How trends in technology – social networks, Internet privacy, cyberbullying – influence education.
How Today's College Protests Echo History
Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.
4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions
6 Ways Educators Can Bolster Boys’ Social Skills
What Do Truly Accessible and Inclusive Playgrounds Look Like?
There's another generational divide in the U.S., and it's happiness
PragerU is a conservative video giant. Here's why it's trying to get into schools
A half-century later, students at the University of Mississippi reckon with the past
Politicians love to talk about race and LGBTQ issues in school. Teachers and teens, not so much.
Sponsored
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The 2024 protests have an “uncanny” resemblance to the 1968 student protests.\u003c/strong>\u003c/h3>\n\u003cp>From coast to coast, dozens of universities are seeing pro-Palestinian protests and encampments on campuses across the U.S.:\u003c/p>\n\u003cul>\n\u003cli>Boston police took down a pro-Palestinian encampment at Emerson College, clashing with protesters and taking more than 100 into custody.\u003c/li>\n\u003cli>In just the past two weeks, at least\u003cstrong> 800 people have been arrested\u003c/strong> on college campuses, with \u003cstrong>some students facing suspension.\u003c/strong> Some universities are grappling with whether to proceed with upcoming graduation ceremonies.\u003c/li>\n\u003cli>The University of Southern California put out a statement recently canceling its main graduation ceremony due to “safety measures.”\u003c/li>\n\u003c/ul>\n\u003cp>The last time the U.S. saw such fervor over protests on college campuses was some five decades ago.\u003c/p>\n\u003cp>Frank Guridy is a professor of history at Columbia University, where roughly a hundred students have been arrested.\u003c/p>\n\u003cp>Guridy teaches a class about the 1968 protests against the Vietnam war that took place on Columbia’s campus. He teaches in one of the buildings that students occupied in 1968 – Fayerweather Hall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza, in the Middle East,” Guridy said in an interview with NPR.\u003c/p>\n\u003cp>“In that sense, it is an uncanny resemblance to what transpired in the late sixties in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.”\u003c/p>\n\u003ch3>\u003cstrong>2. Parallels and differences.\u003c/strong>\u003c/h3>\n\u003cp>In Guridy’s class, students read historical texts that put the 1968 protests in a larger historical context. Students visit archives at Columbia and other parts of the city. At the end of the semester, they complete a research paper on what they’ve learned about the 1968 student protests.\u003c/p>\n\u003cp>“Students on this campus, a generation of students who have no direct connection to ’68. Yet what they see in it is as a source of inspiration,” Guridy said.\u003c/p>\n\u003cp>A key similarity between the protests of 1968 and 2024 are the calls for divestment.\u003cstrong> In the ’60s, students at college campuses tried to get their administrations to divest from the defense industry or anything connected to the war in Vietnam.\u003c/strong>\u003c/p>\n\u003cp>Guridy adds that the strategy of divestment has a long history that can even be traced back to the 1930s, when people were calling for the boycotting of Nazi Germany.\u003c/p>\n\u003cp>Today’s students are also targeting the financial choices made by their administrations.\u003c/p>\n\u003cp>Two of the main differences: the U.S. doesn’t have boots on the ground in Gaza, and American college students aren’t facing the draft.\u003c/p>\n\u003cp>“The draft was a real reality, including for privileged college students in the late 1960s. And so the sense of urgency was slightly different for the college students and the antiwar movement at that time,” says Guridy.\u003c/p>\n\u003ch3>\u003cstrong>3. Lessons learned from 1968 protests.\u003c/strong>\u003c/h3>\n\u003cp>Several student activists who spoke to NPR cited the organizing of students in 1968 as \u003cstrong>inspiration for their own movements.\u003c/strong>\u003c/p>\n\u003cp>Matthew Vickers, a junior at Occidental College in Los Angeles is one of the many students to set up encampments protesting Israel’s war in Gaza.\u003c/p>\n\u003cp>“Most of the Palestinian solidarity movement has taken direct tactical and moral inspiration from the movements of the sixties. I think the parallels cannot be more obvious,” said Vickers.\u003c/p>\n\u003cp>Alifa Chowdhury is a junior at the University of Michigan, and one of the protest organizers on her campus. \u003cstrong>Their encampment on the Diag is on the exact spot where students in the Sixties marched against the Vietnam War.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“So we’re building on things that have been done before, this is not a new phenomenon. We stand on that protest history today,\u003cem>” \u003c/em>said Chowdhury.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Early this morning, the quad at the center of Occidental College got some new residents.\u003c/p>\n\u003cp>MATTHEW VICKERS: And here at this side of the encampment we have 17 four-person tents. There are a lot of people out here – I would say over 30 people already here at 5:14 a.m. It’s very optimistic.\u003c/p>\n\u003cp>KELLY: Matthew Vickers is a junior at Occidental, a small college in LA. He’s one of many students on dozens of campuses all over the country to set up encampments protesting Israel’s war in Gaza. Well, the protests only grew over the weekend, and so did the police response, with more than 200 people arrested nationwide on Saturday. Now, these protests are very much of this moment, and yet they echo another moment of political upheaval more than 50 years ago.\u003c/p>\n\u003cp>VICKERS: Most of the Palestinian solidarity movement have taken direct tactical and sort of moral inspiration from the movements of the ’60s. I think the parallels cannot be more obvious.\u003c/p>\n\u003cp>KELLY: Matthew Vickers again at Occidental College, which, like so many campuses, saw major protests during the Vietnam War. In April of 1969, hundreds of students protested military recruiters on Occidental’s campus, and dozens occupied an administration building just a stone’s throw from the current encampment. Vickers says he also drew inspiration from another moment the following year.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>RICHARD NIXON: Good evening, my fellow Americans.\u003c/p>\n\u003cp>KELLY: This is Richard Nixon in 1970, announcing that the Vietnam War would be expanded into Cambodia.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>NIXON: In cooperation with the armed forces of South Vietnam, attacks are being launched this week to clean out major enemy sanctuaries on the Cambodian-Vietnam Border.\u003c/p>\n\u003cp>KELLY: In the following days, millions of students on campuses nationwide protested Nixon’s decision. It was during these demonstrations that four students were killed by the Ohio National Guard at Kent State University.\u003c/p>\n\u003cp>VICKERS: And that was followed by thousands of arrests, similar to this moment. That goes to show that if we are willing to do something for others, for Palestinians, we can do it.\u003c/p>\n\u003cp>KELLY: This parallel between today’s protests and those of the late ’60s – it’s being repeated over and over across the country. At the University of Michigan, pro-Palestinian protesters are camped out on an open space called the Diag, and they do not plan on leaving.\u003c/p>\n\u003cp>ALIFA CHOWDHURY: It’s like, are you camping forever? And we’re like, I guess.\u003c/p>\n\u003cp>KELLY: Alifa Chowdhury is a junior at Michigan, one of the protest’s organizers. Their encampment on the Diag is on the exact spot where students in the ’60s marched against the Vietnam War.\u003c/p>\n\u003cp>CHOWDHURY: So we’re building on things that have been done before. This is not a new phenomenon. We stand on that protest issue today.\u003c/p>\n\u003cp>KELLY: Same goes for students at UNC Chapel Hill.\u003c/p>\n\u003cp>LILY: Just like during Vietnam right now is this, like, unearthing moment where we’re turning over the topsoil, and we’re getting to see the ideology that lives within university administration.\u003c/p>\n\u003cp>KELLY: Lily is a senior at UNC who’s helping to organize students on campus, and she asked that we use just her first name for security concerns. There have been reasons for students to be careful.\u003c/p>\n\u003cp>(CROSSTALK)\u003c/p>\n\u003cp>KELLY: That’s the sound of police clashing with protesters at USC, UT Austin and Emory University.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: CONSIDER THIS – American college campuses are seeing the biggest student protests since the Vietnam War. So what do campus protests of today have in common with those of the ’60s, and what might we learn from the way that movement played out?\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: From NPR, I’m Mary Louise Kelly.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. Over the past two weeks, at least 800 people have been arrested on college campuses around the country. That police response is familiar for those who experienced the campus protests of the late 1960s.\u003c/p>\n\u003cp>TOM HORWITZ: They felt that the way to get us out of the buildings was to beat us up on the way out. So there was a lot of blood and a lot of hurt people.\u003c/p>\n\u003cp>KELLY: Tom Horwitz was a student at Columbia University in the spring of 1968, when that campus got turned upside down by student protests. He spent six days occupying the mathematics building with fellow students before police violently cleared out the protesters.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>UNIDENTIFIED GROUP: (Chanting) No violence, no violence.\u003c/p>\n\u003cp>KELLY: The protests at Columbia that year became a flashpoint for the student activist movement around the country. And this spring, too, Columbia was one of the first sparks of the broader student movement we are seeing now after an encampment on Columbia’s campus was dispersed by police and then reassembled by students. Horwitz sees his generation’s campus protest reflected in current students, and he has this advice for them.\u003c/p>\n\u003cp>HORWITZ: It’s important to keep key simple truths of your position and say it clearly and articulately and nonviolently – the simple truth that the projection of military might in order to solve problems is almost always a terrible thing. And we see it in Gaza, and we saw it in Vietnam.\u003c/p>\n\u003cp>KELLY: There is one place in particular where the protests of the ’60s and the protests of today collide – inside the classroom of Professor Frank Guridy.\u003c/p>\n\u003cp>FRANK GURIDY: The parallels and the comparisons are inevitable.\u003c/p>\n\u003cp>KELLY: Guridy is a professor of history at Columbia. He’s currently teaching an undergrad research seminar about the 1968 protests on campus and in a fitting setting.\u003c/p>\n\u003cp>GURIDY: Yes, I teach the course at Fayerweather Hall, which was one of the buildings that was occupied in 1968 by students.\u003c/p>\n\u003cp>KELLY: And not far from the encampment on campus today.\u003c/p>\n\u003cp>GURIDY: As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza in the Middle East. And in that sense, it is uncanny resemblance to what transpired in the late ’60s in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.\u003c/p>\n\u003cp>KELLY: You just described students as absolutely galvanized. And I am curious how cohesive or not student views today versus then are. You know, of course, today we’re seeing counterprotests at some campuses, including Columbia – range of student views all over the place. It was the same during Vietnam.\u003c/p>\n\u003cp>GURIDY: No doubt. I think that’s the thing. I mean, I think, as we get distant from Vietnam, I think there’s this growing perception I detect that somehow there was a widespread support for the antiwar movement. And there was not. So in that sense, this campus, just like the country, was absolutely polarized in 1968 as it is in 2024, and I think that’s an absolute similarity.\u003c/p>\n\u003cp>KELLY: I have been struck by another similarity between ’68 and today, and this is the calls for universities to divest. In the ’60s, students were trying to get their administrations to divest from the defense industry or anything connected to the war in Vietnam. Today’s students are also targeting the financial choices made by their institutions. What do you see as similarities, parallels there?\u003c/p>\n\u003cp>GURIDY: No question, right? So in ’68, the students were galvanized against the war, were targeting all sorts of things – everything from CIA recruitment and military recruitment on campus to the university’s affiliation with the Institute for Defense Analysis, which was a research arm that was facilitating military research at the time. And so yes, they were very much directed towards – one of the major goals of the protest was to get Columbia to disaffiliate with defense research at that time.\u003c/p>\n\u003cp>And yet divestment is a strategy that predates ’68, as we know. I mean, any historian of social movements would tell you that it was very active in the movement against the Nazis around the world in the 1930s. People were calling for boycotting Nazi Germany at that time, including on this campus. So there’s a longer history of divestment. And, of course, that goes after ’68 – when we look at the antiapartheid movement in South Africa in the 1980s – that, you know, Columbia has a long history of divestment activism.\u003c/p>\n\u003cp>KELLY: So let me raise the perhaps starkest difference between now and then, which is the U.S. doesn’t have boots on the ground in Gaza. There’s no American college student facing a draft. It doesn’t exist. How does that change the conversation?\u003c/p>\n\u003cp>GURIDY: Yeah. No, that’s a huge difference. The draft was a real reality, including for privileged college students in the late 1960s. And so, you know, the sense of urgency was slightly different for the college students in the antiwar movement at that time. And so yes – but I think because the U.S. is directly involved in both wars – in the Gaza War, supporting Israel and, of course, in supporting the South Vietnamese government against the Northern Vietnam communist government – you know, in some ways, that strikes me as being more similar than different.\u003c/p>\n\u003cp>So even if the prospect of troops landing in the Middle East is not evident, at least not at this point, I think the sense of urgency is very much there because of the way in which the Gaza-Israel question, you know, plays out domestically here and on this campus in particular.\u003c/p>\n\u003cp>KELLY: As someone teaching the history to current students, I am curious. Is there consensus that the 1968 protests directly influenced U.S. policy when the U.S., as we know, didn’t get out of Vietnam until 1975 – seven years after the 1968 protests?\u003c/p>\n\u003cp>GURIDY: Yes. You’re stepping into a long debate about what ’68 means – a debate that we historians still have now. In fact, when we had our 50th anniversary conference in 2018, we had a panel looking back at ’68. And one of my colleagues was saying, like, wow, you know, ’68 didn’t really deliver the things that the protesters wanted. That’s a fair point. I think that’s absolutely true. But as a social movement historian, you’d be hard-pressed to find any case of a dramatic political social change that didn’t have a social movement behind it. And so even though it took five more years or so for the Vietnam War to end, you know, the power of those social movements is undeniable.\u003c/p>\n\u003cp>And so in my mind, the ’68 protests at Columbia were overwhelmingly positive. Now, I know there are many alums who would disagree with me (laughter). But I think that, as a whole, the university, you know, turned out to be a more welcoming place even though there are plenty of people who really lamented what transpired and felt that the students were really trying to destroy the university. I happen to disagree with that argument. But I think that, for Colombia, you know, even though the central administration really has never publicly acknowledged ’68 in any significant way, I would argue that it actually produced a better campus environment for the students – subsequent generation of students than what existed before.\u003c/p>\n\u003cp>KELLY: Are you optimistic that that may be the case for 2024 – that these protests may ultimately result in a better Columbia and better colleges and universities across the country?\u003c/p>\n\u003cp>GURIDY: I’m not so sure, Mary Louise, I have to say, because I’m a little worried about the way in which our university leadership has responded to the protests. I mean, right now, our campus is still on edge, you know, and it’s not clear how this is going to wind up. But for the institution, I think it’s going to take us a while to recover from what’s transpired here.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: That was Columbia University professor of history Frank Guridy. He teaches a class on the legacy of the campus protests of the late 1960s.\u003c/p>\n\u003cp>This episode was produced by Noah Caldwell and Brianna Scott. It was edited by Courtney Dorning. Our executive producer is Sami Yenigun.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. I’m Mary Louise Kelly.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war in the late sixties and early seventies.","status":"publish","parent":0,"modified":1714525821,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":80,"wordCount":2849},"headData":{"title":"How Today's College Protests Echo History | KQED","description":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Protests against Israel's war in Gaza on college campuses are the biggest student protests since college students demonstrated against the Vietnam war.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Today's College Protests Echo History","datePublished":"2024-04-30T01:03:36.000Z","dateModified":"2024-05-01T01:10:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Consider This from NPR","nprStoryId":"1198911364","nprHtmlLink":"https://www.npr.org/2024/04/29/1198911364/student-protests-palestine-israel-vietnam-compared-history-1968-columbia-campus","nprRetrievedStory":"1","nprPubDate":"2024-04-29T18:17:45-04:00","nprStoryDate":"2024-04-29T18:17:45-04:00","nprLastModifiedDate":"2024-04-30T14:33:13-04:00","nprAudio":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR5952124905.mp3?d=727&size=11648567&e=1198911364&t=podcast&p=510355","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63685/how-todays-college-protests-echo-history","audioUrl":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR5952124905.mp3?d=727&size=11648567&e=1198911364&t=podcast&p=510355","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You’re reading the Consider This newsletter, which unpacks one major news story each day. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/consider-this\">\u003cem>Subscribe here\u003c/em>\u003c/a>\u003cem> to get it delivered to your inbox, and listen to more from the \u003c/em>\u003ca href=\"https://www.npr.org/podcasts/510355/considerthis\">\u003cem>Consider This podcast\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003c/figure>\n\u003ch3>\u003cstrong>1. The 2024 protests have an “uncanny” resemblance to the 1968 student protests.\u003c/strong>\u003c/h3>\n\u003cp>From coast to coast, dozens of universities are seeing pro-Palestinian protests and encampments on campuses across the U.S.:\u003c/p>\n\u003cul>\n\u003cli>Boston police took down a pro-Palestinian encampment at Emerson College, clashing with protesters and taking more than 100 into custody.\u003c/li>\n\u003cli>In just the past two weeks, at least\u003cstrong> 800 people have been arrested\u003c/strong> on college campuses, with \u003cstrong>some students facing suspension.\u003c/strong> Some universities are grappling with whether to proceed with upcoming graduation ceremonies.\u003c/li>\n\u003cli>The University of Southern California put out a statement recently canceling its main graduation ceremony due to “safety measures.”\u003c/li>\n\u003c/ul>\n\u003cp>The last time the U.S. saw such fervor over protests on college campuses was some five decades ago.\u003c/p>\n\u003cp>Frank Guridy is a professor of history at Columbia University, where roughly a hundred students have been arrested.\u003c/p>\n\u003cp>Guridy teaches a class about the 1968 protests against the Vietnam war that took place on Columbia’s campus. He teaches in one of the buildings that students occupied in 1968 – Fayerweather Hall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza, in the Middle East,” Guridy said in an interview with NPR.\u003c/p>\n\u003cp>“In that sense, it is an uncanny resemblance to what transpired in the late sixties in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.”\u003c/p>\n\u003ch3>\u003cstrong>2. Parallels and differences.\u003c/strong>\u003c/h3>\n\u003cp>In Guridy’s class, students read historical texts that put the 1968 protests in a larger historical context. Students visit archives at Columbia and other parts of the city. At the end of the semester, they complete a research paper on what they’ve learned about the 1968 student protests.\u003c/p>\n\u003cp>“Students on this campus, a generation of students who have no direct connection to ’68. Yet what they see in it is as a source of inspiration,” Guridy said.\u003c/p>\n\u003cp>A key similarity between the protests of 1968 and 2024 are the calls for divestment.\u003cstrong> In the ’60s, students at college campuses tried to get their administrations to divest from the defense industry or anything connected to the war in Vietnam.\u003c/strong>\u003c/p>\n\u003cp>Guridy adds that the strategy of divestment has a long history that can even be traced back to the 1930s, when people were calling for the boycotting of Nazi Germany.\u003c/p>\n\u003cp>Today’s students are also targeting the financial choices made by their administrations.\u003c/p>\n\u003cp>Two of the main differences: the U.S. doesn’t have boots on the ground in Gaza, and American college students aren’t facing the draft.\u003c/p>\n\u003cp>“The draft was a real reality, including for privileged college students in the late 1960s. And so the sense of urgency was slightly different for the college students and the antiwar movement at that time,” says Guridy.\u003c/p>\n\u003ch3>\u003cstrong>3. Lessons learned from 1968 protests.\u003c/strong>\u003c/h3>\n\u003cp>Several student activists who spoke to NPR cited the organizing of students in 1968 as \u003cstrong>inspiration for their own movements.\u003c/strong>\u003c/p>\n\u003cp>Matthew Vickers, a junior at Occidental College in Los Angeles is one of the many students to set up encampments protesting Israel’s war in Gaza.\u003c/p>\n\u003cp>“Most of the Palestinian solidarity movement has taken direct tactical and moral inspiration from the movements of the sixties. I think the parallels cannot be more obvious,” said Vickers.\u003c/p>\n\u003cp>Alifa Chowdhury is a junior at the University of Michigan, and one of the protest organizers on her campus. \u003cstrong>Their encampment on the Diag is on the exact spot where students in the Sixties marched against the Vietnam War.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So we’re building on things that have been done before, this is not a new phenomenon. We stand on that protest history today,\u003cem>” \u003c/em>said Chowdhury.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Early this morning, the quad at the center of Occidental College got some new residents.\u003c/p>\n\u003cp>MATTHEW VICKERS: And here at this side of the encampment we have 17 four-person tents. There are a lot of people out here – I would say over 30 people already here at 5:14 a.m. It’s very optimistic.\u003c/p>\n\u003cp>KELLY: Matthew Vickers is a junior at Occidental, a small college in LA. He’s one of many students on dozens of campuses all over the country to set up encampments protesting Israel’s war in Gaza. Well, the protests only grew over the weekend, and so did the police response, with more than 200 people arrested nationwide on Saturday. Now, these protests are very much of this moment, and yet they echo another moment of political upheaval more than 50 years ago.\u003c/p>\n\u003cp>VICKERS: Most of the Palestinian solidarity movement have taken direct tactical and sort of moral inspiration from the movements of the ’60s. I think the parallels cannot be more obvious.\u003c/p>\n\u003cp>KELLY: Matthew Vickers again at Occidental College, which, like so many campuses, saw major protests during the Vietnam War. In April of 1969, hundreds of students protested military recruiters on Occidental’s campus, and dozens occupied an administration building just a stone’s throw from the current encampment. Vickers says he also drew inspiration from another moment the following year.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>RICHARD NIXON: Good evening, my fellow Americans.\u003c/p>\n\u003cp>KELLY: This is Richard Nixon in 1970, announcing that the Vietnam War would be expanded into Cambodia.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>NIXON: In cooperation with the armed forces of South Vietnam, attacks are being launched this week to clean out major enemy sanctuaries on the Cambodian-Vietnam Border.\u003c/p>\n\u003cp>KELLY: In the following days, millions of students on campuses nationwide protested Nixon’s decision. It was during these demonstrations that four students were killed by the Ohio National Guard at Kent State University.\u003c/p>\n\u003cp>VICKERS: And that was followed by thousands of arrests, similar to this moment. That goes to show that if we are willing to do something for others, for Palestinians, we can do it.\u003c/p>\n\u003cp>KELLY: This parallel between today’s protests and those of the late ’60s – it’s being repeated over and over across the country. At the University of Michigan, pro-Palestinian protesters are camped out on an open space called the Diag, and they do not plan on leaving.\u003c/p>\n\u003cp>ALIFA CHOWDHURY: It’s like, are you camping forever? And we’re like, I guess.\u003c/p>\n\u003cp>KELLY: Alifa Chowdhury is a junior at Michigan, one of the protest’s organizers. Their encampment on the Diag is on the exact spot where students in the ’60s marched against the Vietnam War.\u003c/p>\n\u003cp>CHOWDHURY: So we’re building on things that have been done before. This is not a new phenomenon. We stand on that protest issue today.\u003c/p>\n\u003cp>KELLY: Same goes for students at UNC Chapel Hill.\u003c/p>\n\u003cp>LILY: Just like during Vietnam right now is this, like, unearthing moment where we’re turning over the topsoil, and we’re getting to see the ideology that lives within university administration.\u003c/p>\n\u003cp>KELLY: Lily is a senior at UNC who’s helping to organize students on campus, and she asked that we use just her first name for security concerns. There have been reasons for students to be careful.\u003c/p>\n\u003cp>(CROSSTALK)\u003c/p>\n\u003cp>KELLY: That’s the sound of police clashing with protesters at USC, UT Austin and Emory University.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: CONSIDER THIS – American college campuses are seeing the biggest student protests since the Vietnam War. So what do campus protests of today have in common with those of the ’60s, and what might we learn from the way that movement played out?\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: From NPR, I’m Mary Louise Kelly.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. Over the past two weeks, at least 800 people have been arrested on college campuses around the country. That police response is familiar for those who experienced the campus protests of the late 1960s.\u003c/p>\n\u003cp>TOM HORWITZ: They felt that the way to get us out of the buildings was to beat us up on the way out. So there was a lot of blood and a lot of hurt people.\u003c/p>\n\u003cp>KELLY: Tom Horwitz was a student at Columbia University in the spring of 1968, when that campus got turned upside down by student protests. He spent six days occupying the mathematics building with fellow students before police violently cleared out the protesters.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>UNIDENTIFIED GROUP: (Chanting) No violence, no violence.\u003c/p>\n\u003cp>KELLY: The protests at Columbia that year became a flashpoint for the student activist movement around the country. And this spring, too, Columbia was one of the first sparks of the broader student movement we are seeing now after an encampment on Columbia’s campus was dispersed by police and then reassembled by students. Horwitz sees his generation’s campus protest reflected in current students, and he has this advice for them.\u003c/p>\n\u003cp>HORWITZ: It’s important to keep key simple truths of your position and say it clearly and articulately and nonviolently – the simple truth that the projection of military might in order to solve problems is almost always a terrible thing. And we see it in Gaza, and we saw it in Vietnam.\u003c/p>\n\u003cp>KELLY: There is one place in particular where the protests of the ’60s and the protests of today collide – inside the classroom of Professor Frank Guridy.\u003c/p>\n\u003cp>FRANK GURIDY: The parallels and the comparisons are inevitable.\u003c/p>\n\u003cp>KELLY: Guridy is a professor of history at Columbia. He’s currently teaching an undergrad research seminar about the 1968 protests on campus and in a fitting setting.\u003c/p>\n\u003cp>GURIDY: Yes, I teach the course at Fayerweather Hall, which was one of the buildings that was occupied in 1968 by students.\u003c/p>\n\u003cp>KELLY: And not far from the encampment on campus today.\u003c/p>\n\u003cp>GURIDY: As in 1968, the Columbia students of 2024 are absolutely galvanized by what’s transpiring in Gaza in the Middle East. And in that sense, it is uncanny resemblance to what transpired in the late ’60s in this country, where U.S. students and other people in this country were inspired to speak out and mobilize against what they saw as an unjust war in Vietnam.\u003c/p>\n\u003cp>KELLY: You just described students as absolutely galvanized. And I am curious how cohesive or not student views today versus then are. You know, of course, today we’re seeing counterprotests at some campuses, including Columbia – range of student views all over the place. It was the same during Vietnam.\u003c/p>\n\u003cp>GURIDY: No doubt. I think that’s the thing. I mean, I think, as we get distant from Vietnam, I think there’s this growing perception I detect that somehow there was a widespread support for the antiwar movement. And there was not. So in that sense, this campus, just like the country, was absolutely polarized in 1968 as it is in 2024, and I think that’s an absolute similarity.\u003c/p>\n\u003cp>KELLY: I have been struck by another similarity between ’68 and today, and this is the calls for universities to divest. In the ’60s, students were trying to get their administrations to divest from the defense industry or anything connected to the war in Vietnam. Today’s students are also targeting the financial choices made by their institutions. What do you see as similarities, parallels there?\u003c/p>\n\u003cp>GURIDY: No question, right? So in ’68, the students were galvanized against the war, were targeting all sorts of things – everything from CIA recruitment and military recruitment on campus to the university’s affiliation with the Institute for Defense Analysis, which was a research arm that was facilitating military research at the time. And so yes, they were very much directed towards – one of the major goals of the protest was to get Columbia to disaffiliate with defense research at that time.\u003c/p>\n\u003cp>And yet divestment is a strategy that predates ’68, as we know. I mean, any historian of social movements would tell you that it was very active in the movement against the Nazis around the world in the 1930s. People were calling for boycotting Nazi Germany at that time, including on this campus. So there’s a longer history of divestment. And, of course, that goes after ’68 – when we look at the antiapartheid movement in South Africa in the 1980s – that, you know, Columbia has a long history of divestment activism.\u003c/p>\n\u003cp>KELLY: So let me raise the perhaps starkest difference between now and then, which is the U.S. doesn’t have boots on the ground in Gaza. There’s no American college student facing a draft. It doesn’t exist. How does that change the conversation?\u003c/p>\n\u003cp>GURIDY: Yeah. No, that’s a huge difference. The draft was a real reality, including for privileged college students in the late 1960s. And so, you know, the sense of urgency was slightly different for the college students in the antiwar movement at that time. And so yes – but I think because the U.S. is directly involved in both wars – in the Gaza War, supporting Israel and, of course, in supporting the South Vietnamese government against the Northern Vietnam communist government – you know, in some ways, that strikes me as being more similar than different.\u003c/p>\n\u003cp>So even if the prospect of troops landing in the Middle East is not evident, at least not at this point, I think the sense of urgency is very much there because of the way in which the Gaza-Israel question, you know, plays out domestically here and on this campus in particular.\u003c/p>\n\u003cp>KELLY: As someone teaching the history to current students, I am curious. Is there consensus that the 1968 protests directly influenced U.S. policy when the U.S., as we know, didn’t get out of Vietnam until 1975 – seven years after the 1968 protests?\u003c/p>\n\u003cp>GURIDY: Yes. You’re stepping into a long debate about what ’68 means – a debate that we historians still have now. In fact, when we had our 50th anniversary conference in 2018, we had a panel looking back at ’68. And one of my colleagues was saying, like, wow, you know, ’68 didn’t really deliver the things that the protesters wanted. That’s a fair point. I think that’s absolutely true. But as a social movement historian, you’d be hard-pressed to find any case of a dramatic political social change that didn’t have a social movement behind it. And so even though it took five more years or so for the Vietnam War to end, you know, the power of those social movements is undeniable.\u003c/p>\n\u003cp>And so in my mind, the ’68 protests at Columbia were overwhelmingly positive. Now, I know there are many alums who would disagree with me (laughter). But I think that, as a whole, the university, you know, turned out to be a more welcoming place even though there are plenty of people who really lamented what transpired and felt that the students were really trying to destroy the university. I happen to disagree with that argument. But I think that, for Colombia, you know, even though the central administration really has never publicly acknowledged ’68 in any significant way, I would argue that it actually produced a better campus environment for the students – subsequent generation of students than what existed before.\u003c/p>\n\u003cp>KELLY: Are you optimistic that that may be the case for 2024 – that these protests may ultimately result in a better Columbia and better colleges and universities across the country?\u003c/p>\n\u003cp>GURIDY: I’m not so sure, Mary Louise, I have to say, because I’m a little worried about the way in which our university leadership has responded to the protests. I mean, right now, our campus is still on edge, you know, and it’s not clear how this is going to wind up. But for the institution, I think it’s going to take us a while to recover from what’s transpired here.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: That was Columbia University professor of history Frank Guridy. He teaches a class on the legacy of the campus protests of the late 1960s.\u003c/p>\n\u003cp>This episode was produced by Noah Caldwell and Brianna Scott. It was edited by Courtney Dorning. Our executive producer is Sami Yenigun.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>KELLY: It’s CONSIDER THIS FROM NPR. I’m Mary Louise Kelly.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63685/how-todays-college-protests-echo-history","authors":["byline_mindshift_63685"],"categories":["mindshift_194","mindshift_21694"],"tags":["mindshift_21911","mindshift_1013","mindshift_21278"],"featImg":"mindshift_63686","label":"mindshift"},"mindshift_63506":{"type":"posts","id":"mindshift_63506","meta":{"index":"posts_1591205157","site":"mindshift","id":"63506","score":null,"sort":[1713261628000]},"guestAuthors":[],"slug":"young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","publishDate":1713261628,"format":"standard","headTitle":"Young Children Need Help Identifying Emotions. ‘Little Safe Place’ Boxes Give Them Tools. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1714405946,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","datePublished":"2024-04-16T10:00:28.000Z","dateModified":"2024-04-29T15:52:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63547":{"type":"posts","id":"mindshift_63547","meta":{"index":"posts_1591205157","site":"mindshift","id":"63547","score":null,"sort":[1713175200000]},"guestAuthors":[],"slug":"4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","title":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions","publishDate":1713175200,"format":"standard","headTitle":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","status":"publish","parent":0,"modified":1713209269,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1011},"headData":{"title":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions | KQED","description":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions","datePublished":"2024-04-15T10:00:00.000Z","dateModified":"2024-04-15T19:27:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Fazil Khan and Sarah Butrymowicz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63547/4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63547/4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","authors":["byline_mindshift_63547"],"categories":["mindshift_194","mindshift_21504"],"featImg":"mindshift_63549","label":"mindshift"},"mindshift_63456":{"type":"posts","id":"mindshift_63456","meta":{"index":"posts_1591205157","site":"mindshift","id":"63456","score":null,"sort":[1712106598000]},"guestAuthors":[],"slug":"6-ways-educators-can-bolster-boys-social-skills","title":"6 Ways Educators Can Bolster Boys’ Social Skills","publishDate":1712106598,"format":"standard","headTitle":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","status":"publish","parent":0,"modified":1712151777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1360},"headData":{"title":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","description":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Ways Educators Can Bolster Boys’ Social Skills","datePublished":"2024-04-03T01:09:58.000Z","dateModified":"2024-04-03T13:42:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Phyllis L. Fagell","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","authors":["byline_mindshift_63456"],"categories":["mindshift_21445","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_20698","mindshift_21336","mindshift_20568","mindshift_21252","mindshift_943"],"featImg":"mindshift_63458","label":"mindshift"},"mindshift_63406":{"type":"posts","id":"mindshift_63406","meta":{"index":"posts_1591205157","site":"mindshift","id":"63406","score":null,"sort":[1711425005000]},"guestAuthors":[],"slug":"what-do-truly-accessible-and-inclusive-playgrounds-look-like","title":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","publishDate":1711425005,"format":"standard","headTitle":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","status":"publish","parent":0,"modified":1711426216,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1368},"headData":{"title":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","description":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63415","twTitle":"","twDescription":"","twImgId":"mindshift_63415","socialDescription":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","datePublished":"2024-03-26T03:50:05.000Z","dateModified":"2024-03-26T04:10:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","authors":["11759"],"categories":["mindshift_194","mindshift_20523"],"tags":["mindshift_388","mindshift_21409","mindshift_21718","mindshift_21117","mindshift_498","mindshift_21565"],"featImg":"mindshift_63417","label":"mindshift"},"mindshift_63399":{"type":"posts","id":"mindshift_63399","meta":{"index":"posts_1591205157","site":"mindshift","id":"63399","score":null,"sort":[1710961241000]},"guestAuthors":[],"slug":"theres-another-generational-divide-in-the-u-s-and-its-happiness","title":"There's another generational divide in the U.S., and it's happiness","publishDate":1710961241,"format":"standard","headTitle":"There’s another generational divide in the U.S., and it’s happiness | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>How happy are you? \u003ca href=\"https://www.gallup.com/analytics/247355/gallup-world-happiness-report.aspx\">The Gallup World Poll \u003c/a>has a simple way to gauge well-being around the globe.\u003c/p>\n\u003cp>Imagine a ladder, and think about your current life. The top rung, 10, represents the best possible life and the bottom rung, 0, represents the worst. Pick your number.\u003c/p>\n\u003cp>Researchers use the responses to rank happiness in countries around the globe, and the\u003ca href=\"https://worldhappiness.report/\"> 2024 results \u003c/a>have just been released.\u003c/p>\n\u003cp>This year, Finland is at the top of the list. Researchers point to factors including high levels of social support and healthy life expectancy, to explain the top perch of several Scandinavian countries.\u003c/p>\n\u003cp>North America does not fare as well overall. As a nation, the United States dropped in the global ranking from 15th to 23rd. But researchers point to striking generational divides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>People aged 60 and older in the U.S. reported high levels of well-being compared to younger people. In fact, the United States ranks in the top 10 countries for happiness in this age group.\u003c/p>\n\u003cp>Conversely, there’s a decline in happiness among younger adolescents and young adults in the U.S. “The report finds there’s a dramatic decrease in the self-reported well-being of people aged 30 and below,” says \u003ca href=\"https://www.sbs.ox.ac.uk/about-us/people/jan-emmanuel-de-neve\">editor Jan-Emmanuel De Neve\u003c/a>, a professor of economics and behavioral science, and the director of the\u003ca href=\"https://wellbeing.hmc.ox.ac.uk/\"> Wellbeing Research Centre\u003c/a> at Oxford University.\u003c/p>\n\u003cp>This drop among young adults is also evident in Canada, Australia and, to a lesser extent in parts of western Europe and Britain, too. “We knew that a relationship existed between age and happiness, but the biggest surprise is that it is more nuanced than we previously thought, and it is changing,” says\u003ca href=\"https://www.gallup.com/people/185219/ilana-ron-levey.aspx\"> Ilana Ron-Levey\u003c/a>, managing director at Gallup.\u003c/p>\n\u003cp>“In North America, youth happiness has dropped below that of older adults,” Ron-Levey says. The rankings are based on responses from a representative sample of about 1,000 respondents in each country.\u003c/p>\n\u003cp>There are a range of factors that likely explain these shifts.\u003c/p>\n\u003cp>De Neve and his collaborators say the relatively high level of well-being among older adults is not too surprising. Researchers have long seen a U-shaped curve to happiness.\u003c/p>\n\u003cp>Children are typically happy, and people tend to hit the bottom (of the U) of well-being in middle age. By 60, life can feel more secure, especially for people with good health, financial stability and strong social connections. Living in a country with a strong social safety net can also help.\u003c/p>\n\u003cp>“The big pressures in life, [such as] having small children, a mortgage to pay, and work, have likely tapered off a bit,” De Neve says. But what’s so unexpected he says is the extent to which well-being has fallen among young adults.\u003c/p>\n\u003cp>“We would expect youth to actually start out at a higher level of well-being than middle-age individuals,” De Neve says.\u003c/p>\n\u003cp>“People are hearing that the world is going to hell in a handbasket and the young especially are feeling more threatened by it,” says \u003ca href=\"https://economics.ubc.ca/profile/john-helliwell/\">John Helliwell\u003c/a>, Professor Emeritus at the University of British Columbia, and a co-author of the study.\u003c/p>\n\u003cp>He says many younger people may feel the weight of climate change, social inequities, and political polarization which can all be amplified on social media.\u003c/p>\n\u003cp>But hope is not lost, Helliwell says.\u003c/p>\n\u003cp>He points to countries in eastern Europe where levels of well-being are on the rise among young people.\u003c/p>\n\u003cp>He says the older generations in the countries that make up the former Yugoslavia, tend to be less happy. “They are bearing the scars of genocide and conflict,” he says.\u003c/p>\n\u003cp>But he says the younger people are looking beyond this history. “A new generation can put it in the past and think of building a better future and feel that they can be part of that,” Helliwell says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=U.S.+drops+in+new+global+happiness+ranking.+One+age+group+bucks+the+trend&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new report finds sharp declines in well-being among adolescents and young adults in the U.S., while people 60 and older are happier than others.","status":"publish","parent":0,"modified":1711060970,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":678},"headData":{"title":"There's another generational divide in the U.S., and it's happiness | KQED","description":"A new report finds sharp declines in well-being among adolescents and young adults in the U.S., while people 60 and older are happier than others.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63402","twTitle":"","twDescription":"","twImgId":"mindshift_63402","socialDescription":"A new report finds sharp declines in well-being among adolescents and young adults in the U.S., while people 60 and older are happier than others.","schema":{"@context":"http://schema.org","@type":"Article","headline":"There's another generational divide in the U.S., and it's happiness","datePublished":"2024-03-20T19:00:41.000Z","dateModified":"2024-03-21T22:42:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Thomas Barwick","nprByline":"Allison Aubrey","nprImageAgency":"Getty Images","nprStoryId":"1239537074","nprApiLink":"http://api.npr.org/query?id=1239537074&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2024/03/20/1239537074/u-s-drops-in-new-global-happiness-ranking-one-age-group-bucks-the-trend?ft=nprml&f=1239537074","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Mar 2024 08:45:00 -0400","nprStoryDate":"Wed, 20 Mar 2024 05:00:40 -0400","nprLastModifiedDate":"Wed, 20 Mar 2024 08:45:28 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240320_me_us_drops_in_new_global_happiness_ranking_one_age_group_bucks_the_trend.mp3?orgId=1&topicId=1066&aggIds=1225474023&d=138&p=3&story=1239537074&ft=nprml&f=1239537074","nprAudioM3u":"http://api.npr.org/m3u/11239609190-dae1d3.m3u?orgId=1&topicId=1066&aggIds=1225474023&d=138&p=3&story=1239537074&ft=nprml&f=1239537074","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63399/theres-another-generational-divide-in-the-u-s-and-its-happiness","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240320_me_us_drops_in_new_global_happiness_ranking_one_age_group_bucks_the_trend.mp3?orgId=1&topicId=1066&aggIds=1225474023&d=138&p=3&story=1239537074&ft=nprml&f=1239537074","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>How happy are you? \u003ca href=\"https://www.gallup.com/analytics/247355/gallup-world-happiness-report.aspx\">The Gallup World Poll \u003c/a>has a simple way to gauge well-being around the globe.\u003c/p>\n\u003cp>Imagine a ladder, and think about your current life. The top rung, 10, represents the best possible life and the bottom rung, 0, represents the worst. Pick your number.\u003c/p>\n\u003cp>Researchers use the responses to rank happiness in countries around the globe, and the\u003ca href=\"https://worldhappiness.report/\"> 2024 results \u003c/a>have just been released.\u003c/p>\n\u003cp>This year, Finland is at the top of the list. Researchers point to factors including high levels of social support and healthy life expectancy, to explain the top perch of several Scandinavian countries.\u003c/p>\n\u003cp>North America does not fare as well overall. As a nation, the United States dropped in the global ranking from 15th to 23rd. But researchers point to striking generational divides.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>People aged 60 and older in the U.S. reported high levels of well-being compared to younger people. In fact, the United States ranks in the top 10 countries for happiness in this age group.\u003c/p>\n\u003cp>Conversely, there’s a decline in happiness among younger adolescents and young adults in the U.S. “The report finds there’s a dramatic decrease in the self-reported well-being of people aged 30 and below,” says \u003ca href=\"https://www.sbs.ox.ac.uk/about-us/people/jan-emmanuel-de-neve\">editor Jan-Emmanuel De Neve\u003c/a>, a professor of economics and behavioral science, and the director of the\u003ca href=\"https://wellbeing.hmc.ox.ac.uk/\"> Wellbeing Research Centre\u003c/a> at Oxford University.\u003c/p>\n\u003cp>This drop among young adults is also evident in Canada, Australia and, to a lesser extent in parts of western Europe and Britain, too. “We knew that a relationship existed between age and happiness, but the biggest surprise is that it is more nuanced than we previously thought, and it is changing,” says\u003ca href=\"https://www.gallup.com/people/185219/ilana-ron-levey.aspx\"> Ilana Ron-Levey\u003c/a>, managing director at Gallup.\u003c/p>\n\u003cp>“In North America, youth happiness has dropped below that of older adults,” Ron-Levey says. The rankings are based on responses from a representative sample of about 1,000 respondents in each country.\u003c/p>\n\u003cp>There are a range of factors that likely explain these shifts.\u003c/p>\n\u003cp>De Neve and his collaborators say the relatively high level of well-being among older adults is not too surprising. Researchers have long seen a U-shaped curve to happiness.\u003c/p>\n\u003cp>Children are typically happy, and people tend to hit the bottom (of the U) of well-being in middle age. By 60, life can feel more secure, especially for people with good health, financial stability and strong social connections. Living in a country with a strong social safety net can also help.\u003c/p>\n\u003cp>“The big pressures in life, [such as] having small children, a mortgage to pay, and work, have likely tapered off a bit,” De Neve says. But what’s so unexpected he says is the extent to which well-being has fallen among young adults.\u003c/p>\n\u003cp>“We would expect youth to actually start out at a higher level of well-being than middle-age individuals,” De Neve says.\u003c/p>\n\u003cp>“People are hearing that the world is going to hell in a handbasket and the young especially are feeling more threatened by it,” says \u003ca href=\"https://economics.ubc.ca/profile/john-helliwell/\">John Helliwell\u003c/a>, Professor Emeritus at the University of British Columbia, and a co-author of the study.\u003c/p>\n\u003cp>He says many younger people may feel the weight of climate change, social inequities, and political polarization which can all be amplified on social media.\u003c/p>\n\u003cp>But hope is not lost, Helliwell says.\u003c/p>\n\u003cp>He points to countries in eastern Europe where levels of well-being are on the rise among young people.\u003c/p>\n\u003cp>He says the older generations in the countries that make up the former Yugoslavia, tend to be less happy. “They are bearing the scars of genocide and conflict,” he says.\u003c/p>\n\u003cp>But he says the younger people are looking beyond this history. “A new generation can put it in the past and think of building a better future and feel that they can be part of that,” Helliwell says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=U.S.+drops+in+new+global+happiness+ranking.+One+age+group+bucks+the+trend&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63399/theres-another-generational-divide-in-the-u-s-and-its-happiness","authors":["byline_mindshift_63399"],"categories":["mindshift_194"],"tags":["mindshift_21702","mindshift_21903"],"featImg":"mindshift_63402","label":"mindshift"},"mindshift_63329":{"type":"posts","id":"mindshift_63329","meta":{"index":"posts_1591205157","site":"mindshift","id":"63329","score":null,"sort":[1709832252000]},"guestAuthors":[],"slug":"prageru-is-a-conservative-video-giant-heres-why-its-trying-to-get-into-schools","title":"PragerU is a conservative video giant. Here's why it's trying to get into schools","publishDate":1709832252,"format":"standard","headTitle":"PragerU is a conservative video giant. Here’s why it’s trying to get into schools | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Despite the suggestive sound of its name, PragerU is not a university. It’s a content creator. The conservative media nonprofit makes short, well-produced videos crafted to appeal to college students and young people. It has polished animations and titles like “What Radical Islam and the Woke Have in Common” and “Is There Really a Climate Emergency?”\u003c/p>\n\u003cp>Recently, news headlines have focused on its PragerU Kids content.\u003c/p>\n\u003cp>Arizona recently became the \u003ca href=\"https://www.fox10phoenix.com/news/prageru-arizonas-education-department-teams-up-with-controversial-conservative-group\">latest state\u003c/a> where education officials have embraced online videos produced by PragerU. It follows at least \u003ca href=\"https://www.npr.org/2023/08/11/1193534564/videos-by-prageru-a-conservative-media-company-can-be-played-in-florida-classroo\">four\u003c/a> other \u003ca href=\"https://www.npr.org/2023/09/08/1198525663/oklahoma-is-promoting-a-history-curriculum-using-videos-by-conservative-group-pr\">states\u003c/a> that \u003ca href=\"https://www.nhpr.org/nh-news/2023-09-14/conservative-group-prageru-wins-approval-to-offer-online-course-to-nh-students\">approved\u003c/a> Prager’s material for use in \u003ca href=\"https://www.npr.org/2023/08/14/1193557432/florida-education-private-schools-prageru-desantis\">public school classrooms\u003c/a> last year, though it’s unclear how many students have watched these videos.\u003c/p>\n\u003cp>In a podcast \u003ca href=\"https://www.donorstrust.org/giving-ventures-podcast-making-history-and-civics-fun-and-factual/\">interview\u003c/a> last fall, the group’s CEO, Marissa Streit, argued that the U.S. education system is “a left-wing propaganda machine” that teaches students to hate America. PragerU Kids, she says, is the supposed inoculation.\u003c/p>\n\u003cp>“PragerU shows up everywhere with medicine for the mind so that we can cure and help people think clearly,” said Streit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.wlrn.org/education/2023-08-09/prageru-videos-florida-schools\">Educators have voiced alarms\u003c/a> about the tone and accuracy of some of PragerU’s videos, such as one that \u003ca href=\"https://www.youtube.com/watch?v=ux54IJ06uHg\">features an animated Christopher Columbus\u003c/a> saying: “Being taken as a slave is better than being killed, no? I don’t see the problem.”\u003c/p>\n\u003cfigure id=\"attachment_63330\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63330\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1020x600.jpg\" alt=\"\" width=\"640\" height=\"376\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1020x600.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-800x470.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-768x451.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1536x903.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-2048x1204.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1920x1129.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">PragerU videos frequently focus, with a conservative bent, on topics including history, economics, values and wellness. Videos such as this one, about Christopher Columbus, have been criticized for how historical events have been depicted. \u003ccite>(PragerU/Screenshot by NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>PragerU officials have said the video accurately portrays what Columbus would have felt about slavery. Cartoon Columbus goes on to scold two time-traveling kids for judging him based on current-day thinking about slavery.\u003c/p>\n\u003cp>The group markets its thousands of videos as nonpartisan explorations of big ideas. But that’s a misleading framing, according to \u003ca href=\"https://jrws.berkeley.edu/people/eliah-bures\">Eliah Bures\u003c/a> with the University of California, Berkeley’s Center for Right-Wing Studies.\u003c/p>\n\u003cp>“It’s always tilted relentlessly in a single ideological direction,” said Bures. “You would come away from it thinking that the position that’s just been laid out is the only one that reasonable, sane people could ever possibly hold.”\u003c/p>\n\u003cp>In a statement to NPR, PragerU responded to critics who question its neutrality: “It appears that any material that contradicts the left’s narrative cannot be permitted because their arguments don’t stand up to scrutiny, even just five minutes’ worth.”\u003c/p>\n\u003cfigure id=\"attachment_63332\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63332\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1920x1920.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Talk radio host Dennis Prager, seen here in 2017, is the namesake of PragerU, a conservative media nonprofit that creates short videos. \u003ccite>(John Sciulli/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Running a nonprofit like a business\u003c/h3>\n\u003cp>PragerU’s namesake is Dennis Prager, a longtime conservative radio host from Los Angeles. The idea to start a “university” came from Prager’s \u003ca href=\"https://www.facebook.com/watch/?v=431214214466836\">wealthy fans\u003c/a> on a cruise he held with listeners, but that was an expensive prospect and would graduate only small classes of students. Instead, PragerU’s founders opted to reach people with short videos.\u003c/p>\n\u003cp>Within a few years, the nonprofit was getting multimillion-dollar donations from funders including \u003ca href=\"https://www.vice.com/en/article/y3p33j/fracking-farris-dan-wilks-prageru-climate-crisis-denial-shapiro\">Dan and Farris Wilks\u003c/a>, brothers who made billions from natural gas fracking and who argue that climate change is God’s will.\u003c/p>\n\u003cp>In 2022, tax records show, PragerU pulled in more than \u003ca href=\"https://projects.propublica.org/nonprofits/organizations/271763901/202331029349300123/full\">$65 million \u003c/a>in donations. Streit, in the podcast interview, said she runs PragerU more like a business than a nonprofit.\u003c/p>\n\u003cp>She said it’s a model that has led her to pour millions of dollars into advertising. In recent years, PragerU’s marketing budget has hovered at about half of its expenses.\u003c/p>\n\u003cp>“And that is our secret sauce. We realized very early on that what is the point of building a beautiful car if you never put any gasoline in it?” Streit said.\u003c/p>\n\u003ch3>Influencers or educators?\u003c/h3>\n\u003cp>Last year, that strategy grew to include \u003ca href=\"https://montanafreepress.org/2023/10/06/prager-university-obtains-textbook-dealer-license/#:~:text=According%20to%20the%20Office%20of,talk%20show%20host%20Dennis%20Prager.\">partnering\u003c/a> with conservative state education officials. In Florida and Texas, wealthy supporters helped facilitate these introductions, according to email records NPR obtained.\u003c/p>\n\u003cp>“I’d like to introduce you to Manny Diaz, Jr., Florida Commissioner of Education. I met Manny and his wife Jennifer at the inaugural for Governor DeSantis. The Diaz family are big PragerU fans, so we had a very positive conversation about a potential opportunity to bring some of the PragerU content into Florida public K-12 schools (and perhaps colleges?),” wrote investor David Blumberg to Streit in January 2023.\u003c/p>\n\u003cp>In a June 2023 email, real estate investor Richard Weekley introduced Streit to Texas education officials. “PragerU would love to show your team how they have made their high-quality content be standards-aligned and user-friendly for teachers to easily access and implement in their K-10th classrooms.”\u003c/p>\n\u003cp>Neither Blumberg nor Weekley responded to NPR’s interview requests about their emails to state officials.\u003c/p>\n\u003cp>PragerU has \u003ca href=\"https://www.nbcnews.com/news/education/prageru-conservative-videos-classrooms-republican-officials-help-rcna131613\">invited\u003c/a> public officials to its studios to \u003ca href=\"https://www.nhpr.org/nh-news/2023-10-06/while-prageru-sought-state-approval-education-commissioner-provided-support-behind-the-scenes\">film ads\u003c/a> and approve its kids videos for classroom use, according to reporting by NBC News and New Hampshire Public Radio.\u003c/p>\n\u003cp>“If you think of groups like PragerU as influencers instead of educators, their main goal, their claim to fame, is eyeballs. The number of views, the number of followers, the number of clicks,” said \u003ca href=\"https://www.binghamton.edu/history/faculty/profile.html?id=alaats\">Adam Laats\u003c/a>, a former schoolteacher turned professor at Binghamton University whose research focuses on the history of American education.\u003c/p>\n\u003cp>He says that’s a fundamentally different approach than the one most educational publishers take.\u003c/p>\n\u003cp>Generally, Laats said, \u003ca href=\"https://www.npr.org/2024/03/01/1235100280/west-virginia-senate-passes-bill-requiring-schools-show-a-fetal-development-vide\">conservatives have been regaining influence\u003c/a> over education policy, but he’s skeptical PragerU’s material will make it into many public school classrooms.\u003c/p>\n\u003cp>He says the group’s real accomplishment may be in building up a brand that \u003ca href=\"https://www.kulr8.com/elections/montana-state-superintendent-elsie-arntzen-files-to-run-for-congress/article_c8683c5c-37d7-11ee-a611-6bf6ff7dc494.html\">ambitious\u003c/a>, conservative \u003ca href=\"https://www.oklahoman.com/restricted/?return=https%3A%2F%2Fwww.oklahoman.com%2Fstory%2Fnews%2Feducation%2F2024%2F01%2F11%2Fryan-walters-state-schools-superintendent-cuts-ties-ossba-ccosa-opsrc-oklahoma%2F72177389007%2F\">officials\u003c/a> want to be seen \u003ca href=\"https://tucson.com/news/local/education/precollegiate/arizona-schools-republican-tomhorne-prageru-curriculum/article_fc169fa4-c075-11ee-9a1c-3fc1b1d0b20d.html\">supporting\u003c/a>. In Arizona recently, PragerU held a \u003ca href=\"https://www.prageru.com/video/prageru-kids-is-now-in-arizona-schools\">news conference with local lawmakers\u003c/a> and education officials who lined up to praise the nonprofit.\u003c/p>\n\u003cp>“This partnership is about supporting the children of this state, and it furthers Arizona Republicans’ commitment to fighting for the futures of every child that calls this state home,” said Arizona state Sen. Jake Hoffman.\u003c/p>\n\u003cp>Actually reshaping what students learn in schools is a notoriously difficult process, said Laats, even for conservative curriculum developers who’ve spent decades building relationships with state education systems.\u003c/p>\n\u003cp>What these state partnerships do succeed in, Laats said, is generating headlines. That coverage gives both PragerU and public officials something to show donors and supporters, but this mutual reinforcement, Laats said, is less helpful for students.\u003c/p>\n\u003cp>“You know, it’d be like if a state approved, you know, Snickers bars as healthy food. Even if no students ate it, it’s important for us to agree that that doesn’t count as healthy food,” said Laats.\u003c/p>\n\u003cp>PragerU is likely to announce more partnerships in as many states as it can. In a statement to NPR, it said it’s working on a new early-literacy show.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The group also continues to try out new formats. Its recent short \u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/prageru-buys-takeover-ad-x-part-1m-campaign-promote-polarizing-detrans-rcna123351\">documentary debut\u003c/a> was 20 minutes on a central preoccupation of the right: gender-affirming care.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=PragerU+is+a+conservative+video+giant.+Here%27s+why+it%27s+trying+to+get+into+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Despite its name, PragerU is a content creator, not a university. Its short, well-produced videos appeal to college students and young people. And it has big plans to grow.","status":"publish","parent":0,"modified":1710163511,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1234},"headData":{"title":"PragerU is a conservative video giant. Here's why it's trying to get into schools | KQED","description":"Despite its name, PragerU is a content creator, not a university. Its short, well-produced videos appeal to college students and young people. And it has big plans to grow.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Despite its name, PragerU is a content creator, not a university. Its short, well-produced videos appeal to college students and young people. And it has big plans to grow.","schema":{"@context":"http://schema.org","@type":"Article","headline":"PragerU is a conservative video giant. Here's why it's trying to get into schools","datePublished":"2024-03-07T17:24:12.000Z","dateModified":"2024-03-11T13:25:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"PragerU","nprByline":"Lisa Hagen","nprImageAgency":"Screenshot by NPR","nprStoryId":"1234491074","nprApiLink":"http://api.npr.org/query?id=1234491074&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/07/1234491074/prageru-schools-videos-growth?ft=nprml&f=1234491074","nprRetrievedStory":"1","nprPubDate":"Thu, 07 Mar 2024 18:15:00 -0500","nprStoryDate":"Thu, 07 Mar 2024 05:00:49 -0500","nprLastModifiedDate":"Thu, 07 Mar 2024 05:00:49 -0500","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240307_atc_prageru_is_a_conservative_video_giant_heres_why_its_trying_to_get_into_schools.mp3?orgId=1&topicId=1013&aggIds=973275370&d=250&p=2&story=1234491074&ft=nprml&f=1234491074","nprAudioM3u":"http://api.npr.org/m3u/11236721076-8b021f.m3u?orgId=1&topicId=1013&aggIds=973275370&d=250&p=2&story=1234491074&ft=nprml&f=1234491074","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63329/prageru-is-a-conservative-video-giant-heres-why-its-trying-to-get-into-schools","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240307_atc_prageru_is_a_conservative_video_giant_heres_why_its_trying_to_get_into_schools.mp3?orgId=1&topicId=1013&aggIds=973275370&d=250&p=2&story=1234491074&ft=nprml&f=1234491074","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite the suggestive sound of its name, PragerU is not a university. It’s a content creator. The conservative media nonprofit makes short, well-produced videos crafted to appeal to college students and young people. It has polished animations and titles like “What Radical Islam and the Woke Have in Common” and “Is There Really a Climate Emergency?”\u003c/p>\n\u003cp>Recently, news headlines have focused on its PragerU Kids content.\u003c/p>\n\u003cp>Arizona recently became the \u003ca href=\"https://www.fox10phoenix.com/news/prageru-arizonas-education-department-teams-up-with-controversial-conservative-group\">latest state\u003c/a> where education officials have embraced online videos produced by PragerU. It follows at least \u003ca href=\"https://www.npr.org/2023/08/11/1193534564/videos-by-prageru-a-conservative-media-company-can-be-played-in-florida-classroo\">four\u003c/a> other \u003ca href=\"https://www.npr.org/2023/09/08/1198525663/oklahoma-is-promoting-a-history-curriculum-using-videos-by-conservative-group-pr\">states\u003c/a> that \u003ca href=\"https://www.nhpr.org/nh-news/2023-09-14/conservative-group-prageru-wins-approval-to-offer-online-course-to-nh-students\">approved\u003c/a> Prager’s material for use in \u003ca href=\"https://www.npr.org/2023/08/14/1193557432/florida-education-private-schools-prageru-desantis\">public school classrooms\u003c/a> last year, though it’s unclear how many students have watched these videos.\u003c/p>\n\u003cp>In a podcast \u003ca href=\"https://www.donorstrust.org/giving-ventures-podcast-making-history-and-civics-fun-and-factual/\">interview\u003c/a> last fall, the group’s CEO, Marissa Streit, argued that the U.S. education system is “a left-wing propaganda machine” that teaches students to hate America. PragerU Kids, she says, is the supposed inoculation.\u003c/p>\n\u003cp>“PragerU shows up everywhere with medicine for the mind so that we can cure and help people think clearly,” said Streit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wlrn.org/education/2023-08-09/prageru-videos-florida-schools\">Educators have voiced alarms\u003c/a> about the tone and accuracy of some of PragerU’s videos, such as one that \u003ca href=\"https://www.youtube.com/watch?v=ux54IJ06uHg\">features an animated Christopher Columbus\u003c/a> saying: “Being taken as a slave is better than being killed, no? I don’t see the problem.”\u003c/p>\n\u003cfigure id=\"attachment_63330\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63330\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1020x600.jpg\" alt=\"\" width=\"640\" height=\"376\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1020x600.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-800x470.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-768x451.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1536x903.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-2048x1204.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/prageru_custom-ee643184578fcf2eb642af46d90356b585743d9a-1920x1129.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">PragerU videos frequently focus, with a conservative bent, on topics including history, economics, values and wellness. Videos such as this one, about Christopher Columbus, have been criticized for how historical events have been depicted. \u003ccite>(PragerU/Screenshot by NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>PragerU officials have said the video accurately portrays what Columbus would have felt about slavery. Cartoon Columbus goes on to scold two time-traveling kids for judging him based on current-day thinking about slavery.\u003c/p>\n\u003cp>The group markets its thousands of videos as nonpartisan explorations of big ideas. But that’s a misleading framing, according to \u003ca href=\"https://jrws.berkeley.edu/people/eliah-bures\">Eliah Bures\u003c/a> with the University of California, Berkeley’s Center for Right-Wing Studies.\u003c/p>\n\u003cp>“It’s always tilted relentlessly in a single ideological direction,” said Bures. “You would come away from it thinking that the position that’s just been laid out is the only one that reasonable, sane people could ever possibly hold.”\u003c/p>\n\u003cp>In a statement to NPR, PragerU responded to critics who question its neutrality: “It appears that any material that contradicts the left’s narrative cannot be permitted because their arguments don’t stand up to scrutiny, even just five minutes’ worth.”\u003c/p>\n\u003cfigure id=\"attachment_63332\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63332\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/gettyimages-824665056_sq-4d7619195d521bd686daff30a7628c29365c8d40-1920x1920.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Talk radio host Dennis Prager, seen here in 2017, is the namesake of PragerU, a conservative media nonprofit that creates short videos. \u003ccite>(John Sciulli/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Running a nonprofit like a business\u003c/h3>\n\u003cp>PragerU’s namesake is Dennis Prager, a longtime conservative radio host from Los Angeles. The idea to start a “university” came from Prager’s \u003ca href=\"https://www.facebook.com/watch/?v=431214214466836\">wealthy fans\u003c/a> on a cruise he held with listeners, but that was an expensive prospect and would graduate only small classes of students. Instead, PragerU’s founders opted to reach people with short videos.\u003c/p>\n\u003cp>Within a few years, the nonprofit was getting multimillion-dollar donations from funders including \u003ca href=\"https://www.vice.com/en/article/y3p33j/fracking-farris-dan-wilks-prageru-climate-crisis-denial-shapiro\">Dan and Farris Wilks\u003c/a>, brothers who made billions from natural gas fracking and who argue that climate change is God’s will.\u003c/p>\n\u003cp>In 2022, tax records show, PragerU pulled in more than \u003ca href=\"https://projects.propublica.org/nonprofits/organizations/271763901/202331029349300123/full\">$65 million \u003c/a>in donations. Streit, in the podcast interview, said she runs PragerU more like a business than a nonprofit.\u003c/p>\n\u003cp>She said it’s a model that has led her to pour millions of dollars into advertising. In recent years, PragerU’s marketing budget has hovered at about half of its expenses.\u003c/p>\n\u003cp>“And that is our secret sauce. We realized very early on that what is the point of building a beautiful car if you never put any gasoline in it?” Streit said.\u003c/p>\n\u003ch3>Influencers or educators?\u003c/h3>\n\u003cp>Last year, that strategy grew to include \u003ca href=\"https://montanafreepress.org/2023/10/06/prager-university-obtains-textbook-dealer-license/#:~:text=According%20to%20the%20Office%20of,talk%20show%20host%20Dennis%20Prager.\">partnering\u003c/a> with conservative state education officials. In Florida and Texas, wealthy supporters helped facilitate these introductions, according to email records NPR obtained.\u003c/p>\n\u003cp>“I’d like to introduce you to Manny Diaz, Jr., Florida Commissioner of Education. I met Manny and his wife Jennifer at the inaugural for Governor DeSantis. The Diaz family are big PragerU fans, so we had a very positive conversation about a potential opportunity to bring some of the PragerU content into Florida public K-12 schools (and perhaps colleges?),” wrote investor David Blumberg to Streit in January 2023.\u003c/p>\n\u003cp>In a June 2023 email, real estate investor Richard Weekley introduced Streit to Texas education officials. “PragerU would love to show your team how they have made their high-quality content be standards-aligned and user-friendly for teachers to easily access and implement in their K-10th classrooms.”\u003c/p>\n\u003cp>Neither Blumberg nor Weekley responded to NPR’s interview requests about their emails to state officials.\u003c/p>\n\u003cp>PragerU has \u003ca href=\"https://www.nbcnews.com/news/education/prageru-conservative-videos-classrooms-republican-officials-help-rcna131613\">invited\u003c/a> public officials to its studios to \u003ca href=\"https://www.nhpr.org/nh-news/2023-10-06/while-prageru-sought-state-approval-education-commissioner-provided-support-behind-the-scenes\">film ads\u003c/a> and approve its kids videos for classroom use, according to reporting by NBC News and New Hampshire Public Radio.\u003c/p>\n\u003cp>“If you think of groups like PragerU as influencers instead of educators, their main goal, their claim to fame, is eyeballs. The number of views, the number of followers, the number of clicks,” said \u003ca href=\"https://www.binghamton.edu/history/faculty/profile.html?id=alaats\">Adam Laats\u003c/a>, a former schoolteacher turned professor at Binghamton University whose research focuses on the history of American education.\u003c/p>\n\u003cp>He says that’s a fundamentally different approach than the one most educational publishers take.\u003c/p>\n\u003cp>Generally, Laats said, \u003ca href=\"https://www.npr.org/2024/03/01/1235100280/west-virginia-senate-passes-bill-requiring-schools-show-a-fetal-development-vide\">conservatives have been regaining influence\u003c/a> over education policy, but he’s skeptical PragerU’s material will make it into many public school classrooms.\u003c/p>\n\u003cp>He says the group’s real accomplishment may be in building up a brand that \u003ca href=\"https://www.kulr8.com/elections/montana-state-superintendent-elsie-arntzen-files-to-run-for-congress/article_c8683c5c-37d7-11ee-a611-6bf6ff7dc494.html\">ambitious\u003c/a>, conservative \u003ca href=\"https://www.oklahoman.com/restricted/?return=https%3A%2F%2Fwww.oklahoman.com%2Fstory%2Fnews%2Feducation%2F2024%2F01%2F11%2Fryan-walters-state-schools-superintendent-cuts-ties-ossba-ccosa-opsrc-oklahoma%2F72177389007%2F\">officials\u003c/a> want to be seen \u003ca href=\"https://tucson.com/news/local/education/precollegiate/arizona-schools-republican-tomhorne-prageru-curriculum/article_fc169fa4-c075-11ee-9a1c-3fc1b1d0b20d.html\">supporting\u003c/a>. In Arizona recently, PragerU held a \u003ca href=\"https://www.prageru.com/video/prageru-kids-is-now-in-arizona-schools\">news conference with local lawmakers\u003c/a> and education officials who lined up to praise the nonprofit.\u003c/p>\n\u003cp>“This partnership is about supporting the children of this state, and it furthers Arizona Republicans’ commitment to fighting for the futures of every child that calls this state home,” said Arizona state Sen. Jake Hoffman.\u003c/p>\n\u003cp>Actually reshaping what students learn in schools is a notoriously difficult process, said Laats, even for conservative curriculum developers who’ve spent decades building relationships with state education systems.\u003c/p>\n\u003cp>What these state partnerships do succeed in, Laats said, is generating headlines. That coverage gives both PragerU and public officials something to show donors and supporters, but this mutual reinforcement, Laats said, is less helpful for students.\u003c/p>\n\u003cp>“You know, it’d be like if a state approved, you know, Snickers bars as healthy food. Even if no students ate it, it’s important for us to agree that that doesn’t count as healthy food,” said Laats.\u003c/p>\n\u003cp>PragerU is likely to announce more partnerships in as many states as it can. In a statement to NPR, it said it’s working on a new early-literacy show.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The group also continues to try out new formats. Its recent short \u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/prageru-buys-takeover-ad-x-part-1m-campaign-promote-polarizing-detrans-rcna123351\">documentary debut\u003c/a> was 20 minutes on a central preoccupation of the right: gender-affirming care.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=PragerU+is+a+conservative+video+giant.+Here%27s+why+it%27s+trying+to+get+into+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63329/prageru-is-a-conservative-video-giant-heres-why-its-trying-to-get-into-schools","authors":["byline_mindshift_63329"],"categories":["mindshift_194"],"tags":["mindshift_21753","mindshift_21902"],"featImg":"mindshift_63331","label":"mindshift"},"mindshift_63266":{"type":"posts","id":"mindshift_63266","meta":{"index":"posts_1591205157","site":"mindshift","id":"63266","score":null,"sort":[1709150443000]},"guestAuthors":[],"slug":"a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past","title":"A half-century later, students at the University of Mississippi reckon with the past","publishDate":1709150443,"format":"standard","headTitle":"A half-century later, students at the University of Mississippi reckon with the past | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>OXFORD, Miss. — Many a Black history lesson includes the \u003ca href=\"https://www.npr.org/sections/pictureshow/2012/10/01/161966868/history-photographed-then-hidden\">story of James Meredith\u003c/a>, the man who \u003ca href=\"https://www.npr.org/2012/10/01/162083705/ole-miss-students-look-back-at-integration\">integrated the University of Mississippi\u003c/a> in 1962.\u003c/p>\n\u003cp>But that wasn’t the end of efforts \u003ca href=\"https://www.npr.org/2012/10/01/161573289/integrating-ole-miss-a-transformative-deadly-riot\">to dismantle entrenched segregation\u003c/a> on the college campus most associated with the Old South. Even the school’s moniker — Ole Miss — derives from the term enslaved people once used for the mistress of the plantation.\u003c/p>\n\u003cp>By 1970, about 200 Black students had enrolled at the state’s flagship university. At the time, school pride meant waving a \u003ca href=\"https://www.npr.org/2014/10/25/358871799/ole-miss-debates-campus-traditions-with-confederate-roots\">Confederate battle flag\u003c/a>.\u003c/p>\n\u003cp>“The climate was like the desert,” says Linnie Liggins Willis, who started at Ole Miss in 1967. She describes a sense of isolation for Black students.\u003c/p>\n\u003cp>“We would associate and cling to each other because we didn’t have the opportunity to really interact with the other students on campus,” Willis says. “We just kind of formed our own little community.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her classmate, Kenneth Mayfield says the message was clear that Black students were considered second-class citizens. He remembers they would be taunted when walking by the athletic dorm.\u003c/p>\n\u003cp>“You were going to get harassed, you know, with the N-word, stuff like that,” he says.\u003c/p>\n\u003cp>Mayfield’s best friend, Donald Cole, remembers sitting alone on his first day of chemistry class because white students refused to take the seats near him. He says he was regularly reminded of his place, for instance being forced off the sidewalk on a rainy day.\u003c/p>\n\u003cp>“There were some guys twice my size who blocked the sidewalk. I was supposed to walk around them in the mud,” Cole says.\u003c/p>\n\u003cp>A disheartening experience for students who thought they had a shot at an education here after James Meredith had broken the color barrier eight years before. Yet they encountered only token integration. So they formed a Black Student Union in protest.\u003c/p>\n\u003ch3>Fighting for racial equity in the post-integration era\u003c/h3>\n\u003cp>“We wanted our voices to be heard,” says Willis, secretary of the group. “We wanted to feel that we were a part of the mainstream, and that as Blacks or African-Americans, we would we would have a certain amount of power that we could leverage for whatever we wanted to in the future.”\u003c/p>\n\u003cp>Emboldened by protests on campuses across the country at the time, Cole says, the group came up with 27 demands for racial equity, and presented them to the chancellor on Feb. 24, 1970.\u003c/p>\n\u003cfigure id=\"attachment_63262\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63262\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe\" alt=\"\" width=\"700\" height=\"1184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec-160x271.jpe 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">A typed list of demands the Black Student Union presented to the chancellor of University of Mississippi in 1970. Emboldened by protests on other campuses across the country, Black students saw an opportunity to challenge token integration at Ole Miss. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We were just asking, very very simply, to be treated normally,” Cole says. “We were just trying to better the institution.”\u003c/p>\n\u003cp>They wanted the school to hire Black professors, recruit Black athletes, and do away with sanctioned racist imagery.\u003c/p>\n\u003cp>“Disassociation of the university with Confederate symbols — \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">the flag at the time\u003c/a> because that was that was just one way of individuals constantly telling me that they didn’t want me here,” says Cole.\u003c/p>\n\u003cp>“This was really about telling these Black students, ‘know your place; this is still a white man’s university,'” says Ralph Eubanks. He’s a \u003ca href=\"https://www.wralpheubanks.com/\">writer-in-residence\u003c/a> and Black Power faculty fellow at the Center for the Study of Southern Culture at the University of Mississippi.\u003c/p>\n\u003cfigure id=\"attachment_63263\" class=\"wp-caption aligncenter\" style=\"max-width: 1950px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg\" alt=\"\" width=\"1950\" height=\"1437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg 1950w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-800x590.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1020x752.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-768x566.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1536x1132.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1920x1415.jpg 1920w\" sizes=\"(max-width: 1950px) 100vw, 1950px\">\u003cfigcaption class=\"wp-caption-text\">Black students burn a Confederate battle flag in protest at the University of Mississippi. In 1970, the Black Student Union demanded that Ole Miss disassociate with Confederate symbols. They said waving the flag was a reminder that Ole Miss was still a “white man’s university,” eight years after James Meredith had integrated the college campus most associated with the Old South. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eubanks is working to make sure the \u003ca href=\"https://www.npr.org/2017/02/22/515757039/a-students-perspective-on-mississippi-beautiful-engulfing-and-sometimes-enraging\">current generation of students\u003c/a> at Ole Miss learns about the \u003ca href=\"https://www.newyorker.com/news/news-desk/the-unhealed-wounds-of-a-mass-arrest-of-black-students-at-ole-miss-fifty-years-later\">decades-long struggle to fully integrate the campus\u003c/a>.\u003c/p>\n\u003cp>“I’m talking to you in a building right now that was built by slaves. And I can’t escape that,” Eubanks says. “I want everyone to see the connections, the historical connections between all of these events and not really forget them.”\u003c/p>\n\u003cp>He says they have lessons for today, and the future.\u003c/p>\n\u003cp>“That has been the missing piece of the civil rights movement,” he says. “We as a nation never learned to work together down the road. And this university, with its civil rights history, never had that form of reconciliation.”\u003c/p>\n\u003cfigure id=\"attachment_63264\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63264\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1891\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-800x591.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1020x753.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-768x567.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1536x1135.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-2048x1513.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1920x1418.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Author Ralph Eubanks is faculty fellow and writer-in-residence at the Center for the Study of Southern Culture at the University of Mississippi. He’s part of the Black Power at Ole Miss task force that’s commemorating the 1970 protests. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent commemoration on campus, pre-law freshman Aminata Ba gave a dramatic recitation of the Black Student Union’s demands from 1970, telling the audience that the protest “was in resistance to the remnants of slavery in Mississippi and the consequential rampant racial abuse of Black students on campus.”\u003c/p>\n\u003cp>Ba considers herself a legacy of what those students demanded 54 years ago.\u003c/p>\n\u003cp>“You can’t help but just compare their experiences then to your experience now as a Black student at the University of Mississippi.” Ba says she wants to build on what they achieved.\u003c/p>\n\u003cp>“Addressing the difficult history and not whitewashing it, but instead saying, this is what we did and this is what we’re gonna do, and this is how we’re moving forward,” says Ba.\u003c/p>\n\u003ch3>Arrested and expelled for asserting Black Power\u003c/h3>\n\u003cp>A key event in the struggle of 1970 was when the Black Student Union disrupted a concert on campus. Linnie Willis says students were surprised the university was promoting the show by \u003ca href=\"https://upwithpeople.org/\">Up With People\u003c/a>, a mixed-race international singing group.\u003c/p>\n\u003cp>“How hypocritical, that they are so willing to embrace this interracial group coming here, but yet they did not embrace us,” she says.\u003c/p>\n\u003cp>“We just walked right across in front of the performing group and stood there and, we raised our fists with the Black power symbol.”\u003c/p>\n\u003cfigure id=\"attachment_63265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63265\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Donald Cole, right, describes having a gun pointed at him when Black protesters were arrested in 1970 after storming the stage during a concert by the group “Up With People” on the Ole Miss campus. Cole, and his best friend, Kenneth Mayfield, left, were expelled from the university along with six others. The two are back on campus to tell current Ole Miss students what happened back then. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenneth Mayfield grabbed a microphone from one of the singers to spell out their demands. “A few minutes later, the word came up to those of us who were on the stage that the highway patrol had surrounded the building,” Mayfield remembers.\u003c/p>\n\u003cp>For the first time since that night 54 years ago, Mayfield and Cole are introduced to two members of Up With People who traveled to Oxford for the commemoration.\u003c/p>\n\u003cp>“I am just so glad that we are to be here tonight and laugh about it,” reflects Donald Cole, standing outside the venue where it all happened – Fulton Chapel. “It could have easily been a very violent night here.”\u003c/p>\n\u003cp>Bruce Parker and Ric Newman, both white men, were part of the cast. The protest made a lasting impression on them.\u003c/p>\n\u003cp>“We stopped the song we were singing, and we immediately went into [the song] \u003ca href=\"https://www.youtube.com/watch?v=PTn2C7bwbZc\">What Color Is God’s Skin\u003c/a>,” Parker recalls. “I think it really spoke to the protesters……I just felt like there was something going on here.”\u003c/p>\n\u003cfigure id=\"attachment_63267\" class=\"wp-caption aligncenter\" style=\"max-width: 2554px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63267\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg\" alt=\"\" width=\"2554\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg 2554w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-800x802.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1020x1022.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-768x770.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1532x1536.jpg 1532w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-2043x2048.jpg 2043w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1920x1925.jpg 1920w\" sizes=\"(max-width: 2554px) 100vw, 2554px\">\u003cfigcaption class=\"wp-caption-text\">The campus newspaper, The Daily Mississippian, covered a protest by Black students who disrupted a concert at the University of Mississippi’s Fulton Chapel in 1970. The protesters were demanding racial equality on campus. Eighty-nine Black students were arrested, and eight of them expelled. \u003ccite>(The Daily Mississippian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We wanted them to know that we were standing with them, not against them,” says Newman, recounting the lyrics that said “every man’s the same in the good Lord’s sight.”\u003c/p>\n\u003cp>Eighty-nine protesters were arrested, along with other Black students who had earlier burned a Confederate flag. Eight of them, including Willis, Mayfield and Cole were expelled. Cole says they expected some form of punishment, but not to get kicked off campus.\u003c/p>\n\u003cp>“I mean we’ve seen frat boys do stuff much, much more,” he says.\u003c/p>\n\u003cp>“But those frat boys weren’t trying to change the whole culture of the South either,” Parker tells him.\u003c/p>\n\u003ch3>50 years of silence about their struggle\u003c/h3>\n\u003cp>The students sued to be reinstated, but lost their court battle. Cole says being expelled was a blow at first, but he and Mayfield went on to earn degrees from Tougaloo, a historically Black college in Jackson, Miss. Mayfield is a lawyer. And Cole is retired from the University of Mississippi. In a complicated relationship that spanned more than 50 years, he went back to earn his doctorate, became a math professor, and later, assistant provost for multi-cultural affairs.\u003c/p>\n\u003cp>Linnie Liggins Willis, who had completed all of her coursework, yet was still denied a degree, left the state of Mississippi for good. She’s retired from a career as executive director of a housing authority in Ohio.\u003c/p>\n\u003cp>Willis says she was bitter about the Ole Miss experience for a long time, and remained baffled about how quickly law enforcement showed up to arrest the protesters.\u003c/p>\n\u003cp>“For them to be there, poised and ready when we came out of that building? I always wondered about that.”\u003c/p>\n\u003cp>Years later, it was revealed that the Black Student Union had been under surveillance and infiltrated by the FBI, and the \u003ca href=\"https://da.mdah.ms.gov/sovcom/\">Mississippi Sovereignty Commission\u003c/a>, the state spying agency created to maintain white supremacy. And their story was silenced.\u003c/p>\n\u003cfigure id=\"attachment_63269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Donald Cole, red sweater, and Kenneth Mayfield, right, talk with University of Mississippi students, Emerson Morris and Aminata Ba, right, at Fulton Chapel, the site of a protest for racial equality during a concert in 1970. Former “Up With People” trumpet player Ric Newman, left, says the group tried to show solidarity with the Black students who stormed the stage during the performance. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Our history …. it’s almost like it was just wiped away, a clean slate. Nobody talked about us. Nobody heard about us and knew about us,” says Willis. “The university needs to reckon with the fact that we were there. We made a statement and because of that, there are many who are benefiting from that today.”\u003c/p>\n\u003cp>Fifty years later, Ole Miss did acknowledge their contributions. \u003ca href=\"https://egrove.olemiss.edu/blkpower_photo/15/\">Willis got the degree that she’d earned but been denied.\u003c/a> The university apologized to the expelled students and created scholarships in their honor, and now includes programs like the commemoration this year so that modern day students can learn from their experience.\u003c/p>\n\u003cp>“What we’re focused on now is making sure that we continue to reconcile and repair and build those relationships with those who were impacted and tell the story,” says Shawnboda Mead, Vice Chancellor for Diversity of Community Engagement at the University of Mississippi.\u003c/p>\n\u003ch3>Modern day students embrace the difficult history\u003c/h3>\n\u003cp>“The impact of the 1970 protest was not in vain,” says Robert Mister, a second-generation Black student at Ole Miss who says much has changed since then, and since his mother was a student here in the 1990s.\u003c/p>\n\u003cp>“I really don’t like how we hold Ole Miss to its old roots,” he says. “A lot of people in my community tend to say ‘oh, Ole Miss is that racist school. Ole Miss is that white man’s school.’ I’m here to tell you in 2024 that’s most definitely not the case.”\u003c/p>\n\u003cp>The institution has worked to \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">distance itself from symbols\u003c/a> of the Old South, banning the Confederate battle flag from sporting events, for instance. It’s installing historical markers that more fully reflect what happened, and there are even campus slavery tours now that delve deeply into the history here.\u003c/p>\n\u003cfigure id=\"attachment_63270\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Robert Mister, poses for a portrait on the campus, Feb. 18. He’s a junior majoring in electrical engineering. Mister says he’s a beneficiary of what Black students demanded in 1970. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Ole Miss still struggles to attract and retain Black professors and students in a way that reflects Mississippi. The state’s population is nearly 40% African-American, the highest percentage in the country.\u003c/p>\n\u003cp>Yet Black students make up only 11.4% of the \u003ca href=\"https://irep.olemiss.edu/fall-2022-2023-enrollment/\">University of Mississippi student body\u003c/a>. And the percentage of Black faculty is even smaller — 6.5%.\u003c/p>\n\u003cp>Freshman Edward Wilson has noticed. “I’m like, where are they? You know, where is this representation and where are people who go here going to see any other representation besides the person who prepares my fries?”\u003c/p>\n\u003cp>Wilson says learning about what happened on campus in 1970 has him thinking about what protest means to people his age.\u003c/p>\n\u003cp>“You’re just trying to find a place in the world,” Wilson says. “It doesn’t have to be some big march for massive things like voting rights, but it can be small scale stuff. Just making your voice heard when you feel like you’ve been shut out of the conversation. That itself is protest to me.”\u003c/p>\n\u003cp>It’s not lost on Wilson that this program comes at a time when some conservative state leaders are \u003ca href=\"https://www.npr.org/2023/05/15/1176210007/florida-ron-desantis-dei-ban-diversity\">seeking to curtail diversity, equity, and inclusion programs at publicly-funded universities\u003c/a>, and to squelch frank conversations about difficult racial history.\u003c/p>\n\u003cfigure id=\"attachment_63271\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63271\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-800x512.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1020x652.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-768x491.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1536x983.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-2048x1310.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1920x1228.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Jordan Isbell, 20, takes pictures of fellow student, Razabier Davis, 20 with left, Donald Cole and Kenneth Mayfield on the stage of Fulton Chapel on Feb. 15. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think that it’s blatantly saying ‘so yeah, it happened. But what about it?'” Wilson says. “If you only want the good parts and not understanding the bad parts, then it becomes willful ignorance at that point.”\u003c/p>\n\u003cp>His classmate, Emerson Morris, a white woman from Biloxi, Miss., notes that in the 60s, she would not have been able to participate in an event like this.\u003c/p>\n\u003cp>“These are my friends,” Morris says. “This is progress and we still have so much more to do in the future, but we cannot limit the voices of those around us. There’s a place for everybody here.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For Kenneth Mayfield and Donald Cole, seeing these students asserting their place on campus today, is proof they were on the right side of history back in 1970.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+half-century+later%2C+students+at+the+University+of+Mississippi+reckon+with+the+past&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In 1970 the University of Mississippi expelled Black students who protested their mistreatment on campus. The university has started to acknowledge that history.","status":"publish","parent":0,"modified":1709252779,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":2593},"headData":{"title":"A half-century later, students at the University of Mississippi reckon with the past | KQED","description":"In 1970 the University of Mississippi expelled Black students who protested their mistreatment on campus. The university has started to acknowledge that history.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In 1970 the University of Mississippi expelled Black students who protested their mistreatment on campus. The university has started to acknowledge that history.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A half-century later, students at the University of Mississippi reckon with the past","datePublished":"2024-02-28T20:00:43.000Z","dateModified":"2024-03-01T00:26:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":" Debbie Elliott","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>OXFORD, Miss. — Many a Black history lesson includes the \u003ca href=\"https://www.npr.org/sections/pictureshow/2012/10/01/161966868/history-photographed-then-hidden\">story of James Meredith\u003c/a>, the man who \u003ca href=\"https://www.npr.org/2012/10/01/162083705/ole-miss-students-look-back-at-integration\">integrated the University of Mississippi\u003c/a> in 1962.\u003c/p>\n\u003cp>But that wasn’t the end of efforts \u003ca href=\"https://www.npr.org/2012/10/01/161573289/integrating-ole-miss-a-transformative-deadly-riot\">to dismantle entrenched segregation\u003c/a> on the college campus most associated with the Old South. Even the school’s moniker — Ole Miss — derives from the term enslaved people once used for the mistress of the plantation.\u003c/p>\n\u003cp>By 1970, about 200 Black students had enrolled at the state’s flagship university. At the time, school pride meant waving a \u003ca href=\"https://www.npr.org/2014/10/25/358871799/ole-miss-debates-campus-traditions-with-confederate-roots\">Confederate battle flag\u003c/a>.\u003c/p>\n\u003cp>“The climate was like the desert,” says Linnie Liggins Willis, who started at Ole Miss in 1967. She describes a sense of isolation for Black students.\u003c/p>\n\u003cp>“We would associate and cling to each other because we didn’t have the opportunity to really interact with the other students on campus,” Willis says. “We just kind of formed our own little community.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her classmate, Kenneth Mayfield says the message was clear that Black students were considered second-class citizens. He remembers they would be taunted when walking by the athletic dorm.\u003c/p>\n\u003cp>“You were going to get harassed, you know, with the N-word, stuff like that,” he says.\u003c/p>\n\u003cp>Mayfield’s best friend, Donald Cole, remembers sitting alone on his first day of chemistry class because white students refused to take the seats near him. He says he was regularly reminded of his place, for instance being forced off the sidewalk on a rainy day.\u003c/p>\n\u003cp>“There were some guys twice my size who blocked the sidewalk. I was supposed to walk around them in the mud,” Cole says.\u003c/p>\n\u003cp>A disheartening experience for students who thought they had a shot at an education here after James Meredith had broken the color barrier eight years before. Yet they encountered only token integration. So they formed a Black Student Union in protest.\u003c/p>\n\u003ch3>Fighting for racial equity in the post-integration era\u003c/h3>\n\u003cp>“We wanted our voices to be heard,” says Willis, secretary of the group. “We wanted to feel that we were a part of the mainstream, and that as Blacks or African-Americans, we would we would have a certain amount of power that we could leverage for whatever we wanted to in the future.”\u003c/p>\n\u003cp>Emboldened by protests on campuses across the country at the time, Cole says, the group came up with 27 demands for racial equity, and presented them to the chancellor on Feb. 24, 1970.\u003c/p>\n\u003cfigure id=\"attachment_63262\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63262\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe\" alt=\"\" width=\"700\" height=\"1184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec.jpe 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/27-demands-1-_custom-5d0fa5e053067a456bf76a59ef6292893796a1ec-160x271.jpe 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">A typed list of demands the Black Student Union presented to the chancellor of University of Mississippi in 1970. Emboldened by protests on other campuses across the country, Black students saw an opportunity to challenge token integration at Ole Miss. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We were just asking, very very simply, to be treated normally,” Cole says. “We were just trying to better the institution.”\u003c/p>\n\u003cp>They wanted the school to hire Black professors, recruit Black athletes, and do away with sanctioned racist imagery.\u003c/p>\n\u003cp>“Disassociation of the university with Confederate symbols — \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">the flag at the time\u003c/a> because that was that was just one way of individuals constantly telling me that they didn’t want me here,” says Cole.\u003c/p>\n\u003cp>“This was really about telling these Black students, ‘know your place; this is still a white man’s university,'” says Ralph Eubanks. He’s a \u003ca href=\"https://www.wralpheubanks.com/\">writer-in-residence\u003c/a> and Black Power faculty fellow at the Center for the Study of Southern Culture at the University of Mississippi.\u003c/p>\n\u003cfigure id=\"attachment_63263\" class=\"wp-caption aligncenter\" style=\"max-width: 1950px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg\" alt=\"\" width=\"1950\" height=\"1437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d.jpg 1950w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-800x590.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1020x752.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-768x566.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1536x1132.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/flag-burning-1-copy_custom-0be4a57928e41ae4ec5c5b8355f23917b6f37b7d-1920x1415.jpg 1920w\" sizes=\"(max-width: 1950px) 100vw, 1950px\">\u003cfigcaption class=\"wp-caption-text\">Black students burn a Confederate battle flag in protest at the University of Mississippi. In 1970, the Black Student Union demanded that Ole Miss disassociate with Confederate symbols. They said waving the flag was a reminder that Ole Miss was still a “white man’s university,” eight years after James Meredith had integrated the college campus most associated with the Old South. \u003ccite>(The Daily Mississippian, University of Mississippi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eubanks is working to make sure the \u003ca href=\"https://www.npr.org/2017/02/22/515757039/a-students-perspective-on-mississippi-beautiful-engulfing-and-sometimes-enraging\">current generation of students\u003c/a> at Ole Miss learns about the \u003ca href=\"https://www.newyorker.com/news/news-desk/the-unhealed-wounds-of-a-mass-arrest-of-black-students-at-ole-miss-fifty-years-later\">decades-long struggle to fully integrate the campus\u003c/a>.\u003c/p>\n\u003cp>“I’m talking to you in a building right now that was built by slaves. And I can’t escape that,” Eubanks says. “I want everyone to see the connections, the historical connections between all of these events and not really forget them.”\u003c/p>\n\u003cp>He says they have lessons for today, and the future.\u003c/p>\n\u003cp>“That has been the missing piece of the civil rights movement,” he says. “We as a nation never learned to work together down the road. And this university, with its civil rights history, never had that form of reconciliation.”\u003c/p>\n\u003cfigure id=\"attachment_63264\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63264\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1891\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-800x591.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1020x753.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-768x567.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1536x1135.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-2048x1513.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-23_custom-c65c0b90a534a1cc85d7c666d8b24b747ed6df97-1920x1418.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Author Ralph Eubanks is faculty fellow and writer-in-residence at the Center for the Study of Southern Culture at the University of Mississippi. He’s part of the Black Power at Ole Miss task force that’s commemorating the 1970 protests. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent commemoration on campus, pre-law freshman Aminata Ba gave a dramatic recitation of the Black Student Union’s demands from 1970, telling the audience that the protest “was in resistance to the remnants of slavery in Mississippi and the consequential rampant racial abuse of Black students on campus.”\u003c/p>\n\u003cp>Ba considers herself a legacy of what those students demanded 54 years ago.\u003c/p>\n\u003cp>“You can’t help but just compare their experiences then to your experience now as a Black student at the University of Mississippi.” Ba says she wants to build on what they achieved.\u003c/p>\n\u003cp>“Addressing the difficult history and not whitewashing it, but instead saying, this is what we did and this is what we’re gonna do, and this is how we’re moving forward,” says Ba.\u003c/p>\n\u003ch3>Arrested and expelled for asserting Black Power\u003c/h3>\n\u003cp>A key event in the struggle of 1970 was when the Black Student Union disrupted a concert on campus. Linnie Willis says students were surprised the university was promoting the show by \u003ca href=\"https://upwithpeople.org/\">Up With People\u003c/a>, a mixed-race international singing group.\u003c/p>\n\u003cp>“How hypocritical, that they are so willing to embrace this interracial group coming here, but yet they did not embrace us,” she says.\u003c/p>\n\u003cp>“We just walked right across in front of the performing group and stood there and, we raised our fists with the Black power symbol.”\u003c/p>\n\u003cfigure id=\"attachment_63265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63265\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-2_custom-6a3e14684f81c4e7c22b2366d68287db5b117936-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Donald Cole, right, describes having a gun pointed at him when Black protesters were arrested in 1970 after storming the stage during a concert by the group “Up With People” on the Ole Miss campus. Cole, and his best friend, Kenneth Mayfield, left, were expelled from the university along with six others. The two are back on campus to tell current Ole Miss students what happened back then. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenneth Mayfield grabbed a microphone from one of the singers to spell out their demands. “A few minutes later, the word came up to those of us who were on the stage that the highway patrol had surrounded the building,” Mayfield remembers.\u003c/p>\n\u003cp>For the first time since that night 54 years ago, Mayfield and Cole are introduced to two members of Up With People who traveled to Oxford for the commemoration.\u003c/p>\n\u003cp>“I am just so glad that we are to be here tonight and laugh about it,” reflects Donald Cole, standing outside the venue where it all happened – Fulton Chapel. “It could have easily been a very violent night here.”\u003c/p>\n\u003cp>Bruce Parker and Ric Newman, both white men, were part of the cast. The protest made a lasting impression on them.\u003c/p>\n\u003cp>“We stopped the song we were singing, and we immediately went into [the song] \u003ca href=\"https://www.youtube.com/watch?v=PTn2C7bwbZc\">What Color Is God’s Skin\u003c/a>,” Parker recalls. “I think it really spoke to the protesters……I just felt like there was something going on here.”\u003c/p>\n\u003cfigure id=\"attachment_63267\" class=\"wp-caption aligncenter\" style=\"max-width: 2554px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63267\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg\" alt=\"\" width=\"2554\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-scaled.jpg 2554w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-800x802.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1020x1022.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-768x770.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1532x1536.jpg 1532w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-2043x2048.jpg 2043w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/daily-mississippian-high-res-_custom-32865536e80402052984ba80be00e2c5b420d02c-1920x1925.jpg 1920w\" sizes=\"(max-width: 2554px) 100vw, 2554px\">\u003cfigcaption class=\"wp-caption-text\">The campus newspaper, The Daily Mississippian, covered a protest by Black students who disrupted a concert at the University of Mississippi’s Fulton Chapel in 1970. The protesters were demanding racial equality on campus. Eighty-nine Black students were arrested, and eight of them expelled. \u003ccite>(The Daily Mississippian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We wanted them to know that we were standing with them, not against them,” says Newman, recounting the lyrics that said “every man’s the same in the good Lord’s sight.”\u003c/p>\n\u003cp>Eighty-nine protesters were arrested, along with other Black students who had earlier burned a Confederate flag. Eight of them, including Willis, Mayfield and Cole were expelled. Cole says they expected some form of punishment, but not to get kicked off campus.\u003c/p>\n\u003cp>“I mean we’ve seen frat boys do stuff much, much more,” he says.\u003c/p>\n\u003cp>“But those frat boys weren’t trying to change the whole culture of the South either,” Parker tells him.\u003c/p>\n\u003ch3>50 years of silence about their struggle\u003c/h3>\n\u003cp>The students sued to be reinstated, but lost their court battle. Cole says being expelled was a blow at first, but he and Mayfield went on to earn degrees from Tougaloo, a historically Black college in Jackson, Miss. Mayfield is a lawyer. And Cole is retired from the University of Mississippi. In a complicated relationship that spanned more than 50 years, he went back to earn his doctorate, became a math professor, and later, assistant provost for multi-cultural affairs.\u003c/p>\n\u003cp>Linnie Liggins Willis, who had completed all of her coursework, yet was still denied a degree, left the state of Mississippi for good. She’s retired from a career as executive director of a housing authority in Ohio.\u003c/p>\n\u003cp>Willis says she was bitter about the Ole Miss experience for a long time, and remained baffled about how quickly law enforcement showed up to arrest the protesters.\u003c/p>\n\u003cp>“For them to be there, poised and ready when we came out of that building? I always wondered about that.”\u003c/p>\n\u003cp>Years later, it was revealed that the Black Student Union had been under surveillance and infiltrated by the FBI, and the \u003ca href=\"https://da.mdah.ms.gov/sovcom/\">Mississippi Sovereignty Commission\u003c/a>, the state spying agency created to maintain white supremacy. And their story was silenced.\u003c/p>\n\u003cfigure id=\"attachment_63269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-12_custom-151264b4ca0711167ceaa2b67f8b16487d8eb485-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Donald Cole, red sweater, and Kenneth Mayfield, right, talk with University of Mississippi students, Emerson Morris and Aminata Ba, right, at Fulton Chapel, the site of a protest for racial equality during a concert in 1970. Former “Up With People” trumpet player Ric Newman, left, says the group tried to show solidarity with the Black students who stormed the stage during the performance. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Our history …. it’s almost like it was just wiped away, a clean slate. Nobody talked about us. Nobody heard about us and knew about us,” says Willis. “The university needs to reckon with the fact that we were there. We made a statement and because of that, there are many who are benefiting from that today.”\u003c/p>\n\u003cp>Fifty years later, Ole Miss did acknowledge their contributions. \u003ca href=\"https://egrove.olemiss.edu/blkpower_photo/15/\">Willis got the degree that she’d earned but been denied.\u003c/a> The university apologized to the expelled students and created scholarships in their honor, and now includes programs like the commemoration this year so that modern day students can learn from their experience.\u003c/p>\n\u003cp>“What we’re focused on now is making sure that we continue to reconcile and repair and build those relationships with those who were impacted and tell the story,” says Shawnboda Mead, Vice Chancellor for Diversity of Community Engagement at the University of Mississippi.\u003c/p>\n\u003ch3>Modern day students embrace the difficult history\u003c/h3>\n\u003cp>“The impact of the 1970 protest was not in vain,” says Robert Mister, a second-generation Black student at Ole Miss who says much has changed since then, and since his mother was a student here in the 1990s.\u003c/p>\n\u003cp>“I really don’t like how we hold Ole Miss to its old roots,” he says. “A lot of people in my community tend to say ‘oh, Ole Miss is that racist school. Ole Miss is that white man’s school.’ I’m here to tell you in 2024 that’s most definitely not the case.”\u003c/p>\n\u003cp>The institution has worked to \u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/26/451955764/university-of-mississippi-orders-state-flag-removed\">distance itself from symbols\u003c/a> of the Old South, banning the Confederate battle flag from sporting events, for instance. It’s installing historical markers that more fully reflect what happened, and there are even campus slavery tours now that delve deeply into the history here.\u003c/p>\n\u003cfigure id=\"attachment_63270\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-28_custom-83aa91c97f3595de9075ac7c7c0ac6b0ed7ffc24-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Robert Mister, poses for a portrait on the campus, Feb. 18. He’s a junior majoring in electrical engineering. Mister says he’s a beneficiary of what Black students demanded in 1970. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Ole Miss still struggles to attract and retain Black professors and students in a way that reflects Mississippi. The state’s population is nearly 40% African-American, the highest percentage in the country.\u003c/p>\n\u003cp>Yet Black students make up only 11.4% of the \u003ca href=\"https://irep.olemiss.edu/fall-2022-2023-enrollment/\">University of Mississippi student body\u003c/a>. And the percentage of Black faculty is even smaller — 6.5%.\u003c/p>\n\u003cp>Freshman Edward Wilson has noticed. “I’m like, where are they? You know, where is this representation and where are people who go here going to see any other representation besides the person who prepares my fries?”\u003c/p>\n\u003cp>Wilson says learning about what happened on campus in 1970 has him thinking about what protest means to people his age.\u003c/p>\n\u003cp>“You’re just trying to find a place in the world,” Wilson says. “It doesn’t have to be some big march for massive things like voting rights, but it can be small scale stuff. Just making your voice heard when you feel like you’ve been shut out of the conversation. That itself is protest to me.”\u003c/p>\n\u003cp>It’s not lost on Wilson that this program comes at a time when some conservative state leaders are \u003ca href=\"https://www.npr.org/2023/05/15/1176210007/florida-ron-desantis-dei-ban-diversity\">seeking to curtail diversity, equity, and inclusion programs at publicly-funded universities\u003c/a>, and to squelch frank conversations about difficult racial history.\u003c/p>\n\u003cfigure id=\"attachment_63271\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63271\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-800x512.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1020x652.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-768x491.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1536x983.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-2048x1310.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/um1970-17_custom-db72991708eb0d1c95d09c24821a8a98f52be1f3-1920x1228.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">University of Mississippi student, Jordan Isbell, 20, takes pictures of fellow student, Razabier Davis, 20 with left, Donald Cole and Kenneth Mayfield on the stage of Fulton Chapel on Feb. 15. \u003ccite>(Timothy Ivy for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think that it’s blatantly saying ‘so yeah, it happened. But what about it?'” Wilson says. “If you only want the good parts and not understanding the bad parts, then it becomes willful ignorance at that point.”\u003c/p>\n\u003cp>His classmate, Emerson Morris, a white woman from Biloxi, Miss., notes that in the 60s, she would not have been able to participate in an event like this.\u003c/p>\n\u003cp>“These are my friends,” Morris says. “This is progress and we still have so much more to do in the future, but we cannot limit the voices of those around us. There’s a place for everybody here.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Kenneth Mayfield and Donald Cole, seeing these students asserting their place on campus today, is proof they were on the right side of history back in 1970.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+half-century+later%2C+students+at+the+University+of+Mississippi+reckon+with+the+past&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past","authors":["byline_mindshift_63266"],"categories":["mindshift_21357","mindshift_194"],"featImg":"mindshift_63261","label":"mindshift"},"mindshift_63250":{"type":"posts","id":"mindshift_63250","meta":{"index":"posts_1591205157","site":"mindshift","id":"63250","score":null,"sort":[1708920008000]},"guestAuthors":[],"slug":"politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much","title":"Politicians love to talk about race and LGBTQ issues in school. Teachers and teens, not so much.","publishDate":1708920008,"format":"standard","headTitle":"Politicians love to talk about race and LGBTQ issues in school. Teachers and teens, not so much. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/02/23/teachers-teens-not-at-ease-discussing-lgbtq-issues-in-school-survey-finds/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Should elementary schoolers learn that people of the same gender can love each other? Do teens want to learn about how slavery’s legacy matters today? Should parents be able to opt their kids out of lessons they disagree with?\u003c/p>\n\u003cp>As Republican-dominated state legislatures \u003ca href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism/\" target=\"_blank\" rel=\"noopener\">limit how teachers talk about race\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2022/8/10/23298986/transgender-children-kids-students-rights-biden-lgbtq-title-ix/\" target=\"_blank\" rel=\"noopener\">restrict transgender children’s access\u003c/a> to bathrooms and sports, and as school board elections turn on book bans and parents’ rights, three new national studies from the Pew Research Center, the research corporation RAND, and the University of Southern California’s Center for Applied Research in Education shed light on how teachers, parents, and students themselves think about these questions.\u003c/p>\n\u003cp>For all the attention LGBTQ issues receive in national politics, teachers said topics related to gender identity and sexual orientation rarely come up. And many said they don’t believe these topics should be taught in school.\u003c/p>\n\u003cp>In fact, large swaths of the public also don’t think gender and sexuality should be discussed in school, the studies found. However, there were wide partisan divides, as well as differences along racial and ethnic lines.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adults and teens felt more comfortable with teachers teaching about racism than LGBTQ issues. They were also more comfortable with teachers talking about past injustices than present-day inequality, and more comfortable with gay rights than trans rights. And they were more comfortable with any of these topics coming up at the high school level — though many teens reported their own discomfort.\u003c/p>\n\u003cp>So it is perhaps unsurprising that two-thirds of teachers in one study said they decided on their own to limit how they talked about potentially contentious issues. One reason: They feared confrontations with upset parents.\u003c/p>\n\u003cp>“The topics of race and LGBTQ issues are often lumped together in discussions about these so-called ‘culture wars’ and how that’s playing out in K-12 education,” said Luona Lin, a research associate at Pew. But teachers and students actually “feel very different about these two topics.”\u003c/p>\n\u003cp>Here are some of the major takeaways of the three new reports:\u003c/p>\n\u003ch2>Many teachers are censoring themselves\u003c/h2>\n\u003cp>More than a third of American teachers work in \u003ca href=\"https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06\">states with laws restricting\u003c/a> how teachers talk about issues that are considered divisive or controversial. But a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">study released this month by the research organization RAND\u003c/a> found local restrictions and teachers’ own fears are having an effect as well.\u003c/p>\n\u003cp>In a survey of 1,500 teachers taken last year, two-thirds reported deciding on their own to limit how they talked about social and political issues in the classroom. Meanwhile, about half of teachers told RAND they were subject to either a state or local restriction. These limits could be formal, such as a school board policy, or informal, such as a principal’s comments.\u003c/p>\n\u003cp>More than 80% of those who were subject to a local restriction said they had made changes to their teaching, regardless of state law. That should not be surprising, said Ashley Woo, an assistant policy researcher at RAND.\u003c/p>\n\u003cp>“If your principal is telling you to do something, that is the person who is there with you at the school and can see what is happening in your classroom,” she said.\u003c/p>\n\u003cp>At the same time, more than half of teachers who were not subject to any restrictions said they had limited how they talked about certain topics, with self-censoring more common in conservative communities but still widespread in liberal ones.\u003c/p>\n\u003cp>A major reason teachers cited for limiting instruction, especially in communities with local restrictions, was a fear of confrontation with upset parents and that their administration would not support them if they faced a challenge.\u003c/p>\n\u003ch2>LGBTQ issues raised less often than racism in classrooms\u003c/h2>\n\u003cp>Though LGBTQ issues are prominent in local and national politics, \u003ca href=\"https://www.pewresearch.org/social-trends/2024/02/22/race-and-lgbtq-issues-in-k-12-schools/\">a report released this week\u003c/a> reveals a striking finding: Most teachers say gender identity and sexual orientation hardly get discussed in class — and many teachers say they shouldn’t be.\u003c/p>\n\u003cp>According to a nationally representative survey conducted last fall by the nonpartisan Pew Research Center, more than two-thirds of K-12 public school teachers said topics related to sexual orientation and gender identity rarely or never came up in their classroom last school year. Around 3 in 10 said the topics came up sometimes or often.\u003c/p>\n\u003cp>Half of teachers, meanwhile, said they thought students shouldn’t learn about gender identity at school, with an even higher share of elementary school teachers agreeing with that view.\u003c/p>\n\u003cp>The findings come as \u003ca href=\"https://www.chalkbeat.org/2022/7/8/23198792/lgbtq-students-law-florida-dont-say-gay/\" target=\"_blank\" rel=\"noopener\">anti-trans legislation\u003c/a> creates a \u003ca href=\"https://www.chalkbeat.org/2022/10/25/23421548/lgbtq-students-mental-health-school-safety-survey/\" target=\"_blank\" rel=\"noopener\">more hostile environment\u003c/a> for \u003ca href=\"https://19thnews.org/2024/02/nex-benedict-oklahoma-lgbtq-community-resilience/\" target=\"_blank\" rel=\"noopener\">gender non-conforming youth\u003c/a> in many states.\u003c/p>\n\u003cp>In contrast, more than half of teachers said they discussed topics related to racism or racial inequality at least sometimes. Around 4 in 10 teachers said the issues rarely or never came up.\u003c/p>\n\u003cp>Nearly two-thirds of teachers said students should learn about slavery and how it affects the lives of Black Americans today, while just under a quarter said slavery should be taught only as a component of history — without any bearing on the present.\u003c/p>\n\u003cp>Lin, the Pew report’s lead author, says it’s likely that school board policies, local politics, and state laws are influencing what teachers discuss, though the survey doesn’t measure those factors.\u003c/p>\n\u003ch2>What should young kids learn about gender and sexuality?\u003c/h2>\n\u003cp>In Searching for Common Ground, a \u003ca href=\"https://today.usc.edu/controversial-school-topics-how-americans-really-feel/\">study released this week by a team\u003c/a> at the University of Southern California, researchers surveyed a representative sample of 3,900 adults, about half of them parents of school-aged children, and asked them about dozens of scenarios related to race, sexuality, and gender.\u003c/p>\n\u003cp>Democrats were more comfortable than Republicans with almost every scenario, with independents and others roughly in the middle. But even Democrats were less supportive of discussing gender identity or asking students’ pronouns in elementary school than discussing racism or different family structures.\u003c/p>\n\u003cp>Nearly half of all respondents thought it was appropriate for an elementary teacher to have a picture of their same-sex spouse on their desk. And almost as many were OK with elementary students \u003ca href=\"https://www.simonandschuster.com/books/And-Tango-Makes-Three/Justin-Richardson/9781481446952\">reading a book\u003c/a> about two male penguins adopting a baby penguin.\u003c/p>\n\u003cp>But just 30% of respondents and only half of Democrats thought it was appropriate for an elementary classroom to display LGBTQ-friendly decorations, such as a Pride flag.\u003c/p>\n\u003cp>Democrats were far more likely to want gay or trans children to see themselves reflected at school, while Republicans were far more likely to fear discussing these topics would change children, leading to them thinking they are gay or trans.\u003c/p>\n\u003cp>“The largest partisan examples seem to have to do with LGBTQ and family issues in elementary school,” said Morgan Polikoff, a USC education professor and one of the study’s lead authors. “Democrats think that kids can handle that and Republicans do not.”\u003c/p>\n\u003ch2>More students feel comfortable discussing racism than LGBTQ issues\u003c/h2>\n\u003cp>Students in grades 8-12 also tend to feel less comfortable discussing LGBTQ issues than issues of race and racism at school, and are more likely to say they shouldn’t be learning about them, the Pew report found.\u003c/p>\n\u003cp>In a nationally representative survey of 13- to 17-year-olds conducted last fall, around 4 in 10 teens said they felt comfortable when topics related to racism or racial inequality came up in class.\u003c/p>\n\u003cp>But only around 3 in 10 said the same about topics related to sexual orientation or gender identity. And just under half of teens said they shouldn’t learn about gender identity at school. That rate was somewhat higher for teens who identified as Republicans than Democrats.\u003c/p>\n\u003cp>Only 11% of teens, meanwhile, said they shouldn’t learn about slavery. Around half said they should learn about slavery and how it affects the lives of Black Americans today, while 40% said they should learn about slavery only in a historical context.\u003c/p>\n\u003cp>Black teens and teens who identify as Democrats were much more likely than white, Hispanic, or Republican teens to say they want to learn about how the legacy of slavery affects Black people today — a finding echoed among Black parents and Black teachers in other surveys.\u003c/p>\n\u003ch2>Bridging these divides is tricky\u003c/h2>\n\u003cp>The University of Southern California study found strong support for public education across the political spectrum.\u003c/p>\n\u003cp>But there’s a gap of nearly 39 percentage points between Democrats and Republicans on whether public schools should teach children to embrace differences. Nearly three-quarters of Democrats said yes, compared with just over a third of Republicans.\u003c/p>\n\u003cp>This underlying belief was a strong predictor of responses to specific scenarios. Those who said kids shouldn’t be taught to embrace differences also expressed more discomfort with race, gender, and sexuality being discussed in the classroom.\u003c/p>\n\u003cp>“Democrats on average think schools are exactly the place to do this — it’s one of the last places where everyone comes together regardless of their differences,” Polikoff said. “And Republicans don’t think that is an appropriate role for schools. And they think that because they perceive, in part correctly, that schools are a liberalizing force.”\u003c/p>\n\u003cp>There was broad support for parents having the right to opt their child out of certain lessons, but when researchers prompted respondents to consider downsides, such as their child missing out on the opportunity to learn critical thinking skills, support fell.\u003c/p>\n\u003cp>Understanding the values that drive differences and building on common ground, such as agreement that children should read books by authors of color and learn about historic injustices, could lead to a healthier conversation than what’s happening now.\u003c/p>\n\u003cp>“We need to have this conversation,” he said. “Instead we have Ron DeSantis saying we’ll ban everything, and Democrats sticking their fingers in their ears and saying you’re all bigots.”\u003c/p>\n\u003cp>\u003ci>Erica Meltzer is Chalkbeat’s national editor based in Colorado. Contact Erica at \u003c/i>\u003ca href=\"mailto:emeltzer@chalkbeat.org\">\u003ci>emeltzer@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2024/02/23/teachers-teens-not-at-ease-discussing-lgbtq-issues-in-school-survey-finds/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Three new national studies find that teachers are self-censoring at high rates, and that students and teachers are more comfortable talking about race in school than LGBTQ issues.","status":"publish","parent":0,"modified":1708961691,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1732},"headData":{"title":"Politicians love to talk about race and LGBTQ issues in school. Teachers and teens, not so much. | KQED","description":"3 studies find that teachers are self-censoring at high rates & that students and teachers are more OK talking about race in school than LGBTQ issues.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"3 studies find that teachers are self-censoring at high rates & that students and teachers are more OK talking about race in school than LGBTQ issues.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Politicians love to talk about race and LGBTQ issues in school. Teachers and teens, not so much.","datePublished":"2024-02-26T04:00:08.000Z","dateModified":"2024-02-26T15:34:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Erica Meltzer and Kalyn Belsha, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/02/23/teachers-teens-not-at-ease-discussing-lgbtq-issues-in-school-survey-finds/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Should elementary schoolers learn that people of the same gender can love each other? Do teens want to learn about how slavery’s legacy matters today? Should parents be able to opt their kids out of lessons they disagree with?\u003c/p>\n\u003cp>As Republican-dominated state legislatures \u003ca href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism/\" target=\"_blank\" rel=\"noopener\">limit how teachers talk about race\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2022/8/10/23298986/transgender-children-kids-students-rights-biden-lgbtq-title-ix/\" target=\"_blank\" rel=\"noopener\">restrict transgender children’s access\u003c/a> to bathrooms and sports, and as school board elections turn on book bans and parents’ rights, three new national studies from the Pew Research Center, the research corporation RAND, and the University of Southern California’s Center for Applied Research in Education shed light on how teachers, parents, and students themselves think about these questions.\u003c/p>\n\u003cp>For all the attention LGBTQ issues receive in national politics, teachers said topics related to gender identity and sexual orientation rarely come up. And many said they don’t believe these topics should be taught in school.\u003c/p>\n\u003cp>In fact, large swaths of the public also don’t think gender and sexuality should be discussed in school, the studies found. However, there were wide partisan divides, as well as differences along racial and ethnic lines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adults and teens felt more comfortable with teachers teaching about racism than LGBTQ issues. They were also more comfortable with teachers talking about past injustices than present-day inequality, and more comfortable with gay rights than trans rights. And they were more comfortable with any of these topics coming up at the high school level — though many teens reported their own discomfort.\u003c/p>\n\u003cp>So it is perhaps unsurprising that two-thirds of teachers in one study said they decided on their own to limit how they talked about potentially contentious issues. One reason: They feared confrontations with upset parents.\u003c/p>\n\u003cp>“The topics of race and LGBTQ issues are often lumped together in discussions about these so-called ‘culture wars’ and how that’s playing out in K-12 education,” said Luona Lin, a research associate at Pew. But teachers and students actually “feel very different about these two topics.”\u003c/p>\n\u003cp>Here are some of the major takeaways of the three new reports:\u003c/p>\n\u003ch2>Many teachers are censoring themselves\u003c/h2>\n\u003cp>More than a third of American teachers work in \u003ca href=\"https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06\">states with laws restricting\u003c/a> how teachers talk about issues that are considered divisive or controversial. But a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">study released this month by the research organization RAND\u003c/a> found local restrictions and teachers’ own fears are having an effect as well.\u003c/p>\n\u003cp>In a survey of 1,500 teachers taken last year, two-thirds reported deciding on their own to limit how they talked about social and political issues in the classroom. Meanwhile, about half of teachers told RAND they were subject to either a state or local restriction. These limits could be formal, such as a school board policy, or informal, such as a principal’s comments.\u003c/p>\n\u003cp>More than 80% of those who were subject to a local restriction said they had made changes to their teaching, regardless of state law. That should not be surprising, said Ashley Woo, an assistant policy researcher at RAND.\u003c/p>\n\u003cp>“If your principal is telling you to do something, that is the person who is there with you at the school and can see what is happening in your classroom,” she said.\u003c/p>\n\u003cp>At the same time, more than half of teachers who were not subject to any restrictions said they had limited how they talked about certain topics, with self-censoring more common in conservative communities but still widespread in liberal ones.\u003c/p>\n\u003cp>A major reason teachers cited for limiting instruction, especially in communities with local restrictions, was a fear of confrontation with upset parents and that their administration would not support them if they faced a challenge.\u003c/p>\n\u003ch2>LGBTQ issues raised less often than racism in classrooms\u003c/h2>\n\u003cp>Though LGBTQ issues are prominent in local and national politics, \u003ca href=\"https://www.pewresearch.org/social-trends/2024/02/22/race-and-lgbtq-issues-in-k-12-schools/\">a report released this week\u003c/a> reveals a striking finding: Most teachers say gender identity and sexual orientation hardly get discussed in class — and many teachers say they shouldn’t be.\u003c/p>\n\u003cp>According to a nationally representative survey conducted last fall by the nonpartisan Pew Research Center, more than two-thirds of K-12 public school teachers said topics related to sexual orientation and gender identity rarely or never came up in their classroom last school year. Around 3 in 10 said the topics came up sometimes or often.\u003c/p>\n\u003cp>Half of teachers, meanwhile, said they thought students shouldn’t learn about gender identity at school, with an even higher share of elementary school teachers agreeing with that view.\u003c/p>\n\u003cp>The findings come as \u003ca href=\"https://www.chalkbeat.org/2022/7/8/23198792/lgbtq-students-law-florida-dont-say-gay/\" target=\"_blank\" rel=\"noopener\">anti-trans legislation\u003c/a> creates a \u003ca href=\"https://www.chalkbeat.org/2022/10/25/23421548/lgbtq-students-mental-health-school-safety-survey/\" target=\"_blank\" rel=\"noopener\">more hostile environment\u003c/a> for \u003ca href=\"https://19thnews.org/2024/02/nex-benedict-oklahoma-lgbtq-community-resilience/\" target=\"_blank\" rel=\"noopener\">gender non-conforming youth\u003c/a> in many states.\u003c/p>\n\u003cp>In contrast, more than half of teachers said they discussed topics related to racism or racial inequality at least sometimes. Around 4 in 10 teachers said the issues rarely or never came up.\u003c/p>\n\u003cp>Nearly two-thirds of teachers said students should learn about slavery and how it affects the lives of Black Americans today, while just under a quarter said slavery should be taught only as a component of history — without any bearing on the present.\u003c/p>\n\u003cp>Lin, the Pew report’s lead author, says it’s likely that school board policies, local politics, and state laws are influencing what teachers discuss, though the survey doesn’t measure those factors.\u003c/p>\n\u003ch2>What should young kids learn about gender and sexuality?\u003c/h2>\n\u003cp>In Searching for Common Ground, a \u003ca href=\"https://today.usc.edu/controversial-school-topics-how-americans-really-feel/\">study released this week by a team\u003c/a> at the University of Southern California, researchers surveyed a representative sample of 3,900 adults, about half of them parents of school-aged children, and asked them about dozens of scenarios related to race, sexuality, and gender.\u003c/p>\n\u003cp>Democrats were more comfortable than Republicans with almost every scenario, with independents and others roughly in the middle. But even Democrats were less supportive of discussing gender identity or asking students’ pronouns in elementary school than discussing racism or different family structures.\u003c/p>\n\u003cp>Nearly half of all respondents thought it was appropriate for an elementary teacher to have a picture of their same-sex spouse on their desk. And almost as many were OK with elementary students \u003ca href=\"https://www.simonandschuster.com/books/And-Tango-Makes-Three/Justin-Richardson/9781481446952\">reading a book\u003c/a> about two male penguins adopting a baby penguin.\u003c/p>\n\u003cp>But just 30% of respondents and only half of Democrats thought it was appropriate for an elementary classroom to display LGBTQ-friendly decorations, such as a Pride flag.\u003c/p>\n\u003cp>Democrats were far more likely to want gay or trans children to see themselves reflected at school, while Republicans were far more likely to fear discussing these topics would change children, leading to them thinking they are gay or trans.\u003c/p>\n\u003cp>“The largest partisan examples seem to have to do with LGBTQ and family issues in elementary school,” said Morgan Polikoff, a USC education professor and one of the study’s lead authors. “Democrats think that kids can handle that and Republicans do not.”\u003c/p>\n\u003ch2>More students feel comfortable discussing racism than LGBTQ issues\u003c/h2>\n\u003cp>Students in grades 8-12 also tend to feel less comfortable discussing LGBTQ issues than issues of race and racism at school, and are more likely to say they shouldn’t be learning about them, the Pew report found.\u003c/p>\n\u003cp>In a nationally representative survey of 13- to 17-year-olds conducted last fall, around 4 in 10 teens said they felt comfortable when topics related to racism or racial inequality came up in class.\u003c/p>\n\u003cp>But only around 3 in 10 said the same about topics related to sexual orientation or gender identity. And just under half of teens said they shouldn’t learn about gender identity at school. That rate was somewhat higher for teens who identified as Republicans than Democrats.\u003c/p>\n\u003cp>Only 11% of teens, meanwhile, said they shouldn’t learn about slavery. Around half said they should learn about slavery and how it affects the lives of Black Americans today, while 40% said they should learn about slavery only in a historical context.\u003c/p>\n\u003cp>Black teens and teens who identify as Democrats were much more likely than white, Hispanic, or Republican teens to say they want to learn about how the legacy of slavery affects Black people today — a finding echoed among Black parents and Black teachers in other surveys.\u003c/p>\n\u003ch2>Bridging these divides is tricky\u003c/h2>\n\u003cp>The University of Southern California study found strong support for public education across the political spectrum.\u003c/p>\n\u003cp>But there’s a gap of nearly 39 percentage points between Democrats and Republicans on whether public schools should teach children to embrace differences. Nearly three-quarters of Democrats said yes, compared with just over a third of Republicans.\u003c/p>\n\u003cp>This underlying belief was a strong predictor of responses to specific scenarios. Those who said kids shouldn’t be taught to embrace differences also expressed more discomfort with race, gender, and sexuality being discussed in the classroom.\u003c/p>\n\u003cp>“Democrats on average think schools are exactly the place to do this — it’s one of the last places where everyone comes together regardless of their differences,” Polikoff said. “And Republicans don’t think that is an appropriate role for schools. And they think that because they perceive, in part correctly, that schools are a liberalizing force.”\u003c/p>\n\u003cp>There was broad support for parents having the right to opt their child out of certain lessons, but when researchers prompted respondents to consider downsides, such as their child missing out on the opportunity to learn critical thinking skills, support fell.\u003c/p>\n\u003cp>Understanding the values that drive differences and building on common ground, such as agreement that children should read books by authors of color and learn about historic injustices, could lead to a healthier conversation than what’s happening now.\u003c/p>\n\u003cp>“We need to have this conversation,” he said. “Instead we have Ron DeSantis saying we’ll ban everything, and Democrats sticking their fingers in their ears and saying you’re all bigots.”\u003c/p>\n\u003cp>\u003ci>Erica Meltzer is Chalkbeat’s national editor based in Colorado. Contact Erica at \u003c/i>\u003ca href=\"mailto:emeltzer@chalkbeat.org\">\u003ci>emeltzer@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2024/02/23/teachers-teens-not-at-ease-discussing-lgbtq-issues-in-school-survey-finds/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much","authors":["byline_mindshift_63250"],"categories":["mindshift_194","mindshift_21504"],"featImg":"mindshift_63252","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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