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Authors and illustrators are not depicting characters from diverse backgrounds in children’s stories about the future, Emily Midkiff writes.
As an organizer for the Student Nonviolent Coordinating Committee during the 1960s, Bob Moses traveled to the most dangerous parts of Mississippi to help African Americans end segregation and secure the right to vote. But it would be tutoring students in math 20 years later at his daughter’s racially mixed middle school in Massachusetts that would lead to his life’s work—The Algebra Project.
I conclude that the decisions to force Black students to share top honors with white students result from a psychological discomfort known as “white fragility.” This is a state of stress experienced by some white people when they are presented with information about people of color that challenges their sense of entitlement. I maintain that when students of color are named top students in their graduating class, as Shepard was in 2016, white society may begin to fear that students of color are encroaching upon their social turf.
As a researcher who specializes in youth activism, I have conducted research on and with youth organizing groups in which critical race theory is a core component of the political education. Eighty-two percent of youth organizing groups regularly offer political education, which involves a critical examination of social issues, usually through workshops and group discussions.
My research–along with that of other scholars–points to three important outcomes for young people who are taught critical race theory as part of youth organizing.
To shine light on why students cheat, we conducted an analysis of 79 research studies and published our findings in the journal Educational Psychology Review. We determined that a variety of motivational factors, ranging from a desire for good grades to a student’s academic confidence, come into play when explaining why students cheat.
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