Most recent public comments by Mia Dini https://nowcomment.com/users/106089 https://nowcomment.com/documents/271558?scroll_to=2448311 https://nowcomment.com/documents/271558?scroll_to=2448311 It is critical that we acknowledge our place within the Massachusetts education system. We both graduated from school districts that are more than 75% white (DESE, 2021). As white individuals we were able to receive many benefits from our Massachusetts education experiences and were not disadvantaged by the racial disparities that exist. We recognize our privilege and acknowledge the need for changes to create an equitable and excellent experience for everyone. The quality of education that has allowed Massachusetts to receive such high education rankings should be accessible to all students (MEEP, 2018). DESE - Massachusetts Department of Elementary and Secondary Education. (2021). 2020-21 enrollment by race/gender statewide report(District). https://profiles.doe.mass.edu/statereport/enrollmentbyracegender.aspx MEEP - Massachusetts Education Equity Partnership. (2018, September). One for some - The massachusetts education equity partnership. One for Some. https://number1forsome.org/ Tue, 27 Apr 2021 13:12:23 +0800 https://nowcomment.com/documents/271558?scroll_to=2448246 https://nowcomment.com/documents/271558?scroll_to=2448246 This review, published this past summer, examines the status of racial diversity in Massachusetts schools, as well as the actions of the state. In the past decade, the number of segregated schools in the state has increased. However, more than half of the districts with intensely segregated schools have the resources and demographic potential to create districtwide, diverse schools. In the lowest rated schools (Schneider et al., 2020), BIPOC students are disproportionately represented compared to overall demographics. This creates the illusion of a relationship between race and performance, but it actually reflects inadequacies of the DESE accountability framework, which can further promote segregation by diverting white families away from more segregated schools. The authors encourage the DESE and the state overall to prioritize racial integration and improve the existing accountability framework so that it does not perpetuate a cycle of segregation (Schneider et al., 2020). https://cecr.ed.psu.edu/sites/default/files/Demography_Report_FINAL_7.24.20.pdf Tue, 27 Apr 2021 12:24:53 +0800 https://nowcomment.com/documents/271558?scroll_to=2448226 https://nowcomment.com/documents/271558?scroll_to=2448226 For a period of time, colorblind ideology was viewed as the appropriate approach to race socialization. Popular multicultural education resources emphasized the importance of not acknowledging race (Choi, 2008). Historically, there are many contributing factors to the development of this ideology. Following the Jim Crow era, an emphasis was placed on the colorblind ideology and equality. Secondly, the nationalistic ideology emphasizes the importance of one unified identity. However, nationalism serves to strip individuals of their unique cultural identifiers. Another contributor is the belief in meritocracy, often perpetuated through the American Dream (Knowles et al., 2014). This false belief minimizes the impacts of racism by asserting that status is earned through hard work. The combination of all these beliefs perpetuated the use of the colorblind approach for a long period of time. With the new research that has emerged, it is necessary to actively work towards unlearning colorblindness and the false beliefs associated with it. Choi, J.-A. (2008). Unlearning Colorblind Ideologies in Education Class. Educational Foundations, Summer-Fall, 53-71. https://files.eric.ed.gov/fulltext/EJ857639.pdf Knowles et al. (2014) - Deny distance or dismantle - How White Americans manage a privileged identity Tue, 27 Apr 2021 11:41:36 +0800 https://nowcomment.com/documents/271558?scroll_to=2447878 https://nowcomment.com/documents/271558?scroll_to=2447878 Adolescents spend a majority of their time in the classroom. The experiences they have there can have a profound impact on their development and academic performance. The incorporation of race and racism into the curriculum, or lack thereof, can influence the way that students perceive and understand their own racial identity and the racial identity of others. When educators take a color-blind approach, they may think they are avoiding prejudicial thinking and the development of bias. However, the color-blind approach can actually do the opposite of this, by reinforcing that race does not matter and the racial identities of BIPOC students do not need to be acknowledged. The color-conscious approach acknowledges and affirms students’ racial identities. This approach has been show to be beneficial in promoting positive student outcomes. Class materials, ongoing dialogues, and curriculums that incorporate and promote an understanding of race and racism have been shown to improve students’ academic performance (Tatum, 1999). https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14892 Tue, 27 Apr 2021 08:52:09 +0800