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<h2 class="hd hd-2 unit-title">3.9.1 Extending Your Learning for Unit 3</h2>
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<p><strong>Choose two of the following resources to read, listen to, or watch</strong>; skim or scan others that may also be of interest. </p>
<p>We invite you to discuss readings in the forums, but discussion is not required.</p>
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<p><strong>Understanding demographic inequity in schools </strong></p>
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<li>Office of Civil Rights. 2015. <a href="https://ocrdata.ed.gov/DistrictSchoolSearch" target="_blank">Civil Rights Data Collection</a>. U.S. Department of Education. This database allows users to search by US public school and/or district to see student data disaggregated by race, ethnicity, gender, disability and language classification, and social class (including categories like preschool enrollment, gifted and talented programs, discipline, etc.). </li>
<li>Crenshaw, Kimberlé Williams; Ocen, Priscilla; and Nanda, Jyoti. 2015. <a href="https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf" target="_blank">Black Girls Matter: Pushed Out, Overpoliced and Underprotected</a> African American Policy Forum and the Center for Intersectionality and Social Policy Studies. This report from Columbia Law School analyzes the experience of Black girls in public schools, particularly how Black girls are disciplined.</li>
<li>Anyon, Jean.1980. "<a href="https://www1.udel.edu/educ/whitson/897s05/files/hiddencurriculum.htm" target="_blank">Social Class and the Hidden Curriculum of Work</a>". Journal of Education, Vol 162, No. 1, Fall. In this classic study, Anyon profiles schools serving communities of five different income levels, and describes the different kinds of teaching and learning opportunities that she observes for students in each school. </li>
<li>Cohn-Vargas, Becki. 2015. “<a href="https://www.tolerance.org/magazine/countering-stereotype-threat" target="_blank">Countering Stereotype Threat</a>” Teaching Tolerance. April 7. This article describes research about how stereotypes have been linked to negative performance, and gives educators suggestions about combating the negative effects of stereotypes in schools. </li>
<li>Ebarvia, Tricia. 2019. <a href="https://triciaebarvia.org/2019/05/16/how-do-we-show-up/" target="_blank">How do we show up?</a> Triciaebarvia.org. May 16. Personal story of experiences as an Asian-American woman and educator, and what it has meant for her to come into racial consciousness. Part of 2019’s <a href="https://31daysibpoc.wordpress.com/archive-2019/" target="_blank">31 Days of BIPOC blog series</a>.</li>
<li>Gonzalez, Jennifer. 2018. <a href="https://www.cultofpedagogy.com/restorative-justice-overview/" target="_blank">Restorative Justice in School: An Overview</a>. Cult of Pedagogy. February 18. Restorative justice is a strategy some schools use to build community and mitigate the disparities of traditional discipline approaches.</li>
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<p><strong>Speaking about demographic inequities in schools</strong></p>
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<li>Kleinrock, Liz. 2019. <a href="https://www.npr.org/2019/09/20/762087549/liz-kleinrock-how-can-we-broach-hard-conversations-in-the-classroom" target="_blank">How Can We Broach Hard Conversations in the Classroom?</a> NPR/TED Radio Hour, September 20. A Teaching Tolerance award winner and advisory board member describes turning an uncomfortable question about race into a productive conversation in her 4th grade class.</li>
<li>DiAngelo, Robin. 2015. <a href="https://goodmenproject.com/featured-content/white-fragility-why-its-so-hard-to-talk-to-white-people-about-racism-twlm/" target="_blank">White Fragility: Why It's So Hard to Talk to White People About Racism</a>. The Good Men Project. April 9. In this article, Dr. Robin DiAngelo looks at reasons why White people in the U.S. may struggle to talk about race, and describes some reactions she has encountered in her work as an anti-racist educator. </li>
<li>Willoughby, Brian. 2018. “<a href="https://www.tolerance.org/sites/default/files/2019-04/TT-Speak-Up-Guide.pdf" target="_blank">Speak Up At School Guide: How to Respond to Everyday Prejudice, Bias and Stereotypes</a>.” Teaching Tolerance, a project of the Southern Poverty Law Center. This guide offers strategies to educators to speak up about bias in different scenarios. </li>
<li>Michael, Ali, and Eleonora Bartoli. 2014. “<a href="https://www.nais.org/magazine/independent-school/summer-2014/what-white-children-need-to-know-about-race/" target="_blank">What White Children Need to Know About Race</a>.” National Association of Independent Schools. This article describes the ways that White children are socialized not to talk about race. It includes suggestions to help educators create healthy conversations about race and a positive, anti-racist White identity that students can work towards. </li>
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<p><strong>TeachLab Podcast Episode: </strong></p>
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<li>Reich, Justin. 2020. <a href="https://teachlabpodcast.com/episodes/dr-beverly-daniel-tatum-s1!8635c" target="_blank">Dr. Beverly Daniel Tatum</a>. TeachLab Podcast. Conversation with author, psychologist, and educator Dr. Beverly Daniel Tatum, who offers tips for addressing the ongoing challenges of race and racism in classrooms and schools.</li>
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<p>Note: for further reading on these topics, see our <strong><span style="color: #000000;"><a href="https://openlearninglibrary.mit.edu/courses/course-v1:MITx+0.503x+T2020/courseware/4546c9da32b74c87b2284445990fad1d/890109ccd81043f280924612eeeadbb8/1?activate_block_id=block-v1%3AMITx%2B0.503x%2BT2020%2Btype%40vertical%2Bblock%408203aa2f8fd7474b87c2900dc18c2f48" target="_blank"><span style="color: #000000;">Book List</span> in Additional Resources</a>. </span></strong></p>
<p><span style="color: #000000;"><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Visit our <a href="https://openlearninglibrary.mit.edu/courses/course-v1:MITx+0.503x+T2020/courseware/4546c9da32b74c87b2284445990fad1d/0188dfa702314327b96ead8bc873c2fa/1?activate_block_id=block-v1%3AMITx%2B0.503x%2BT2020%2Btype%40vertical%2Bblock%40ab6624e81cbf4bb08a2d8defa9005ec6" target="_blank">Additional Resources to do Equity Work in Any Classroom</a></span></span><span style="color: #3c3c3c; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;"> page f</span>or lesson plans and resources about addressing bias and affirming demographic identities in the classroom. </p>
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<h2 class="hd hd-2 unit-title">3.9.2 Additional Resources for Unit 3: Roster Justice Facilitator’s Guide & Aware versus Avoidant Mindsets Chart</h2>
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<p>Below is a chart that summarizes some ideas around the Aware and Avoidant mindsets. For each mindset, you’ll notice the chart describes three common ideas associated with the mindset (orientations). It also gives explanations for these orientations, as well as common consequences. </p>
<p>This chart has been adapted from work done by two researchers at the University of Southern California, Drs. Robert Filback and Alan Green, to synthesize some current thinking in the field about educator mindsets for equity. </p>
<p><strong>See a <a href="/assets/courseware/v1/814b5c20c928689c7a1bcbb6353e8ef7/asset-v1:MITx+0.503x+T2020+type@asset+block/AwareMindsetTable.pdf" target="_blank">PDF of the Aware versus Avoidant Mindset Chart here</a>. </strong></p>
<p><a href="/assets/courseware/v1/814b5c20c928689c7a1bcbb6353e8ef7/asset-v1:MITx+0.503x+T2020+type@asset+block/AwareMindsetTable.pdf" target="_blank"><img height="803" width="1036" src="/assets/courseware/v1/a7bdcbc7487481a79426eddcec25f81d/asset-v1:MITx+0.503x+T2020+type@asset+block/AwareMindsetTableThumbnail.jpg" alt="A thumbnail for the Aware versus Avoidant mindset table" style="display: block; margin-left: auto; margin-right: auto;" /></a></p>
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<h2 class="hd hd-2 unit-title">3.9.3 Roster Justice Practice Space Facilitator's Guide</h2>
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<p style="font-size: 16px;"><span style="color: #313131; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">One of our goals as a course staff is to make our content as usable and shareable as possible. We want you to be able to share what you learn in this course with colleagues, including our practice spaces. For each practice space, we have created a Facilitator's Guide that will help you run the activity in your context.</span> </p>
<p style="text-align: center;"><span style="color: #008080;"><strong><a href="https://docs.google.com/document/d/1cYZAOnYq3tnzFf4Y_VtaxVTFVGQ_eIl61RPyHubAw8Q/edit#heading=h.1r2ri4nn268c" target="_blank"><span style="color: #008080;">Roster Justice Facilitator's Guide</span></a></strong></span></p>
<p style="text-align: left;">We have made this facilitator's guide available in view-only <a href="https://docs.google.com/document/d/1cYZAOnYq3tnzFf4Y_VtaxVTFVGQ_eIl61RPyHubAw8Q/edit#heading=h.1r2ri4nn268c" target="_blank">Google Doc format</a>. <strong>To save or edit, follow the link, click File and then "Download as" or "Make a Copy." </strong><span style="color: #313131; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;"> </span>Please encourage your colleagues to complete the survey at the end of each practice space; it helps us understand how our materials are used and shared.</p>
<p style="font-size: 16px;"> <strong>Share and Adapt Course Content: Can I really share this with anyone? Can I adapt and change it? </strong>Our <a href="https://courses.edx.org/courses/course-v1:MITx+0.503x+1T2020/e81f70887b554fd88005d975fba8de93/" target="_blank">Creative Commons license </a>is designed for access; we encourage you to use, adapt, remix and share these tools, with attribution, in your networks. </p>
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