2017-2018

Required Civil Rights Training:

Reviewing for Bias and Stereotyping in Curriculum

Why Do We Need This Training? We were recently cited in our latest Coordinated

Program Review for needing this type of formal training.

It’s good practice. Nauset is a diverse community. It is important that our curriculum not only reflects that diversity but also that the educators in the community be able to recognize bias or stereotypes that may be present in the curriculum. In this way, we can help our classrooms feel safe for all learners.

Instructions Please walk through this PowerPoint training, reading

each slide carefully and completely.

Print the last page, sign off that you have gone through the training, and submit the sheet to your building principal as soon as possible.

If you have questions as you proceed through the training, please contact Keith Gauley either by calling 508-255-8800 ext. 160, or email gauleyk@nausetschools.org.

What Does Bias and Stereotyping Look Like in Curricula? A Few Examples:

Please click on the following link (from The Safe Schools Coalition) to see the various forms of bias and stereotyping in curricula:

http://www.safeschoolscoalition.org/guidelinesonbias-screen.pdf

What Materials Should We Examine? Nauset Public Schools brings in a variety of materials –

Eureka Math, STEMScopes, Reading Wonders, Glencoe Math, Pearson Science, History Alive, to name just a few. Most of the vendors of these programs provide us with evidence that the material has been reviewed for bias, but we still need to be vigilant

Teachers often supplement the curriculum with materials they bring in to the classroom: articles, websites, clips, etc. These materials should also be reviewed for bias.

What Are My Responsibilities as an Educator?

Be able to recognize and understand bias that may be present in curriculum materials.

Be Proactive: Preview and Review materials to ensure that educational materials are free from bias.

How Do I Ensure that I Am Reviewing Materials Properly?

In the slides that follow, you will be provided with samples of

what to look for when previewing materials. Later in this presentation, you will be provided with a check-list to help you review the materials that you bring to the classroom.

Just as you would preview a video for appropriate/ inappropriate content before showing the clip to the class, you should review the curriculum materials you bring to the class using the checklist that follows in a later slide.

As part of the Curriculum and Assessment Committee, we will be working with you to review the materials purchased at the district level.

What If I Recognize Bias/Stereotyping in Curriculum Material?

Identifying bias or stereotyping in the curriculum material does not automatically mean that you cannot use that material in your classroom. For example, many of the “classics” in English Language Arts offer examples of bias and stereotyping.

It is the responsibility of the educator to ensure a classroom that is safe for all; skillfully and sensitively addressing the material is key. If the material in question is your own material, and not from the district curriculum, you will need to discuss the questionable material with your principal, department head, and/or subject coordinator prior to using it in your classroom. When in doubt, ASK!

Some Examples The next set of slides is taken with permission from www.sadker.org. Dr. David Sadker and his late wife, Myra, became aware of sex bias as doctoral students in the early 70s. Their incredible journey and a description of their work is documented on www.sadker.org. With permission from Dr. David Sadker, we include the Sadkers’ work on the seven types of bias found in curriculum resources.

The information on the following slides is taken directly from http://www.sadker.org/curricularbias.html. Thank you, Dr. Sadker!

Seven Forms of Bias in Instructional Materials (from www.sadker.org)

Invisibility: What You Don’t See Makes a Lasting Impression

The most fundamental and oldest form of bias in instructional materials is the complete or relative exclusion of a group. Textbooks published prior to the 1960s largely omitted African Americans, Latinos, and Asian Americans from both the narrative and illustrations. Many of today’s textbooks are improved, but far from perfect. Women, those with disabilities, and gay people continue to be missing from many of today’s texts.

Stereotyping: Shortcuts to Bigotry Perhaps the most familiar form of bias is the stereotype, which assigns a

rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include: Men portrayed as assertive and successful in their jobs, but rarely discussed as

husbands or fathers. Women as caregivers, but seldom as assertive and successful in their jobs Jews as rich, etc.

Seven Forms of Bias in Instructional Materials (from www.sadker.org)

Imbalance and Selectivity: A Tale of Half Told.

Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort complex issues by omitting different perspectives. A text reports that women were “given” the vote, but does not discuss the work,

sacrifices, and even physical abuse suffered by the leaders of the suffrage movement that “won” the vote.

Literature is drawn primarily from western, male authors. Math and science courses typically reference European discoveries and formulas.

Unreality: Rose-Colored Glasses Many researchers have noted the tendency of instructional materials to gloss

over unpleasant facts and events in our history. By ignoring prejudice, racism, discrimination, exploitation, oppression, sexism, and inter-group conflict, we deny students the information they need to recognize, understand, and perhaps some day conquer societal problems. Examples include: Because of affirmative action programs, people of color and women now enjoy

economic and political equality with (or superiority over) white males. The impact of Christopher Columbus on America and American History The notion that technology will resolve persistent social problems.

Seven Forms of Bias in Instructional Materials (from www.sadker.org) Fragmentation and Isolation: The Parts Are Less than the Whole.

Did you ever notice a “special” chapter or insert appearing in a text? For example, a chapter on “Bootleggers, Suffragettes, and Other Diversions” or a box describing “Ten Black Achievers in Science”. Fragmentation emerges when a group is physically or visually isolated in the text. Often, racial and ethnic group members are depicted as interacting only with persons like themselves, isolated from other cultural communities. While this form of bias may be less damaging than omission or stereotypes, fragmentation and isolation present non-dominant groups as peripheral members of society.

Linguistic Bias: Words Count. Language can be a powerful conveyor of bias, in both blatant and subtle forms.

Linguistic bias can impact race/ethnicity, gender, accents, age, (dis)ability and sexual orientation. Native Americans described as “roaming”, “wandering”, or “roving” across the land.

Such language implicitly justifies the seizure of Native lands by “more goal-directed” white Americans who “traveled” or “settled” their way westward.

Such words as forefathers, mankind, and businessman serve to deny the contributions (even the existence) of females.

The bias against non-English speakers.

Seven Forms of Bias in Instructional Materials (from www.sadker.org)

Cosmetic Bias: “Shiny” Covers.

The relatively new cosmetic bias suggests that a text is bias free, but beyond the attractive covers, photos, or posters, bias persists. This “illusion of equity” is really a marketing strategy to give a favorable impression to potential purchasers who only flip the pages of books.

A science textbook that features a glossy pullout of female scientists but includes precious little narrative of the scientific contributions of women.

A music book with an eye-catching, multiethnic cover that projects a world of diverse songs and symphonies bellies the traditional white male composers lurking behind the cover.

Checklist for Reviewing Materials for Bias

A PDF document is included in this

training as a separate document. Please take a moment to open the PDF attachment and review. Please use

this document when reviewing instructional materials for use in your classroom

Link to PDF curriculum review document

Next Steps Complete the sign-off sheet at the end of this

presentation, print it out, and submit a signed copy to your principal.

Use the checklist when previewing/reviewing materials for use in your classroom.

Address any questions you have to Keith Gauley via phone (508-255-8800 x160 or via email: gauleyk@nausetschools.org)

Nauset Public Schools - Curriculum Review Checklist

It is the responsibility of all of us to ensure that our classrooms are safe for all students. Ensuring that instructional materials used in the classroom contribute to a positive environment is essential. Please use the following checklist to preview/review materials to be used in your instruction.

Name(s) of Reviewer(s):

Department/Subject and Grade Level:

Material: Date of Review:

Area for Review

(adapted from Seven Forms of Bias in Instructional Materials, www.sadker.org) Evidence of Bias?

Yes or No

Invisibility: Omission of groups of people

Comments:

Stereotyping: Assigning a set of characteristics to all members of a group

Comments:

Imbalance and Selectivity: Perpetuating bias by presenting a single interpretation of an event, group, or issue

Comments:

Unreality: Glossing over unpleasant facts and events in history

Comments:

Fragmentation and Isolation: Isolating a group in a text (i.e. a non-dominant group being isolated to a “special” section of a text)

Comments:

Linguistic Bias: words with negative connotation used with a particular group

Comments:

Cosmetic Bias: Superficial representation (i.e. photo of a woman scientist, but omission of narrative related to the work/contributions of that scientist)

Comments:

Sign Off for Required Training My signature below indicates that I have participated in required district

training in the area of Reviewing Curriculum for Bias and Stereotyping. Name: School/Role: Date: Signature:

Please print this page and submit a hard copy to your building principal; keep a copy for your records.