The trouble with Black boys: And other reflections on race, equity, and the future of public education.
In this book about the wide gulf existing between the racial and socioeconomic classes in America, Pedro Noguera helps the reader understand what it will take to close the achievement gap in the United States.
Noguera, P. (2008). The trouble with Black boys: And other reflections on race, equity, and the future of public education. San Francisco, CA: Jossey-Bass.
How SEL and Mindfulness Can Work Together
This article from Berkeley's Greater Good Science Center includes links to resources presents mindfulness as a pedagogy to support SEL.
Do Something is an organization aiming to support young activists with social justice projects. The organization houses campaigns in which young people can choose to participate.
Global Oneness Project
The Global Oneness Project aims bring the world's cultures alive in the classroom using stories as a pedagogy. Committed to the exploration of cultural, environmental, and social issues, they offer a rich library of multimedia stories, companion curriculum and discussion guides. They focus on global meta-level issues, such as climate change, water scarcity, food insecurity, poverty, endangered cultures, migration, and sustainability.
Five Ways to Support Students Affected by Trauma
This article provides live links to research and further information on trauma-informed teaching published by the Greater Good Science Center at the University of California, Berkeley.
GLSEN works to ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment. Educator resources include lessons on bullying, bias, and diversity.
White Privilege: Unpacking the Invisible Knapsack
This seminal conceptual article by Peggy McIntosh draws attention to a multitude of ways in which White individuals have societal advantages compared to individuals from diverse backgrounds.
McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, July/August, 10-12.
Why Urban Parents Resist Involvement in Their Children's Elementary Education
This qualitative study investigates reasons why some families from diverse backgrounds are reluctant to become involved in their children's schools.
McDermott, P., & Rothenberg, J. (2000). Why urban parents resist involvement in their children’s elementary education. The Qualitative Report, 5, (3&4).
You Think You Know Ghetto? Contemporizing the Dove "Black IQ Test'
This article discusses cultural bias in intellectual ability assessments. The article also contains an assessment with questions relating to African American culture that can be used to help illustrate how cultural differences may affect objective measurements of intelligence in tests.
Laundra, K. and Sutton, T. (2008, October). You think you know ghetto? Contemporizing the dove "Black IQ Test." Teaching Sociology, 36, 366-377.
Savage Inequalities: Children in America's Schools
Jonathan Kozol's book describes the vast differences in resources between schools in affluent areas and schools in low-income areas.
Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Broadway Paperbacks.