimination based on her identity.

"Those who are most impacted by gender-based violence, and by gender inequalities, are also the most impoverished and marginalized-black and brown women, indigenous women, women in rural areas, young girls, girls living with disabilities, trans youth and gender non-conforming youth," explains Majandra Rodriguez Acha, a youth leader and climate justice advocate from Lima, Peru. That marginalized communities are the most impacted by natural disasters and the devastating effects of climate change is not a mere coincidence, she stresses.

While issues ranging from discrimination based on gender identity to disparate environmental burdens may seem separate at first, intersectional feminism illuminates the connections between all fights for justice and liberation. It shows us that fighting for equality means not only turning the tables on gender injustices, but rooting out all forms of oppression. It serves as a framework through which to build inclusive, robust movements that work to solve overlapping forms of discrimination, simultaneously.

As concurrent, ongoing crises unfold across the globe today, we can use an intersectional feminist lens to understand their linkages and build back better.

Intersectional feminism matters today because:

The impacts of crises are not uniform.

Countries and communities around the world are facing multiple, compounding threats. While the sets of issues vary from place to place, they share the effect of magnifying pre-existing needs such as housing, food, education, care, employment, and protection.

Yet crises responses often fail to protect the most vulnerable. "If you are invisible in everyday life, your needs will not be thought of, let alone addressed, in a crisis situation," says Matcha Phorn-In, a lesbian feminist human-rights defender from Thailand who works to address the unique needs of LGBTIQ+ people, many of whom are indigenous, in crisis settings.

In the context of the coronavirus pandemic, the challenges of the virus have exacerbated long standing inequities and decades of discriminatory practices, leading to unequal trajectories.

Rather than fragmenting our fights, taking on board the experiences and challenges faced by different groups has a unifying effect; we are better able to understand the issues at hand and, therefore, find solutions that work for all.

Injustices must not go unnamed or unchallenged.

Looking through an intersectional feminist lens, we see how different communities are battling various, interconnected issues, all at once. Standing in solidarity with one another, questioning power structures, and speaking out against the root causes of inequalities are critical actions for building a future that leaves no one behind.

"If you see inequality as a "them" problem or "unfortunate other" problem, that is a problem," says Crenshaw. "We've got to be open to looking at all of the ways our systems reproduce these inequalities, and that includes the privileges as well as the harms."

A new 'normal' must be fair for all.

Because crises lay bare the structural inequalities that shape our lives, they are also moments of big resets - catalysts for rebuilding societies that offer justice and safety to everyone. They provide a chance to redefine 'normal' rather than return to business as usual.

Taking an intersectional feminist approach to the crises of today helps us seize the opportunity to build back better, stronger, resilient, and equal societies.

"COVID-19 has presented us... with a rare opportunity," says Silliniu Lina Chang, President of the Samoa Victim Support Group, who has been advocating for improved services for victims of domestic violence during the pandemic. "[It is] a time for all of us to reset. Think outside of our comfort zone and look beyond to the neighbour that is in need."

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explainer-intersectional feminism-what it means and why it matters

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Intersectional feminism: what it means and why it matters right now

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From the disparate impacts of the COVID-19 crisis in communities around the globe to international protests against racism and discrimination, current events have shown that we are far from achieving equality. Trying to interpret and battle a multitude of injustices right now may feel overwhelming.

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27 Mistakes White Teachers of Black Students Make and How to Fix Them

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27 Mistakes White Teachers of Black Students Make and How to Fix Them

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A few years back, I was in my room meeting parents during an open house, just days before the school year started. A woman walked in, looked up from her phone and locked eyes with me. I saw her face fall. "Is this your first year?" she asked, her tone implying that she already knew the answer to her question.

Some context. I am White and the woman was Black. In fact, almost all of the staff and students at my Atlanta high school are Black. This year I am one of only three White people in the building. I thought it made perfect sense that she seemed disappointed to see me. After all, I have known more than my fair share of first-year White teachers-too many of whom never make it past year two or three-if they come back for that second year at all.

"No ma'am," I replied. "This is my 10th year here." Her demeanor instantly changed-she smiled, strode forward, shook my hand. She asked if I knew her older daughter and, in fact, I had taught her for an elective some years back. We had a great conversation, and her younger daughter went on to become one of my favorite students, one I taught again her senior year. Her graduating class voted me "Favorite Teacher."

This success is important because it was so hard-won. Dial back to the beginning of my career and that mother would have been wise to look at me askance-I was a young teacher with no experience, a clueless White guy working with Black children for the first time.

My training was minimal-I was flying by the seat of my pants. Yet, somewhere between my first terrible year and my triumphant 12th, I became a good educator-a qualified White teacher of Black children. I wonder, though, how many mothers shook their heads at me during those years in process?

How Much Damage Can a White Teacher Do While Learning How to Teach?

Let me make a list. To be clear, I will say upfront that each of these items has applied to me at one time or another-I am not throwing stones at other White teachers I have known. That is, only unless those stones could be cast first at me because, in learning how to be a White teacher of Black students, I have made mistakes. These words serve as the start of an effort to repair the damage done. If, by chance, younger, White teachers can also see themselves between the lines, well and good.

27 Mistakes White Teachers of Black Students Make

1. Most of us fail to reckon with the fact that America is a country built on a foundation of slavery, genocide and White supremacy.

2. Most of us fail to reckon with the fact that America still grants real privilege to our Whiteness each and every day.

3. Most of us fail to understand the damage done by having grown up with de facto residential segregation. And yet, racial isolation is a step toward the formation of prejudice and implicit bias.

4. Most of us fail to understand the damage done by having attended schools separated by de facto segregation. And, again, racial isolation is a step toward the formation of prejudice and implicit bias.

https://educationpost.org/forget-implicit-bias-lets-talk-about-explicit-bias-in-education/

5. Because many of us grew up in racial isolation, we learned about Black people from the media we consumed. And yet, this media-news, sports and entertainment- overtly plays on dangerous stereotypes.

6. Some of us went to racially diverse schools and took "college-bound" classes. Since Black students are disproportionately and unjustly tracked out of these classes, we received dangerous messages about "intelligence" and "race."

7. Most of us grew up in families and peer groups in which we avoided conversations about race and racism. We reached adulthood without learning how to speak about either of these things.

8. When conversations about race or racism could not be avoided, many of us learned to say things like, " I don't see color. I just see people."

9. Many of us went to colleges where Black students were vastly underrepresented. Because higher education remains de facto segregated, we again received false messages about "academic success" and "race."

10. Many of us studied education in college. And yet, even at the institutional level, Black students are underrepresented in teacher prep programs. While trying to learn how to teach Black students, we were isolated from our Black peers.

11. Many of us had our first experience talking about race and racism in that one "multicultural education" class we took in teacher prep. Some of us were uncomfortable and compensated with arrogance.

12. When conversations about race or racism made us uncomfortable, many of us thought things like, "I went to high school with Black people, took classes and played on teams with them. I don't have a problem with race."

13. When conversations about race or racism made us uncomfortable, many of us thought things like, "My family isn't from the South; we never owned slaves or benefitted from Jim Crow. White privilege isn't a part of my past."

14. When conversations about race or racism made us uncomfortable, many of us thought things like, "My family comes from a blue-collar background. We pulled ourselves up by our bootstraps. Every American has that same opportunity."

15. Despite our inexperience and discomfort reckoning with the realities of race and racism, many of us started our careers teaching in schools that were mostly Black. We assumed our well-meaning presence covered over our ignorance.

16. Some of us think that because we choose to work with Black children, problems of prejudice and implicit bias could not possibly apply to us.

https://educationpost.org/to-future-white-teachers-heres-a-resource-guide-so-you-dont-have-to-ask-your-co-workers-to-explain-racism/

17. Many of us refuse to allow news stories about race or racism to come up in our classrooms-even when a teenager like Trayvon Martin or Michael Brown is murdered in the streets.

18. If we teach math or science, many of us avoid talking about race or racism by thinking something like, "Math and science are universal languages. Culture and society have no place in my classroom."

19. If we teach liberal arts, many of us avoid talking about race or racism by thinking something like, "We have to stick to the curriculum or we won't get through everything. I have no time to talk about current events."

20. For some of us, we make an exception to our rule disallowing conversations about race or racism on or around MLK Day. Some years we also allow it on April 4.

21. When classroom conversations about race or racism cannot be avoided, many of us repeat a variation on the lesson we learned in childhood: " I don't see color. I just see students."

22. When conversations about race or racism cannot be avoided, many of us try to signal our virtue by working the conversation around to the fact that we voted for Obama.

23. When conversations about race or racism cannot be avoided, many of us say ignorant things like, "I know just how you feel."

24. Some of us have experienced discrimination in the past for one reason or another. When conversations about race or racism cannot be avoided, we try to drive the conversation with our own experience.

25. If a frustrated student accuses us of being racist, many of us panic and overreact. We will get too quiet or overly loud. Sometimes we will even try to punish the student.

https://educationpost.org/white-teachers-heres-how-to-handle-being-called-racist/

26. Many of us realize how little we know about race and racism when we first become friends with a Black person. Yet, we think this small exposure makes us automatic experts.

27. Some of us have grabbed the word "woke" and held on to it a little too tightly.

There is Hope for Change

It is reasonable to assume that right now there are tens of thousands of first-year White teachers working in classrooms with Black students. Perhaps you are one of them, and as you read through this list you likely winced more than a few items.

The good news is that there is hope. Growing up White is not an insurmountable barrier to being a successful teacher of Black students. It is an obstacle that will take intentionality to overcome, however. A naïve colorblindness will lead only to failure.

Address the items on this list and, equally important, add to it. There are far more than 27 ways for teachers like us to do wrong-tell me what I've missed. I know, unfortunately, that even in my 14th year, I will find some way to make new blunders as well. But the more we caution each other about our mistakes, the better chance we have to avoid the pitfalls we don't see coming until it's too late.

And then one day, maybe, a Black mother will walk into a classroom, see a White teacher, and smile all on her own-before that White teacher says even a word.

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27 Mistakes White Teachers of Black Students Make and How to Fix Them

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A few years back, I was in my room meeting parents during an open house, just days before the school year started. A woman walked in, looked up from her phone and locked eyes with me. I saw her face fall. "Is this your first year?"

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Inclusive Social Emotional Learning for Students with Disabilities

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Inclusive Social Emotional Learning for Students with Disabilities

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OUR RESEARCH

Learning and developing as a student is about more than just memorizing facts, being able to read and write, or solving math problems. Research shows that students learn best when they actively engage with content and with others in positive and meaningful ways. Students must also grow in areas of social and emotional development. Social-emotional learning (SEL), is the process through which students learn to cope with feelings, set goals, make decisions, and get along with - and feel empathy for - others. SEL is an embedded part of a whole child education, which is an approach that prioritizes the full scope of a child's needs.

Unfortunately, students with disabilities are often not fully considered in SEL initiatives. NCLD has been working hard to change the course of SEL to ensure it is developed in a way that is inclusive and equitable. We are excited to announce the release of these resources to help ensure more inclusive and equitable SEL. This work builds on the previous report co-authored with 7 other organizations: Exploring Intersectionality: Understanding Student Identity to Promote Equitable Social Emotional & Academic Development During the COVID-19 Pandemic. The new resources feature 7 principles for inclusive SEL, a parent advocacy toolkit, a state policy brief, and two case studies showcasing inclusive SEL practices.

SEL can be particularly beneficial for students with disabilities as it emphasizes relationships and social interactions, helping students to develop a sense of safety and belonging. In addition, distance learning has taken a heavy toll on students and families. SEL is important to rebuilding classroom relationships upon returning to in-person instruction and must be included to foster students' social, emotional, and mental health needs.

We hope you will join us in creating more inclusive and equitable SEL initiatives by using these new resources.

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Inclusive Social Emotional Learning for Students with Disabilities - NCLD

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Introduction: Learning and developing as a student is about more than just memorizing facts, being able to read and write, or solving math problems. Research shows that students learn best when they actively engage with content and with others in positive and meaningful ways. Students must also grow in areas of social and emotional [...]

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Pew Research Center's Hispanic Trends Project

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For this analysis we surveyed 3,030 U.S. Hispanic adults in December 2019 as part of the 2019 National Survey of Latinos. We asked survey respondents about their awareness of the term Latinx and their views of the term. The sample includes 2,094 Hispanic adults who were members of Pew Research Center's American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. It also includes an oversample of 936 respondents sampled from Ipsos' KnowledgePanel, another online survey panel also recruited through national, random sampling of residential addresses. For the purposes of this report, references to foreign-born Hispanics include those born in Puerto Rico. Individuals born in Puerto Rico are U.S. citizens by birth. The survey was conducted in both English and Spanish.

See the Methodology section of this report for more details.

The terms Hispanic and Latino are used interchangeably in this report.

Latinx is a term used to describe people who are of or relate to Latin American origin or descent. It is a gender-neutral or nonbinary alternative to Latino or Latina.

U.S. born refers to persons born in the United States and those born in other countries to parents at least one of whom was a U.S. citizen.

Foreign born refers to persons born outside of the United States to parents neither of whom was a U.S. citizen. The terms foreign born and immigrant are used interchangeably in this report. For the purposes of this report, foreign born also includes those born in Puerto Rico. Although individuals born in Puerto Rico are U.S. citizens by birth, they are included among the foreign born for this report because they are born into a Spanish-dominant culture and because on many points their attitudes, views and beliefs are much closer to Hispanics born abroad than to Hispanics born in the 50 states or the District of Columbia, even those who identify themselves as being of Puerto Rican origin.

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

Third and higher generation refers to people born in the 50 states or the District of Columbia with both parents born in the 50 states or the District of Columbia.

Language dominance is a composite measure based on self-described assessments of speaking and reading abilities. Spanish-dominant people are more proficient in Spanish than in English (i.e., they speak and read Spanish "very well" or "pretty well" but rate their English-speaking and reading ability lower). Bilingual refers to people who are proficient in both English and Spanish. English-dominant people are more proficient in English than in Spanish.

Pan-ethnic labels describing the U.S. population of people tracing their roots to Latin America and Spain have been introduced over the decades, rising and falling in popularity. Today, the two dominant labels in use are Hispanic and Latino, with origins in the 1970s and 1990s respectively.

More recently, a new, gender-neutral, pan-ethnic label, Latinx, has emerged as an alternative that is used by some news and entertainment outlets, corporations, local governments and universities to describe the nation's Hispanic population.

However, for the population it is meant to describe, only 23% of U.S. adults who self-identify as Hispanic or Latino have heard of the term Latinx, and just 3% say they use it to describe themselves, according to a nationally representative, bilingual survey of U.S. Hispanic adults conducted in December 2019 by Pew Research Center.

The emergence of Latinx coincides with a global movement to introduce gender-neutral nouns and pronouns into many languages whose grammar has traditionally used male or female constructions. In the United States, the first uses of Latinx appeared more than a decade ago. It was added to a widely used English dictionary in 2018, reflecting its greater use.

Yet the use of Latinx is not common practice, and the term's emergence has generated debate about its appropriateness in a gendered language like Spanish. Some critics point to its origins among U.S. English speakers, saying it ignores the Spanish language and its gendered form. Still, there are examples of the term's use in Spanish in the U.S. and abroad. Meanwhile, others see Latinx as a gender- and LGBTQ-inclusive term, reflecting a broader movement within the U.S. around gender identity.

While only about a quarter of U.S. Hispanics say they have heard the term Latinx, awareness and use vary across different subgroups. Young Hispanics, ages 18 to 29, are among the most likely to have heard of the term - 42% say they have heard of it, compared with 7% of those ages 65 or older. Hispanics with college experience are more likely to be aware of Latinx than those without college experience; about four-in-ten Hispanic college graduates (38%) say they have heard of Latinx, as do 31% of those with some college experience. By comparison, just 14% of those with a high school diploma or less are aware of the term.

In addition, the U.S. born are more likely than the foreign born to have heard the term (32% vs. 16%), and Hispanics who are predominantly English speakers or bilingual are more likely than those who mainly speak Spanish to say the same (29% for both vs. 7%).

Hispanics who identify with or lean toward the Democratic Party are more likely to have heard of Latinx than those who identify with or lean toward the Republican Party (29% vs. 16%).

Awareness of the term Latinx does not necessarily translate into use. Across many demographic subgroups, the share of Hispanics who say they use Latinx to describe their own identity is significantly lower than the share who say they have heard it. Use is among the highest for Hispanic women ages 18 to 29 - 14% say they use it, a considerably higher share than the 1% of Hispanic men in the same age group who say they use it.

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The emergence of Hispanic, Latino and Latinx

Throughout the last half-century in the U.S., different pan-ethnic terms have arisen to describe Americans who trace their roots to Latin America and Spain.

The term Hispanic was first used by the U.S. government in the 1970s after Mexican American and other Hispanic organizations lobbied the federal government to collect data on the population. Subsequently, the U.S Congress passed Public Law 94-311 in 1976, mandating the collection of information about U.S. residents of Mexican, Puerto Rican, Cuban, Central American, South American and other Spanish-speaking country origins. The law called for the U.S. Census Bureau to create a broader category that encompassed all people who identified having roots from these countries. The term Hispanic was first used in a full census in 1980.

The 1990s brought resistance to the term Hispanic, as it embraced a strong connection with Spain, and an alternative term emerged: Latino. By 1997, the U.S. Office of Management and Budget issued a directive adding the term Latino to government publications. The two terms are used interchangeably, with Latino first appearing on the U.S. census in 2000, alongside Hispanic.

More recently, Latinx has emerged as an alternative to Hispanic and Latino. Online searches for the term among the general U.S. population appeared online in the early 2000s. But the first substantial rise in searches (relative to all online searches) appeared in June 2016 following a shooting at Pulse nightclub, an LGBTQ dance club in Orlando, Florida, that was hosting its Latin Night on the date of the attack. In subsequent years, the term's use on social media by celebrities, politicians and grassroots organizations has grown. In addition, some academic centers at community colleges, public universities and Ivy League universities are replacing Latino program names that were established in previous decades with new Latinx-focused names.

In more than 15 years of polling by Pew Research Center, half of Americans who trace their roots to Spanish-speaking Latin America and Spain have consistently said they have no preference for either Hispanic or Latino as a term to describe the group. And when one term is chosen over another, the term Hispanic has been preferred to Latino. Importantly, the same surveys show, country of origin labels (such as Mexican or Cuban or Ecuadorian) are preferred to these pan-ethnic terms among the population they are meant to describe.

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Google searches for Latinx rising in U.S., but trail far behind Latina, Latino and Hispanic

The relative popularity of Latinx in online searches in the U.S. has increased since 2016, according to a Pew Research Center analysis of Google Trends data. While its earliest Google searches extend back to the early 2000s, the highest monthly relative number of searches for Latinx occurred in June 2020, surpassing a previous peak in October 2019.

Compared with June 2020, monthly Google searches for Latinx rose substantially for the first time in June 2016, following the Pulse nightclub shooting in Orlando, Florida.

Despite its increase in popularity, Google searches for Latinx remain below those for Latina, Latino and Hispanic over the past decade. Among these terms, Latina has shown the highest popularity, though its share of searches has been falling relative to its peak in June 2014.

Should Latinx be adopted as a pan-ethnic term for U.S. Hispanics?

Among those aware of Latinx, one-in-three say it should be used to describe the nation's Hispanic or Latino population.

While some Hispanics say Latinx should be used as a pan-ethnic term, few say they prefer it over others. A majority (61%) say they prefer Hispanic to describe the Hispanic or Latino population in the U.S., and 29% say they prefer Latino. Meanwhile, just 4% say they prefer Latinx to describe the Hispanic or Latino population.

Preference for Latinx as a pan-ethnic term is higher among those who are aware of it - 10% in this group say they prefer Latinx. Yet even among those aware of Latinx, the terms Hispanic (50%) and Latino (31%) are preferred.

In their own words: What does Latinx mean to Hispanics?

When asked in an open-ended question what Latinx means in their own words, 42% of those who have heard the term describe it as a gender-neutral one. As one 21-year-old woman said, "Latinx is a more inclusive term to use for those who do not choose to identify with a certain gender. The terms Latino and Latina are very limiting for certain people."

Other responses from the open-ended question offer other descriptions of Latinx and reactions to it. For example, 12% of respondents who had heard of Latinx express disagreement or dislike of the term. Some described the term as an "anglicism" of the Spanish language, while others say the term is "not representative of the larger Latino community."

Among other responses, 12% say Latinx is a term about being Hispanic or Latino, while 9% of those aware of Latinx say it is an LGBTQ community inclusive term. And 6% of respondents who have heard of Latinx say it is a new, alternative or replacement term for Latino.

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Luis Noe-Bustamante, Lauren Mora and Mark Hugo Lopez

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About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It

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The term Latinx has emerged in recent years as a gender-neutral alternative to the pan-ethnic terms Latino, Latina and Hispanic. However, awareness of Latinx is relatively low among the population it is meant to describe.

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Cultural sensitivity is something we all like to think we have. It is clearly tied to empathy - the capacity to put ourselves into another person's shoes and see the world from his viewpoint. Cultural sensitivity is an essential quality for peaceful and harmonious living in a society that admits, within the law, many different ways of thinking and behaving. Low cultural sensitivity is associated with authoritarian personalities and also with narrow and limited experience of the world. While it is easy to detect low cultural sensitivity in others, it is not so easy to pin it down in ourselves. This questionnaire, however, if answered honestly and accurately, will give you some pointers.

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Cultural sensitivity is something we all like to think we have. It is clearly tied to empathy - the capacity to put ourselves into another person's shoes and see the world from his viewpoint. Cultural sensitivity is an essential quality for peaceful and harmonious living in a society that admits, within the law, many different ways of thinking and behaving.

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Female inventors have played a large role in U.S. history, but haven't always received credit for their work. Besides the fact that their contributions have sometimes been downplayed over overlooked, women- particularly women of color -have historically had fewer resources to apply for U.S. patents and market their inventions.

Not all of the female inventors on this list received attention for their work in their lifetime, or were able to market their inventions. But all of them contributed innovations that helped advance technology in their respective fields.

1. Life Raft

In the early 1880s, when a new wave of European immigrants were sailing to the United States, a Philadelphia inventor named Maria E. Beasley designed an improved life raft. Unlike the flat life rafts of the 1870s, Beasley's raft had guard rails to help keep people inside during emergencies when they had to abandon ship.

Beasley patented her first life raft design in 1880 in both the United States and Great Britain, and received a second U.S. patent for an updated version of the raft in 1882. In addition to the life raft, she also invented a foot warmer, a stream generator and a barrel-hooping machine, receiving a total of 15 U.S. patents and at least two in Great Britain during her life.

2. Fold-Out Bed

In 1885, a Chicago inventor and furniture store owner named Sarah E. Goode received a patent for her "Cabinet-Bed." The new piece of furniture was a desk that folded out into a bed, allowing the user to save space in a tiny apartment.

Goode's invention predated the 20th century's pull-down Murphy beds and pull-out sofas. With her Cabinet-Bed, Goode-who was born into slavery and won her freedom after the Civil War-became one of the first Black women to patent and invention with the U.S. Patent and Trademark Office.
READ MORE: 8 Black Inventors Who Made Daily Life Easier
3. Dishwasher

Josephine G. Cochran was a wealthy socialite in Shelbyville, Illinois when she got the idea to invent a dishwasher. Cochrane employed servants to perform housework in her mansion, but started washing her fine china herself when she discovered some of the servants had accidentally chipped them. Cochrane found her brief exposure to housework unpleasant, and resolved to build a machine that could wash the dishes for her.

The result was the first commercially-successful dishwasher, which Cochrane patented in 1886. Previous attempts at dishwashers had used scrubbers, but Cochrane's design was more effective because it used water pressure to clean the dishes. With her patent secure, she founded Cochran's Crescent Washing Machine Company. Because the machine was too expensive for most households, Cochran sold most of her dishwashers to hotels and restaurants.

4. Car Heater

The first person to patent an automobile heater was Margaret A. Wilcox, an engineer in Chicago. Wilcox's 1893 design used heat from the car's engine to keep drivers and passengers warm during trips. Later engineers improved upon the idea by making the heat easier to regulate.

Wilcox's other inventions included a combined clothes-and-dishwasher, which didn't catch on in the same way.

5. Feeding Tube

Bessie Virginia Blount, also known as Bessie Blount Griffin, was an American nurse, physical therapist, inventor, handwriting expert and possibly the first Black woman to train at Scotland Yard's Document Division. In the 1940s, she who worked with World War II veterans in New York City's Bronx Hospital (now part of BronxCare Health System), where she taught veterans with amputations to read and write with their teeth and feet. It was during this work that Bount invented a device that her patients could use to feed themselves.

Blount's invention involved a tube that delivered food to a person's mouth whenever he or she bit down on it. She patented part of the design in 1948, then gifted the rights to the invention over to the French government in 1951 on the advice of a religious leader (the U.S. government hadn't shown much interest in the device).

Her invention paved the way for modern feeding tubes, which can be inserted into a person's nose or stomach if the user can't ingest food orally. After patenting the feeding tube, Blount continued to invent and went on to become a forensic handwriting analyst.
READ MORE: 11 of History's Fiercest Females Everyone Should Know
6. Kevlar

Stephanie L. Kwolek was a chemist who created synthetic fibers while working at DuPont's Pioneering Research Laboratory in Wilmington, Delaware. The most famous one she created was Kevlar -a strong, lightweight and heat-resistant synthetic fiber.

Kwolek patented the process for making Kevlar in 1966. Kevlar is used in bulletproof vests and other protective equipment, and has also become a substitute for asbestos since the 1970s, when companies began to scale back on using the cancer-causing material.

7. Home Security System

Marie Van Brittan Brown was a Black nurse and inventor in New York City who, together with her husband, Albert Brown, patented the first home security system in 1969. Brown got the idea for the security system because she and her husband worked long hours as an electronics technician, and she often found herself coming home to their apartment and being by herself late at night.

The system that Brown invented involved a sliding camera that could capture images through four different peepholes in her door, TV monitors to display the camera images and two-way microphones that allowed her to talk with anyone outside her door. There was also a remote to unlock the door from a distance and a button to alert police or security. This system paved the way for modern security systems, and has been cited in at least 32 patent applications that came after it.

8. Cataract Treatment

Patricia E. Bath was the first Black American to complete a residency in ophthalmology and the first Black female doctor to patent a medical device in the United States. The device she invented was the Laserphaco Probe, which removed cataracts-cloudy blemishes in the eye that can lead to vision loss.

Bath's new ways of removing cataracts was faster, more accurate and less invasive than previous methods. She earned her first U.S. patent related to the procedure in 1988, and received four other U.S. patents related to her cataract-removal innovations during her lifetime, in addition to patents in Japan, Canada and Europe. S he passed away at the age of 76 in .

9. Stem Cell Isolation

While working in Palo Alto in 1991, Asian American scientist Ann Tsukamoto was part of the team that patented the first method of isolating blood-forming stem cells in 1991. Tsukamoto holds a total of 12 U.S. patents for her stem cell research, which has helped with the development of cancer treatments.

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Female inventors have played a large role in U.S. history, but haven't always received credit for their work. Besides the fact that their contributions have sometimes been downplayed over overlooked, women- particularly women of color -have historically had fewer resources to apply for U.S. patents and market their inventions.

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Stories from people living with a disability

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Stories from people living with a disability

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Centers for Disease Control and Prevention

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Real Stories from People living with a Disability

Nickole Cheron's Story

In 2008, a rare winter storm buried Portland, Oregon under more than a foot of snow. The city was gridlocked. Nickole Cheron was stuck in her home for eight days. Many people would consider that an inconvenience. For Nickole, whose muscles are too weak to support her body, those eight days were potentially life-threatening.

Born with spinal muscular atrophy, a genetic disease that progressively weakens the body's muscles, Nickole is fully reliant on a wheelchair and full-time caregivers for most routine tasks. Being alone for eight days was not an option. So Nickole signed up for " Ready Now! pdf icon [PDF - 4.8MB] external icon ," an emergency preparedness training program developed through the Oregon Office of Disability and Healthexternal icon .

"The most important thing I learned from 'Ready Now!' was to have a back-up plan in case of an emergency situation," she said. "When I heard the snow storm was coming, I emailed all my caregivers to find out who lived close by and would be available. I made sure I had a generator, batteries for my wheelchair, and at least a week's supply of food, water and prescription medication."

Nickole said the training was empowering, and reinforced her ability to live independently with a disability. She felt better informed about the potential risks people with disabilities could encounter during a disaster. For example, clinics might close, streets and sidewalks might be impassable, or caregivers might be unable to travel.

Among the tips Nickole learned from Oregon's "Ready Now!" training are:

Develop a back-up plan. Inform caregivers, friends, family, neighbors or others who might be able to help during an emergency.

Stock up on food, water, and any necessary prescription medications, medical supplies or equipment. Have enough to last at least a week.

Make a list of emergency contact information and keep it handy.

Keep a charged car battery at home. It can power electric wheelchairs and other motorized medical equipment if there is an electricity outage.

Learn about alternate transportation and routes.

Understand the responsibilities and limitations of a "first responder" (for example, members of your local fire department of law enforcement office) during a disaster.

"This training shows people with disabilities that they can do more to triage their situation in a crisis than anyone else can," she said. "'Ready Now!' encourages people with disabilities to take ownership of their own care."

CDC would like to thank Nikole and the Oregon Office of Disability and Healthexternal icon for sharing this personal story.
Learn about emergency preparedness for people with disabilities "
Jerry's Story

Jerry is a 53 year old father of four children. He's independent, has a house, raised a family and his adult kids still look to him for support. Jerry recently retired as a computer programmer in 2009, and competes and coaches in several sports. This "healthy, everyday Joe, living a normal life" has even participated in the Boston Marathon.
Jerry also has had a disability for over 35 y ears. In 1976 on December 3 (the same day that International Persons with Disabilities Day is recognized) Jerry was hit by a drunk driver. The accident left him as a partial paraplegic.

Jerry's life is not defined by his disability. He lives life just like anyone else without a disability would live their life. "There's lots I can do, and there are some things that I can't do," said Jerry. "I drive, I invest money. I'm not rich, but I'm not poor. I enjoy being healthy, and being independent."

As a person with a disability, however, Jerry has experienced many barriers. Recovering from recent rotator cuff surgery, his rehabilitation specialists "couldn't see past his disability", administering tests and delivering additional rehabilitation visits that a person without a disability wouldn't receive. He once was being prepared for surgery when a nurse proclaimed "he doesn't need an epidural, he's a paraplegic." Jerry had to inform the nurse that he was only a partial paraplegic and that he would indeed need an epidural.

Jerry was in line at an Alabama court house to renew his parking permit and also renew his son's registration. He watched a worker walk down the line and ask people "what do you need?" When she got to Jerry and saw his wheelchair, he was asked "who are you here with?" And Jerry finds it difficult to go to concerts and baseball games with a large family or friends gathering, because rarely are handicap-accessible tickets available for more than two people.

Jerry has seen a lot in over 35 years as someone living with a disability. He's seen many of the barriers and attitudes towards people with disabilities persist. But he's also seen many positive changes to get people with disabilities physically active through recreational opportunities such as golf, fishing and even snow-skiing. There are now organizations such as Lakeshore Foundationexternal icon - where Jerry works part-time coaching youth basketball and track - that provide recreational opportunities.

Jerry states: "I don't expect the world to revolve around us. I will adapt - just make it so I can adapt."

Justin's Story

Justin was first diagnosed with a disability in the form of ADD (attention deficit disorder, now known as ADHD, or attention-deficit/hyperactivity disorder) at the age of 5 years. The diagnosis resulted in his removal from a regular classroom environment to special education courses. Justin's parents were informed by Justin's educators that he probably wouldn't graduate high school, much less college.

Years later, as a young adult, Justin developed Meniere disease (an inner ear disorder), which affected his hearing and balance. The onset of the disorder left Justin with the scary reality that he could permanently lose his hearing at any time. Justin recalled a former supervisor taking advantage of this knowledge with an inappropriate prank: While speaking in a one-on-one meeting, the sound from the supervisor's mouth abruptly halted, while his lips continued to move. Justin thought he had gone deaf - until the supervisor started laughing - which Justin could hear. Behaviors like the above took its toll on Justin's confidence - yet, he knew he could contribute in society.

Spurred in part by adversity, Justin went back to school, earned a business degree, and shortly after, entered the commercial marketing industry. However, despite his education and experience, Justin was still regularly subject to the same stigma. Many of Justin's work experiences over the course of his career left him feeling ashamed, guilty, offended, and sometimes, even intimidated. Rather than instilling confidence, it left him demoralized - simply because he was differently abled.

In July of 2013, everything changed for Justin. He joined the Centers for Disease Control and Prevention working as a contractor in the Division of Human Development and Disability at the National Center on Birth Defects and Developmental Disabilities. Justin's colleagues put an emphasis on making him feel comfortable and respected as a member of a diverse and productive workforce. They welcomed Justin's diversity, positively contributing to his overall health.

The mission of the Division of Human Development and Disability is to lead public health in preventing disease and promoting equity in health and development of children and adults with or at risk for disabilities. One in two adults with disabilities does not get enough aerobic physical activity ¹, and for Justin, regular physical activity is important to help him combat potentially lethal blood clots due to a genetic blood clotting disorder that he has. Every working hour, Justin walks for a few minutes, stretches, or uses his desk cycle. Justin also participates in walking meetings, which he believes leads to more creative and productive meetings.

Stories such as Justin's are reminders that employment and health are connected. CDC is proud to support National Disability Employment Awareness Month every October. The awareness month aims to educate about disability employment issues and celebrate the many and varied contributions of America's workers with disabilities.

Suhana's Story

Suhana has a sister, Shahrine, who is older by 18 months. While Shahrine's mother was pregnant with Suhana, their uncle came to town for a visit. During the visit, their uncle was quick to notice that Shahrine did not seem to be talking at an age appropriate level or respond when called upon. Shahrine would also turn up the volume on the television and radio when others could hear it without difficulty. Shahrine's parents thought that her speech development and behavior were normal for a toddler, but thanks to the uncle expressing his concerns, the family soon took action. A hearing test found that Shahrine was hard of hearing.

Due to Shahrine's diagnosis, Suhana received a hearing screening at birth and was found to be hard of hearing, as well. Had it not been for the concerns raised by the children's uncle, not only would Shahrine's hearing loss have possibly gone on longer without being detected, but Suhana would most likely not have had a hearing screening at birth.

As a result of their early diagnoses, Suhana and Shahrine's parents were able to gain the knowledge they needed to make sure both of their children could reach their full potential in life. They had access to early services from a team of physicians, speech therapists, counselors, and teachers.

Suhana credits her parents for her own successes, saying that she couldn't have made it as far as she has without their support and patience. Today, Suhana is employed at the Centers for Disease Control and Prevention (CDC) as an epidemiologist with the agency's Early Hearing Detection and Intervention (EHDI) program. All children who are deaf or hard of hearing receive critical services they need as a result of the EHDI program, which funds the development of data systems and provides technical assistance to help improve screening, diagnosis and early intervention for these infants. When children who are deaf or hard of hearing receive services early, they are more likely to reach their full potential and live a healthy, productive adult life.

CDC is proud to support National Disability Employment Awareness Month every October. The goals of the awareness month are to educate the public about disability employment issues and celebrate the many and varied contributions of America's workers with disabilities.

Sources:

Centers for Disease Control and Prevention. Vital Signs. [updated 2014 May 6; cited 2014 October 10] Available from: https://www.cdc.gov/vitalsigns/disabilities/

If you would like to share your personal story, please contact us at Contact CDC-INFO

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Real Stories from People Living with a Disability | CDC

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In 2008, a rare winter storm buried Portland, Oregon under more than a foot of snow. The city was gridlocked. Nickole Cheron was stuck in her home for eight days. Many people would consider that an inconvenience. For Nickole, whose muscles are too weak to support her body, those eight days were potentially life-threatening.

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LGBTQ Transitional Home Palm Springs, Foster Care Sanctuary

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To play, press and hold the enter key. To stop, release the enter key. If you are 18 - 21 and are - or have been in - foster care and you would like to have a safe, welcoming home in which to successfully transition to adulthood, Sanctuary Palm Springs is the place for you.

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When I was halfway through the 11th grade, my pre-calculus teacher pulled me out into the hallway. He wanted to talk about my latest test. "You can do better than this," he said. "I'm so surprised by grades like this from someone like you."

Someone like you? I'd never done particularly well in his class, so the implication of his words churned in my stomach. In that moment, I felt acutely the weight of the dark braid trailing down my back and the glasses slipping down my nose.

I knew my performance was being evaluated not against my own earlier work but against the image of the perfect, straight-A, Asian student who lived in my teacher's mind: the myth of the "model minority."

What Is the Model Minority Myth?

The myth of the model minority is based in stereotypes. It perpetuates a narrative in which Asian American children are whiz kids or musical geniuses. Within the myth of the model minority, Tiger Moms force children to work harder and be better than everyone else, while nerdy, effeminate dads hold prestigious-but not leadership -positions in STEM industries like medicine and accounting.

This myth characterizes Asian Americans as a polite, law-abiding group who have achieved a higher level of success than the general population through some combination of innate talent and pull-yourselves-up-by-your-bootstraps immigrant striving.

What's So Bad About the Model Minority Myth?

While most people agree that negative stereotypes of Asian Americans are harmful, some still question the harm of the model minority myth. What could be so bad about being part of a group that's seen as being successful?

Like all stereotypes, the model minority myth erases the differences among individuals.

My own 11th-grade experience offers one example. My mother is Malaysian Chinese; my dad is white. I am usually perceived as Asian. So, because of the model minority myth, my failure to reach an expected level of achievement in math was attributed to some kind of deficiency or lack of effort on my part.

Instead of differentiating for me like I saw him do with others in the class, my teacher let me continue to slip. I was not offered extra help or any other support, and I did not know how to live up to the image of the model minority student. I stopped trying.

While I was eventually able to overcome this negative self-image, many others are not. Asian American college students have higher rates of attempting suicide than those in other groups. The model minority myth hides the pressures and paradoxes inherent within an Asian American identity. If you don't fit into the myth, it is hard to find your place at all.

The model minority myth ignores the diversity of Asian American cultures.

Data about Asian American achievement typically lumps this diverse population together into a singular group. Taken as a whole, it shows that Asian Americans tend to hold higher degrees and earn larger incomes than the general population. These successes are often attributed to differences in family attitudes toward education. From these metrics and attributions, the stereotype emerges that Asians are winning in their pursuit of the American Dream. But when we break these numbers down, the myth begins to crack.

Take pay disparities, for example. For every dollar the average white man makes in the United States, an Asian Indian woman makes $1.21 and a Taiwanese woman makes $1.16. A Samoan woman makes $0.62. A Burmese woman makes 50 cents. The experiences of these groups are not the same.

The model minority myth operates alongside the myth of Asian Americans as perpetual foreigners.

The model minority myth is just one of a collection of stereotypes about Asian American people. Popular television and films exoticize Asian culture and peoples. If you're a man, you're a kung fu master. If you're a woman, you're a submissive sex object. If you're gender non-binary or transgender, you don't exist at all. Mickey Rooney's racist portrayal in Breakfast at Tiffany's lives in our collective imagination alongside every East or South Asian actor who has played a bit part as a humorless doctor or IT guy.

Buried under these stereotypes, the message is clear: Asian Americans are all the same-and all different from other Americans. On one hand, Asian Americans are often perceived as having assimilated better than other minority groups. On the other hand, Asian Americans are seen as having some foreign quality that renders them perpetual outsiders.

It's a paradox familiar to every Asian American who regularly faces the question, "But where are you from, originally?"

The model minority myth erases racism against Asian Americans.

Positioning Asian Americans as beneficiaries of the bounty of the American Dream, the myth of the model minority ignores the Chinese Exclusion Act of 1882 and Japanese internment in the 1940s. It suggests that the U.S. has always been a welcoming place for people of Asian descent, in spite of the mass lynchings of Asian Americans in the 19th century and the murder of Vincent Chin in 1982.

The myth persists in spite of the fact that 1 in 7 Asian immigrants in America today is undocumented and facing potential deportation, a fact that is repeatedly overlooked in our national conversation about immigration. The model minority myth says Asian Americans are doing well today and must therefore have benefitted from an elevated status among people of color, in spite of centuries of systematic discrimination.

The model minority myth is harmful to the struggle for racial justice.

The myth says that Asian Americans have played within the rules of the American system to their own group benefit. The success of some groups of Asian American immigrants is often held as an example toward which other groups should strive. It suggests that Asian Americans are doing well and that if other groups would only work harder, have stronger family bonds and get over their histories of oppression, they too would succeed.

When paired with racist myths about other ethnic or racial groups, the model minority myth is used as evidence to deny or downplay the impact of racism and discrimination on people of color in the United States. Given the history of that impact on Black Americans particularly, the myth is ultimately a means to perpetuate anti-Blackness.

The model minority myth pits people of color against one another and creates a hierarchy in which Asian people are often represented at the top. By putting people of color in competition with one another, the myth distracts us from striving together toward liberation for all.

Dismantling the Myth

Understand that the collective is important while individual differences still exist.

The term Asian American was coined in the late 1960s as a means of harnessing the collective power of people of Asian origin, much in the same way the term was first used. Asian American political identity was strongly inspired by the Black Liberation Movement. Today, more inclusive terms like Asian-Pacific American (APA) or Asian American Pacific Islander (AAPI) signal the continued need for collective striving against similar experiences of racism and imperialism within our various ethnic subgroups. This collective political identity remains important.

At the same time, focusing solely on collective identity can perpetuate the model minority myth: The experiences of the most visible Asian American ethnic groups can hide the experiences of other groups.

Some studies of educational achievement have shown that certain Asian ethnic groups, particularly those from parts of East and South Asia, indeed score very well in some subject areas. When students from these groups consistently do better than even white students, it is easy for educators to take inherently biased actions based on a belief that all Asian students are innately intelligent and hardworking. Those same studies, however, reveal that other Asian ethnic groups have vastly different results. For example, Southeast Asian and Pacific Islander students in particular often underperform when compared with all other racial and ethnic groups.

As an educator, it is important to understand the different histories and experiences of Asian American and Pacific Islander students and communities. Some of these communities arrived in America as refugees escaping war or genocide, and some were imported as sharecroppers to replace enslaved people of African descent after the Civil War. Still other communities, particularly those native to various Pacific Islands, were here long before white settler colonialism. As educators, we must unlearn the biased, simplistic beliefs that we might hold about what it means to be Asian American or Pacific Islander in order to better attend to the real needs of our students and communities.

Feature Asian American figures and texts in your classroom.

One of the commonly felt experiences of Asian Americans is that of being invisible or erased. The model minority myth means that neither our historical struggles nor activism tend to be covered in schools and classrooms. The significant underrepresentation of Asian American educators furthers this problem.

Asian American and Pacific Islander history has been a part of American history for centuries. May is AAPI Heritage Month. Use this as a starting point, but do not limit your conscious inclusion of AAPI people and experiences to a single month. Asian Americans and Pacific Islanders comprise the fastest-growing ethnic group in the United States. We must make a conscious effort to represent these stories and people in our classrooms, regardless of our own identities and those of our students.

Raise awareness in yourself and others.

There may be names and examples in this piece with which you were unfamiliar. Learn about activists like Grace Lee Boggs, Larry Itliong and Yuri Kochiyama. Say the name of Vincent Chin. Teach your students about Ela Bhatt. Research Supreme Court cases like U.S. v. Bhagat Singh Thind and .

Dive into data to help understand the collective and individual experiences of various AAPI groups. Check your own biases and assumptions. Do not let a student like me slip through the cracks because you expect her to be smarter or more studious than her classmates.

As you raise your own awareness, you'll help those around you to understand and dismantle the model minority myth as well.
Blackburn is a professional development trainer for Teaching Tolerance.

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The myth of the "model minority" is pervasive. It does real damage. And Asian American students aren't the only ones it harms.

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D.C. Area and Beyond Participate in BLM at School Week of Action 2023

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Black Lives Matter - Middle and High School Resources — D.C. Area Educators for Social Justice

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Launched by Teaching for Change, D.C. Area Educators for Social Justice is a network of educators who seek to strengthen and deepen social justice teaching.

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The Other Box Project is a series of public conversations moderated by WNYC host Jami Floyd. The series marks the 50th anniversary of the Supreme Court's Loving v. Virginia decision that forever changed the lives of mixed race couples and allowed their children to express their identities.

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

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More than 50 Palm Springs Unified School District staff members - the majority classroom teachers - gathered last week for a discussion on a topic that many are currently struggling with throughout the country. Prompted by the death of George Floyd followed by throngs of protests locally, regionally and nationally, district educators were invited to participate in a two-hour "Crucial Conversations" session aimed at exploring racism and anti-racism and the effects they have on staff members' personal and professional lives in an effort to continue to build relationships and better understand the lived experiences of the district's Black students.

"Our purpose is to build a community of educators dedicated to supporting each other through the journey of anti-racism and creating classrooms that value and celebrate Black students," the meeting announcement stated.

This is not the school district's first foray into this work. In 2014, the district was one of many identified in the state as being "significantly disproportionate" in its percentage of suspensions of African American students. In response, Palm Springs Unified School District's Educational Services and Student Services departments partnered with the California Teachers Association to provide workshops aimed at uncovering unconscious biases that affect those we interact with - especially students - on a daily basis. The first three-day workshops were scheduled in 2015. There was so much demand that the association's lead presenter couldn't keep up.

"It was suggested that PSUSD put together their own team of facilitators and make the workshop more aligned to PSUSD and PSUSD students," said the district's Executive Director of Student Support Services Anne Kalisek. "We were and still are the only district we are aware of that has developed our own workshop."

District teachers applied for the opportunity to serve as facilitators, and an initial team of nine worked with the California Teachers Association trainer to develop the district's three-day workshop, which has since added a fourth day for follow-up work. Though the workshop is open to all certified and classified staff at various times throughout the school year, most of the 740 staff members who have participated in the past three years have been teachers.

"It's not really a 'training,' but rather a dialogue," said Kalisek.
More: More: Mental health team at PSUSD encourages expression of feelings through art Coronavirus: KESQ-TV special to focus on Palm Springs Unified School District arts
Following last month's Black Lives Matter protests, Kalisek pulled together her team to develop last week's session. Some of the attendees had participated in the four-day "Conscious Education" workshop, while others were new to the conversation. The facilitators broke the attendees into smaller breakout discussion groups and led conversations addressing "Compassion Fatigue," "Recognizing Biases and Responding Effectively," "Vulnerable Decision Points," "Identification of and Overcoming Barriers When Discussing Race/Ethnicity" and "Equality and Equity."

"We're having conversations as we've never had before. It's uncomfortable," wrote the school district's Director of Classified Human Resources LaSonya Brummell-Pitts, who attended last week's discussion, in a recent social media post. "To my non-Black friends, when you speak from your heart and your thoughts are coming from a place of love, don't be afraid. We know that you're afraid you will say something wrong, and we'll be offended. We need you to understand, and that comes from honest conversations.

"To my brothers and sisters, let's be mindful of their discomfort," she continued. "Let's not tear them apart when they are truly trying to help. We need an army of allies for this fight that began hundreds of years ago."

Kalisek, who also attended last week's discussion, said it was apparent from the conversations that staff members want to continue the work.

"In the fall, we hope to continue to provide Conscious Education workshops," Kalisek said, adding that there is a waiting list each time the workshop is offered. "It's clear that staff members want a space to have conversations about race to further help our students to be successful. I see our team providing that space."
Joan Boiko is the Coordinator of Communications and Community Outreach for the Palm Springs Unified School District. She can be reached at jboiko@psusd.us or (760) 883-2701, ext. 2.
Additionally, Superintendent of Schools Sandra Lyon is launching a steering committee comprised of some members of the District's African American Parent Advisory Council, staff members and community members to "systematically and systemically address racism in our District." Lyon said that the goal is for the committee members, who met for the first time earlier this week, to shape and develop the agenda and goals for its work.

"What we need is continued dialogue and communication and gestures of unity and hope," said Lyon. "I am most proud to work here in Palm Springs Unified, a district that is committed to equity, to providing access and opportunity for all students and to working to eliminate any barriers that could prevent our students from succeeding and reaching their full potential. This committee will help steer us in our efforts to continue the work of defeating racism and inequities here in PSUSD in partnership with our families and community members."

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Palm Springs school district continuing its efforts toward defeating racism and inequities

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More than 50 Palm Springs Unified School District staff members - the majority classroom teachers - gathered last week for a discussion on a topic that many are currently struggling with throughout the country.

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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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What Is Intersectionality? | Queer 101 | The Advocate

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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English Learners With Disabilities: Shining a Light on Dual-Identified Students

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English Learners With Disabilities: Shining a Light on Dual-Identified Students

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English Learners with Disabilities: Shining a Light on Dual-Identified Students

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An overview of the federal policies for identification of and services provided to English learners and students with disabilities.

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"I felt so bad that I quit the job," Dr. Sanchez remembers. "Then I began to realize that there was a lot of discrimination and prejudice against Mexican-Americans."

A couple of years later, when he 15, Dr. Sanchez started the Young Chicanos for Community Action in Monterey Park, California. He later changed the name to the Brown Berets, because he had actually purchased one, by chance, and wore it often. From then on, the grassroots group met at various locations, including the Boy's and Girl's Club and coffee shops, because they didn't want police to know their whereabouts. Dr. Sanchez, along with Carlos Montes, another organizer with the Brown Berets, began to take up causes such as police brutality, better education, and discrimination against the Latinx community. Their first protest was in 1967, when they picketed the sheriff's office in East L.A. to protest the killing of Latino men.

"We also started working on the problems of bad school conditions and the racist educational system," Montes said in a 2003 interview with Fight Back! News. "Our schools were old and in bad condition, with high drop-out - or push-out - rates, and racist administrators and teachers. Over time, we started agitating for bilingual education, better school conditions, Chicano studies, and more Chicano teachers. We attended community, school, and youth meetings to raise demands for better educational and school conditions."

That push for diversity and a better educational system is what led to the Chicano Blowouts in 1968, also known as the East L.A. Walkouts. It's estimated that 15,000 to 22,000 students participated in the walkouts. As a result of this massive protest, according to the Los Angeles Conservancy, the school district hired more Latinx educators, implemented bilingual classes and ethnic studies, and at UCLA, the Los Angeles Times reported, a year after the walkouts, Mexican-American student enrollment rose 1,800%.

The Brown Berets also launched the El Barrio Free Clinic, spearheaded by Gloria Arellanes, fought against the illegal occupation of Mexican land, and led the Chicano Moratorium - marches that took place in East L.A. between December 1969 and January 1971 that demanded civil rights for Latinx in California.

The movement in Southern California gained momentum in other parts of the country, too, where young Latinx also felt marginalized. Since the late 1960s, dozens of Brown Beret chapters have sprouted up across the United States.

While police brutality and discrimination are indeed prevalent issues in the Latinx community, Teen Vogue asked Dr. Sanchez why the Brown Berets aren't fighting for more causes that impact Latinx, including DACA and immigration. We've seen Latinx people at protests and demonstrations wearing brown berets, but the same momentum from the '60s isn't there.

"We want them to stop deporting children," Dr. Sanchez says. "But right now, we're just trying to get organized. We cannot be durable if we are not organized. We cannot be strong if we are not organized."

Dr. Sanchez adds that young people are just wearing the iconic hats for fashionable purposes and not for the actual cause of Latinx civil rights.

"They wear the brown beret and the brown-beret uniform and they don't do anything!" Dr. Sanchez says. "So, I'm like, 'No, you got to do something, and in order to have a group you have to have issues.' And I have a real difficult time because some of these groups just don't want issues, they just want to look nice."

The symbolic look of the brown beret still resonates with Latinx because it reflects our history and our fight for justice. However, several Latinx groups today, including Mijente and Movimiento Cosecha, embody the organizational strength that Dr. Sanchez speaks of. They may not be wearing the brown beret on their heads, but they possess its power.

Get the Teen Vogue Take. Sign up for the Teen Vogue weekly email.

Want more from Teen Vogue? Check this out: Who Was Jovita Idár, the Radical Muckraking Mexican-American Journalist?

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The Brown Berets Got Their Start After Police Violence

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"I felt so bad that I quit the job," Dr. Sanchez remembers. "Then I began to realize that there was a lot of discrimination and prejudice against Mexican-Americans." A couple of years later, when he 15, Dr. Sanchez started the Young Chicanos for Community Action in Monterey Park, California.

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While the terms equity and equality may sound similar, the implementation of one versus the other can lead to dramatically different outcomes for marginalized people.

Equality means each individual or group of people is given the same resources or opportunities. Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.

In the illustration below, two individuals have unequal access to a system - in this case, the tree that provides fruit. With equal support from evenly distributed tools, their access to the fruit still remains unequal. The equitable solution, however, allocates the exact resources that each person needs to access the fruit, leading to positive outcomes for both individuals.

While the tree appears to be a naturally occurring system, it's critical to remember that social systems aren't naturally inequitable - they've been intentionally designed to reward specific demographics for so long that the system's outcomes may appear unintentional but are actually rooted discriminatory practices and beliefs.

Source: "Addressing Imbalance," by Tony Ruth for the 2019 Design in Tech Report.
Equity is a solution for addressing imbalanced social systems. Justice can take equity one step further by fixing the systems in a way that leads to long-term, sustainable, equitable access for generations to come.
According to the World Health Organization (WHO), equity is defined as "the absence of avoidable or remediable differences among groups of people, whether those groups are defined socially, economically, demographically or geographically." Therefore, as the WHO notes, health inequities involve more than lack of equal access to needed resources to maintain or improve health outcomes. They also refer to difficulty when it comes to "inequalities that infringe on fairness and human rights norms."

The U.S. Centers for Disease Control and Prevention (CDC) refers to health equity as "when everyone has the opportunity to be as healthy as possible." As such, equity is a process and equality is an outcome of that process. Or, as the Race Matters Institute describes, "The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone equitably, or justly according to their circumstances."

Understanding the difference between health equality and health equity is important to public health to ensure that resources are directed appropriately - as well as supporting the ongoing process of meeting people where they are. Inherent to this process is the promotion of diversity in teams and personnel, public health practice, research methods and other related factors. For these reasons, providing the same type and number of resources to all is not enough. In order to reduce the health disparities gap, the underlying issues and individual needs of underserved and vulnerable populations must be effectively addressed.

The Difference Between Equity and Equality

"The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone justly according to their circumstances."

A city cuts the budget for 25 community centers by reducing the operational hours for all centers by the same amount at the same times.

A community meeting, where all members of the community are invited, about a local environmental health concern is held in English though English is not the primary language for 25% of the residents.

Examples of EqualityAll public schools in a community have computer labs with the same number of computers and hours of operation during school hours.

The city determines which times and how many hours communities actually need to use their community centers and reduces hours for centers that aren't used as frequently.

Examples of EquityThe community leaders hire translators to attend the meeting or offer an additional meeting held in another language.

Examples of EquityComputer labs in lower income neighborhoods have more computers and printers, as well as longer hours of operation, as some students don't have access to computers or internet at home.

There are many successful initiatives in communities around the United States where specific steps have been taken to make approaches to health more equitable (PDF, 4.9MB), according to the CDC. Attempts to achieve equity have involved identifying the individualized needs of specific populations and implementing steps to help meet those needs. Below are three examples of public health initiatives.

Project Brotherhood

Project Brotherhood - a clinic for Black men at Woodlawn Health Center in Chicago - was created through the CDC's Healthy Communities Program. The clinic was formed by a Black physician and a nurse-epidemiologist who were interested in better addressing the health needs of Black men. Partnering with a Black social science researcher, they conducted focus groups with Black men to learn about their experiences with the health care system and met with other Black staff at the clinic. As a result of this research, Project Brotherhood employed a number of specific strategies, including:

Offering free health care, with optional appointments and evening clinic hours, to make health care more accessible to Black men.

Providing health seminars and courses specifically for Black men.

Employing a barber to perform free haircuts after receiving health education training to be a health advocate for Black men whom the clinic staff could not reach.

Providing fatherhood classes to help Black men become more effectively involved in the lives of their children.

Building "a culturally competent workforce able to create a safe, respectful, male-friendly environment and to overcome mistrust in Black communities toward the traditional health care system."

Organizing physician participation in support group discussions to enhance understanding between providers and patients.

According to the organization, positive outcomes were achieved: "In January 1999, Project Brotherhood averaged four medical visits and eight group participants per week. By September 2005, the average grew to 27 medical visits and 35 group participants per week...." By 2007, Project Brotherhood had provided service to more than 13,000 people since the initiative started and created a health services environment designed specifically for Black men where they would be respected, heard and empowered, thus helping to reduce the health disparities experienced by this population.

Poder es Salud

Poder es Salud (Power for Health) is a partnership involving nonprofits, government organizations, local health care providers and several community- and faith-based groups. This partnership was formed to address social determinants of health and reduce health disparities in Black and Latino communities in Multnomah County, Oregon, by employing an approach to "increase social capital through durable social networks for the purpose of facilitating the achievement of community goals and health outcomes." This was achieved through three specific strategies:

Conducting community-based participatory research to support cross-cultural partnerships.

Implementing popular education, which involves mutual learning and analysis.

Providing community health workers with specialized training "in leadership, local politics, governance structure, advocacy, community organizing, popular education, and health."

Program effectiveness was reflected in follow-up surveys that showed "significant improvements in social support, self-rated health and mental health among community members that participated in the interventions with community health workers who use popular education."

Project BRAVE: Building and Revitalizing an Anti-Violence Environment

Project BRAVE is a school-based intervention that builds on existing relationships among schools, community members, community-based organizations and local researchers. In doing so, Project BRAVE supports preexisting opportunities for students to share their experiences with violence and to take part in community change to reduce it. The program's effectiveness was evidenced by an increase in school attendance, which is an important social determinant of community health.

Using Equity and Equality in Public Health Practice

Understanding the difference between equity and equality is a key component in the effort to reduce health disparities among vulnerable populations. The good news is that public health officials can take specific steps to help address this confusion in their own communities - including using educational resources such as the CDC's Defining and Measuring Disparities, Inequities, and Inequalities in the Healthy People Initiative (PDF, 391KB) and group exercises such as those suggested by JustHealthAction (PDF, 637KB), in which teams can work together to differentiate between equity and equality.

Additional Resources about Equity and Equality

Sources:

1 "Racial Equality or Racial Equity? The Difference it Makes," Race Matters Institute. 2014. Accessed Oct. 15, 2020. http://viablefuturescenter.org/racemattersinstitute/2014/04/02/racial-equality-or-racial-equity-the-difference-it-makes/

2 "How are Equity and Equality Different?" Just Health Action, 2010. Accessed Oct. 15, 2010. http://justhealthaction.org/wp-content/uploads/2010/05/JHA-Lesson-Plan-3-How-are-equity-and-equality-different-final.pdf
Citation for this content: MPH@GW, the George Washington University online Master of Public Health program

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Equity vs. Equality: What's the Difference?

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Knowing the difference between equity and equality is critical to helping communities overcome health disparities.

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The terms and definitions below are always evolving, changing and often mean different things to different people. They are provided below as a starting point for discussion and understanding. This Glossary has been collectively built and created by the staff members of the LGBTQIA Resource Center since the early 2000s.

These are not universal definitions. This glossary is provided to help give others a more thorough but not entirely comprehensive understanding of the significance of these terms. You may even consider asking someone what they mean when they use a term, especially when they use it to describe their identity. Ultimately it is most important that each individual define themselves for themselves and therefore also define a term for themselves.

"If I didn't define myself for myself, I would be crunched into other people's fantasies for me and eaten alive." -Audre Lorde

This glossary contains terms, such as ableism and disability, that may not be considered directly related to identities of sexuality or gender. These terms are important to acknowledge as part of our mission to challenge all forms of oppression that affect the multiple, intersectional identities held by members of our community.

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GLOSSARY The terms and definitions below are always evolving, changing and often mean different things to different people. They are provided below as a starting point for discussion and understanding. This Glossary has been collectively built and created by the staff members of the LGBTQIA Resource Center since the early 2000s.

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History & Culture - Agua Caliente Band of Cahuilla Indians

Centuries ago, ancestors of the Agua Caliente Cahuila (pronounced Kaw-we-ah) Indians settled in the Palm Springs area and developed extensive and complex communities in Palm, Murray, Tahquitz and Chino Canyons. Many traces of these communities exist in the the canyons today including rock art, house pits and foundations, reservoirs, trails, and food processing areas.

Archaeological research has discovered that the Cahuilla have occupied Tahquitz Canyon for at least 5,000 years. The Cahuilla Indian name for Palm Springs area was Sec-he (boiling water); the Spanish who arrived named it Agua Ca- liente (hot water). And then cam the name "Palm Springs" in reference to both the native Washigtonia filifera palm tree and Agua Caliente Hot Mineral Springs.

In 1876, the U.S. Federal Government deeded in trust to the Agua Caliente people 32,000 acres for their homeland. At the same time, they gave the So. California Railroad ten miles of odd sections of land to induce them to build the railroad. Of the reservation's 32,000 acres, some 6,700 lie within the Palm Springs city limits. The remaining sections fan out across the desert and mountains in a checkerboard pattern.

As early as the 1890's, Palm Springs and the surrounding area have been described as a recreation oasis. Tahquitz Canyon and three southern canyons are listed in the National Register of Historic Places. Palm Canyon, part of Indian Canyons, is considered the world's largest California Fan Palm Oasis.

The Aqua Caliente Band of Cahuilla Indians remains actively involved with the City of Palm Springs.

Learn more and experience the Agua Caliente Cahuilla Indians

Take a ranger-led tour and maze through the ancient palm groves, and explore the streams and water- falls at Indian Canyons or Tahquitz Canyon .

Learn about the Agua Caliente Band of Cahuilla Indians through exhibitions, collections, research, and educational programs at the Agua Caliente Cultural Museum in downtown Palm Springs. This sits on the original site of the sacred hot springs. (Opening early 2021)

Attend the annual Native Film Festival in March starring Native Americans and other indigenous people. Details will be posted at www.aguacaliente.org.

Gaming and entertainment daily at the Agua Caliente Ca sino Palm Springs .

Golf at the two signature courses at the Indian Canyons Golf Resort .

Note: Title image from Edward S. Curtis collection.

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Agua Caliente Indians - Visit Palm Springs

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Centuries ago, ancestors of the Agua Caliente Cahuila (pronounced Kaw-we-ah) Indians settled in the Palm Springs area and developed extensive and complex communities in Palm, Murray, Tahquitz and Chino Canyons. Many traces of these communities exist in the the canyons today including rock art, house pits and foundations, reservoirs, trails, and food processing areas.

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I'm always excited to see when there's a fifth Monday in a month, because that means it's time for a Bonus Goodie. The Picture Book Lists have been popular-or so you're telling me!-so that's what we're going with again.

The theme this time?
Girl Power!
Here are some of the most empowering girl-​centric picture books I've found in my library or coming in via the many advance-​reader copies OPB gets each month.

See what you think! And please do what you can to get the young girls in your life to check out some of these titles. They're well worth the re-read!

Ada Twist, Scientist by Andrea Beaty, illustrated by David Roberts (Sept 2016)

From Goodreads: "Scientist Ada has a boundless imagination and has always been hopelessly curious. Why are there pointy things stuck to a rose? Why are there hairs growing inside your nose? When her house fills with a horrific, toe-​curling smell, Ada knows it's up to her to find the source. What would you do with a problem like this? Not afraid of failure, Ada embarks on a fact-​finding mission and conducts scientific experiments, all in the name of discovery. But, this time, her experiments lead to even more stink and get her into trouble!"

Amazing Grace by Mary Hoffman, illustrated by Caroline Binch (September 1991)

From Goodreads: "Grace loves stories, whether they're from books, movies, or the kind her grandmother tells. When her school decides to perform Peter Pan, Grace longs to play the lead, but her classmates point out that Peter was a boy. Besides, he wasn't black.

With the support of her family, Grace learns that she can be anything she wants to be, and the results are amazing!

Remarkable watercolor illustrations give full expression to Grace's high-​flying imagination."

Amelia to Zora: Twenty-​Six Women Who Changed the World by Cynthia Chin-​Lee, illustrated by Megan Halsey and Sean Addy (July 2008)

From Goodreads: "Twenty-​six amazing women; twenty-​six amazing stories. From Amelia Earhart, pilot and adventurer, to Zora Neale Hurston, writer and anthropologist, learn about the hardships and triumphs that inspired each woman to change the world around her. Detailed collages and illustrations draw from various events in the women's lives."

Chrysanthemum by Kevin Henkes (Jan 2011)

From Goodreads: "Written and illustrated by Kevin Henkes, the nationally bestselling and celebrated creator of Lilly's Purple Plastic Purse, Owen, and Kitten's First Full Moon, Chrysanthemum is a funny and honest school story about teasing, self-​esteem, and acceptance to share all year round.

Chrysanthemum thinks her name is absolutely perfect-until her first day of school. "You're named after a flower!" teases Victoria.
"Let's smell her," says Jo.

Chrysanthemum wilts. What will it take to make her blossom again?

Supports the Common Core State Standards."

Drum Dream Girl: How One Girl's Courage Changed Music by Margarita Engle, illustrated by Rafael López (March 2015)

From Goodreads: " Girls cannot be drummers. Long ago on an island filled with music, no one questioned that rule-until the drum dream girl. In her city of drumbeats, she dreamed of pounding tall congas and tapping small bongós. She had to keep quiet. She had to practice in secret. But when at last her dream-​bright music was heard, everyone sang and danced and decided that both girls and boys should be free to drum and dream.

Inspired by the childhood of Millo Castro Zaldarriaga, a Chinese-​African-​Cuban girl who broke Cuba's traditional taboo against female drummers, Drum Dream Girl tells an inspiring true story for dreamers everywhere."

Fantastically Great Women Who Changed the World by Kate Pankhurst (Sept 2016)

From Goodreads: "Kate Pankhurst, descendent of Emmeline Pankhurst, has created this wildly wonderful and accessible book about women who really changed the world. Discover fascinating facts about some of the most amazing women who changed the world we live in. Fly through the sky with the incredible explorer Amelia Earhart, and read all about the Wonderful Adventures of Mary Seacole with this fantastic full colour book. Bursting full of beautiful illustrations and astounding facts, Fantastically Great Women Who Changed the World is the perfect introduction to just a few of the most incredible women who helped shaped the world we live in.

List of women featured: Jane Austen, Gertrude Ederle, Coco Chanel, Frida Kahlo, Marie Curie, Mary Anning, Mary Seacole, Amelia Earhart, Agent Fifi, Sacagawa, Emmeline Pankhurst, Rosa Parks, Anne Frank."

Fiesta Femenina: Celebrating Women in Mexican Folktale by Mary-​Joan Gerson, illustrated by Maya Christina Gonzalez (Sept 2018)

From Goodreads: "A collection of folktales from various cultures in Mexico, all focusing on the important roles of women, such as Rosha, a young girl who rescues the sun; the goddess Tangu Yuh; Kesne, a Zapotec princess; and the Virgin Mary."

From Goodreads: " 'Where are the girls?'

When Grace's teacher reveals that the United States has never had a female president, Grace decides she wants to be the nation's first and immediately jumpstarts her political career by running in her school's mock election! The race is tougher than she expected: her popular opponent declares that he's the "best man for the job" and seems to have captured the votes of all of the class's boys. But Grace is more determined than ever. Even if she can't be the best man for the job, she can certainly try to be the best person!

This timely story not only gives readers a fun introduction to the American electoral system but also teaches the value of hard work, courage, independent thought-and offers an inspiring example of how to choose our leaders."

From Goodreads: "High on energy and imagination, this ode to self-​esteem encourages kids to appreciate everything about themselves-inside and out. Messy hair? Beaver breath? So what! Here's a little girl who knows what really matters.

At once silly and serious, Karen Beaumont's joyous rhyming text and David Catrow's wild illustrations unite in a book that is sassy, soulful-and straight from the heart."

From Goodreads:
"Once upon a planetoid,
amid her tools and sprockets,
a girl named Cinderella dreamed
of fixing fancy rockets.

With a little help from her fairy godrobot, Cinderella is going to the ball-but when the prince's ship has mechanical trouble, someone will have to zoom to the rescue! Readers will thank their lucky stars for this irrepressible fairy tale retelling, its independent heroine, and its stellar happy ending."

From Goodreads: "Meet a city girl with a big Wild West dream.

"I don't want to be a good girl-
Good girls have no fun.
I can't play quiet games indoors,
I love the rain and sun.
I don't want to be a girly girl
Who likes to sit and chat.
I just want to be a cowgirl, Daddy,
What's so wrong with that?"

From the window of a high-​rise city apartment, a little girl imagines a very different view and dreams of a very different life, but does it have to be just a dream?

The big city meets the wild Wild West in Jeanne Willis's lyrical text, accompanied by hilarious illustrations from Tony Ross.

Marisol McDonald Doesn't Match/​Marisol McDonald no combina by Monica Brown, illustrated Sara Palacios (Sept 2011)

From Goodreads: " 'My name is Marisol McDonald, and I don't match. At least, that's what everyone tells me.'

Marisol McDonald has flaming red hair and nut-​brown skin. Polka dots and stripes are her favorite combination. She prefers peanut butter and jelly burritos in her lunch box. And don't even think of asking her to choose one or the other activity at recess-she'll just be a soccer playing pirate princess, thank you very much. To Marisol McDonald, these seemingly mismatched things make perfect sense together.

Unfortunately, they don't always make sense to everyone else. Other people wrinkle their nose in confusion at Marisol-can't she just be one or the other? Try as she might, in a world where everyone tries to put this biracial, Peruvian-​Scottish-​American girl into a box, Marisol McDonald doesn't match. And that's just fine with her.

A mestiza Peruvian American of European, Jewish, and Amerindian heritage, renowned author Monica Brown wrote this lively story to bring her own experience of being mismatched to life. Her buoyant prose is perfectly matched by Sara Palacios' engaging acrylic illustrations."

Me...Jane by Patrick McDonnell (April 2011)

From Goodreads: "Patrick McDonnell-​beloved, bestselling author-​artist and creator of the Mutts syndicated comic strip-shares the inspiring story of young Jane Goodall, the legendary and inspiring conservationist featured in the hit documentary film Jane.

In his characteristic heartwarming style, Patrick McDonnell tells the story of the young Jane Goodall and her special childhood toy chimpanzee named Jubilee. As the young Jane observes the natural world around her with wonder, she dreams of "a life living with and helping all animals," until one day she finds that her dream has come true. With anecdotes taken directly from Jane Goodall's autobiography, McDonnell makes this very true story accessible for the very young-and young at heart.

One of the world's most inspiring women, Dr. Jane Goodall is a renowned humanitarian, conservationist, animal activist, environmentalist, and United Nations Messenger of Peace. In 1977 she founded the Jane Goodall Institute (JGI), a global nonprofit organization that empowers people to make a difference for all living things."

Miss Rumphius by Barbara Cooney (Nov 1985)

From Goodreads: "Barbara Cooney's story of Alice Rumphius, who longed to travel the world, live in a house by the sea, and do something to make the world more beautiful, has a timeless quality that resonates with each new generation. The countless lupines that bloom along the coast of Maine are the legacy of the real Miss Rumphius, the Lupine Lady, who scattered lupine seeds everywhere she went. Miss Rumphius received the American Book Award in the year of publication.

To celebrate the thirtieth anniversary of two-​time Caldecott winner Barbara Cooney's best-​loved book, the illustrations have been reoriginated, going back to the original art to ensure state-​of-​the-​art reproduction of Cooney's exquisite artwork. The art for Miss Rumphius has a permanent home in the Bowdoin College Museum of Art."

From Goodreads: "Not all princesses dress in pink. Some play in bright red socks that stink, blue team jerseys that don't quite fit, accessorized with a baseball mitt, and a sparkly crown!

Princesses come in all kinds. Exuberant text from Jane Yolen and her daughter Heidi Yolen Stemple paired with charming illustrations prove that girls can jump in mud puddles and climb trees, play sports and make messes-all while wearing their tiaras! Not every girl has a passion for pink, but all young ladies will love this empowering affirmation of their importance and unlimited potential."

From Goodreads: "This is an extraordinary story about an ordinary little girl who discovers an interest in art and transforms into an Artist Extraordinaire! Through her journey into fame and stardom, Pepper learns an important life lesson about humility. This book was made into reality through a Kickstarter Campaign that received more than $30,000 in pledges! Pepper has been featured on Huffpost, Mashable, Bustle, Upworthy, Now This, Babble and more!"

Rosa by Nikki Giovanni, illustrated by Bryan Collier (Dec 2007)

From Goodreads: " She had not sought this moment but she was ready for it. When the policeman bent down to ask "Auntie, are you going to move?" all the strength of all the people through all those many years joined in her. She said, "No."

A picture book account of Rosa Park's historic choice."

From Goodreads: " A is for Activist is an ABC board book for the next generation of progressives: Families that want their kids to grow up in a space that is unapologetic about activism, environmental justice, civil rights, LGBTQ rights, and so on."

From Goodreads: "Be yourself like Molly Lou Melon no matter what a bully may do.

Molly Lou Melon is short and clumsy, has buck teeth, and has a voice that sounds like a bullfrog being squeezed by a boa constrictor. She doesn't mind. Her grandmother has always told her to walk proud, smile big, and sing loud, and she takes that advice to heart.

But then Molly Lou has to start in a new school. A horrible bully picks on her on the very first day, but Molly Lou Melon knows just what to do about that."

Stone Girl Bone Girl: The Story of Mary Anning of Lyme Regis by Laurence Anholt, illustrated by Sheila Moxley (Dec 2006)

Suki's Kimono by Chieri Uegaki, illustrated by Stéphane Jorisch (Sept 2005)

From Goodreads: "Suki's favorite possession is her blue cotton kimono. A gift from her obachan, it holds special memories of her grandmother's visit last summer. And Suki is going to wear it on her first day back to school - no matter what anyone says.

When it's Suki's turn to share with her classmates what she did during the summer, she tells them about the street festival she attended with her obachan and the circle dance that they took part in. In fact, she gets so carried away reminiscing that she's soon humming the music and dancing away, much to the delight of her entire class!

Filled with gentle enthusiasm and a touch of whimsy, Suki's Kimono is the joyful story of a little girl whose spirit leads her to march - and dance - to her own drumbeat."

The Paper Bag Princess by Robert Munch, illustrated by Michael Martchenko (May 1980)

From Goodreads: "The Princess Elizabeth is slated to marry Prince Ronald when a dragon attacks the castle and kidnaps Ronald. In resourceful and humorous fashion, Elizabeth finds the dragon, outsmarts him, and rescues Ronald-who is less than pleased at her un-​princess-​like appearance. Full color."

The Princess Knight by Cornelia Funke, illustrated by Kerstin Meyer (March 2014)

The Quickest Kid in Clarksville by Pat Zietlow Miller, illustrated by Frank Morrison (Feb 2016)

From Goodreads: "It's the day before the big parade. Alta can only think about one thing: Wilma Rudolph, three-​time Olympic gold medalist. She'll be riding on a float tomorrow. See, Alta is the quickest kid in Clarksville, Tennessee, just like Wilma once was. It doesn't matter that Alta's shoes have holes because Wilma came from hard times, too. But what happens when a new girl with shiny new shoes comes along and challenges Alta to a race? Will she still be the quickest kid? The Quickest Kid in Clarksville is a timeless story of dreams, determination, and the power of friendship."

The Thing Lou Couldn't Do by Ashley Spires (Mar 2017)

From Goodreads: "Lou and her friends are BRAVE adventurers. They run FASTER than airplanes. They build MIGHTY fortresses. They rescue WILD animals. But one day, when they re looking for a ship to play pirates in, Lou s friend has an idea: Up there! The tree can be our ship! Ummm ... says Lou. This is something new. Lou has never climbed a tree before, and she s sure she can t do it. So she tries to convince her friends to play a not-​up-​a-​tree game. When that doesn t work, she comes up with reasons for not joining them her arm is sore, her cat needs a walk, you shouldn t climb so soon after eating. Finally, she tells herself she doesn t want to climb the tree. But is that true, or is this brave adventurer just too afraid to try?

This delightful picture book from Ashley Spires, bestselling author of The Most Magnificent Thing, perfectly depicts what children go through when confronted with something difficult. With humor and endearing artwork, Spires sensitively portrays Lou procrastinating, making excuses, imagining alternatives and denying she cares. Ultimately, Lou faces her fear, and although she fails, the effort empowers her, encouraging a growth mindset. All the while, Lou s friends model compassionate friendship by offering to teach her how to climb and then moving the game. This book makes a perfect choice for a character education discussion about courage or resilience, or a life-​skills lesson on facing challenges. The story also promotes the joy of imaginative play in the outdoors."

by Daria Peoples-​Riley (Feb 2018)

From Goodreads: "Daria Peoples-Riley's debut picture book is a celebration of individuality, self-​expression, and dance. Fans of Misty Copeland's Firebird and Matt de la Peña's Last Stop on Market Street will want to read it over and over again.

When a young dancer is nervous about her upcoming auditions, her shadow springs to life and leads her on a joyous exploration of their city. Soon enough, the young girl finds confidence in her skills, her body, and her ability to shine.

With an energetic, rhythmic text that begs to be read aloud and striking, exuberant artwork, This Is It is a love story to originality and the simple joy of movement.

The future is in your footsteps.
Freedom is in your feet.
Put one foot in front of the other,
and greet your destiny."

Violet the Pilot by Steve Breen (Sept 2016)

The Water Princess by Susan Verde, illustrated by Peter H. Reynolds (Sept 2016)

From Goodreads: "Based on supermodel Georgie Badiel's childhood, a young girl dreams of bringing clean drinking water to her African village.

With its wide sky and warm earth, Princess Gie Gie's kingdom is a beautiful land. But clean drinking water is scarce in her small African village. And try as she might, Gie Gie cannot bring the water closer; she cannot make it run clearer. Every morning, she rises before the sun to make the long journey to the well. Instead of a crown, she wears a heavy pot on her head to collect the water. After the voyage home, after boiling the water to drink and clean with, Gie Gie thinks of the trip that tomorrow will bring. And she dreams. She dreams of a day when her village will have cool, crystal-​clear water of its own."

From Goodreads: "Before Wilma Rudolph was five years old, polio had paralyzed her left leg. Everyone said she would never walk again. But Wilma refused to believe it. Not only would she walk again, she vowed, she'd run. And she did run-all the way to the Olympics, where she became the first American woman to earn three gold medals in a single olympiad. This dramatic and inspiring true story is illustrated in bold watercolor and acrylic paintings by Caldecott Medal-​winning artist David Diaz. "

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Picture Book List: 30 Books About Girl Power

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I'm always excited to see when there's a fifth Monday in a month, because that means it's time for a Bonus Goodie. The Picture Book Lists have been popular-or so you're telling me!-so that's what we're going with again. The theme this time? Girl Power!

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  Language Instruction in the Standard Instructional Program and Access for English Learners

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Anti-Racism Resources for the AAPI Community

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Home " Resources " Anti-Racism Resources for the AAPI Community

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When I was six or seven years old, I would spend my Saturday afternoons at the local Korean Baptist Church. A pink textbook opened in front of me, oversized hangul lightly sketched on sheets of paper. I kept my eyes turned downward behind a veil of straight brown hair as I avoided speaking. My face would become red and hot with embarrassment, as the guttural sounds got caught in my throat and I fumbled over words - the syllables swirled around in my mouth, only to be spit out awkwardly, a jumble of sounds always a little off.

Korean school was a short-lived experience - I hated going because even though I wasn't sure what it was, I knew I was different. I looked different. I was shy and out of place. I hated my limited Korean and I hated feeling like an outsider. I spent more afternoons hiding in the secret places of a little garden than talking to my peers.

I am - like 4.2 million Americans - multiracial. My mother is Native American and white; my father, Korean and white. If my parents had followed the life paths their families had in mind, I would not be here. A product of teen parents, I stumbled through life and grew up with them. And when they came into the picture, my two younger brothers joined our little family.

Among American children, the multiracial population has increased almost 50 percent to 4.2 million people since 2000, according to The New York Times. The 2000 census report was the first time that Americans had the option to select more than one race - and reports flooded in, indicating the number of mixed race people in the United States.

Reports from the 2000 census data determined that 2.4 percent of the U.S. population identifies with two or more races and California is second in the country for largest percentage of multiethnic populations, beat out only by Hawaii. According to the 2010 census, 2.9 percent of the population identified as two or more races, and the numbers are likely to continue to increase. As a result, federal groups like the Equal Employment Opportunity Commission have added a "two or more races" category to their documents in response to the growing numbers of multiracial individuals.

But growing up in a mixed race family has meant knowing there is something different about our mismatched family and negotiating what this has meant. I had to determine what exactly being multiracial encompassed and what it meant to exist simultaneously in two very different cultures.

With the rising number of people who identify as multiracial, conflicts concerning self-identity, social and legal issues, as well as community relations are appearing within private and public lives.

The Numbers on a Growing Population

Recently, The New York Times has run a series of articles and multimedia projects on multiracial people and the growing number of self-identified multiethnic people in the United States. The Times even incorporated a family tree application where users could upload a family history, detailing how different ethnic and cultural lines met and mingled. Sifting through family histories, the migration of people, communities and cultures becomes clear - borders, continents and oceans have been crossed, culminating in the history of everyday families.

The rise in multiracial couples is a sign of the continuous growth of mixed ethnic families. Since 2008, 1 in 7 couples are comprised of individuals of different races, according to The New York Times.

As the number of people of mixed ethnicities rises, people are left wondering how they can collate numbers and information when there are multiple variables at play.

UC Santa Cruz faculty member and vice provost of academic affairs Herbie Lee sees both sides of the coin - as a biracial person, Lee sees the irrational side of asking someone to "check one box," but as a mathematician, he understands the huge numerical challenge that now sits in front of those collecting this kind of data.

"It's so much easier to deal with the data if you force people to just pick one," Lee said. "If you add up people from all the boxes, it equals more than 100 percent ... How do you analyze this data? It's not just an efficiency question, it's a question of, 'What do you do with it?' And we don't really know."

However, Lee said that to ask someone to pick only one ethnic identity is essentially asking someone to pick "between their mother and their father." Reevaluating the way we collect this kind of information and see race, even from a statistical viewpoint, is something that "society is going to have to figure out how to deal with," Lee said.

But what does this mean for young adults as they sift through the changing racial dynamics? If we can't be calculated, and if our current data is unable to truly capture what American society looks like right now, does it mean race becomes irrelevant? Or does it mean race becomes a point of identity crisis?

Changing the Conversation on Race

Arranged casually around an oval table under bright fluorescent lights, between laughter and the occasional crackle of aluminum snack bags, students engage in a conversation on race, being multiethnic and the multicultural experience. It's a weighty topic, but these students have experienced what it means to be undefined in a nation that obsesses over labels. They're all members - or curious first-time attendees - of MESH, UCSC's Mixed Ethnicities Student Headquarters.

MESH is entering its 11th year at UCSC, and while shifts in leadership have forced the group to reorganize, they maintain solid footing.

"When I first came to college, I never thought too much about my race or my ethnic background," said Samantha Alemania, MESH co-chair and a fourth-year Mexican-Filipina student. But when Alemania wanted to get involved in a student organization, she had trouble finding a place she really fit in.

"A lot of the ethnic groups are monoracial ... and I couldn't pick one," she said. "I mean, how are you supposed to pick between your families?"

Shannon Caimol, a Mexican-Filipina student, explains that she has had similar experiences.

"You always feel like you have to pick," Caimol said. "Some of my family members will ask me, 'Do you feel like you're more Mexican or more Filipino?' [But] I don't - I'm half. It's weird being asked to pick. I don't choose. I don't want to feel like I'm only one, because I'm not."

Being asked to label and redefine yourself seems to be a shared experience among multiethnic individuals.

"People would force identities onto me and assume things," said Robert Bisquera Jr., third-year Stevenson student and co-chair of MESH. "I would say, 'I'm Mexican,' and people would say, 'You don't look Mexican. Do you speak Spanish?' No, but I'm Mexican. Culturally, that's how I was brought up and that's how I identify."

Bisquera, who calls himself "Mexipino" in reference to his Mexican-Filipino makeup, says there are times where he has felt like he has had to prove himself and reassert his place among certain groups.

"[It's] always knowing in the back of your mind that you're not fully one thing or the other," Bisquera said.

UCSC student Stephanie Chin, who is Chinese-Nicaraguan-Mexican, has experienced the kind of isolation that can come with being multiracial.

"Even now that I'm in college, I thought we would all be educated and open to new experiences, but it still seems as if people cling to their race as a comfort zone, one that is not really available to me," Chin said in an email to City on a Hill Press.

In her experiences, Chin explains it oftentimes feels like a "dis-ownership" of race when people tell her she is not "Asian" or "Latin" because she doesn't fulfill certain expectations. As much as we claim to be post-race, Chin said, many people still end up segregated by race.

Now when people ask Chin about her racial and cultural makeup, she turns it around on them and instead pushes them to re-evaluate their question.

"I started just asking people, 'Why is it important?'" she said. "'What is it going to help you understand?'"

Searching for an Identity

For many individuals, cultural exploration is intimately tied to understanding what it means to be multiracial. Atheena Haniff-Martinez, a Pakistani-Mexican American student at UCSC, said it wasn't until coming to college she really began to appreciate her background - her childhood home was culturally "pretty neutral."

"I kind of ignored my ethnicity," Haniff-Martinez said. "Growing up we did not really celebrate or embrace cultures from Mexico and Pakistan."

But being part of El Centro - UCSC's Chicano Latino Resource Center - has given Haniff-Martinez a community and a connection to her culture. Now, she says she would like to become more involved with the Indian Student Organization on campus to learn more about her "other half." Being multiracial for her has become about cultural experience.

"As I get older, I want to learn more about the two cultures that I am," Haniff-Martinez said. "I feel it is hard to embrace both cultures. I feel sometimes that I have to choose what race I am when I am in a Latino setting or an East Indian setting."

Nonetheless, culture itself can be interpreted in different ways as young adults, like Ryan Mark-Griffin, move easily between being Chinese and being American.

Mark-Griffin, who is a native of Michigan and former UCSC student, had an experience unique compared to a multiracial Californian: He was one of the only Asian-American students in his school.

While Mark-Griffin said he doesn't want to portray Michigan or the Midwest as a racist area, he did emphasize that it wasn't nearly as diverse as California. But as a result of the differences in culture between California and Michigan, Mark-Griffin has seen the way people's perceptions can change with communities.

"In Michigan, most people identify me as Asian, but here in California, I'm a white guy," Mark-Griffin said.

However, Mark-Griffin, though aware of the ugly side of race relations, said he has found it easy to move in between cultures and create a place for himself that balances both halves of himself. He explains that straddling two cultures, for him, has been enriching and something he has enjoyed.

As Griffin shares anecdotes about his family and his personal experiences, he speaks comfortably, smiling at the parallels in our experiences and the experiences of other multiracial individuals.

"At our Thanksgiving dinner? Mashed potatoes, sticky rice. Dumplings, fried rice. Turkey, wonton soup, jook," Mark-Griffin said. "My family is America in a nutshell."

The Look of Being Mixed

There are mornings when I stand over my bathroom sink sleepy-eyed, peering into the mirror, dissecting the face looking back at me. It's not for the sake of vanity but because sometimes I'm not really sure what I look like - with a mess of brown hair that I've lightened with dyes and fair skin freckled from too much sunshine, I'm often mistaken for white. And I am, but I also identify as Korean-American and Native American.

Culturally, I'm far from white or "mono-ethnic" - whatever that means. Physically, I'm multiracial. But my face? My face seems to be just racially ambiguous enough - people often can't pinpoint my race by looking at me.

People do a double-take when I tell them what I am, because my features don't fit into a preconceived idea of what I should look like.

While there is freedom in being able to say, "Yes, I'm beyond labels," there is something oddly isolating about being the mixed race girl in a room full of people who can solidly say, "I am ____." It's a paradox: I am at once liberated and constricted by my inability to be categorized.

Like Bisquera, I've been left needing to "prove" my race to people - and I've had people look me in the eye and tell me I'm bluffing when I tell them what I am, solely because they can't "see" my ethnicities etched on my face.

When talking with a member of MESH, his solution to addressing race was to disregard it - that it didn't exist if we didn't let it - but that's too utopian. Race exists. Categories exist. And in this case when you don't fit into one box, when you're not easy to define or label or stereotype, you can't help but become hyper-aware of race.

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Mixed But Not Divided - City on a Hill Press

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When I was six or seven years old, I would spend my Saturday afternoons at the local Korean Baptist Church. A pink textbook opened in front of me, oversized hangul lightly sketched on sheets of paper. I kept my eyes turned downward behind a veil of straight brown hair as I avoided speaking.

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Black Women in US History for Little Ones

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Black Women in US History for Little Ones

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[Image Description: Feature of an illustrated portrait of Alma Woodsey Thomas from an inner page of 'Little Leaders: Bold Women In Black History,' by Vashti Harrison]
In this post: Pictures books to inspire young history buffs - Stories of Black Women in American history. Bonus - learn to identify 3 common ways authors whitewash history.

Books For Littles(BFL) is free and accessible for readers who can't afford a paywall. Posts may contain affiliate links, which allow me to earn a commission at no extra cost to you. Check out the full affiliate disclosure along with the BFL statement of accountability. If you're pairing this advice with a trip to the library (please do!), you can also support BFL on Patreon.
I'm not Black. As a non-Black woman of color, raised in the US, I'm bound to miss some things. I've done my best to boost the voices of Black femmes, but feel free to comment if/when I screw up. This a working list, imperfect (and incomplete).

Sparking Curious Kids

Our kids are racist. And so are we.

We don't have to be - we can fight it. We can fight the bias drilled into our kids from the media, from our institutions, from our own personal, subconscious bias.

To start - we need to re-frame how we see people of color - how women in particular have been held back by our kyriarchy. (You could argue we should focus on Indigenous/Trans/disabled/etc. women, and we should - but for now, Black History Month is an easy start).

To get kids truly inspired by history, you need something that entices your kids to ask questions, to get curious about the past - and hopeful for the future. We need stories that connect all kids (even white-presenting boys like mine) to the stories of women who shaped our nation. No more dry factoids of dates and dry, dreary illustrations. No more overwhelming despair and powerlessness.

So after a few years of searching...I've got a pretty kick-ass collection to share with you.

But before you get started - stick around for the whole thing. To fight white supremacy at story time - you'll need to learn how to identify common ways authors whitewash mainstream children's books. (Keep reading!)

Crappy stories do active harm

After last year's election, publishers are finally boosting the stories of more Black heroes. Even Chelsea Clinton made a half-assed attempt at diverse representation ( COUGH opportunist ...COUGH cash-grab COUGH). We're seeing more filler books. You're left to sift through more time-wasters.
Captioned age ranges are for when my sons were able to understand and enjoy each story. Your mileage may vary since every kid is different. Stories validating lived experiences and normalizing racial diversity is vital, but for this post, we're focusing on validating & insightful stories on the experience of Black women and girls in American history.
*Asterisk-marked books are #OwnVoices stories written by Black women.
I can't stress this enough - do not force your kids to read boring, redundant history books. Nothing shuts down curiosity, acceptance, and compassion like boredom. Wasting your time with shitty, whitewashed books is an act of white supremacy. It derails us from the stuff we need to grow stronger, smarter, and kinder.

Sparking Empathy With Fiction

Though the eyes of young Black girls, my boys are able to see how systemic racism affects real kids. Rather than filling readers with overwhelm in despair, these stories based on history and lived experience demonstrate the importance of anti-racism work, the urgency of maintaining the fight, and gives kids a sense of power showing that they, too, have a responsibility to carry that torch.
The Story of Ruby Bridges, *Child of the Civil Rights Movement, The Youngest Marcher *Voice of Freedom, *Little Leaders: Bold Women In Black History, *Someday Is Now Fancy Party Gowns *Asterisk-marked books are written by Black women. Strange Fruit
Lillian's Right To Vote, *Auntie Luce's Talking Paintings

*A Sweet Smell of Roses, Ruth And The Green Book, Juneteenth For Mazie

Young Freedom Fighters

There comes a time around age 4 when kids are all about big feats of bravery. My kids emulate superheroes who jump higher, run faster, and show extraordinary courage . We run with that enthusiasm - and teach our kids that true courage comes not in the absence of fear, but in spite of it.

These stories teach our kids that being brave doesn't just mean sticking up for ourselves when necessary. Being brave means sticking up for others even when it would be easier to walk away.
STEP 1: STOP CENTERING WHITE DUDES
*Little Melba And Her Big Trombone, Let The Children March

Following In The Path Of Firebrands

There's nothing worse than a bland biography full of dates and names to turn little kids off to learning. At this age, kids want inspiration, they want super heroes who struggle and survive and stand up in glory even when the odds are against them.

These aren't 100% vetted for historical accuracy, but picture-book biographies spark curiosity in little minds and encourage them to learn more. Stories like these make Superman pale in comparison, and inspire my kids to run through the house screaming, "I AM HARRIET TUBMAN! I AM BRAVE!"

I am Rosa Parks ( see below for discussion on Meltzer's history of whitewashing & sexism), *Let It Shine: Stories Of Black Women Freedom Fighters, Minty

I Am Harriet Tubman (for ages 4+, cover not pictured) is another one of our favorites - slightly more engaging than 'Minty.'
STEP 2: STOP EXCUSING OPPRESSORS
Sing It Loud

For every girl of color who's been told to stay quiet, that her voice doesn't count, that nothing she has to say matters, she needs to see a loud woman claiming space and visibility. For generations, Black performers have used the stage to open the eyes of white fans to inequality. They've kept their voices raised even when reviled, insulted, silenced, and threatened. They've used their power and influence to fight for desegregation, voting rights, and community crises. Music continues to be one of the few spaces where Black women are heard, and they've used those voices to enact change in courageous ways.

Josephine, Bessie Smith & The Night Riders, * Harlem's Little Blackbird.

Calculating Genius

Pioneering doctors, mathematicians, and astronauts, oh my!

The Doctor With An Eye For Eyes, Hidden Figures (picture book version), and *Mae Among The Stars.

The Moon Over Star (not pictured) is another beautiful book featuring Mae Jemison about changing generational values, best for older kids (ages 6+)

The Girl With A Mind For Math, Counting On Katherine
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Biographies of Black Woman Authors

(I'm still screening books for this section - gimmie a minute)

Zora Neale Hurston And The Chinaberry Tree, Maya Angelou, Yours For Justice, Ida B. Wells

Caveat: 'Maya Angelou' contains a good deal of white-washing, and the makers have been known to write about Nazi-sympathizers (Coco Chanel). For now, it's the only children's book about Angelou we can find, and my kids adore the illustrations. Also, it briefly mentions the assault and abuse she was victim to as a child.

Kids Books Are Whitewashed - Learn to spot subtle supremacy

Let's discuss white saviors!

It's just unnecessary, misleading, and more than a little silly to center a white man in stories about the fight for civil rights and racial justice.

If you pick up ' Sweet Land of Liberty,' (which features Marian Anderson on the cover) you'd think this book would be about the discrimination and obstacles Anderson encountered in her career, or at least the tumult surrounding her rendition of 'My Country, 'Tis of Thee' in 1939 at the Lincoln Memorial.

Nope!

It's about a white dude and how instrumental his white savior work was to Anderson's success - as if she was some nobody who just showed up that day, and not one of the most celebrated singers in American history.

What self-defeating nonsense. If Oscar Chapman truly was an accomplice for civil rights (he sounds like a great guy, but come ON) - if he worked his whole career to boost the visibility and agency of people like Marian Anderson - would he really want a book about this event to be about him?

White accomplices have a place in books about the fight for civil rights - a place of honor and appreciation. But - it's in the background.

' Blue Sky, White Stars' and pretty much anything by Kadir Nelson shows does this well, with white accomplices standing in solidarity WITH or behind Black folks. In a single page of text, ' Little Leaders ' provides a more accurate and empowering history of Anderson's accomplishments.

Being a 'nice' slaver doesn't make slavery okay. You don't get points for exploiting other humans nicely.

From ' Phillis's Big Test,' "Her first winter was so very cold and awful. She survived only by the kindness of her masters."

Maybe Phillis's first winter wouldn't have been so cold and awful if she wasn't KIDNAPPED AND SOLD AS A SLAVE. She didn't survive because of her enslavers, she survived DESPITE them.

For more problematic literally sugarcoating slavery, look to ' A Fine Dessert,' which inspired the hastag #SlaveryWithASmile (coined by BLM Activist Leslie Mac) in a detailed article by Kenrya Rankin from Colorlines. In another, Demetria Lucas D'Oyley from The Root shows us another horrific example of whitewashing in ' A Birthday Cake For George Washington. '

This 'good' slavery story is common from white authors - another reason why we need to read books by Black authors.

Stay Curious & Stand Brave & Support Women of Color

Hi - I'm Ashia. I run Books for Littles so it's easier for you to raise kind and brilliant humans. I get to use my autistic hyperfocus to smash the kyriarchy, and you get insight and the best books to read with your kids about hard topics.

If you're raising kind & brilliant luminaries, come join us over on patreon.

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No White Saviors: Kids Books About Black Women in US History - Books For Littles

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Image Description: Feature of an illustrated portrait of Alma Woodsey Thomas from an inner page of 'Little Leaders: Bold Women In Black History,' by Vashti Harrison] In this post: Pictures books to inspire young history buffs - Stories of Black Women in American history. Bonus - learn to identify 3 common ways authors whitewash history.

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National Museum of African American History and Culture

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Race does not biologically exist, yet how we identify with race is so powerful, it influences our experiences and shapes our lives. In a society that privileges white people and whiteness, racist ideas are considered normal throughout our media, culture, social systems, and institutions. Historically, racist views justified the unfair treatment and oppression of people of color (including enslavement, segregation, internment, etc.). We can be led to believe that racism is only about individual mindsets and actions, yet racist policies also contribute to our polarization. While individual choices are damaging, racist ideas in policy have a wide-spread impact by threatening the equity of our systems and the fairness of our institutions. To create an equal society, we must commit to making unbiased choices and being antiracist in all aspects of our lives.

Being antiracist is fighting against racism. Racism takes several forms and works most often in tandem with at least one other form to reinforce racist ideas, behavior, and policy. Types of racism are:

Individual racism​ refers to the beliefs, attitudes, and actions of individuals that support or perpetuate racism in conscious and unconscious ways. The U.S. cultural narrative about racism typically focuses on individual racism and fails to recognize systemic racism.
Examples include believing in the superiority of white people, not hiring a person of color because "something doesn't feel right," or telling a racist joke.

Interpersonal racism​ occurs between individuals. These are public expressions of racism, often involving slurs, biases, or hateful words or actions.

Institutional racism​ occurs in an organization. These are discriminatory treatments, unfair policies, or biased practices based on race that result in inequitable outcomes for whites over people of color and extend considerably beyond prejudice. These institutional policies often never mention any racial group, but the intent is to create advantages.
Example: A school system where students of color are more frequently distributed into the most crowded classrooms and underfunded schools and out of the higher-resourced schools.

Structural racism​ is the overarching system of racial bias across institutions and society. These systems give privileges to white people resulting in disadvantages to people of color.
Example: Stereotypes of people of color as criminals in mainstream movies and media. ​

No one is born racist or antiracist; these result from the choices we make. Being antiracist results from a conscious decision to make frequent, consistent, equitable choices daily. These choices require ongoing self-awareness and self-reflection as we move through life. In the absence of making antiracist choices, we (un)consciously uphold aspects of white supremacy, white-dominant culture, and unequal institutions and society. Being racist or antiracist is not about who you are; it is about what you do.

To be antiracist is a radical choice in the face of history, requiring a radical reorientation of our consciousness. Ibram Kendi "How to be an Antiracist"

The quality or state of being aware especially of something within oneself.

Being Antiracist at the Individual and Interpersonal Level
When we choose to be antiracist, we become actively conscious about race and racism and take actions to end racial inequities in our daily lives. Being antiracist is believing that racism is everyone's problem, and we all have a role to play in stopping it. In " The Racial Healing Handbook," Dr. Anneliese A. Singh reminds us of the importance of being purposeful: "You need the intentional mindset of Yep, this racism thing is everyone's problem-including mine, and I'm going to do something about it."

Being antiracist is different for white people than it is for people of color. For white people, being antiracist evolves with their racial identity development. They must acknowledge and understand their privilege, work to change their internalized racism, and interrupt racism when they see it. For people of color, it means recognizing how race and racism have been internalized, and whether it has been applied to other people of color.

All racial groups struggle under white supremacy. People of color groups are not always united in solidarity. People of color can act by challenging internalized white supremacy and interrupting patterns of prejudice against other racial groups. For everyone, it is an ongoing practice and process.
As a White Person or a Person of Color, Read More About Becoming Antiracist

Stop and Think!

Why do you want to be antiracist? Considering the breadth and depth of racism, committing to being antiracist may feel overwhelming yet small choices made daily can add up to big changes. Reflect on choices you make in your daily life (i.e., who you build relationships with, what media you follow, where you shop). How do these choices reflect being antiracist?

A Questioning Frame of Mind
A commitment to being antiracist manifests in our choices. When we encounter interpersonal racism, whether obvious or covert, there are ways to respond and interrupt it. Asking questions is a powerful tool to seek clarity or offer a new perspective. Below are some suggestions to use in conversations when racist behavior occurs:

Seek clarity: "Tell me more about __________."

Offer an alternative perspective: "Have you ever considered __________."

Speak your truth: "I don't see it the way you do. I see it as __________."

Find common ground: "We don't agree on __________ but we can agree on __________."

Give yourself the time and space you need: "Could we revisit the conversation about __________ tomorrow."

Set boundaries. "Please do not say __________ again to me or around me.

A trigger is something that causes an emotional and or physical reaction which impacts how you respond and or interact with another person or group of people.

As you practice, take note of your responses and ask: How am I processing the experience? What body sensations do I have? What is my emotional reaction? Notice what triggers your response and how it manifests in your body.

Another practical step is to uncover your own bias. In the video below, Verna Myers talks about acknowledging your biases in her Ted Talk:

Being antiracist on the individual and interpersonal levels is only part of the work. To end racism, we must also work to dismantle racist policies at the structural and institutional levels.

Example of Being Antiracist at the Institutional Level
Institutional racism is the policies and practices within institutions that benefit white people to the disadvantage of people of color. An example of institutional racism is how children of color are treated within the U.S. education system. On average, children of color are disciplined more harshly than their white peers. They are also less likely to be identified as gifted and have less access to quality teachers. Racism in schools can and does have severe consequences for students and our future.

When I say antiracist education, I am talking about equipping students, parents, and teachers with the tools needed to combat racism and ethnic discrimination, and to find ways to build a society that includes all people on an equal footing.

Antiracist education is a theory of learning and action to help us do the important work of dismantling racism in schools. It explicitly highlights, critiques, and challenges institutional racism. It addresses how racist beliefs and ideologies structure one-on-one interactions and personal relationships. It also examines and challenges how institutions support and maintain disadvantages and advantages along racial lines.

Antiracist education, while considering class, race, and gender inequity, places race at the center of its analysis. Focusing on race exposes direct links to unequal power, a system of oppression and privilege, and institutional practices.

One of the early formulations of antiracist education was developed by social science researchers, Carol Tator and Frances Henry, in Canada. It lists nine key traits.

Developing routines to make antiracist choices is a daily commitment that must be carried out with intention. The continued efforts of each of us individually can add up to a lasting change in our society. Since racism operates at multiple levels, we have to make antiracist choices at the various levels - individual, interpersonal, and institutional - to eradicate racism from the structures and fabric of our society. In "How to Be an Antiracist," Dr. Ibram Kendi writes, "[We must] believe in the possibility that we can strive to be antiracist from this day forward. Believe in the possibility that we can transform our societies to be antiracist from this day forward. Racist power is not godly. Racist policies are not indestructible. Racial inequities are not inevitable. Racist ideas are not natural to the human mind."

Let's Think

How have racist ideas impacted your daily life? Reflect and process - you may choose to sit in quiet reflection or write in your journal.

EDUCATORS: Read "The Urgent Need for Anti-Racist Education," by Christina Torres. She writes that antiracist education has an important role to play in fighting against hatred and violence. What benefits do you think could result from having discussions with young people about current events involving race and racism?

Let's Talk

The Antiracist Research and Policy Center at American University contends that racist policies fuel racist beliefs and behaviors and keep us divided in society.

By yourself, divide two pieces of paper into 4 sections. Write the following categories, one in each section, on the page: Education, Healthcare Treatment, Neighborhoods/Housing, Criminal Justice. Do this for both pages.

On the first sheet, jot down 2-3 racial groups of people you think get the best service/experience/outcomes in America for each category. You can repeat groups.

On the second sheet, jot down 2-3 racial groups of people you think get the worst service/experience/outcomes in America for each category. You can repeat groups.

Now, with a partner discuss what old and newer, you believe might account for these groups' experiences.

With your partner, return to each racial group you've listed, one at a time. Search the internet, look up the racial group, one of the four categories, and the word "policy" (limit your search to U.S. policies and seek out fact-based sources). Browse through the results for things that strike you.

Discuss with your partner:

Was it easy or difficult to find useful information on policies in these categories having to do with race? Why do you think that was?

For those racial groups that you thought had the best service/experience/outcomes, were you able to identify specific policies that helped them? Why yes? Or why not?

How do you think policies can be hidden or difficult to see in operation?

What did you discover that was new to you?

Were you wrong about anything you thought? How did you find out?

Was there anything uncomfortable about this exercise? Why yes? Or why not?

How can our learning about policies, racial groups, and outcomes help support anti-racism efforts?

Let's Act

Watch these two videos on Implicit Bias:

How can you hang out authentically with folks of some common interest, across racial lines?

EDUCATORS: Consider your current classroom or academic space. What one small shift can you do to strive to be more antiracist?

Visit the "Antiracism and America" web series developed by American University's Antiracist Research and Policy Center and The Guardian news outlet.

Pick a story to read. As you reflect on the story, think about what you learned that was new, how the story made you feel, how race shaped the experience of the storyteller and your response. You may choose to process this mentally, with a friend or in writing.

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No one is born racist or antiracist; these result from the choices we make. Being antiracist results from a conscious decision to make frequent, consistent, equitable choices daily. These choices require ongoing self-awareness and self-reflection as we move through life.

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Bettina Love vividly explains the difference between allies and co-conspirators in the fight for justice.

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Bettina Love vividly explains the difference between allies and co-conspirators in the fight for justice.

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ADVOCATING FOR LGBTQ STUDENTS WITH DISABILITIES

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ADVOCATING FOR LGBTQ STUDENTS WITH DISABILITIES

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Explore this page!

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LATINO AMERICANS is a landmark six-hour documentary featuring interviews with nearly 100 Latinos and more than 500 years of History.

LATINO AMERICANS is the first major documentary series for television to chronicle the rich and varied history and experiences of Latinos, who have helped shape North America over the last 500-plus years and have become, with more than 50 million people, the largest minority group in the U.S. The changing and yet repeating context of American history provides a backdrop for the drama of individual lives. It is a story of immigration and redemption, of anguish and celebration, of the gradual construction of a new American identity that connects and empowers millions of people today. Learn More...

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Latino Americans is a landmark three-part, six-hour documentary series that is set to air nationally on PBS in the fall of 2013. It is a story of immigration and redemption, of anguish and celebration, of the gradual construction of a new American identity that connects and empowers millions of people today.

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Recognizing Privilege: Power To All People

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Recognizing Privilege: Power To All People

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Recognizing Privilege: Power to All People  | Michael Yates | TEDxTexasStateUniversity

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"I was worried about my parents not accepting me for who I am," recalls Katie Green, who identifies as queer and came out to her family in her early twenties. "I was worried they would stop loving me."

Green's worries are echoed by many LGBTQ teens and young adults facing the prospect of coming out to parents whose reaction they are less than sure about. Even when parents are likely to be understanding, coming out can be a source of intense stress and anxiety.

If you're the parent of a child who you think might be LGBTQ, but who hasn't come out to you, you in turn might worry about what your role should be. What effect will your response have on your child's mental health and well-being? What does your child need to hear?

"The most important thing is just being supportive," says Paul Mitrani, MD, a child and adolescent psychiatrist at the Child Mind Institute. "When people feel loved and supported, they are more capable. They have greater resilience."

"The best possible scenario in my opinion," says Green, "is nothing changes - you're still the same person, people just know more about you now, being LGBTQ is just one aspect of your life. Being reaffirmed in knowing you are loved for who you are is powerful."

How to be supportive

Parents may have mixed feelings about finding that they have an LGBTQ child. This could be because they're worried about how the child will fare in their community - will they be bullied in school or discriminated against in the workplace? - or because they have religious reservations. But whatever your feelings are, Dr. Mitrani urges, you still want to have the same approach: "You want to err on the side of being empathetic and being supportive."

If a parent is very distressed about a child being LGBTQ, Dr. Mitrani urges them not to express those feelings to the child. Talking about it with a support group like PFLAG, someone in your church or congregation, or a therapist could be helpful for you and your child, too. You may have strong feelings, he adds, "but as a parent you always have to come back to see what's best for your child."

Having a parent that a child feels they can be honest with is important both to your child's well-being and to your relationship, in the short- and long-term.

With children, especially adolescents, it's crucial to keep communication open, Dr. Mitrani notes. "You want the message to be, 'I'm glad you told me,' and 'Help me understand what's going on,' as opposed to immediately shutting the communication down."

Open communication, in which parents listen without judgment, is a form of validation for the child, adds Lauren Latella, PhD, a clinical psychologist at the Child Mind Institute. "If parents either minimize the importance of the child coming out, or jump right into problem solving," she says, "it can leave the child feeling undermined."

Above all, make sure your child knows that you love them and are there for them no matter what. Dr. Mitrani suggests language like: "I'm really glad that we can discuss this because we want to make sure that you're safe and that you're supported. And whatever decisions you need to make we want to be the best ones for you."

Keeping kids safe

As a parent you may be worried about how your child will be treated, at school and in settings where LGBTQ people are not welcome, and how they will handle hostility, if they encounter it. Dr. Mitrani suggests opening the conversation by exploring whether the child is concerned about not being accepted or being targeted for bullying, as opposed to saying, "This is going to be harder for you."

The child might say, "No, everybody already knows and they're supportive and the teachers are great." Or they might alert you to a lack of support.

"If they're in school, you need to understand what your school's policies are," says Dr. Mitrani. "If you get the sense that they won't be supportive of your child, you either need to make a stand and advocate for those supports or consider changing their school to someplace where they will be safe and protected."

When parents are worried about whether an LGBTQ child will be safe, Green notes the importance of support from parents in making children able to speak up. "Providing a supportive home life is critical. Your child feeling comfortable enough to share their safety concerns can make a difference."

Green, who is the Digital Giving Manager at the Trevor Project, which provides crisis intervention and suicide prevention services for LGBTQ youth, adds that by talking openly about these issues, parents can help create a safer world for LGBTQ kids. "Being an ambassador for your child and for LGBTQ rights has an impact in the community. By being an advocate for your child and speaking with pride about your child's identity, you're working to make the world a better place for other young people."

Telling other family members

Coming out can be a huge relief for teens or young adults who are LGBTQ, but the process is often rocky and sometimes painful. Your child may have opened up to friends or co-workers who didn't respond well, or may be worried about how family members or other important people will react. Once your child seems ready to talk, check in with them about how they're feeling, and how you can be supportive. Start by asking questions and listening to their answers calmly. Your goal is to let them know that you are hearing what they need to share with you.

Something parents often struggle with is the knowledge that they are, if not the last to know, certainly not the first. Try not to be surprised, or offended, if you find that your child has been more candid with their friends, and even some other adults. The Trevor Project's LGBTQ Youth Mental Health Study found that most respondents disclose their sexual orientation and gender identity to friends first, then trusted adults, who may not always be their parents. Less than half were out to an adult at school. Green notes several reasons why they might be reluctant to tell parents:

Unlike friends, parents have control over aspects of young people's lives, including housing and financial support, which can be withdrawn.

Parent's expectations of who they should/could be growing up can create a lot of pressure for children. Coming out can put the child at risk of feeling they have disappointed their parents.

Peers can have a like-minded approach to sexual orientation and gender identity, making them more likely to be accepting and supportive of the LGBTQ community.

When it comes to telling others in the family that a child is LGBTQ, it's recommended that you let the child take the lead. "Telling the rest of the family is up to the person who is coming out," says Green. "They'll either have a solid understanding of how they want to proceed or they may not know - just have an open conversation with them and be honest, clear and supportive to help them plan how to move forward. Being respectful of their wishes is a very important element to this conversation."

Another concern parents express is the worry that their child's announcement of their sexual orientation may be influenced by trends in their peer group.

"Adolescence, when most kids tend to come out, is a time of identity formation," says Dr. Mitrani. "Kids experiment with different things, whether it's hairstyles or clothing or music, and they're trying to find themselves." Sexual orientation and gender identity may be one of those things. But while that's true," he adds, "my experience is that it's not in the majority of the cases."

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"I was worried about my parents not accepting me for who I am," recalls Katie Green, who identifies as queer and came out to her family in her early twenties. "I was worried they would stop loving me."

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Some cities and states are celebrating Indigenous peoples instead of Columbus.

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by Clare Reynders, MEDIAGIRLS editorial volunteer

There are so many good books for middle schoolers with strong female protagonists out there to choose from! Luckily, MEDIAGIRLS has you covered. With help from Robin Brenner, the Teen Librarian at the Brookline Public Library in Brookline, MA, we've compiled a list of books that center around strong, smart, powerful female characters. As an extra bonus, they're all by female authors, giving us a genuine perspective on each story.
Edited to add:
We've announced our 2017-2018 Book Club selections for Grades 2-8.

Sign up for our Girl & Grown-up Book Club. It's FREE! Get toolkits with meeting guides and discussion questions for all previous year's books delivered right to your inbox, instantly. Toolkits for this year's book will be emailed each month.
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FOR ALL MIDDLE-SCHOOL GIRLS

This book, which was released only a few months ago to great reviews, follows siblings Tess and Theo along with their friend Jamie, who are tasked with solving a centuries-old puzzle built into New York City by its architects. This fast-paced mystery shows readers that being smart is cool (and might get you some sweet treasure along the way).

Think of this book like Spiderman, but replace Peter Parker with Doreen Green and spiders with the far cooler, far cuddlier - squirrels! This book follows the story of 14-year old Doreen balancing her new school, new friends, and squirrel-like powers. This Marvel hero (she's got comics, too) is a wonderful role model for young girls because of her strength, heroic nature, optimism, and unique personality.

This book is a graphic novel, so it's a quicker read, but with plenty of heart! Awkward follows Peppi during her first year at a new middle school, making mistakes and friends along the way. On her first day, when she's hoping to fly under the radar, Peppi trips and falls in front of everyone, pushing away Jaime, the one person who tries to help her. As her art club battles Jaime's science club during the next few weeks, will she gain the courage to apologize to him and make things right? Peppi is a real and complex character who shows us that it's okay to make mistakes.

Woodson's award-winning book of poetry is a must-read for any young girl. Brown Girl Dreaming consists of poetry that captures Woodson's life growing up as an African American girl living in North Carolina and New York in the 1960s. Her poems are important and universal, they capture the voice of a child while at the same time showing the reader an entirely new perspective. This book shows girls that their voices matter.

This book stars Cimorene, who is a not-your-average princess. Instead of being a damsel in distress, Cimorene decides to run away from her boring castle life and befriend a dragon. This sets her on a quest through the Enchanted Forest, where she meets a cast of interesting characters. Cimorene is an inspiring protagonist, using her wits, sarcasm, and unique problem-solving skills to make it through the forest.

In this classic sci-fi tale, a group of children embarks on a quest across space to find their missing father. The main character, Meg, has enough confidence and charisma to inspire any reader, and on top of that, a film adaptation by the incredible Ava Duvernay is slated to come out next year. What's not to love?

FOR 7th GRADE AND UP:

Fourteen-year-old Sophronia is sent off to finishing school by her mother, in hopes that she'll become less of a tomboy and learn some more "ladylike" manners. To her surprise, the finishing school teaches more than just manners; she is also learning to become a spy! This fun and thrilling book flips gender stereotypes on their heads, showing young girls that you can wear a pretty dress and be the next James Bond.

Pierce is a top-notch fantasy writer who knows how to write complex, compelling women. In Trickster's Choice, Aly is captured by pirates and sold to an exiled royal family as a servant. She makes a deal that if she can protect Sarai and Dove, two young noblewomen, for the summer, she will be released. But with murderous plots and unwieldy girls, this task proves more difficult than it seems. This book focuses on Aly's problem-solving skills, optimism, and ability to lift herself up out of a bad situation.

FOR 9th GRADE AND UP:

This riveting piece of historical fiction is for slightly older girls, but still 100% worth a recommendation. It follows British spy Verity after she is captured in Nazi-occupied France, and separated from her best friend Maddie, a pilot. This intricately woven mystery is intriguing for sure, but nothing beats a story about female friendship. Verity and Maddie will inspire readers everywhere.

This book also contains more adult themes that could be upsetting to younger girls, but it will be a life-changing read for older girls. It follows 16-year-old Starr Carter, who witnesses the fatal shooting of her childhood best friend by a police officer. This book is extremely timely, and teaches girls about the power of activism, speaking up, and standing up against what you know is wrong.

Happy reading!

Clare Reynders is a junior at Vassar College majoring in Media Studies with a minor in Women's studies. She loves singing in her a cappella group, reading books, and, of course, empowering young women!

This piece was originally published on MEDIAGIRLS.ORG as "10 best summer reads for middle-school girls" and is lightly edited and republished here with permission. Michelle Cove is the Executive Director of MEDIAGIRLS®, a nonprofit organization that teaches girls how to critique the way girls and women are portrayed in pop culture with an emphasis on creating empowering content.

She is also an award-winning filmmaker, journalist, and author whose projects have been featured on numerous national platforms including "The Oprah Winfrey Show," Katie Couric's talk show "Katie," "The Today Show," The Washington Post, and The New York Times.

Visit www.mediagirls.org to learn more.

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#MediaMondayTip: a girl-power reading list for middle schoolers - Girls Leadership

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by Clare Reynders, MEDIAGIRLS editorial volunteer There are so many good books for middle schoolers with strong female protagonists out there to choose from! Luckily, MEDIAGIRLS has you covered. With help from Robin Brenner, the Teen Librarian at the Brookline Public Library in Brookline, MA, we've compiled a list of books that center around strong, smart, powerful female characters.

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FIND is the Feeding America Food Bank and USDA Distributor for our Desert Region. FIND distributed over 24 million lbs of food last year to 140+ distribution sites, including 80+ community agency partners such as soup kitchens, food pantries, religious organizations, etc. We are currently operating 44 community mobile markets with drive-thru food distributions.

FIND is the only regional food bank in the Desert Region; we are the primary food source and the first line of defense against hunger within the 5,000 square miles we serve. FIND is a healthy food bank, and that means 40-50% of the food we distribute is nutrient-rich, fresh produce to ensure every community food pantry and person has the nutrition they need to thrive.

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FIND is the Feeding America Food Bank and USDA Distributor for our Desert Region. FIND distributed over 24 million lbs of food last year to 140+ distribution sites, including 80+ community agency partners such as soup kitchens, food pantries, religious organizations, etc. We are currently operating 44 community mobile markets with drive-thru food distributions.

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PSUSD Integrated ELD Instructional Agreements Routinely and frequently engage in collaborative discussions about content and texts to develop content knowledge. Use comprehension strategies and analytical skills to interpret complex text. Produce oral and written English that increasingly meets t...

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"Go back to China!"

That ugly exclamation rattled the ears of editor Michael Luo who, with family and friends in tow, headed to get lunch at a nearby Korean restaurant on the Upper East Side streets of Manhattan last month. Luo wrote an open letter in the New York Times to the white woman who roared it, telling her how such verbal daggers sever Asian-Americans from their citizenship. "Maybe you don't know this," he penned, "but the insults you hurled at my family get to the heart of the Asian-American experience. It's this persistent sense of otherness that a lot of us struggle with every day. That no matter what we do, how successful we are, what friends we make, we don't belong. We're foreign. We're not American."

Upon reading Luo's open letter, my mind stewed on an uncomfortable truth about people like me who care deeply about racial justice - we often fail at positioning the grievances of Asian-Americans against white supremacy at the heart of the fight. We shower sympathy on black and brown people; Asian-Americans experience but a sprinkle. This begs for amelioration. We must understand that a national conversation about racism that ignores the plight of Asian-Americans carries an unforgivable omission.

Many consider the Asian-American story as bearing relatively few withering marks of traumatic racial struggle, partially explaining why their grievances attract scant attention. But that's false.

Racist laws, stereotypes at work from the start

The Asian-American story began with Capt. George Menefie, who brought "Tony, an East Indian" into colonial Virginia in the early 1620s as a headright, meaning Menefie received 50 acres of land for importing Tony into the colony, which desperately needed laborers to keep England's colonial experiment afloat. Indians continued to be brought into the New World. The Virginia Gazette, in July 1776, for example, recorded the escape of a "Servant Man named John Newton, about 20 Years of Age, 5 feet 5 or 6 Inches high, slender made, is an Asiatic Indian by Birth, has been about twelve Months in Virginia, but lived ten Years (as he says) in England, in the Service of Sir Charles Whitworth."

Some, like Tony and John, were indentured servants, but other Indians were slaves. Thomas F. Brown and Leah C. Sims, historians, reported that " there was a significant contingent of 'East Indian' slaves in the colonial Chesapeake." Just like the sons and daughters of Africa who worked the same land, the bodies of descendants of India were tools to enrich white lives. This land was not meant for them either.

Chinese workers, in 1849-50, began to immigrate to the U.S. mainland, fleeing wars and economic turmoil. They generally planned to labor for three to five years and return to China, seeking to earn money while taking advantage of the California gold rush, the alluring tales of riches having enchanted them into taking a long voyage to a foreign continent.

White Californians' initial welcoming of these new immigrants as industrious members of the community faded into racial resentment, particularly among lower-class whites, who saw them as labor competition. Blacks who ventured North during the Great Migration in the early 20th century met a similar fate, showing how anti-Asian discrimination often presaged discrimination against other people of color. The state of California then began codifying racism in law, a fact punctuated when, in 1854, the California Supreme Court ruled in People v. Hall that the testimony of a Chinese man who witnessed a murder was inadmissible against a white criminal defendant, chiefly because, per popular thought, the Chinese were "a race of people whom nature has marked as inferior, and who are incapable of progress or intellectual development beyond a certain point. ..."

Cary Chow, a Chinese-American ESPN anchor, recently wrote about a bigoted television segment hosted by Jesse Watters of Fox News. Watters went to New York City's Chinatown to conduct man-on-the-street-style interviews and trafficked in anti-Chinese stereotypes. He approached one Asian vendor and said, "I like these watches. Are they hot?" Chow contended that Watters felt comfortable in mocking his ethnic group because Watters likely believed Asians "would not fight back, because historically, Asians have not."

Much historical data, though, supports the opposite conclusion. When the city of San Francisco passed ordinances to prevent Chinese immigrants from operating commercial laundries, an industry they dominated in the city, they resisted oppression. They sued the city. They took their case to the U.S. Supreme Court. And they seized victory with Yick Wo v. Hopkins in 1886. "Indeed between 1880 to 1900," wrote Charles J. McClain in In Search of Equality: The Chinese Struggle against Discrimination in Nineteenth-Century America, "Chinese litigants carried some twenty appeals to the Supreme Court of the United States." And way back in 1860, just a decade into their American journey, the Chinese community in San Anselmo, California, asked local white clergymen to hire a lobbyist to petition the state legislators to reject anti-Chinese bills under consideration. As McClain, a lecturer at University of California Berkeley Law School, found, "there is abundant evidence that the leaders of the nineteenth century Chinese community ... were thoroughly familiar with American governmental institutions ... and knew how to use those institutions to protect themselves. Far from being passive or docile in the face of official mistreatment, they reacted with indignation to it and more often than not sought redress in the courts."

Black skin, in many ways, granted advantages over being of Asian descent. The Naturalization Act of 1870 granted perhaps the biggest such advantage. It extended naturalization rights to those of African ancestry, meaning foreign-born blacks, typically West Indians, could become naturalized citizens just like European whites. Asians, though, could not naturalize. The 14th Amendment, ratified in 1868, made anyone born in America citizens. Yet, for Asian immigrants like Bhagat Singh Thind, the naturalization act ignited anguish.

Thind, born in India, came to America when he was 24 years old, in 1913. He applied for citizenship and was granted it on the theory that Indians were not "Mongolians" but rather "Caucasians," in other words, white, and thus eligible for naturalization. The Supreme Court, however, reversed that ruling, holding he was not white because most white Americans would never consider him a member of the white race. After the United States v. Bhagat Singh Thind decision in 1923, 64 other Indians who naturalized lost their American citizenship. Vaishno Das Bagai, one such man, killed himself, writing in his suicide note:
I came to America thinking, dreaming and hoping to make this land my home. Sold my properties and brought more than twenty-five thousand dollars (gold) to this country, established myself and tried my very best to give my children the best American education. In year 1921 the Federal court at San Francisco accepted me as a naturalized citizen of the United States and issued to my name the final certificate, giving therein the name and description of my wife and three sons. In last 12 or 13 years we all made ourselves as much Americanized as possible. But they now come to me and say, I am no longer an American citizen. They will not permit me to buy my home and, lo, they even shall not issue me a passport to go back to India. Now what am I? What have I made of myself and my children? We cannot exercise our rights, we cannot leave this country. Humility and insults, who is responsible for all this? Myself and American government. I do not choose to live the life of an interned person; yes, I am in a free country and can move about where and when I wish inside the country. Is life worth living in a gilded cage? Obstacles this way, blockades that way, and the bridges burnt behind.
One must also never forget the anti-Japanese World War II-era Supreme Court cases, Hirabayashi v. United States and Korematsu v. United States, two hideous decisions that debased the Supreme Court as an institution. In the Hirabayashi case, the court upheld the constitutionality of a curfew provision requiring that people of Japanese ancestry be in their "place of residence daily between the hours of 8 p.m. to 6 a.m." In the Korematsu case, the Supreme Court upheld the internment of folk of Japanese descent.

But some will maintain that this is all talk of the past, that this history says little about the present-day realities of Asian-Americans. They might note that in 1965 Congress rid racial discrimination from immigration and naturalization law. The convictions of Gordon Hirabayashi and Fred Korematsu, furthermore, were overturned in the 1980s and Japanese-Americans received reparations for internment around that same time. Racism barely scars the lives of Asian-Americans, these folk might insist, noting that America regards them as a so-called "model minority."

In the 1960s, when articulated grievances against anti-black bigotry roiled throughout the American landscape, some leading white intellectuals, through the mainstream media, championed the idea that Asian-Americans constituted a model minority. The model minority myth holds that Asian-Americans are an incredibly successful group generally because of their personal responsibility and law-abiding behavior.

In 1966, the U.S. News & World Report, for instance, wrote, "At a time when Americans are awash in worry over the plight of racial minorities - one such minority, the nation's 300,000 Chinese Americans, is winning wealth and respect by dint of its own hard work ... Still being taught in Chinatown is the old idea that people should depend on their own efforts - not a welfare check-in order to reach America's 'promised land.'" The national press pumped out similar stories lauding Asian-Americans and indirectly scolding blacks, while scholarly work validating the model minority stereotype blanketed social science journals. Fifty years later, the model minority stereotype appears true both inside and outside the Asian-American population.

But the model minority stereotype is a myth that white supremacy devised partly to defend American society from the charges of racism leveled by black folk and those sympathetic to their complaints. A century before, Asians were defined as inferior, because doing so promoted the interests of whites. But in the 1960s, the claim suddenly became Asians even economically outpaced whites because of their exemplary attitude. Just as blacks achieved victories against segregation and racial discrimination, some whites trotted out the argument that another racial minority was flourishing without the help of government assistance, the implicit question being "why aren't you?" The notion that one racial minority group was advancing by working hard, minding their own business, and not complaining about the system was a rhetorical tactic for those who sought to justify their inaction on civil rights.

The racial justice community often ignores the plight of Asian-Americans because their successful image is frequently thrown in black and brown faces to silence their cries for improved treatment. This isolates Asian-Americans from other minorities who otherwise would be allies in the battle against anti-Asian bigotry. White supremacy's divide-and-conquer strategy has proven formidable.

The model minority myth, furthermore, convinces citizens and power holders that Asian-Americans harbor no real need for government assistance. "The portrayal of Asian Americans as successful," Seattle University School of Law professor Robert S. Chang wrote, "permits the general public, government officials, and the judiciary to ignore or marginalize the contemporary needs of Asian Americans."

We see, perhaps, the most harmful effects of this in educational contexts. Guofang Li, professor of Second Language and Literacy at Michigan State University, wrote that the model minority myth " misleads policy makers to overlook issues concerning Asian students and their needed services. Studies on instructional support for Asian English-as-a Second language students found that the model minority myth leads many to believe that Asian students will succeed with little support and without special programs and services. ..." Li also noted that "the popular image of successful, high achieving 'model minorities' often prevents teachers and schools from recognizing the instructional needs and the psychological and emotional concerns of many underachieving Asian students."

Active discrimination in the workplace

Besides this sort of neglect, Asian-Americans face active discrimination. Approximately 30 percent of Asian-Americans and Pacific Islanders reported that they had endured discrimination in the workplace, the highest reporting percentage of any racial group. Blacks were second at 26 percent.

The primary reason for this employment discrimination is that Asian-Americans are often deemed unsuited for high-ranking management positions. Researchers at the University of Toronto, Jennifer L. Berdahl and Ji-A Min, found that employees of East Asian descent, generally Chinese, Japanese and Korean, were stereotyped as high in competence but low in warmth and dominance, perpetuating " the idea that East Asians are ideal as subordinate employees, suited for technical competence positions, but are unqualified to be leaders and managers. "

This - referred to as the "bamboo ceiling" - explains why college and advanced degrees hold less worth for Asian-Americans than for whites. As professor Chang noted, " Returns on education rather than educational level provide a [good] indicator of the existence of discrimination. Many Asian Americans have discovered that they, like other racial minorities, do not get the same return for their educational investment as do their white counterparts. "

By not studying how racism impairs Asian-American lives, we underestimate and miss crucial intelligence on how white privilege sabotages the hopes and dreams of people of color. The Asian-American story differs from the black story which differs the Latino story, but each, along with the Native American story, must be examined and mastered. Each, when pieced together, form a puzzle that we must assess in all its troubling detail. The story that starts with "Tony, an East Indian" lays bare the fearsomeness and complexity of white supremacy.

Morality and wisdom dictate that we no longer discount the pain of our Asian-American brothers and sisters.

Brando Simeo Starkey is an associate editor at Andscape and the author of In Defense of Uncle Tom: Why Blacks Must Police Racial Loyalty. He crawled through a river of books and came out brilliant on the other side.

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Why we must talk about the Asian-American story, too

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"Go back to China!" That ugly exclamation rattled the ears of editor Michael Luo who, with family and friends in tow, headed to get lunch at a nearby Korean restaurant on the Upper East Side streets of Manhattan last month.

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The Best Historically Black Colleges and Universities

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See the best historically black colleges and universities rankings at U.S. News.

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70+ Picture Books about Mixed Race Families

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70+ Picture Books about Mixed Race Families: Diverse Children’s Books featuring multiracial families; African, Asian, Hispanic, Native American; Ages 0 - 10