(August 24, 2009) Public schools are required under the Civil Rights Act to protect students from racial discrimination and harassment. School leaders also are responsible for ensuring that all of their students have an equal opportunity for academic achievement. Despite the progress our country has made, our schools continue to face issues of race. Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity, describes the kinds of support that the federally-funded equity assistance centers provide to help school leaders and communities look at what’s going on and break down their particular situation into subsystems in order to improve schooling for their students. Dr. Scott is interviewed by Christie Goodman, APR. Send comments to
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Addressing diversity in schools: Culturally responsive pedagogy
This paper is one of the short practitioner-oriented pamphlets produced by the
Center for Culturally Responsive Educational Systems (NCCRESt). This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students.
* Bradley offers an overview of race issues facing schools in the
United States today, referring to the problem as the "elephant in the room."
* Bradley talks about the network of 10 equity assistance centers across the country, including their mission and how they can support schools, families, and communities.
* Bradley explains how attitudes toward race and achievement begin to manifest themselves at the elementary school level.
* Bradley outlines the cultural process model first created by Dr. Thomas Carter and breaks it down into four subsystems:
1) Management and direction
2) Curriculum and instruction
3) Culture and the campus environment
4) Professional and human development
* Bradley lists the three steps required for overcoming racial problems in schools:
1) Admitting there is a problem
2) Describing what those issues of race are
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