Christie Goodman, APR

Helping Schools Address Issues of Race – Podcast Episode 57 | Classnotes Podcast 57

Classnotes Podcast (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.

Show length: 21:05

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Resources

IDRA South Central Collaborative for Equity
http://www.idra.org/equity_assistance_center_categor/about-the-south-central-collaborative-for-equity/

How the South Central Collaborative for Equity Can Help You
http://www.idra.org/eac-south/

Title IV of the Civil Rights Act of 19642 (Title 42 U.S.C. Sec. 2000c-2000c-9)
This legislation authorized the Department of Education to fund regional centers to assist in school desegregation and promote equity in education.
http://www.law.cornell.edu/uscode/uscode42/usc_sup_01_42_10_21_20_IV.html

U.S. Department of Education’s Office of Civil Rights
Visit the Office of Civil Rights site for information on the legal rights of parents and students, and for an online complaint form that can be used to file complaints of discrimination in education.
http://www.ed.gov/about/offices/list/ocr/index.html?src=mr

Addressing Diversity in Schools: Culturally Responsive Pedagogy
This paper is one of the short practitioner-oriented pamphlets produced by the
National Center for Culturally Responsive Educational Systems (NCCRESt). This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students.
http://www.niusileadscape.org/culturallyresponsivepedagogy.pdf

Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy
This paper is one of the short practitioner-oriented pamphlets produced by the
National Center for Culturally Responsive Educational Systems (NCCRESt). This practitioner brief deals with designing teacher education programs (TEPs) that are mindful of student diversity.
http://www.niusileadscape.org/rethinkingteachereducationpedagogy.pdf

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Show Notes

  • 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
    3) Self-examination