“The essence of a healthy democracy is open dialogue about issues of public concern.
An integral part of the training of young citizens, therefore, includes the discussion of controversial social, political, and economic policies.”
An integral part of the training of young citizens, therefore, includes the discussion of controversial social, political, and economic policies.”
Resources for Teaching Controversial Issues: K-12
What makes an issue, a “Controversial Issue?” “A controversial issues discussion is defined as reflective dialogue among students, or between students and teachers, about an issue on which there is disagreement. Typically, a discussion is sparked by a question or assertion made either by a student or teacher. The ensuing dialogue then allows for the presentation of supportive evidence, comments, and the expression of differing points of view. Discussion is therefore, by nature, an interactive endeavor, and reflective dialogue engenders listening and responding to ideas expressed by one's peers.“
Controversial Issues in the Classroom
Which issues today are considered, “Controversial?”
Social Issues: Many “controversial” issues in society are optional to discuss in your classroom unless they are included your curriculum.
Should teachers address or ignore “Controversial issues?”
A teacher’s values or positions on these types of school related issues should not interfere with the student’s, colleagues, parents, or other’s expectations of being treated fairly and provided the opportunity for success.
Bullying: See statistics below: Face-to-face or online, bullying remains a serious issue in schools.
Bullying statistics
Specific Targets of School Bullies
Student Voices: Dear Daddy Campaign: Norway’s poignant campaign about boys and rape culture. This video explains why jokes, teasing, bullying, etc are harmful (and applies to any group or category). I would share this with Middle and High school students if the administration would approve it. I think it is worth sharing with everyone. Must see – Share with everyone.
School Programs combatting Bullying and other issues in Schools
The theatrical performances are very emotional. However, as Bryon Stringer reminds us, recently a seven-year old boy committed suicide and just this morning a CCSD student committed suicide.
Controversial Social Issues: Why is a controversial issues discussion an important element of social studies instruction? “Many reasons have been given to support the use of controversial issues discussions in social studies classrooms. Three of the most prevalent are (1) preparing students for their roles as citizens in a pluralistic democracy, (2) developing critical thinking skills, and (3) improving interpersonal skills.” Source.
What are key considerations for implementing controversial social issues discussions in the classroom? Controversial ’social” issues in the elementary school are much different than in middle and high school. Teachers should always consider the age and maturity of students and err on the safe side.
Teaching Controversial Social Issues in Secondary School Social Studies:
Additional Resources for Teaching about Controversial Issues and preventing bullying:
Some Facts and Background: LGBT Issues in Elementary Schools
Playgrounds and Prejudice: Elementary School Climate in the United States, based on national surveys of 1,065 elementary school students in 3rd to 6th grade and 1,099 elementary school teachers of K-6th grade, examines students' and teachers' experiences with biased remarks and bullying, and their attitudes about gender expression and family diversity.
Research on Controversial Issues:
Diversity Issues in Schools
Additional In-school Controversial Issues: With “controversial issues” in schools, teachers have very specific roles to play. Teachers must assure all students in their classroom are safe, free from bullying, free from any type of harassment, are treated fairly, and have an equal opportunity for success. Regardless of how you feel or think about an issue, you must follow work-place rules and the Constitution.
Controversial Issues in the Classroom
Which issues today are considered, “Controversial?”
- School specific issues: School specific issues are issues that teachers might be forced to deal with regardless their views on the issues. That is, circumstances may force teachers to deal with these issues. See my comments and views on how I think you should deal with issues at the end of this document.
- Marriage Equality – Parents, self, colleagues, in the news
- LGBTQ students and parents in schools, students, parents, colleagues,
- Sexual harassment in schools, students, colleagues, yourself,
- Bullying in Schools, yourself, students, colleagues, parents,
- Religion in Schools and your classroom, evolution, prayer,
- Banned Books:
- Bias in Textbooks/Curriculum
- Teacher Bias, political views, views on controversial issues,
- Students with Special Needs in the regular classroom
- Undocumented students in the classroom
- Non-native English speakers in the classroom
Social Issues: Many “controversial” issues in society are optional to discuss in your classroom unless they are included your curriculum.
- Climate Change
- Abortion
- Healthcare
- Gun Control
- Human Rights - LGBTQ Rights
- Recreational Drugs – legalizing some drugs.
Should teachers address or ignore “Controversial issues?”
- School Related Controversial Issues: As public employees (public and public Charter Schools), teachers must uphold the US and State Constitutions. In addition, teachers are paid with funds from all taxpayers and serve all families and students. All students deserve and teachers must ensure a safe and supportive environment for ALL students. Parents are required by state law to place their students in schools or provide homeschooling. Minimal expectation of a parents who send their students to school is that their child/young person will be safe, free from discrimination and bullying, and given an equal opportunity to be successful.
A teacher’s values or positions on these types of school related issues should not interfere with the student’s, colleagues, parents, or other’s expectations of being treated fairly and provided the opportunity for success.
- Regardless of the teacher’s personal views, the teacher must assure every student is treated fairly, is safe and has an opportunity for success in school.
- Case Study 1: The teacher and a majority of students/parents are strongly opposed to “Gay rights” and think gay people will go to hell. The teacher has a student who is gay in his/her classroom. What should the teacher do? What would you do?
- Case Study 2: Target of LGBT Bullying in Ohio School tells his story:
- Case Study 3: What LGBT students want you to know: Imani and Ilayha are speaking out. And Teach For America is proud to support them. We believe that all kids should have access to a safe and affirming school environment.
- Case Study 4: The teacher does not think “transgender” is a real condition and opposes any notion of a person being “transgender” or “questioning.” A transgender student enrolls in his/her classroom.
- Raising Ryland: Parenting a transgender child with implications for all teachers. VIDEO CNN Films presents "Raising Ryland," an intimate look at parenting with no strings attached. This short film focuses on the transgender experience as lived by a 6-year-old and his two loving parents. This first-hand account showcases the power of love amid unexpected change. What would you do if you Ryland or enrolled in your classroom? Includes school issues.
- Mom of transgender teen who took own life speaks out: CNN Video: The mother of a transgender teen who committed suicide speaks out about President Trump withdrawing protections for transgender students that let them use bathrooms corresponding with their gender identity. What would you do if Joe Maldanado enrolled in your classroom? Or an older Joe was hired as teacher in your school?
- Transgender Teen Shares Powerful Message: Transgender teen shares powerful message on bullying on notecards: "We're not a threat. We are just like any other kids. We only want people to accept and love us for who we are."
- Thoughts on Being Transgender: Jazz Age 7 my first original youtube video from my mom's channel and Transgender Jazz at 11: Part two of our series surrounding Jazz, a young transgender girl who has know her gender identity since she was only a child. How will puberty affect Jazz's quest to live as a girl? SUBSCRIBE for the latest news and updates from ABC News. Jazz at 14:
- Transgender Kids (LGBT Documentary) Real Stories:
Bullying: See statistics below: Face-to-face or online, bullying remains a serious issue in schools.
Bullying statistics
- One out of every four students (22%) report being bullied during the school year. (National Center for Educational Statistics, 2015)
- 64 percent of children who were bullied did not report it; only 36 percent reported the bullying. (Petrosina, Guckenburg, DeVoe, and Hanson, 2010)
- More than half of bullying situations (57 percent) stop when a peer intervenes on behalf of the student being bullied. (Hawkins, Pepler, and Craig, 2001)
- School-based bullying prevention programs decrease bullying by up to 25%. (McCallion and Feder, 2013)
- The reasons for being bullied reported most often by students were looks (55%), body shape (37%), and race (16%). (Davis and Nixon, 2010) http://www.pacer.org/bullying/resources/stats.asp
- 19.6% of high school students in the US report being bullied at school in the past year. 14.8% reported being bullied online. (Center for Disease Control, 2014)
- 90% of teens who report being cyberbullied have also been bullied offline. (“Seven Fears and the Science of How Mobile Technologies May Be Influencing Adolescents in the Digital Age,” George and Odgers, 2015) http://www.pacer.org/bullying/resources/stats.asp:
- 42 per cent of LGBT youth have experienced cyber
- 20 per cent report receiving harassing text messages from other students.
- LGBT youth miss more than five times as much school as other students because of bullying they receive at school.
- 28 per cent of LGBT youth stop going to school because of being bullied.
- LGBT teenagers are two or three times more likely to attempt suicide than other teens.
- LGBT youth rejected by their families are three times more likely to have substance abuse problems.
- 26 per cent are forced out of their homes.
- Up to 50 per cent of the youth that are on the streets living without a home are LGBT youth, who must live on the streets because of their sexual orientation or gender identification.
- Nevada, Idaho, Wyoming, Nebraska, Kansas, North Dakota, Florida, Georgia, Tennessee, North Carolina, Rhode Island, Kentucky, Michigan, Indiana, and Ohio have a state law against bullying but do not name specific types of students.
- Nine out of 10 elementary students have been bullied by their peers, according to a simple questionnaire developed by researchers at Lucile Packard Children's Hospital and the Stanford University School of Medicine.
- Bullying is a form of elementary school violence and begins right from the first day of kindergarten. By the end of Kindergarten, over 20% of students report being bullied.
- 33% of elementary school students report being frequently bullied at school?
- Half of teachers (48%) report that they hear students make sexist remarks at least sometimes at their school.
- Three quarters (75%) of elementary school students report that students at their school are called names, made fun of or bullied with at least some regularity (i.e., all the time, often or sometimes).
- Two thirds of students attribute the bullying and name‐calling that they witness at school to students’ appearance or body size (67%). Students are next most likely to attribute the bullying and name‐calling to not being good at sports (37%), how well they do at schoolwork (26%) and being a boy who acts or looks “too much like a girl” or a girl who acts or looks “too much like a boy” (23%).
- Almost one in ten of elementary school students (8%) report that they do not conform to traditional gender norms – i.e., boys who others sometimes think act or look like a girl, or they are girls who others sometimes think act or look like a boy.
- Students who do not conform to traditional gender norms are less likely than other students to feel very safe at school (42% vs. 61%) and are more likely than others to agree that they sometimes do not want to go to school because they feel unsafe or afraid there (35% vs. 15%). (Stats from GLSEN PDF)
Specific Targets of School Bullies
- Homophobic bullying is sometimes distinguished because it has a particular target population.
- Bullying of students with disabilities is another type of bullying with a focused target population.
- Racist bullying is a third type of focused bullying that targets people of a specific race or cultural.
- Religious bullying targets people who have specific religious beliefs.
Student Voices: Dear Daddy Campaign: Norway’s poignant campaign about boys and rape culture. This video explains why jokes, teasing, bullying, etc are harmful (and applies to any group or category). I would share this with Middle and High school students if the administration would approve it. I think it is worth sharing with everyone. Must see – Share with everyone.
School Programs combatting Bullying and other issues in Schools
- CCSD Anti-Bullying Programs: and Cyberbullying:
- Las Vegas ADL: No Place for Hate Program:
- Stop Bullying Now:
- TOE TAG MONOLOGUES, written for Vision Theatrical Foundation by R. Byron Stringer, present real life and death situations that our children face daily, such as; school violence, drug abuse, teen pregnancy, drunk driving, gang violence, teen suicide, bullying, snitching, teen prostitution, domestic violence, self -esteem and the result of making bad personal choices.
The theatrical performances are very emotional. However, as Bryon Stringer reminds us, recently a seven-year old boy committed suicide and just this morning a CCSD student committed suicide.
- Web Links:
- Toe Tag Monologues Promo VideoToe Tag Monologues: Nevada and CCSD info:
- HomePage:
- Applause: Vision Theatrical Foundation, Inc. was incorporated in the State of Nevada in 2001 as a non-profit, 501c3 community-based organization. The Foundation is committed to providing youth in High Schools and Juvenile Detention Facilities a way to ask questions and get answers about the daily challenges they face. Using performance-based educational theatre, no subject is off limits. There is no program like it.
- Toe Tag Monologues by R. Byron Stringer. about a teen prostitute who contracted HIVToe Tag
- Monologues students from Coronado High School talk about how it affected them:
- Mojave High Toe Tag Performance 2010: and Clips of play, R. Byron Stringer performed at Mojave High School Las Vegas:
- Toe Tag Monologues: Atlanta Boys and Girls Club International Conference:
- Toe Tag Monologues: Facebook Page:
- On the Lillian McMorris Show:
Controversial Social Issues: Why is a controversial issues discussion an important element of social studies instruction? “Many reasons have been given to support the use of controversial issues discussions in social studies classrooms. Three of the most prevalent are (1) preparing students for their roles as citizens in a pluralistic democracy, (2) developing critical thinking skills, and (3) improving interpersonal skills.” Source.
- Citizenship Preparation We must prepare students, as young citizens, to grapple with a wide array of social problems. Newmann (1989) argues that the main task for democratic citizens is to deliberate with other citizens about the nature of the public good and how to achieve it. Social studies classrooms should serve, therefore, as a laboratory in which students can experiment with democratic processes.
- Critical Thinking The teaching of controversial issues is also proposed as a means to develop students' critical thinking. Through discussion of controversial issues, students develop cognitive skills, such as constructing hypotheses and collecting and evaluating evidence. They also gain insights from sharing information with their peers.
- Interpersonal Skills: As students participate in discussions, they also develop important attitudes and communication skills, such as listening carefully, responding empathetically, speaking persuasively, and cooperating readily, with others in a group. Well-managed discussions also promote tolerance of diverse viewpoints on any single issue. Source.
What are key considerations for implementing controversial social issues discussions in the classroom? Controversial ’social” issues in the elementary school are much different than in middle and high school. Teachers should always consider the age and maturity of students and err on the safe side.
- General:
- The Annenberg Learner video, “Dealing with Controversial Issues” is an excellent overview Video with teacher and student comments, lesson activities, and a great approach to teaching controversial issues. If you take the time to watch, you may be surprised at how even the youngest students can handle a discussion about controversial issues if the teacher organizes and manages the discussion in fair and impartial manner.
- Teaching Controversial Social Issues in Elementary/Middle School Social Studies:
- Dealing with Controversial Issues: What role does Social Studies play in helping students deal with controversial issues: How provocative should social studies topics be? (Annenberg Learner: Social Studies in Action Video) All social studies teachers must inevitably deal with controversial issues, ranging from basic ideas of fairness and equality in a democracy, to immigration, to the distribution of world resources. Controversial issues require students to conduct thorough research, master concepts on both sides of an issue, and develop a perspective of their own.
- How can teachers help students understand the ideas and values behind historical controversies, competing ideologies, and changing laws? In the video, "Dealing with Controversial Issues," teachers and students explore issues in social studies by:
- conducting research using several resources,
- discussing the facts linked to the controversy,
- determining points of view,
- supporting a point of view with evidence gathered from research,
- listening to opposing points of view and engaging in a debate, and
- proposing solutions.
Teaching Controversial Social Issues in Secondary School Social Studies:
- Conducting beneficial discussions of controversial issues is an art that requires skill and practice. Teachers must pay careful attention to preparation for discussions, and the role they will take during the conduct of the discussion to ensure that interactions will be fruitful. Each of the following points should be addressed. Source.
- Selecting Issues: In selecting discussion issues, teachers should consider their students' interest, experience, and expertise regarding the issue; the relevance of issues to their students' lives; their students' maturity level; and the significance of the issue to society.
- Preparing Students for Discussion: Given the dearth of discussions in today's classrooms, teachers must be willing to invest time to train their students in discussion techniques. Teachers and students should cooperatively determine guidelines for interaction, and both should realize that to establish a rhythm and flow for discussions will take practice and patience.
- Providing Adequate Information Sources: Ensuring that students are adequately prepared to handle an issue in a discussion format requires that teachers provide informational resources, and that students have an opportunity to acquire background knowledge prior to the discussion. Background information may be provided through readings, lectures, films, guest speakers, or field trips. To encourage participatory citizenship through the exploration of public issues, the National Council for the Social Studies instituted the Public Issues Program (PIP) in 1984. PIP offers a variety of materials and formats for the discussion of important social and political issues, including the town meeting sessions affiliated with the National Issues Forums, the Jefferson Meetings on the Constitution, the Great Decisions texts and tapes, and the teaching units included in the Public Issues Series (McFarland 1989).
- Establishing an Open Discussion Climate: The creation of an intellectually safe environment for student participation is one of the most important elements of successful discussions. Teachers should model appropriate discussion behaviors by carefully listening to and respecting students' contributions. Teachers must tolerate widely divergent views and encourage expression of them in order to establish a non-threatening arena for the exposition of ideas. Students must understand that they may not interrupt each other's comments, and that they may disagree without being disagreeable.
- Maintaining Focus and Direction: One of the most common problems faced by discussion leaders is the tendency for a stimulating discussion to wander off topic. By developing a discussion agenda and using the blackboard or an overhead projector to summarize and organize student contributions, teachers can provide the necessary structure for constructive discussions. An agenda for the discussion might include defining the problem, summarizing and analyzing evidence, suggesting possible solutions, hypothesizing consequences of solutions, and relating the issue to the personal experience of the students.
- Ensuring Intellectual Balance: One of the primary roles of the teacher in moderating classroom discussions is to ensure that students are exposed to the full range of perspectives on any issue considered. Teachers should solicit a wide array of opinions about discussed issues, and expose students to a best case, fair hearing of competing points of view. If important viewpoints on a given issue are not expressed, they may be elicited through careful teacher questioning; or they may be provided by asking students to role-play someone who would present that perspective.
- Encouraging Equal Participation: To achieve a level of balanced participation it is often necessary to actively draw reticent students into the discussion and to limit the contributions of more outspoken students. The establishment of a participation system is generally helpful in addressing this problem. Student participation may be directed, for instance, through the use of coins or tokens. Each student is given the same number of tokens, which they "spend" as they make a contribution to the discussion. After all students have exhausted their supply of tokens, the tokens are then re-divided. Such a method for directing discussion will help to equalize the participation of individual students.
- The Expression of Teachers' Personal Views: Teachers who take a stand on controversial issue in their classroom must be willing to clearly indicate that it is only one opinion, and must be willing to provide the evidence on which their decision was based. Additionally, because all views expressed in discussions of controversial issues are subject to question and scrutiny, teachers must be willing to reflect upon their own stances and allow students to challenge them. Taking a stand on an issue is the right of any citizen in a democratic society; teachers must be careful, however, that in so doing they do not adversely affect the ability of their students to freely examine the issues at hand. Source.
- Note: My personal view (Levitt) based on 10 years of teaching high school Civics is that teachers should always remain neutral. Students should never know the teacher’s positions on Controversial Issues. However, teachers should be very passionate about the issues and getting students to understand and take actions on issues.
- A good fallback position for teachers is to base positions on the Constitution and the ideals of our democratic society. You can always leave it up to students to decide which side of an issue is supported by the Constitution and the ideals of our Democracy.
Additional Resources for Teaching about Controversial Issues and preventing bullying:
Some Facts and Background: LGBT Issues in Elementary Schools
Playgrounds and Prejudice: Elementary School Climate in the United States, based on national surveys of 1,065 elementary school students in 3rd to 6th grade and 1,099 elementary school teachers of K-6th grade, examines students' and teachers' experiences with biased remarks and bullying, and their attitudes about gender expression and family diversity.
- Can Controversial Topics be Taught in the Early Grades? Yes!
- Controversial Subjects in the Classroom:
- Teaching Elementary Children about Controversial Issues:
- Teaching Elementary Children about Controversial Issues:
- Resources for Teaching “Controversial” Topics in the Social Studies
- Web Resources for Controversial Issues:
- Dealing with Controversial Issues What role does Social Studies play helping students deal with controversial issues?
- Bullying in Elementary School Bullying Definitions, Bullying Facts, Teachers, Teachers' Advice
- Bullying Starts from the First Day of Kindergarten:
- How to Choose the Right Anti-Bullying Program for Your School:
- Discussing Transgender and Gender non-conformity identity and issues: Suggestions for K-12 Teachers.
- Teaching Tolerance: Lessons Sexual Orientation
- Teaching tolerance: Lessons about Reducing Gender Stereotyping and Homophobia in Sports:
- Tips for Teachers: Ally Yourself with LGBT students: Whether or not you know their identity, you can be certain that you are teaching LGBT students. Visible support and small acts of kindness go a long way in helping these youths feel safer and find harmony at school. Not only does fulfilling the role of ally let them know they are not alone, it models for other students that gay and transgender classmates are their peers, worthy of respect and acceptance. More often than not, bullies operate with the tacit approval of the school community.
- Teaching Tolerance: Controversial Issues:
- Say No to Bullying | Clark County School District
- Critics say proposed CCSD bullying policy changes fall short: It took a 13-year-old student’s suicide and almost a year, but Clark County School District officials presented new anti-bullying policies Thursday to fall in line with state laws requiring that principals immediately investigate bullying reports and notify parents.
Research on Controversial Issues:
- In 2013 two experts from Columbia University reported that LGBT bullying statistics improved when school policies against bullying included LGBT youth.
- Controversial Issues in United States History Classrooms: Teachers‘ Perspectives:
- What is known about the effects of controversial issues discussions? For the past 25 years, scholars in the social studies field have been examining the effects of controversial issues discussion through empirical research. The line of inquiry was sparked by Patrick's ground- breaking review of political socialization research, in which he noted that educational programs might have a greater impact on the development of democratic attitudes "if they were conducted in an atmosphere more conducive to inquiry and openmindedness" (1967, 71). A number of researchers have subsequently investigated the role of discussion in preparing students for citizenship.
Diversity Issues in Schools
- Every kid needs a champion - Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level
- Just How Racist Are Schoolteachers? "Most school teachers likely work hard at treating their students equally and justly," says Okonofua. "And yet even amongst these well-intentioned and hard-working people, we find cultural stereotypes about black people are bending their perceptions towards less favorable interpretations of behavior." Full Study.
- When Teachers Overcompensate for Racial Prejudice: A new study suggests that educators are wary of critiquing minority students -- and in the process, actually undermining children's self-esteem. in a recent study in the Journal of Educational Psychology, is a tendency for white teachers to judge minority students' work less critically than white students'. It's called positive feedback bias, but its effects are largely negative. "There's nothing wrong with getting positive feedback," says Kent Harber, lead researcher of the study. But "what happens is that when the feedback is inaccurate, it doesn't provide a valid fix as to where a student is actually performing. Then they don't know where they need to best direct their efforts. It's like having a biased compass."
- The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap Abstract and related studies: Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectation effects.
- Understanding Prejudice: Tips for Elementary Teachers:
- Promote Respectful Schools & Communities: Change happens only when everyone understands how bigoted words can lead to discrimination and violent actions; what threats to democracy and individual rights look like, including silently standing by; and what responsible, participatory citizens need to do to bring about a just, civil society.
- RAISING PREJUDICE-FREE KIDS: Some good ideas for educators - also see Tips for Elementary Educators: This page contains tips on how to create a diverse, multicultural, and inclusive class environment, with specific suggestions on how to teach about prejudice and how to handle students who display discriminatory behavior.
- Combating the Racism of Low Expectations: “As long as educators and policy makers believe that graduating an African-American student with an 8th grade reading level is a success, then we will never get beyond the current achievement gap between the races in this country.”
- Beyond Blue: “Subtle Racism” Beyond Blue campaign highlights the effects of 'subtle racism' From Australia. Video
- Student Voices: This is a great project for any classroom – listen to your students talk about these issues.
- Student Voices: A look at Race Relations through a Child’s Eye. Video
- Student Voices: Kids Speak their mind on race 2
- Student Voices: Racism Defined As Kids React to Controversial Cheerios Commercial New Brunswick:
- Student Voices: Kids React to Gay Marriage:
- Student Voices: Asian Americans Respond To Racist Comments
- Student Voices: Asian Doesn’t Start with A+ | Olivia Lai | TEDx: Asian Americans are often stereotyped as the 'model minority' and are seen as perfect students that are good at math, piano, and violin, for example. Although these are positive stereotypes, Olivia Lai explores the negative consequences of these expectations and what we can do to alleviate pressures on Asian-American students. Important information for teachers.
- Student Voices: Being 12: Hear some straight talk from middle-schoolers about race and what it's like to grow up in such racially charged times. More from our Being 12 series: http://being12.org/
- Parent Voices: What I am learning from my (5 year old) white grandchildren -- truths about race | Anthony Peterson | TEDx This talk was given at a local TEDx event, produced independently of the TED Conferences. Are we in a post-racial society? Do we want to be? Anthony Peterson, an African American, draws from current research and from conversations with his Anglo American grandchildren to address truths about race in 21st century America.
- Student Voices: Confessions of a D Girl: Colorism and Global Standards of Beauty | Chika Okoro | TEDx If you look like me, you’re used to colorism, says Stanford Graduate Business School student Chika Okoro. She calls the phenomenon - colorism –.” discrimination against those with a darker skin tone -- “both as sinister and as subtle as racism In a world where light skin, light eyes and long “real” hair are sought after features, Okoro tells us how she copes, and what we can do to unlearn this deep rooted, destructive mindset.
- Excellent Article: Social Class and the Hidden Curriculum of Work: Her research indicates teaching methods, classroom management styles, student expectations and other factors in low-income, middle-class and upper class schools are different and prepare students to remain in their same class as adults. For example, using strict discipline where the teacher is always correct teaches students to listen and follow others. What do your teaching methods and classroom management style prepare you students for as adults?
Additional In-school Controversial Issues: With “controversial issues” in schools, teachers have very specific roles to play. Teachers must assure all students in their classroom are safe, free from bullying, free from any type of harassment, are treated fairly, and have an equal opportunity for success. Regardless of how you feel or think about an issue, you must follow work-place rules and the Constitution.
- Marriage Equality – Parents, self, colleagues, in the news: Marriage equality is the law of the land. All parents, colleagues and people in the news should be treated like everyone else.
- Sexual harassment in schools, students, colleagues, yourself: All incidents of sexual harassment must be reported to school officials. All schools have specific policies and you should make
- Religion in Schools and your classroom, evolution, prayer: The Constitution and state laws regulate these issues.
- Teachers cannot teach religion in school, but teachers can teach about religion.
- Evolution is a scientific theory – meaning it is accepted as “fact” by the scientific community. Scientific theories are only accepted after a considerable amount of scientific testing of cases to see if the theory holds to explain the phenomena. Scientific theories are based on factual evidence. Theory in this sense means it is an explanation of reality - of real things. Much of medicine and other sciences are built on this "theory." This is not the common non-scientific use of the term. See the National Science Teachers Association (NSTA) position statement.
- Prayers in School: As taxpayer funded employees, teachers are not permitted to lead, direct, require, or otherwise control any type of prayer in schools. Schools can allow students, on their own to pray, create a prayer group, bring a Bible or Quran to class, etc. See ADL website for additional information.
- Banned Books: Every year, school boards across the nation ban books from being used in schools. The bottom line for teachers is you can discuss banned books, but I suggest not using a banned book in your class. See the American Library Association website for additional information.
- Bias in Textbooks/Curriculum: It is fair to say, all Social Studies books have a state and American bias. Some books have a regional bias. Textbboks may also have a bias for traditional “Great Men” history, male history, white history, middle or high-class history, people’s history, commoner’s history, and so on. Teachers should help students understand and see bias in textbooks or any materials or resources. Students live in a biased world. Help them understand and deal with it in a positive way.
- Teacher Bias, political views, views on controversial issues: Freedom of speech (with some limitations) applies to students and teachers. There are teachers who freely express their views on issues and other teachers who do not. This is a choice for everyone. The only thing that is clearly wrong is the teacher trying to sway students to his or her position on issues. One position was presented above. My position is teachers should not voice or otherwise show their position on any “controversial issue.” The students should be the focus of the learning, not the teacher. The Supreme Court ruled teachers can wear Political Buttons in class. I would say, just because you can, does not mean you should.
- Students with Special Needs in the regular classroom: Teachers must work with Parents, Counselors, and others to try to make ever student safe, free from bias, and given every opportunity for success in class. How would you want teacher’s to treat your or your friend’s kids in class? Every student deserves to feel wanted, liked, and to be treated fairly by everyone in the classroom. Teachers must work hard to make that happen.
- Undocumented students in the classroom: No teacher should ever inquire as to the status of any student in the school – it is illegal. There should be zero difference in the way any student is treated in class. However, students who may be new to the school, the city, the country, etc. may need special attention to feel comfortable and fit in with other students.
- Non-native English speakers in the classroom: There should be zero difference in the way any student is treated in class. To help everyone feel welcome, assigning a “class buddy,” teaching everyone in the class a few words in the student’s language, labeling important things in the class in both or many languages and greeting students in their first language is great for the teacher and all students. See every student as an asset and highlight their uniqueness as a strength.
- Teacher Self-Disclosure: Everyone has freedom of speech. However, in my view teachers should keep private matters private. The classroom is about the students not the teacher. While teaching will take up a large portion of your time, you are not required to disclose what you do outside of the classroom. Use good judgement. You should keep in mind, whatever you disclose in class will be spread outside of class and the content will change. If you are familiar with the psychology experiment on “bystander bias” where people are arranged in a circle. One participants describe what they saw in a car crash video and tells the person next to him or her. The story is repeated secretly around the room. The last person repeats the story and it is always very different than the original story. For example, if you tell your students you stopped at a sports bar on the way home to watch Monday Night Football, students will end up telling others you went to a bar drove home drunk. By the time the Principal hears the story, you would have been arrested for drunk driving. This is only a slight exaggeration. I have heard worse in real classrooms.