Peer-led Professional Development for Equity and Diversity:
A report for teachers and administrators based on findings from
the SEED Project (Seeking Educational Equity and Diversity)
Fairness Access Opportuni ty
Written by: ILA DESHMUKH TOWERY, RACHEL OLIVERI, and CALVIN L. GIDNEY
With a foreword by: PEGGY McINTOSH
This report was written by:
Ila Deshmukh Towery, Ph.D. Candidate, Project Co-Manager, Evaluation of the SEED Initiative;Eliot-Pearson Department of Child Development, Tufts University
Rachel Oliveri, M.A., Project Co-Manager, Evaluation of the SEED Initiative; Eliot-Pearson Department of Child Development, Tufts University
Calvin L. Gidney, Ph.D., Principal Investigator, Evaluation of the SEED Initiative; Associate Professor, Eliot-Pearson Department of Child Development, Tufts University
With a foreword by:
Peggy McIntosh, Ph.D., Associate Director of the Wellesley Centers for Women; Founder and Co-Director, National SEED Project on Inclusive Curriculum (Seeking Educational Equity andDiversity)
Acknowledgements:
The authors would like to thank Korynn Schooley for her help in articulating the vision for thisreport and for her thoughtful comments and questions throughout the writing process. Theauthors are also indebted to Donald Burroughs for providing critical feedback, both from his perspective as a teacher and as a SEED leader, and for his invaluable assistance in identifying theimportant resources for educators that are contained in this report. Finally, we would like to thankThe Schott Foundation for Public Education for their continued, generous support and fundingover the past three years.
Copyright © 2007 by The Schott Foundation for Public Education
All rights reserved. No part of this publication may be reproduced or transmitted in any form or byany means, electronic or mechanical, including photocopy, recording, or any information storage orretrieval systems, without permission in writing from The Schott Foundation for Public Education.
The publication should be cited as:
Deshmukh Towery, I., Oliveri, R., & Gidney, C.L. (2007). Peer-led professional development forequity and diversity: A report for teachers and administrators based on findings from the SEEDProject (Seeking Educational Equity and Diversity). Cambridge, MA: The Schott Foundation forPublic Education.
Additional copies of this report may be obtained from our website at: www.schottfoundation.org.
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A Filipina-American teacher arrives at aSEED New Leaders’ Workshop wearing subdued clothes and calling herself by theAnglicized name she made her parents usewhen she was a teenager. She experiencesseven days of living with a multicultural andmultiracial group of 40 other teachers, eachday delving into exclusion and inclusion, equi-ty and diversity, in schooling of all kinds. Onreturning to her school in California she leadsa nine-month SEED seminar for interestedcolleagues, replicating in each three-hour gath-ering some of the processes and exercises shelearned in the summer. She reclaims herFilipina name, begins to wear the bright colorsof her cultural past, and within a few yearsbecomes a trusted and beloved school principal.She continues to say, “SEED turned it allaround for me.”
A strongly feminist White woman sits in asmall group with nine other teachers for partof every day at the SEED New Leaders’Workshop. She has worked for gender equity ather school, feels that she is a veteran in mattersof diversity, and isn’t sure that the SEEDProject has anything new to teach her. Afterseven days of immersion in the most diversegroup of people she has ever spent time with,she is bowled over by how much she still has to learn about others and about herself. Shecomes to understand Emily Style’s words on“curriculum as window and mirror,” givingwindows out onto others’ lives, while also pro-viding mirrors of one’s own reality and validi-ty. She writes in a SEED newsletter, “SEEDhas changed my life. It has changed my teach-ing, my interactions, and my purpose forbeing.”
An African-American school administratorattends the training, leads a SEED seminarfor other administrators in his district, andthen supports three interested teachers to attendthe summer SEED New Leaders’ Workshopand carry the work further. Each one returnssaying that SEED has changed their life. Foreach one, the transformation has been differ-ent. A few feel they have a clearer vision andbetter tools for closing the achievement gap. Afew feel the validity of the teaching styles theyhad doubted in themselves. One understandshomophobia for the first time. Others have discussed ethnicity, race, class, gender, andnationality in depth as never before. They allsay they realize anew the ways they themselves,unknowingly, have contributed to theinequitable treatment of students, perpetuatingthe systemic oppression that they themselvesexperienced in school. They return prepared tobe different kinds of teachers. The administra-tor calls the SEED office to say he would likestill more SEED seminars started in his districtso more teachers can participate. He tells me,“I’ve been to all kinds of diversity workshopsand retreats and conferences . . . you name it.Nobody puts it all together like SEED.”
What these three vignettes have in commonis that they describe typical responses toSEED, both to the seven-day training offacilitators each summer (SEED NewLeaders’ Workshop) and the subsequent year-long, monthly seminars that these newleaders facilitate with peers in their schools.
I founded the SEED Project because Ibelieved, “There’s got to be a better way todo professional development of teachersthan to talk down to them and bore them todeath.” I identified with the teacher who
Foreword
SEED is co-directed by Peggy
McIntosh of the Wellesley Centers for
Women, Emily Style of Westfield High
School in New Jersey, and Brenda
Flyswithhawks of Santa Rosa Junior
College in California. The three
co-directors make policy decisions
and choose among applicants for
SEED leadership training based on a
number of factors, including the
strength of administrators’ support
for SEED applicants.
Over 30,000 teacher-years have been
voluntarily spent by educators in
year-long, monthly SEED seminars in
33 U.S. states and 13 other nations.
In recent years, more and more par-
ents and college teachers have joined
K-12 educators at the New Leaders’
Workshops to prepare to facilitate
seminars for their peers.
An Introduction to the National SEED Project onInclusive Curriculum (Seeking Educational Equity and Diversity) By Peggy McIntosh, Founder and Co-Director
2
had leaned over to a colleague during arequired faculty development session andsaid, “I hope I die during a professionaldevelopment day. The transition will be soimperceptible.”
Yet I did believe in adult growth and devel-opment, and I still do, especially aroundmatters of exploring how the structures wewere educated in got embedded in our-selves. I started The National SEED Projectin 1986 as an experiment. Could classroomteachers be the leaders of their own profes-sional development? And was explorationof their own experience key to a betterunderstanding of their students’ experienceof education? I imagined a reflective sum-mer week for teachers to learn from andwith each other and then to convenegroups in their own schools to learn fromand with each other. I thought that teacherswould be the best judges of how to shapeseminars to fit their own school settings andthat they should be the ones to make thedecisions about which books, resource mate-rials, films, discussion topics, and interactiveexercises they would use with their col-leagues. I knew that the support of theschool or district’s administration was neces-sary for SEED seminars to be welcomed andprotected, and so I asked principals orschool heads to fund and support the train-ing of peer facilitators for their schools.
What began as an experiment 21 years agohas evolved into a solid working model ofpeer-led professional development. Yearafter year, a diverse group of veteran SEEDstaff members, currently nine people ofcolor and five white people, design and leadthe training in the summer. The basic
structure of SEED remains a week-long res-idential SEED New Leaders’ Workshop for45 educators or parents, after which theyconvene and facilitate nine monthly, three-hour, voluntary school-based seminars forbetween 10 and 20 of their peers. OftenSEED seminars continue for many years.
I feel that teachers should be treated withgreat respect as carriers of deep knowledgeabout their own past experiences of school-ing and of life. Given support for their ownknowledge to re-emerge, they can teach insuch a way that all students are includedand empowered. My vision of faculty devel-opment is that it gives adults back to them-selves in such a way that they can makegood on their ideals. Such faculty develop-ment balances inner-directed and outer-focused discussion. In the words of co-director Emily Style, it “balances the schol-arship on the shelves with the scholarship inthe selves.”
SEED leaders come to understand that people and schools develop at their ownspeeds. The process must accommodatemany kinds of learners with many degreesof openness, as schooling itself should do,while holding out the belief that all peopleand institutions have some capacity to growif they will make efforts against racism, sex-ism, and other systems of oppression.Supportive, peer-led SEED seminarsextending over time are long-term inter-ventions that help teachers to make theirschools places where all students know theybelong, are valued, and can learn.
Foreword
What is the place of the SEEDProject among other U.S.educational reforms of the late twentieth century?
Three Ph.D. dissertations have beenwritten on the Project. They haveused the term “transformationalprofessional development” to categorize SEED within varioustypes of reform. Transformativeprofessional development differsfrom informative or skills-basedprofessional development in that it assumes that teachers mustchange in deep ways if schools are to change in deep ways.Transformative professional devel-opment does not separate personaldevelopment from professionaldevelopment; it seeks to changepeople and schools from theinside.
SEED is:InteractiveExperientialTheory-basedIntellectually rigorous
SEED spans:All school subjectsAll grade levelsAll teaching methodsAll school climates
SEED fosters:Critical thinkingEquity leadershipDiversity leadershipSocial justice
SEED leads to:Teacher renewalSystemic understandingAdult developmentStudent achievement
Introduction
In 2003, The Schott Foundation for PublicEducation funded the National SEEDProject on Inclusive Curriculum to under-take intensive implementation of the SEEDmodel in two Boston-area schools, a middleschool and a high school. This initiativeused the SEED model to train teachers inequity and diversity with a special emphasison gender. Teachers from the two chosen“model” schools were sent for facilitatortraining at the SEED New Leaders’Workshop. These newly trained SEED lead-ers in turn returned to their school commu-nities to facilitate monthly SEED seminarsin their schools and to recruit colleagues toattend the SEED New Leaders’ Workshopwith the hope of spreading the work ofSEED throughout their schools. The long-term goal of the SEED seminars in thesetwo schools was consistent with SEED’soverall mission: to create school climates,curricula, and teaching methods that aregender-equitable, multiculturally sensitive,and respectful of all students.
Beginning in Fall 2003 and ending in Fall2006, researchers from the Eliot-PearsonDepartment of Child Development at TuftsUniversity undertook an evaluation of thisintensive pilot application of the SEEDmodel. Drawing on findings from interviewsand surveys, this report summarizes the lessons learned about how peer-led profes-sional development can focus on matters ofstudent empowerment, oppression, privi-lege, discrimination, teasing, bullying, theachievement gap, and climates of respect orexclusion in schools and in society. Thereport describes various opportunities andchallenges teachers face in seeking to makechanges related to inequities in theirschools. Finally, it presents recommenda-tions based on findings from the evaluationabout how a peer-led process for profes-sional development can heighten educators’awareness of, and response to, bias andinequities in the schools.
In the spirit of the SEED program’s effortsto make teachers’ voices central to teachereducation, this report presents teachers’experiences in the program through theirown words, highlighting their work toaddress inequities in their schools, andexploring the challenges that continue topersist in moving teachers and schools for-ward in their work to foster equity inschools.
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About the Schools
High School
• Located in a diverse urban suburb ofBoston
• ~1800 students, grades 9-12
• Student body:
~41% Black or African-American,34% White, 15% Hispanic, ~9%Asian, ~1% Multiracial, <1% NativeAmerican
• Total staff: ~175
• ~60 SEED participants over threeyears
Middle School
• Located in the city of Boston
• ~250 students, grades 6-8
• Student body:
~72% Black or African-American,~13% Hispanic, ~11% White,~4% Asian
• Total staff: ~35
• 100% participation in SEED
About the evaluation
Data Sources
High School
• 35 semi-structured interviews with 15 SEEDleaders and seminar participants, over threeyears
• 80 teacher surveys over three years
Middle School
• 20 semi-structured interviews with eight SEEDleaders and seminar participants, over threeyears
• 63 teacher surveys over three years
Introduction
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SEED provides teachers the time they need for self-reflection and self-exploration. SEEDalso offers teachers safe spaces with theircolleagues and peers in which to develop a shared commitment to social change.
Many of the teachers participating in theSEED initiative particularly benefited frombeing given opportunities for self-reflectionand identity exploration. SEED seminarparticipants reported experiencing a raisedawareness around their own biases, anincreased sense of belonging to a communi-ty of teachers who offer each other support,and a shared desire for an equitable andsafe school environment.
One of the most commonly reported contri-butions teachers felt SEED made was that ofcommunity building. Teachers spoke ofSEED as a “consortium of people of likeminds,” a “community of allies,” and a“refuge from the storm.” They creditedSEED with allowing teachers the time andspace to get to know each other, hear eachothers’ stories, learn from each other, sup-port each other, and challenge and inspireeach other. Teachers at the high school, inparticular, noted that teachers often feel iso-lated from each other in such a large schooland that SEED helped them to cometogether and discover that they were deal-ing with similar issues.
Teachers feel that SEED deepens their under-standing of themselves and their roles inboth perpetuating and combating inequitiesin their schools.
Several teachers credited SEED withchanges in their thinking and in theirteaching practices in relation to issues of
diversity and equity. Participants said SEED has deepened their understanding of themselves and their students and helped to increase their confidence andcourage in engaging in difficult conversa-tions about topics such as racism, sexism,and homophobia.
Teachers also reported changes in their sen-sitivity toward certain groups of students(e.g., LGBT students, biracial students) andstill others spoke of interrupting biasamong their students using vocabularygained in SEED.
Teachers believe that individual growth canlead to school-wide change. Further, teachersbelieve that SEED can help facilitate thischange.
Teachers primarily credited SEED witheffecting individual-level change andgrowth, yet many said they saw the poten-tial for SEED to precipitate school-widechange. Reflecting on SEED philosophy,they saw individual teacher-level change asthe necessary first step to building a com-munity of allies and effecting change amongstudents and within the school culture.Some teachers said they saw a direct con-nection between what they were learning inSEED and how they taught their students;others said SEED motivated them to bringactivities they learned in SEED into theirclassroom teaching.
SEED leaders and seminar participantsalike said the program had influenced theirteaching practices—from being more awareof whom they call on in class to not tolerat-ing homophobic name-calling to bringingseminar activities and language into their
“I think the SEED
program is a tremendous
program. I think that it
really brings a lot to the
school community and
atmosphere and it just
forces a great deal of
reflection and that’s the
greatest education that you
can really have. Because
anytime you’re forced to
ask questions and chal-
lenge a belief then that’s
what education is sup-
posed to do and that’s
what SEED does.”
—High School History teacher
Lessons learned from the evaluation of SEED
Lessons Learned
classrooms. At the middle school, teacherssaid SEED gave them the opportunity toanalyze patterns of inequity in their school.Teachers at both schools noted the influ-ence SEED has had on their relationshipswith students—from challenging their ownassumptions about students’ identities andexperiences in school to serving as someonestudents can go to confidentially aboutproblems that arise.
Administrators play a key role in facilitatingteachers’ participation in programs thathighlight the importance of understandingthe various ways teachers can act to con-front and challenge bias and inequities inschools.
The administrations at both the middleschool and the high school played a keyrole in introducing and sustaining theSEED program at their schools over thethree years of this initiative. Administratorsdemonstrated their support for teachers’participation in the program in variousways, from participating in the seminarsthemselves to instituting policies to provideprofessional development credits orstipends to teachers involved in the pro-gram. Teachers at both schools noted theimportance of having the backing of theirschool administration and expressed howcritical this continued support from admin-istrators is to the program’s long-termimpact.
Teachers need support from their colleaguesin order to sustain and encourage individualgrowth and school-wide change.
SEED seminars are peer-led monthly dis-cussion groups aimed at self-exploration ofteachers’ own identities and the personalbiases they bring to their interaction withone another and with their students.Leading these seminars can be very time-consuming and requires a great deal ofenergy on the part of these peer leaders;further, the teachers who lead these semi-nars often play many leadership roles intheir schools, in addition to being SEEDleaders. One major difficulty for leaders isthe challenge of recruiting new teachers totake over leadership roles in the program.In order to not only facilitate, but also sus-tain change, schools need to encourage allteachers in their school communities to takeon leadership roles with regard to con-fronting everyday bias and inequities intheir schools.
In addition, school administrators andSEED leaders need to help prepare teach-ers, and be prepared themselves, to con-front difficult and emotional issues throughthe seminars. SEED leaders and partici-pants reported seminar topics and discus-sions at times delved into deeply personalquestions of self-identity, including exami-nations of painful experiences related toracism, sexism, and/or homophobia.Teachers need to be prepared to explorethese types of issues, and both leaders andparticipating teachers need to have supportand resources from their schools andadministrators for engaging in difficult conversations.
5
Lessons Learned
“I have pushed myself and
my White colleagues
through conversations to
really look at and work on
institutional and societal
racism and how we proac-
tively combat racial aspects
of our society. I have done
this more publicly and
even courageously because
of SEED.”
—Middle School principal
“I just noticed today that
the girls were a little shy on
presenting. So I just
[called on them]…Would I
have done that without
SEED? Probably not.
Definitely not. I would’ve
just said, ‘Okay, next.’”
—Middle School Technologyteacher
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Professional development around issues ofequity should be consistent, stable, and com-prehensive. Moreover, professional develop-ment for teachers is particularly effectivewhen conducted in collegial, non-threateningenvironments.
Conversations with program participantsindicated that most teachers prefer thepeer-led SEED approach to prior diversitytrainings they have participated in that useoutside trainers. Teachers reported that thepeer-led model promotes trust and relation-ship building and that monthly seminarsthroughout the year are much more effec-tive and helpful than one-time presenta-tions.
Teachers’ self-exploration can and should beconnected to their classroom practice.
The SEED program is based on a frame-work that connects teachers’ personalunderstandings of gender, race, class, andsexual identity (and their related systems ofprivilege and oppression), to changes inteaching practices. Though most teacherssaid that they enjoyed and found meaningin the sharing of personal stories, they didnot always see how these stories connectedto changes in classroom practice. Someteachers are less comfortable with an intro-spective approach and prefer practical guid-ance such as how to intervene in name-call-ing or how to help close the Black/Whiteachievement gap. Thus, professional devel-opment around equity and diversity issuesshould provide a balance of self-explorationand practical applications in order to meetthe varying needs of participants.
School communities and programs need tomake explicit efforts to recruit all teachers toengage in the project of promoting equity intheir schools.
At the middle school where all teacherswere required to participate in the pro-gram, recruitment of SEED participants wasnot a problem for the school. However, atthe high school, participation in the pro-gram was largely voluntary. Thus, theresponsibility for recruitment, whichoccurred mainly by word-of-mouth, fell toSEED leaders and the school’s SEED sitecoordinator, a SEED-trained teacher whooversaw all aspects of the program. In fact,most teachers at the high school attributedtheir initial participation in the program tothe site coordinator.
While SEED leaders were effective atrecruiting many of their colleagues, most ofthese colleagues were already committed to“diversity work” prior to their involvementwith SEED; reaching those teachers who areresistant to doing this type of work andskeptical that it will make any differenceremained a challenge. For example, SEEDleaders explained that White men wereespecially hard to recruit, in part becausethey were uncomfortable with discussionsabout race and gender, in which they oftenfelt framed as “oppressors.” Schools, alongwith programs like SEED, should generateideas for discussing race and privilege sothat all teachers can enter into these conversations.
“…[SEED] is a good
reminder. I think it is good
to check in and remind
yourself to pay attention to
all of the issues, because it
is easy to just [keep] doing
what you are doing...[and]
think you are being fair to
everybody… [but forget to
ask] do I call on more boys
than girls? Do I call on
more White kids than
Puerto Rican kids? Or
what do I do?”
—High School History teacher
Recommendations for K-12 educators,administrators, and policymakers
Recommendations
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Promoting school-wide equity and facilitat-ing change must extend beyond the world ofadults and involve students in the work offostering equitable environments.
As part of the evaluation of SEED, focusgroups and surveys were conducted withstudents in order to gauge students’ percep-tions of school climate at each school. Theevaluation team partnered with teachers ateach school to conduct the focus groups,and at teachers’ request, explicit effortswere made to disseminate the lessonslearned from these focus groups and surveys to the school community.
Teachers benefited from hearing firsthandabout students’ experiences in school in
order to get a better sense of how theirSEED work could support the needs oftheir students. Though students are theirultimate beneficiaries, professional develop-ment programs such as SEED often do notdirectly impact students. Explicit studentinvolvement in facilitating school-widechange, through the use of student focusgroups and student action research, wouldnot only enhance teachers’ important workfor change, but would also give students theopportunity to communicate their concernsto teachers and to forge alliances with teachers toward improving the school climate for all.
Recommendations and Conclusion
“I would love students to be
trained as SEED leaders,
and for them to lead SEED
groups with maybe some kind
of coaching and support
from a teacher. I just think
that the more we can empow-
er our students the better.”
—High School English teacher
Educators have long recognized that, inmany ways, schools reflect the communitiesthat they serve. Members of the school community bring the attitudes, values, and behaviors of the broader communitywith them to school—even when these are oppressive to particular groups of theschool community. However, schools canalso be a place where oppressive attitudes,values, and behaviors can be challengedand, in some cases, changed. Teachers play the essential role in bringing aboutschool change. They, more than any othermembers of the school community, have the power to challenge racism, sexism,
and homophobia both in their students andin the broader school community.
This report highlights some of the possibili-ties that SEED holds for individuals com-mitted to building equity in schools. SEEDprovides a safe, collegial space in whichteachers can come together to reflect onthemselves, their teaching, and their schoolcommunity. In doing so, SEED gives teach-ers a sense of confidence in their ability tocreate more equitable school climates. Thismay be one of SEED’s greatest contribu-tions—empowering teachers to effectchange in their school communities.
Conclusion
Resources for Educators
The following list of films, readings, and websitesare examples of resources for teachers and educa-tors to start conversations about equity and diver-sity in their schools.
Selected readings used by SEED seminarleaders Anonymous. (1982, September). “A mother to ateacher: Respect my child: He has a right tobe himself.” Saskatchewan Indian, 12(7), 45.An open letter written by an Indian mother to herchild’s teacher, highlighting the importance ofunderstanding and respect for her child’s cultureand upbringing.
Fleischman, P. (1997). Seedfolks. New York, NY:HarperCollins. A children’s story about a multi-ethnic urban gardening community.
Hemphill, E. (1991). Brother to brother: Newwritings by Black gay men. Boston, MA:Alyson Publications. An anthology of essays,poems, and stories by Black gay males aboutBlack gay male experiences.
hooks, b. (1994). Teaching to transgress:Education as the practice of freedom. NewYork, NY: Routledge. An educator’s call to arms,stressing widespread student disenfranchisementand the reproduction of patterns of subjugationand domination as a critical root of the UnitedStates’ educational crisis.
Lorde, A. (1984). Sister outsider: Essays andspeeches by Audre Lorde. Berkeley, CA: TheCrossing Press. A collection of prose written inthe late 1970s and early 1980s, from the author’sperspective as a Black lesbian feminist activist.
Mansbach, A. (2005). Angry Black White boy,or the miscegenation of Macon Detornay.New York, NY: Crown Publishing. A satiricalnovel about a White boy growing up immersed inand obsessed by Black culture.
McIntosh, P. (1988). White privilege:Unpacking the invisible knapsack. Reprintedin E. Lee, D. Menkart, & M. Okazawa-Rey (eds.),Beyond heroes and holidays (pp. 79-83).Washington, DC: NECA. An essay describing theexistence and impact of White privilege in theauthor’s experience.
Nam, V. (2001). YELL-Oh girls! Emergingvoices explore culture, identity and grow-ing up Asian American. New York, NY:HarperCollins. An anthology on growing upAsian American, featuring works by youngwomen ages 15-22.
Nelson, C. L. & Wilson, K. A. (1998). Seedingthe process of multicultural education: Ananthology. Minneapolis, MN: The MinnesotaInclusiveness Program. An anthology of essays byeducators, scholars, and activists about workingtoward inclusiveness in schools.
Style, E. (1996). Curriculum as window and mirror. www.wcwonline.org/seed/curricu-lum.html. An essay on the need for inclusive cur-riculum to function as both “window” and “mir-ror,” both introducing students to others’ experi-ence and providing mirrors of the students’ ownrealities and validity.
Yamato, J. (1988). Racism: Something aboutthe subject makes it hard to name. In J. W.Cochran, D. Langston, & C. Woodward (eds.),Changing our power: An introduction to women'sstudies (pp. 3-6). Dubuque, IA: Kendall-Hunt.An essay exploring the construction of racism inthe United States.
Selected films chosen by SEED seminarleaders for their SEED seminarsKilling us softly 3: Advertising's image ofwomen. Directed by Sut Jhally with JeanKilbourne. Analyzes the impact of media imagesof beauty and femininity on young women.
Slim hopes: Advertising & the obsessionwith thinness. Directed by Sut Jhally with JeanKilbourne. Offers a new way of thinking aboutlife-threatening eating disorders.
The color of fear. Directed by Lee Mun Wah.A groundbreaking film about race relations inAmerica, featuring nine men from different racialbackgrounds engaging in dialogue about race andracism.
The way home. Directed by Shakti Butler.Sixty-four women representing a cross-section ofcultures in the United States come together toshare their experiences of oppression through thelenses of race, gender, and religion.
Tough guise: Violence, media & the crisisin masculinity. Directed by Sut Jhally withJackson Katz. Analyzes the shaping of masculinityin the United States.
Trembling before g-d. Directed by SandiSimcha Dubowski. A documentary about the hid-den lives of gay and lesbian Orthodox andHasidic Jews.
Wrestling with manhood: Boys, bullying,and battering. Directed by Sut Jhally withJackson Katz. Explores the problem of violenceand bullying among boys in schools.
Selected online resources for educatorsFacing History and Ourselves.www.facing.org/campus/reslib.nsf/Provides lesson plans and strategies for teachers toexplore social justice issues through an historicallens.
Race: Are We So Different? A Project of theAmerican Anthropological Associationwww.understandingrace.org/home.htmlThe RACE project looks at race and racismthrough an anthropological lens, exploring ques-tions of similarity and difference through history,human variation, and lived experience. The siteprovides resources for teachers including lessonplans and teacher guides.
The National Association for MulticulturalEducation (NAME)www.nameorg.org/The official website of the National Associationfor Multicultural Education. This site providesinformation about resources, upcoming events,and important news in multicultural education.The resource center provides resources for teach-ers, including lesson plans as well as interactiveeducational tools.
For more information about the evaluation or fora copy of the full evaluation report, please contactIla Deshmukh Towery at [email protected] Rachel Oliveri at [email protected].
For more information about SEED, visit:www.wcwonline.org/seed
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Resources for Educators
9
The Schott Foundation for Public Education
Vision Statement
The Schott Foundation for PublicEducation’s vision is that all children—especially children that school systems have histor-ically failed, such as poor children and childrenof color—graduate from excellent and well-resourced public schools capable of collegesuccess and full participation in a demo-cratic society.
Mission Statement
The Schott Foundation’s mission is todevelop and strengthen a broad-based andrepresentative movement to achieve fullyfunded quality preK-12 public education.Specifically, The Schott Foundation seeks:
• Fully funded quality public schools for all children regardless of their residence
• Universal and accessible high quality andculturally appropriate early care andeducation
• Representative public policy leadership,with a focus on cultivating more womenand people of color to become decision-makers
• Black boys as the litmus test for schoolseducating all children well
Examples of other publications by The Schott Foundation include:
Public Education and Black Male Students: The 2006 State Report CardJune 2006 by Michael Holzman, Ph.D.
Making It Work for Early Education and Out ofSchool Time ProfessionalsJanuary 2006 The Schott Foundation forPublic Education and the United Way ofMassachusetts Bay.
Ensuring High Quality Early Education for AllChildren in the Commonwealth of MassachusettsJune 2005. A report of the 2005 SchottFellows in Early Care and Education.
Black Boys: The Litmus Test for Public SchoolEducationThe Schott Foundation for PublicEducation 2004.
Achieving Gender Equity in Public EducationOctober 2003. A Schott Foundation Report.
To view all of The Schott Foundation’s publications, please visit: www.schottfoundation.org.
Contact Information
The Schott Foundation for Public Education
678 Massachusetts Avenue, Suite 301
Cambridge, MA 02139
Phone: 617-876-7700 Fax: 617-876-7702
E-mail: [email protected]
www.schottfoundation.org
Fairness Access Opportuni ty
678 Massachusetts Avenue, Suite 301
Cambridge, MA 02139
Phone: 617-876-7700
Fax: 617-876-7702
www.schottfoundation.org
