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<h2 class="hd hd-2 unit-title">3.6.1 Introduction to Roster Justice</h2>
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<p style="padding-left: 270px;">In this third practice space, <em><strong><span style="color: #008080;">Roster Justice</span></strong></em>, you will have the opportunity to employ an Aware mindset through a conversation with the school principal. </p>
<p style="text-align: left; padding-left: 270px;">If you have any trouble, scroll down to Troubleshooting TeacherMoments, post your questions in the Practice Space Troubleshooting Forum, or email us at <a href="mailto:equitymit503@gmail.com" target="_blank">equitymit503@gmail.com</a>. <span style="font-size: 1em;">Below we list a few troubleshooting tips. </span></p>
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<p style="font-size: 16px; padding-left: 270px;"><span style="font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif;">Last, it is very important to have an updated browser, preferably <span style="color: #008080;"><strong>Chrome</strong></span> when using TeacherMoments. Here are instructions to 1) <a href="https://support.google.com/chrome/answer/95346?hl=en" target="_blank">download and install</a> the Chrome browser, and 2) instructions to <a href="https://support.google.com/chrome/answer/95414?co=GENIE.Platform%3DAndroid&hl=en" target="_blank">update a Chrome browser</a>. </span></p>
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<h3>Troubleshooting TeacherMoments</h3>
<p>Note: This is the first time we are using TeacherMoments in a MOOC. We appreciate your patience with any technical problems you may encounter. <span style="font-size: 1em;">If you have any trouble with TeacherMoments, try the following:</span></p>
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<h2 class="hd hd-2 unit-title">3.6.2 Roster Justice Debrief</h2>
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<p>We facilitated <em>Roster Justice</em> with educators from PSI High at Seminole High School in Sanford, Florida. Consider how they think about the role of race and identity in conversations about school practices. After you watch the video, write down your thoughts in your journal, or share your reflections on <em>Roster Justice</em> with your peer community. </p>
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<h3 class="hd hd-2">Roster Justice Debrief</h3>
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<h2 class="hd hd-2 unit-title">3.6.3 Roster Justice Debrief Continued</h2>
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<p>Respond to the following prompt and click the "Submit" button below when you are done.</p>
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<h2 class="hd hd-2 unit-title">3.6.4 Our Final Thoughts on Applying Aware and Avoidant Mindsets in Context</h2>
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<p>In our last two practice spaces, you role-played as a person in a position of relative authority: as Jeremy’s teacher or as Ms. Porter’s coach. In <em>Roster Justice</em>, you were on the other side of a power imbalance, as a teacher speaking to a school leader. </p>
<p>Practice spaces are places to imagine a range of responses to challenging situations. Our hope is that many teachers would choose an Aware approach to the conversation with Mr. Holl: directly confronting the racial and gender inequities unfolding and pressing for strategies that can address these issues. But we also know that circumstances are different for every person. A teacher with probationary status may make different choices than a teacher with tenure. A teacher with a working spouse might be more willing to risk confrontation than a teacher who’s the sole breadwinner for their family. Our identities and demographic characteristics—our race, gender, sexuality, and so on—might inform how we approach a conversation with the principal. </p>
<p>As we saw in the conversation at PSI High, there are a range of strategies that a teacher could try: directly confronting the principal about racial and gender inequities, focusing on a shared commitment to “Women in STEM,” avoiding race and talking about class size imbalance, accepting the offer of a teaching assistant, or demanding greater attention to underlying inequalities. Part of the point of a practice space is to imagine this range of choices, rehearse for what you think you might really do in this kind of situation, and then reflect back and ask yourself, “What kind of teacher do I want to be in this moment?”</p>
<p>When confronted with issues of race, gender, and equity, the lenses of Avoidant- or Aware-based reasoning can help you reflect on possible strategies. </p>
<h3><span style="color: #008080;"><strong>Avoidant-based reasoning: </strong></span></h3>
<p>An Avoidant-focused mindset favors the idea that student demographics (e.g., gender, ethnicity, race, age, disability) can be overlooked to treat everyone fairly over recognizing that students experience school differently given their backgrounds. This perspective fails to see the significance in finding a solution that addresses the racial and gender segregation: “That would be great! I would love to have an extra pair of hands. In order to be more diverse in the classes.” Favoring convenience and instructional quality over addressing underlying inequality, ethnicity, and gender communicates that student background is unrelated to their academic performance. While most teachers care about their students academic success, this mindset perpetuates racial identities as a taboo topic. </p>
<p style="padding-left: 60px;"><span style="color: #008080;"><strong>Avoidant mindset</strong>: “Since Ms. Nelson is teaching periods 5 and 6, why don't we switch those blocks if that's ok with her? I can be in charge of talking to her about it if you think that's appropriate.”</span></p>
<p style="padding-left: 60px;"><span style="color: #008080;">"A teaching assistant would be incredibly helpful, Mr. Holl. I think this is a great idea and would solve the roster issues I’ve brought up today.”</span></p>
<h3><span style="color: #008080;"><strong>Aware-based reasoning: </strong></span></h3>
<p>An Aware-based mindset acknowledges the roles that student demographics (e.g., gender, race, disability) play in the classroom and school at large. In the <em>Roster Justice</em> scenario, relying on students who may not have been exposed to computer science (CS) before to choose their elective class might hide their true interests if they were given all the information and told students like them can succeed in CS. Understanding and articulating that, statistically, White and Asian males have more exposure and access to a subject like CS, and are significantly more represented in the CS workforce, is one way to employ an Aware mindset in Roster Justice. </p>
<p style="padding-left: 60px;"><span style="color: #008080;"><strong>Aware mindse</strong><strong>t</strong>: “Educating our students a bit more around what each of these courses entails might create a more natural balance in the demographic make-up of each class with the added bonus of equalizing the class sizes. What do you think? I’d be happy to take on the task of presenting our students with a bit more information about each of these classes.”</span></p>
<p>An Aware-based mindset also understands that curricular and policy decisions must reflect structural inequities which require honest conversations with school leaders. This suggests that navigating power imbalances is fundamental to a successful conversation about race, despite Mr. Holl’s discomfort or unwillingness to acknowledge the severity of segregated classes. Ultimately an Aware rationale advocates for students who wouldn’t have otherwise been introduced to CS: Black and Latinx students, girls of all races/ethnicities, and students with disabilities. An Aware mindset prioritizes the opportunity to expose these students to CS and teach them how CS can relate to their world and their future. Opening the minds of all students can’t happen without finding ways to discuss race, gender, and other identities in decision and policy making. </p>
<p style="padding-left: 60px;"><span style="color: #008080;"><strong>Aware mindset</strong>: “I do understand that it is complicated because we have a lot of students, but this situation is not out of our control: we create the schedule, it was not given to us. We have and should have control over that, especially if it is heavily closing opportunities for students, and for very specific groups of students. Having a teaching assistant for the larger class would mitigate the issue you have created, but it won’t solve the base issue.” </span></p>
<h3><span style="color: #008080;"><strong>Final thoughts: Shifting towards an Aware mindset</strong></span></h3>
<p>As we’ve seen with the other mindsets, there is a stark imbalance between an Aware and Avoidant mindset in schools. We invite you to try out more aware-based reasoning:</p>
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<ul>
<li><strong><span style="color: #008080;">Notice moments where you have the power to advocate for underrepresented students when making structural decisions; see how these efforts can positively influence academic achievement. </span></strong></li>
<li><strong><span style="color: #008080;">Use these strategies to be more aware about how these patterns show up in your own context, and create solutions that center race and gender. </span></strong></li>
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<p>It is easy to overlook segregation in class rosters because students “made their own decisions”, or “that’s just how things are.” Too often, school leaders make decisions that reinforce disparities based on race, gender, and other identities, and these issues go unnoticed, lack priority, or simply get ignored. <span style="font-size: 1em;">There is a common emphasis on being politically correct, not questioning authority, and avoiding tension in the workplace by ignoring race and gender inequalities. Of course, there are ways to go overboard with this that could be less than conducive to a positive work environment. </span></p>
<p>However an Aware mindset not only acknowledges these patterns, but presents viable solutions that address the core and truth of these inequities. If looking back on your responses, you think your conversation and observations demonstrated more of an Avoidant-focused reasoning, we invite you to try on more Aware-based reasoning.</p>
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<h2 class="hd hd-2 unit-title">3.6.5 Reflection: Roster Justice Debrief</h2>
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<p><span style="text-rendering: optimizeLegibility; margin: 0px; padding: 0px; border: 0px; outline: 0px; font-family: 'Open Sans', sans-serif; font-size: 12pt; font-stretch: inherit; line-height: 1.4em; vertical-align: baseline; caret-color: #313131; color: #313131; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; white-space: pre-wrap;">Share your reflections on doing the <em>Roster Justice</em> practice space by writing in your journal or sharing with your trusted colleagues. </span></p>
<p><span style="text-rendering: optimizeLegibility; margin: 0px; padding: 0px; border: 0px; outline: 0px; font-family: 'Open Sans', sans-serif; font-size: 12pt; font-stretch: inherit; line-height: 1.4em; vertical-align: baseline; caret-color: #313131; color: #313131; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; white-space: pre-wrap;">You can think about what resonated with you from the debrief video and final thoughts document. Allow the community conversations to help you re-evaluate your thinking and practices. If you find yourself facing challenges, you are not the only one! </span></p>
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