How school leaders should embrace conversations about race and other insights from bestselling author Beverly Daniel Tatum: Why All the Black Kids Are Still Sitting Together in the Cafeteria (Q&A)
Not at all surprising to me, but anyway…here’s the story.
“Taking a ninth-grade ethnic studies course boosted the grades, attendance and course completion rates of San Francisco students who started high school with an academic record that indicated future failure, according to a newly released Stanford University study.
In fact, the academic benefits of the course were so significant, the researchers who conducted the Stanford study said they were shocked by their own findings.”
An excerpt: “In a recent study, researchers from Penn State and Duke looked at 753 adults who had been evaluated for social competency nearly 20 years earlier while in kindergarten: Scores for sharing, cooperating and helping other children nearly always predicted whether a person graduated from high school on time, earned a college degree, had full-time employment, lived in public housing, received public assistance or had been arrested or held in juvenile detention.”
Read the entire article here: Teaching Peace in Elementary School – The New York Times
“This is Part II in the 3 part series of posts on implicit bias In part I, we looked at what it means to validate diverse students’ experience with implicit bias. Culturally responsive teachers believe diverse students when they tell us that they are being rudely insulted, ignored, or profiled by adults because of their race, language, or gender either inside or outside of school.
But that’s not enough.”
Read on here: This is Your Brain on Implicit Bias | Ready4Rigor
Cultural values and learning practices transmitted from parents and from community guide how the brain wires itself to process information and handle relationships.
Neuroscientists identify specific brain areas linked to compassion.
…And what do you know? Volunteering is good for you.