Recent research on Black and Latino males in the Boston Public Schools (BPS) revealed that educators and administrator are often reluctant to talk about issues of race and gender in the classroom. In a recent Education Week commentary, AISR Executive Director Warren Simmons and Center for Collaborative Education Executive Director Dan French argue that race discussions in schools are crucial to improving race relations, narrowing opportunity gaps, and improving student outcomes.
"When educators say, 'I'm colorblind' and claim not to see or be influenced by their students' race, the net result is that students of color, their experiences, and their perspectives become 'invisible' in the classroom,” they write. “Districts should recognize that black and Latino males need access to a rigorous curriculum that includes content reflecting their language, culture, and frames of reference. They need to see teachers and administrators who look like them. All of us must work harder to create schools that embrace students and families of all backgrounds, rather than places where some are asked to leave their cultures, languages, and experiences outside the schoolhouse door.
Education Week commentary
Diversity more than just a face
In response to an August 24 Boston Globe article that noted that Boston schools are failing to satisfy a federal mandate to diversify its ranks of teachers, AISR and CCE also collaborated on a letter to the editor that echoed relevant themes from Phase II research on Black and Latino males in BPS.