Standard 2: Systems of Oppression

Glossary

Cultural Mismatch: The incongruence in beliefs or ways of being between people or groups of people based on their cultural heritage, age, region, etc.

Critical Race Theory: (CRT) is a hypothetical framework in the social sciences that uses critical theory to examine society and culture as they relate to categorizations of race, law, and power.

Implicit Bias: Unconscious attitudes and/or beliefs, often rooted in stereotypes, impacting one’s understanding, actions and decision making.

Inferior: Lower in rank, status, or quality

Intersectionality: Various, overlapping social categories (e.g., race, class, religion) one individual identifies as that leads to systemic oppression and/or social dominance

Marginalized: Person or group treated as inferior or lacking adequate representation

Whiteness: Is a social and political construct that establishes social norms and expectations.

K-12 Disparity Facts and Statistics. by the United Negro College Fund

I use expert groups to prepare and present the 10 facts and stats in class. Students complete the following chart as they hear the disparities in education for students of color.

Suggested Resources to Explore:

Act.tv. (2019). Systemic Racism Explained (A Crash-Course type short video that explains systemic racism.)

Alberta Civil Liberties Resource Center. (2019). Understanding Whiteness. Retrieved from http://www.aclrc.com/whiteness.

Barnum, Matt. (2019). How school segregation affects whether a black student gets labeled as having a disability. Chalkbeat, May 28. Retrieved from https://chalkbeat.org/posts/us/2019/05/28/new-studies-show-that-segregation-affects- students-chances-of-being-identified-as-disabled/

Hooks, bell. (1994). Teaching to transgress. New York, NY: Routledge.

Jon Greenberg. (2015). “7 Reasons Why ‘Colorblindness’ Contributes to Racism Instead of Solves It.” (An article from the Everyday Feminism website that gives a high school teacher’s perspective on the harmful effects of colorblindness.)

Darnell Moore. (2016). “Here is the Problem with ‘All Lives Matter’” (A short video explaining why “All Lives Matter” is the wrong response to “Black Lives Matter.”)

National Humanities Center Education Programs. (2017). The History of White Supremacy: A Professional Development Webinar (Designed for teachers. An excellent resource for anyone interested in learning about the history of white supremacy.)

Netflix. (2016). 13th. (Documentary by Ava DuVerney on the systematic injustice of the prison system.)

NPR. (2010). “‘Whistling Vivaldi’ and Beating Stereotypes.” (An interview with Claude Steele, author of Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us, a book on social identity and the negative perceptions that come along with stereotypes.)

Monnica T. Williams. (2011). Colorblind Ideology Is a Form of Racism (An article from Psychology Today that explains the problems with colorblindness and the importance of valuing difference.)

Watts, R.J., Diemer, M.A., and Voight, A.M. (2011). Critical consciousness: Current status and future directions. In C.A. Flanagan and B.D. Christens (Eds.), New directions for child and adolescent development. Youth civic development: Work at the cutting edge, pp. 43-57. San Francisco: Jossey-Bass.

Wong, A. (2016). Why are there so few Black children in gifted programs? The Atlantic, January 19. Retrieved from https://www.theatlantic.com/education/archive/2016/01/why-are-there-so-few-black- children-in-gifted-and-talented-programs/424707/.