4 minute read
Challenging Bias and Harassment in Our Schools
by Maineea
Having conversations about identity—including potentially uncomfortable topics like race, religion, and sexual orientation—may not be something you feel like you know how to do, but starting the conversation is important to create safe, welcoming schools for all students. Below is a guide created by the Civil Rights Team Project, a program in the Maine Attorney General’s Office, to help you in this process of first evaluating your school community, followed by some recommendations from the Union to incorporate change for increased inclusiveness for all students.
Evaluating Your School
Identifying Civil Rights Issues in Your School Community Use the following chart to help identity civil rights issues in your school community. Use it to engage others as a conversation starter and remember that these conversations should be ongoing. A good general guideline is that if people of a specific identity say that something is an issue, it’s an issue. Learn to listen, and then listen to learn.
Worth Asking and Answering 1. What are you doing to make sure students of all identities feel safe, welcome, and respected for who they are? 2. What is your school doing to make sure students of all identities feel safe, welcome, and respected for who they are?
Civil Rights Teams in Schools
The mission of the Civil Rights Team Project is to increase the safety of elementary, middle level, and high school students by reducing bias-motivated behaviors and harassment in schools.
The Civil Rights Team Project supports student civil rights teams, who engage their schools in thinking and talking about issues related to race and skin color, national origin and ancestry, religion, disabilities, gender (including gender identity and expression), and sexual orientation.
For more information on how to start a civil rights team in your school, go to www.maine.gov/ag/ civil_rights
As educators, there are “teachable moments,” opportunities to constructively and productively address race, equity and divides in your communities. Discussions in your classroom, the lunchroom or even on the school bus can be a steppingstone to addressing race in your school community and school district to help create a positive space for you, your students, your colleagues, and your school. The following tips can help you make race conversations normal, constructive and successful. These skills are best learned through collective dialogue with others committed to addressing racial equity, as well as through lots of practice. When discussions of race and racism become normalized, the promise of equity can be realized.
8tips
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Create opportunities for discussion.
Use current events, cultural happenings and local angles to spark relevant and meaningful discussions among your students. Pop culture (e.g. music, movies, sports, celebrities) is particularly engaging for young people, supplying continuous fodder for important race conversations.
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Model your values and vision.
Practice equity, inclusion, empathy and respect in your school. Your actions, more than your words, will have the greatest impact on students. They are looking to their school role models for leadership and ally-ship. You can play a formative role in helping them build critical skills for navigating the complexities of race.
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Create a welcoming classroom and school community.
Every school community and classroom have its own culture and learning climate. When you make equity and inclusion prominent priorities in your norms, routines and environment, students will feel a greater sense of belonging, safety, trust, and openness. Balance participation and learning opportunities. Create a supportive school culture and hold an affirming space for all students. The more you can form authentic relationships and connections with all students and their families, the more you will understand them--especially those who typically face the most marginalization, such as students of color, LGBT students, students from low-income families, English language learners, new immigrants, and students with physical or learning disabilities.
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Don't outsource the work!
We may not always do it perfectly, but it means more coming from our community, our school, our classrooms, our mouths. Have a group who thinks about this stuff. It’s everyone’s work, but it doesn’t hurt to have some who are more engaged and invested than others. Having a civil rights team at the school can help guide the work. (see on left page)
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Be inclusive and intentional with language
It’s important that we make clear who exactly is included when we say that “all” are welcome. Vaguely inclusive language is not always inclusive in practice. (For example, all men are created equal.)
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Encourage self-expression.
Give students the ability and validation to bring their full racial and cultural identities into your school so they can be themselves. Discussions can begin by giving students an opportunity to share their experiences, perspectives or stories. Identify and appreciate points of connection, as well as differences. Give students permission to only share what they want. Don’t put anyone on the spot or expect any individual to represent their racial or cultural group. Your students may be your best teachers about matters of race, each with unique experience and expertise.
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Be willing to examine your own bias and the ways you may be privileged or unaware.
Reflect upon all aspects of your educational practice. Could your curriculum, pedagogy, grading, classroom management, support services or disciplinary practices be preferencing some students while disadvantaging others? Are there any barriers to learning and success that some students may be experiencing? What are the racial impacts of different policies and practices at your school and school district?
