The article, First Encounters with Racism, is the result of collaboration between the New York Times and Youth Radio, Oakland, California. Written by four youths from differing backgrounds, the short pieces provide readers with a somber reminder that there is significant work to be done to erase pervasive discrimination and bias both in schools and in society.
The New York Times. 2017. "First Encounters With Racism." https://nyti.ms/2hoLG6g (accessed April 3, 2018).
The San Diego County Office of Education (SDCOE) built a website full of resources to celebrate and honor the culture, history, and contributions of Hispanic Americans. In observance of National Hispanic Heritage Month.
San Diego County Office of Education, (2021).
In 1968, a bipartisan commission was created and tasked with holding hearings, studying, and reporting out on the racial division that had caused riots in cities across America. Their charge was to identify what happened, why, and how to prevent its reoccurrence. That commission determined that while population migration was the change that took place, institutionalized white racism caused the uprisings. Extensive social systems change was required to eradicate the division. The 2018 volume investigates the myriad of structures that make up contemporary life in America and identifies how those structures continue to differ based on race and ethnicity. It is intentionally written to return the issues to the public forefront and to call citizens to action.
Harris, Fred and Curtis, Alan. 2018. Healing Our Divided Society: Investing in America Fifty Years After the Kerner Report. Philadelphia: Temple University Press.
This webpage from the Indiana Department of Education includes definitions, resources, and measurements of disproportionate representation in special education.
Indiana Department of Education. 2019. Indicators 9 and 10—Disproportionate Representation in Special Education. https://www.doe.in.gov/specialed/indicators-9-10-disproportionate-representation-special-education
This webpage from the Indiana Department of Education includes definitions, resources, and measurements of disproportionate representation in special education.
Indiana Department of Education. 2019. Indicators 9 and 10—Disproportionate Representation in Special Education. https://www.doe.in.gov/specialed/indicators-9-10-disproportionate-representation-special-education
The Kerner Commission Report, published in 1967, provided leaders throughout the United States with a review of racial disparities in multiple civil organizations and recommended remedies to the wide-ranging unjust traditions. In this writing, Darling-Hammond identifies public education’s successes and failures in the ensuing half-century since that document was penned. Subsequently, she describes the actions required to bring the dream of educational equity to fruition.
Darling-Hammond, L. 2018. Kerner at 50: Educational Equity Still a Dream Deferred. Learning Policy Institute, April 2018. https://learningpolicyinstitute.org/blog/kerner-50-educational-equity-still-dream-deferred?utm_source=LPI+Master+List&utm_campaign=3c852c6680-LPIMC_Kerner_Jackson_Blog_20180426&utm_medium=email&utm_term=0_7e60dfa1d8-3c852c6680-73621275 (accessed April 27, 2018).
This report commissioned by the New York State Education Department explores strategies to help boys and young men of color—and all students—realize their full potential. The report provides an overview of the outcome trends among boys of color in K-12 school environments, and a research review of the most prevalent strategies currently being implemented in schools and communities across the country.
Northeast Comprehensive Center. New York State Education Department My Brother's Keeper Guidance Document: Emerging Practices for Schools and Communities. Albany, NY: New York State Education Department, 2016.
The book explores how race is often not explicitly talked about in schools yet has a profound effect on how schools are organized, how students and teachers interact and how implicit lessons of race are taught. The book is an important tool for practitioners who seek to become more reflective on how their everyday interactions in schools are embedded within the historical and racial fabric of America.
Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
This article is adapted from a presentation for ZERO TO THREE’s Scientific Meeting held on April 27, 2021. In the presentation Ross Thompson articulated The Development of Social Categories and Preferences by Young Children, Dr. Andrew Meltzoff described his research concerning the ways that young children pick up bias from everyday experience and Dr. Walter Gilliam discussed racial bias exhibited by early childhood educators.
Thompson, R.A., Meltzoff, A.N., & Gilliam, W.S. (2021). Race, Equity, Bias, and Early Childhood: Examining the Research. Zero to Three Journal, 42(1), 5-16.
This article examines how perceptions of race have influenced the effectiveness of response to intervention (RTI) in addressing achievement disparities, past and present.
Willis, Arlette Ingram. (2019). “Race, Response to Intervention, and Reading Research.” Journal of Literacy Research 51 (4): 394–419.
