Education Week - August 22, 2018 - 32

TEACHERS' UNIONS MUST
DECIDE THEIR FUTURE

28
VIDEO GAMES COULD BE
GOOD FOR YOUNG BRAINS

29
IGNORING MENTAL HEALTH
SABOTAGES LEARNING

30
LETTERS TO THE EDITOR

Stephanie Schafer for Education Week

COMMENTARY

28

How to Liberate the Schoolhouse From Racial Bias
By LaShawn Routé Chatmon
& Kathleen Osta

I

n order for social-emotional learning to
advance educational equity, we must
be prepared to talk about race.
Recent incidents of racially motivated violence and discrimination
have prompted widespread media attention. Last year's attacks by white
supremacists in Charlottesville, Va.,
the ongoing detainment and separation of children and families immigrating from Mexico and
Central America, police shootings of unarmed
African-American people, and the recent examples of white people calling the police on AfricanAmericans for unfounded suspicions all serve as
a backdrop for the racial inequities students experience and observe in their schools every day. If
we don't acknowledge this context, students are
left to assume that we think these conditions are
acceptable, that we are unaware of the impact of
these harmful policies and practices on students
and their families, or, worse, that we don't care.
To support our students' social and emotional
well-being authentically, we must acknowledge
and confront the legacy of racism and exclusion
in our schools and communities-and its continued impact on all our students.
Research confirms that the context of learning and how students feel about that context
matter. In the United States, that context has
always been racialized. Although race is a socially constructed category, our race affects our
access to opportunities, how we experience the
world, and whether our identity is accepted or
derided. From the beginning, schools in the
United States were designed to benefit and affirm the values and culture of the white people
in power. Over time, this white dominant culture shaped the educational structures and
policies that articulate how children are expected to behave, communicate, and interact.

Today, how learning is organized and evaluated is still rooted in an acceptance of whiteness as "natural" and "normal." The presumption that students from a culture outside this
"norm" come to school with deficits-in their
intelligence, families, culture, or communities-is built into the DNA of public education.
Most educators value fairness and equality and want the best for all their students.
However, we cannot underestimate the power
of the unconscious to lead us to take actions,
both at the individual and institutional levels,
that undermine students' sense of belonging
and unintentionally contribute to educational
inequities. Research has shown that belonging in schools has a direct impact on academic
performance; belonging defines who benefits
from caring relationships and who has access
to rigorous content and engaging instruction.
Students of color often must attempt to learn
in an atmosphere that feels unwelcoming and
sometimes hostile to them and their families.
This experience of hostility undermines their
sense of belonging and can interfere with their
cognitive performance. As educators committed to equity, we must be aware of the impact
of social threats on our students of color and
other stigmatized groups, and actively work
to mitigate the effects of institutionalized bias
in our schools.
We also need to avoid framing social-emotional learning either tacitly or explicitly
as an intervention to address the perceived
deficits of students of color or students living
in poverty. Doing so can reinforce harmful
stereotypes and lead to an overemphasis on
developing individual self-management and
self-regulation skills while ignoring the impact
of inequities in our systems. Instead, we can
use social-emotional practices to build on students' strengths and develop student agency to
lead positive change in their own communities.
Through the National Equity Project's more
than 20 years of work partnering with schools

32 | EDUCATION WEEK | August 22, 2018 | www.edweek.org/go/commentary

and districts, we've seen how educators committed to equity have used social-emotional
learning to help students and adults heal
from the effects of systemic oppression, build
empathy, strengthen cross-race relationships,
and create inclusive learning environments.
Our recommendations for educators seeking
to advance educational equity include:

"

We must acknowledge
and confront the legacy
of racism and exclusion
in our schools."
* Invest time in professional learning. Educators need regular opportunities
to increase their self-awareness about how
their various social identities, including their
race, have shaped their own education experiences and inform their interpretations of
student behavior.
* Identify and eliminate biases in student placement and discipline. School
leaders and teachers should re-examine the
policies and practices that determine who
gets access to honors and Advanced Placement classes, as well as student-leadership
roles and extracurricular activities. They also
need to take a hard look at who gets disciplined and how.
* Elevate narratives that promote the
intellectual achievements of students of
color. Research has shown that teachers can
mitigate the effects of "stereotype threat" by
implementing well-timed reflection activities
in which students write about values that are
important to them and their families. This

practice counters the effects of pervasive racial stereotypes and reduces stress in students
of color. The reflections reassure students
about who they are and protect their sense of
academic belonging, which ultimately leads to
greater engagement and higher grades.
* Develop a repertoire of approaches
for building trust, especially across race,
class, and culture. Trusting relationships
between students and teachers prepare the
brain for learning by reducing stress and releasing oxytocin, a hormone that promotes
social interaction. Educators should work to
learn about the passions and interests of individual students of color and apply what they
learn to inform instructional strategies.
* Utilize social-emotional-learning
practices to engage in productive dialogue about race. Building "racial literacy"
is a critical dimension of both self- and socialawareness for all students. Teachers should
engage all students in deep listening and reflection on complex issues and current events
surrounding race, racism, and exclusion. This
provides students the opportunity to develop
SEL competencies, including communication
and relationship skills, self-management, and
responsible decisionmaking.
Ultimately, all learning is social and emotional. Learning is mediated by relationships
that sit in a sociopolitical, racialized context-
for all children, not just those who are black,
brown, or poor. We must be willing to locate
the problem we are trying to solve not in our
students, but also in our collective response
to the current context and conditions of their
learning. Together, we can create learning environments in our schools that are rigorous,
liberating, and joyful for all our students. n
LaSHAWN ROUTÉ CHATMON is the founding executive
director of the National Equity Project, which is based in
Oakland, Calif. KATHLEEN OSTA is a senior director in
the organization's Chicago office.


http://www.edweek.org/go/commentary

Education Week - August 22, 2018

Table of Contents for the Digital Edition of Education Week - August 22, 2018

Hate in Schools
Clashing Visions as Puerto Rico Schools Open
Parkland Students’ Road Tour Closes With Calls to Vote
Report Roundup
News in Brief
With Declining Enrollment, Teacher Colleges Recalibrate
Teachers Often Left Off State Education Boards
Principals Join Wave of Educators Seeking Elected Office
Students Learn to ‘Be their Own Boss’ On Lemonade Day
Suit Targets ACT on Student Privacy
Low-Income Students Are Focus Of New College-Aid Effort
Florida to Create New Databa To Stop School Shootings
Public Aligns With Teachers on Pay Issue, Survey Finds
Pushback on Standardized Testing Loses Momentum
Candidates in Midterms Spar Over K-12 Fundin
How Districts, Private Schools, Partner on Special Education
What Is Career and Technical Education?
Trump Signs Bipartisan Bill on Career-Tech
School-Safety Panel Hears Sharply Divergent Messages
Matthew Gaydos & Kurt Dean Squire: Video Games Could Be Good for Young Brains
Paul Reville: Teachers’ Unions Must Decide Their Future
Gabrielle Weber: Ignoring Mental Health Sabotages Learning
Letters
TopSchoolJobs Recruitment Marketplace
Lashawn Routé Chatmon & Kathleen Osta: How to Liberate the Schoolhouse From Racial Bias
Education Week - August 22, 2018 - Parkland Students’ Road Tour Closes With Calls to Vote
Education Week - August 22, 2018 - 2
Education Week - August 22, 2018 - 3
Education Week - August 22, 2018 - News in Brief
Education Week - August 22, 2018 - 5
Education Week - August 22, 2018 - With Declining Enrollment, Teacher Colleges Recalibrate
Education Week - August 22, 2018 - 7
Education Week - August 22, 2018 - Principals Join Wave of Educators Seeking Elected Office
Education Week - August 22, 2018 - 9
Education Week - August 22, 2018 - Students Learn to ‘Be their Own Boss’ On Lemonade Day
Education Week - August 22, 2018 - Suit Targets ACT on Student Privacy
Education Week - August 22, 2018 - Low-Income Students Are Focus Of New College-Aid Effort
Education Week - August 22, 2018 - Florida to Create New Databa To Stop School Shootings
Education Week - August 22, 2018 - Public Aligns With Teachers on Pay Issue, Survey Finds
Education Week - August 22, 2018 - 15
Education Week - August 22, 2018 - 16
Education Week - August 22, 2018 - 17
Education Week - August 22, 2018 - 18
Education Week - August 22, 2018 - 19
Education Week - August 22, 2018 - 20
Education Week - August 22, 2018 - 21
Education Week - August 22, 2018 - Candidates in Midterms Spar Over K-12 Fundin
Education Week - August 22, 2018 - 23
Education Week - August 22, 2018 - 24
Education Week - August 22, 2018 - How Districts, Private Schools, Partner on Special Education
Education Week - August 22, 2018 - Trump Signs Bipartisan Bill on Career-Tech
Education Week - August 22, 2018 - School-Safety Panel Hears Sharply Divergent Messages
Education Week - August 22, 2018 - Paul Reville: Teachers’ Unions Must Decide Their Future
Education Week - August 22, 2018 - Gabrielle Weber: Ignoring Mental Health Sabotages Learning
Education Week - August 22, 2018 - Letters
Education Week - August 22, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - August 22, 2018 - Lashawn Routé Chatmon & Kathleen Osta: How to Liberate the Schoolhouse From Racial Bias
Education Week - August 22, 2018 - CW1
Education Week - August 22, 2018 - CW2
Education Week - August 22, 2018 - CW3
Education Week - August 22, 2018 - CW4
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