Education » ADL Blogs
July 29, 2014 0

Embracing Technology, Challenging Cyberbullying

If you have been review­ing any num­ber of par­ent­ing or edu­ca­tion blogs lately, you’ll see head­lines pro­claim­ing the men­ace and dan­gers of tech­nol­ogy.  Tech­nol­ogy, and more specif­i­cally, social media and mobile apps are often treated like “mon­sters” to guard against and the cre­ators of all mat­ter of social ills.  Even if tech­nol­ogy is scary and daunt­ing to some adults, for youth it is a nec­es­sary and pos­i­tive part of life.  In addi­tion to using tech­nol­ogy for home­work and research, teens use tech­nol­ogy as a part of an active and com­plex social life. Of youth  12–18 years old, 78% have cell­phones and 74% are mobile inter­net users.

Family taking picture with mobile phone (iStock_000041774914)

That is not to say that there are not valid issues and con­cerns related to tech­nol­ogy. Dis­re­spect, bul­ly­ing and bias are all expe­ri­ences which still exist for youth, and tech­nol­ogy adds dif­fer­ent modal­i­ties for it to spread.  From our van­tage point,the real men­ace in our soci­ety is igno­rance and apa­thy, and adults can slay the metaphoric mon­ster with edu­ca­tion and empathy-building.

Being thought­ful, kind, using humor in good ways and devel­op­ing skills to be an effec­tive ally are all social­iz­ing oppor­tu­ni­ties and hold valu­able lessons for youth. Adults have the oppor­tu­nity to explore, learn along­side and guide youth to uti­lize tech­nol­ogy and social media sites in respect­ful and pos­i­tive ways, teach­ing youth to be an active part of cre­at­ing an inclu­sive online world as well as behav­ing in ways to keep them­selves safe.

Edu­cat­ing youth about online behav­ior is not just about “bully-proofing” them; it’s about doing your part so that your young per­son isn’t the aggres­sor or a bystander in acts of cyber cru­elty or cyber­bul­ly­ing.   Here are some ideas to cul­ti­vate online ally behav­ior for youth in your life:

  •  Adopt a pos­i­tive atti­tude about tech­nol­ogy and social media. The over­whelm­ing major­ity of youth are uti­liz­ing tech­nol­ogy in pos­i­tive ways. If you always speak neg­a­tively about this aspect of their life, you are dis­miss­ing an impor­tant aspect of their life.
  •  Show humil­ity if you are unsure about how some­thing works online. Ask ques­tions that broaden your under­stand­ing and don’t ver­bal­ize any judg­ments when you are learn­ing.  Con­sider appoint­ing or hir­ing a “youth guru” to fill you in on the lat­est and great­est apps and social media sites. Or stay con­nected with our Grown Folks Guide to Pop­u­lar Apps in Social Media.
  •  Ask more ques­tions, use lec­tures spar­ingly. For exam­ple: Why do you think some peo­ple think its ok to make jokes about someone’s race or reli­gion? What kind of place does the inter­net become if no one cares about  the words they choose?
  •  When you see biased online stereo­typ­ing, jokes, memes or videos online– dis­cuss them openly. Anti-bias edu­ca­tion with youth requires ongo­ing dis­cus­sion. You don’t have to have all of the answers, but one impor­tant les­son can be made clear: it’s not ok.
  • Reg­u­larly share exam­ples of youth stand­ing up and being allies. The mes­sage you send is “I love this behav­ior, and I want to see this from you.”
  • Teach youth that report­ing is not the same as “snitch­ing.” Many youth under­stand that hurt­ful com­ments and posts are the wrong thing to do, but many youth believe “snitch­ing” is worse. Help­ing youth to under­stand that report­ing hurt­ful com­ments, and espe­cially threat­en­ing com­ments, is an inte­gral part of cre­at­ing safe spaces online. ADL’s Cyber-Safety Action Guide can help you nav­i­gate how to report con­cerns to ser­vice providers.

For more resources on how to pre­vent and inter­vene in bul­ly­ing and cyber­bul­ly­ing, inter­net guide­lines, and infor­ma­tion on cyber­bul­ly­ing warn­ing signs– visit our Fam­i­lies and Care­giver Resources List.

 

 

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June 7, 2014 0

Why Pride?

“Stonewall was just the flip side of the black revolt when Rosa Parks took a stand.  Finally, the kids down there took a stand. But it was peace­ful.  I mean, they said it was a riot; it was more like a civil disobedience.”

– Storme DeLarverie (1920–2014), early leader in the Gay Rights Movement

June is LGBT Pride Month.  To under­stand the LGBT move­ment, it’s impor­tant to appre­ci­ate the mean­ing of pride.  Pride, accord­ing to Merriam-Webster, is “a feel­ing that you respect your­self and deserve to be respected by other peo­ple.”  How does this trans­late into LGBT pride or pride amongst any other group of peo­ple such as African Amer­i­cans, Jews, women or immi­grants? Espe­cially for groups of peo­ple who have been oppressed, mar­gin­al­ized, dis­crim­i­nated against and tar­geted for bul­ly­ing, harass­ment and vio­lence, pride is key.  Pride is a group of peo­ple stand­ing together and affirm­ing their self-worth, their his­tory and accom­plish­ments, their capa­bil­ity, dig­nity and their vis­i­bil­ity.  It is a vocal and pow­er­ful state­ment to them­selves and the world that they deserve to be treated with respect and equal­ity. Pride is a way out.

The LGBT Pride Move­ment began at Stonewall in the sum­mer of 1969.  On June 28, a police raid of the Stonewall Inn, a gay club in NYC, turned vio­lent when cus­tomers and local sym­pa­thiz­ers rioted against the police.  The riot embod­ied the mount­ing of anger and weari­ness the gay com­mu­nity felt about the police depart­ment tar­get­ing gay clubs and engag­ing in dis­crim­i­na­tory prac­tices, which occurred reg­u­larly dur­ing that time. And yes, it also rep­re­sented their pride. The Stonewall riot was fol­lowed by days of demon­stra­tions in NYC and was the impe­tus for the cre­ation of sev­eral gay, les­bian and bisex­ual civil rights orga­ni­za­tions.  One year later, the first Gay Pride marches took place in New York, Los Ange­les and Chicago, com­mem­o­rat­ing the Stonewall riots. The Pride move­ment was born.

Forty-five years later, there have been major strides in the rights and treat­ment of LGBT peo­ple: in nine­teen states plus D.C. same-sex cou­ples have the free­dom to marry ; we have openly gay pro­fes­sional sports’ play­ers — Michael Sam (NFL) and Jason Collins (NBA); and this month Lav­erne Cox became the first trans­gen­der woman to grace the cover of Time mag­a­zine.  At the same time, there remains much work to be done.  Just as LGBT Pride rep­re­sents a wide diver­sity of peo­ple and issues, there are a wide vari­ety of oppor­tu­ni­ties for edu­ca­tors to cel­e­brate, teach and demon­strate their pride for LGBT people:

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May 15, 2014 0

Brown v. Board of Education: 60 Years Later, the Legacy Unfulfilled

 

LOC2Sixty years after Brown v. Board of Edu­ca­tion the promise of equal edu­ca­tional oppor­tu­ni­ties in the United States remains unful­filled. On May 17, 1954 the U.S. Supreme Court issued a land­mark deci­sion in Brown deseg­re­gat­ing America’s schools.  Find­ing that “it is doubt­ful that any child may rea­son­ably be expected to suc­ceed in life if he is denied the oppor­tu­nity of an edu­ca­tion,” the Court con­cluded that edu­ca­tion “is a right which must be made avail­able to all on equal terms.”

Today African Amer­i­can and Latino stu­dents are more than twice as likely to drop out of school as their white peers. Although there are many fac­tors that con­tribute to this trou­bling inequity, school sus­pen­sions and expul­sions are among the best indi­ca­tors for which stu­dents will drop out of school. A stu­dent who has been sus­pended from school is more than three times more likely to drop out in the first two years of high school than a stu­dent who has never been sus­pended.  Stu­dents who drop out of school have more dif­fi­culty find­ing gain­ful employ­ment, have much lower earn­ing power when they are employed, and ulti­mately are more likely to become involved with the crim­i­nal jus­tice sys­tem.  This cycle of sus­pen­sions and expul­sions that leads to stu­dents drop­ping out of school, which in turn leads to increased like­li­hood of incar­cer­a­tion, has become known as the “school-to-prison pipeline.”

Harsh school dis­ci­pline poli­cies dis­pro­por­tion­ately impact stu­dents of color, stu­dents with dis­abil­i­ties, and stu­dents who iden­tify as les­bian, gay, bisex­ual or trans­gen­der (LGBT).  Data from the Depart­ment of Education’s Office for Civil Rights shows that black stu­dents are sus­pended and expelled at a rate three times greater than their white peers.  Sim­i­larly, stu­dents with dis­abil­i­ties are more than twice as likely to receive out-of-school sus­pen­sions as stu­dents with no dis­abil­i­ties and LGBT youth are much more likely than their het­ero­sex­ual peers to be sus­pended or expelled.  Con­trary to some hypothe­ses, stud­ies have found lit­tle dif­fer­ence in stu­dents’ behav­ior across racial lines to account for the dis­pro­por­tion­al­ity.  Rather, stud­ies have found that African Amer­i­can stu­dents tend to receive harsher pun­ish­ment for less seri­ous behav­ior, and are more often pun­ished for sub­jec­tive offenses, such as “loi­ter­ing” or “disrespect.”

The bad news doesn’t end with the data about dis­ci­pline. There are other dis­pro­por­tion­ate, neg­a­tive impacts related to seg­re­gated schools and they rep­re­sent what can be known as the edu­ca­tional oppor­tu­nity gap.  Stu­dents in major­ity black and Latino schools are taught by fewer cer­ti­fied teach­ers, and their teach­ers are paid less than teach­ers at pre­dom­i­nantly white schools. Schools that are pre­dom­i­nantly black and Latino offer fewer courses nec­es­sary to attend com­pet­i­tive col­leges and have fewer gifted and tal­ented programs.

The data boils down to a truth many have known for a long time.  Race is still a promi­nent pre­dic­tor of access to qual­ity and equity in schools. It remains as impor­tant as ever to dis­cuss issues of racial dis­par­ity crit­i­cally and thought­fully in local communities.

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