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Category: Education

  • Embracing Diversity in College: Fostering Inclusion and Equity

    Diversity in higher education is crucial for creating a rich and dynamic learning environment that prepares students for success in an increasingly globalized world. When students are exposed to a wide range of perspectives, experiences, and backgrounds, they are better equipped to think critically, solve complex problems, and collaborate effectively. Additionally, diversity in higher education helps to challenge stereotypes and biases, fostering a more inclusive and equitable society. By engaging with individuals from different racial, ethnic, socioeconomic, and cultural backgrounds, students can develop a deeper understanding of the complexities of the world around them.

    Furthermore, diversity in higher education is essential for promoting social justice and equity. Historically marginalized groups, such as people of color, LGBTQ+ individuals, and individuals with disabilities, have been underrepresented in higher education. By actively recruiting and supporting students and faculty from these communities, colleges and universities can work towards addressing systemic inequalities and creating a more just society. Additionally, diverse learning environments can help to reduce discrimination and prejudice, fostering a sense of belonging and acceptance for all members of the campus community. Overall, diversity in higher education is not only important for individual student success but also for creating a more equitable and inclusive society as a whole.

    Key Takeaways

    • Diversity in higher education leads to a richer learning environment and better prepares students for a diverse workforce.
    • Implementing DEI initiatives on college campuses involves creating inclusive policies, providing training, and fostering a culture of respect and understanding.
    • Recruiting and retaining a diverse student body and faculty requires targeted outreach, support programs, and creating a welcoming campus environment.
    • Addressing racism and promoting anti-racism efforts in college communities involves acknowledging and addressing systemic issues, providing education, and creating safe spaces for dialogue.
    • Creating inclusive spaces for LGBT+ students and staff involves implementing non-discrimination policies, providing support services, and promoting awareness and acceptance.
    • Celebrating and valuing different cultures and backgrounds in college settings involves organizing cultural events, providing resources, and fostering a sense of belonging for all students.
    • Promoting equity and access for underrepresented groups in higher education involves providing financial support, mentorship programs, and advocating for inclusive admissions policies.

    Implementing Diversity, Equity, and Inclusion (DEI) Initiatives on College Campuses

    Implementing diversity, equity, and inclusion (DEI) initiatives on college campuses requires a multifaceted approach that involves both structural changes and cultural shifts. Colleges and universities can start by establishing DEI task forces or committees to assess the current state of diversity on campus and develop strategic plans for improvement. These plans should include specific goals and measurable outcomes to track progress over time. Additionally, it is important for institutions to allocate resources to support DEI initiatives, such as funding for scholarships targeted towards underrepresented groups, hiring diverse faculty and staff, and providing training on cultural competency and unconscious bias.

    In addition to structural changes, creating a culture of inclusion and equity requires ongoing education and dialogue. Colleges and universities can organize workshops, seminars, and events that address issues related to diversity and inclusion, providing opportunities for students, faculty, and staff to engage in meaningful conversations and learning experiences. Furthermore, it is important for institutions to actively listen to the voices of underrepresented groups on campus and involve them in decision-making processes. By centering the experiences and perspectives of marginalized communities, colleges and universities can create more inclusive policies and practices that reflect the needs of all members of the campus community.

    Strategies for Recruiting and Retaining a Diverse Student Body and Faculty

    Recruiting and retaining a diverse student body and faculty requires intentional efforts to address barriers to access and success. Colleges and universities can implement targeted recruitment strategies to attract students from underrepresented backgrounds, such as partnering with high schools in underserved communities, offering need-based financial aid, and providing mentorship programs for prospective students. Additionally, it is important for institutions to create supportive environments for diverse students by offering culturally relevant programming, academic support services, and affinity groups where students can connect with peers who share similar experiences.

    Similarly, recruiting and retaining diverse faculty members involves proactive efforts to address systemic barriers to hiring and promotion. Colleges and universities can implement inclusive hiring practices that prioritize diversity, equity, and inclusion, such as requiring diverse candidate pools for open positions, providing training on unconscious bias for search committees, and offering mentorship programs for junior faculty from underrepresented backgrounds. Furthermore, it is important for institutions to create supportive work environments for diverse faculty by offering professional development opportunities, promoting work-life balance, and recognizing the contributions of faculty from all backgrounds.

    Addressing Racism and Promoting Anti-Racism Efforts in College Communities

    College Number of Anti-Racism Workshops Percentage of Diverse Faculty Number of Student-Led Anti-Racism Initiatives
    ABC College 10 25% 5
    XYZ College 15 30% 8
    123 University 20 20% 10

    Addressing racism and promoting anti-racism efforts in college communities requires a comprehensive approach that involves education, policy changes, and community engagement. Colleges and universities can start by implementing anti-racism training for students, faculty, and staff to raise awareness about the impact of racism and promote allyship across campus. Additionally, it is important for institutions to review their policies and practices to identify areas where systemic racism may be perpetuated, such as admissions processes, disciplinary actions, and curriculum development. By actively working to dismantle racist structures within the institution, colleges and universities can create more equitable learning environments for all members of the campus community.

    Furthermore, colleges and universities can engage in community partnerships to address racism beyond the campus borders. By collaborating with local organizations and advocacy groups, institutions can work towards addressing systemic inequalities in the broader community and advocating for social justice. Additionally, colleges and universities can provide resources for students to engage in activism and advocacy efforts, empowering them to become agents of change in their communities. By taking a proactive stance against racism, colleges and universities can create more inclusive spaces where all members of the campus community feel valued and supported.

    Creating Inclusive Spaces for LGBT+ Students and Staff

    Creating inclusive spaces for LGBT+ students and staff involves intentional efforts to address discrimination and promote acceptance across campus. Colleges and universities can start by implementing policies that protect the rights of LGBT+ individuals, such as non-discrimination policies, gender-inclusive housing options, and access to healthcare services that are inclusive of diverse gender identities and sexual orientations. Additionally, it is important for institutions to provide resources for LGBT+ students, such as support groups, counseling services, and mentorship programs that address the unique needs of this community.

    Furthermore, colleges and universities can promote visibility and representation of LGBT+ individuals across campus through programming, events, and curriculum development. By highlighting the contributions of LGBT+ individuals in various fields of study, colleges and universities can create more inclusive learning environments that validate the experiences of all students. Additionally, it is important for institutions to provide training on LGBT+ issues for faculty and staff to ensure that they are equipped to support LGBT+ students in their academic and personal journeys.

    Celebrating and Valuing Different Cultures and Backgrounds in College Settings

    Celebrating and valuing different cultures and backgrounds in college settings involves creating opportunities for cross-cultural exchange and dialogue. Colleges and universities can organize cultural events, festivals, and heritage months that highlight the traditions, histories, and contributions of diverse communities. Additionally, it is important for institutions to provide resources for students to explore their own cultural identities while learning about others through multicultural centers, language courses, study abroad programs, and international student support services.

    Furthermore, colleges and universities can integrate diverse perspectives into the curriculum by offering courses that explore global issues from multiple cultural lenses. By incorporating diverse voices into the academic experience, institutions can prepare students to navigate an increasingly interconnected world with empathy and understanding. Additionally, it is important for colleges and universities to provide opportunities for students to engage in service-learning projects that address social justice issues both locally and globally, fostering a sense of responsibility towards creating a more equitable society.

    Promoting Equity and Access for Underrepresented Groups in Higher Education

    Promoting equity and access for underrepresented groups in higher education requires intentional efforts to address systemic barriers to success. Colleges and universities can start by implementing outreach programs that target underserved communities to provide information about college opportunities, financial aid resources, and academic support services. Additionally, it is important for institutions to offer need-based scholarships and grants to ensure that all students have access to higher education regardless of their socioeconomic background.

    Furthermore, colleges and universities can provide mentorship programs that connect underrepresented students with faculty or staff who can offer guidance and support throughout their academic journey. By fostering meaningful relationships with mentors who understand their unique challenges, students from underrepresented backgrounds can feel more supported in their pursuit of higher education. Additionally, it is important for institutions to provide wraparound support services that address the holistic needs of underrepresented students, such as mental health resources, childcare support, and career development opportunities.

    In conclusion, diversity in higher education is essential for creating inclusive learning environments that prepare students for success in an increasingly interconnected world. By implementing DEI initiatives on college campuses, addressing racism, creating inclusive spaces for LGBT+ individuals, celebrating different cultures, and promoting equity and access for underrepresented groups, colleges and universities can work towards creating a more just society where all members of the campus community feel valued and supported. It is through intentional efforts to address systemic inequalities that higher education institutions can truly fulfill their mission of educating future leaders who are equipped to navigate a diverse world with empathy and understanding.

    FAQs

    What is diversity in college?

    Diversity in college refers to the variety of backgrounds, experiences, and perspectives that students, faculty, and staff bring to a college or university community. This includes differences in race, ethnicity, gender, sexual orientation, socioeconomic status, religion, and more.

    Why is diversity important in college?

    Diversity in college is important because it enriches the learning environment, promotes critical thinking, and prepares students for success in a global society. It also helps to create a more inclusive and equitable campus community.

    How do colleges promote diversity?

    Colleges promote diversity through various initiatives such as recruitment and retention efforts for underrepresented groups, diversity training for faculty and staff, multicultural programming, and support services for diverse student populations.

    What are the benefits of diversity in college?

    The benefits of diversity in college include exposure to different perspectives, increased cultural competence, improved academic outcomes, and the development of a more inclusive and welcoming campus climate.

    What challenges exist in achieving diversity in college?

    Challenges in achieving diversity in college include systemic barriers to access and equity, implicit bias, and the need for ongoing efforts to create a truly inclusive and diverse campus environment.

  • US Education Secretary calls on schools to increase parent involvement

    US Education Secretary calls on schools to increase parent involvement

    He chose the Hernández School, where children learn in Spanish and English, to highlight the work of a Spanish-speaking family liaison and a program that trains Spanish-speaking parents to work as teachers’ aides.

    “There’s a sense of community and sense of family here,” said Cardona, after visiting classes and speaking with parents.

    One mother said she received crucial help in Spanish from the family liaison at the school filling out an application for Section 8 housing.

    Another said the school and its psychologist had helped her family understand the mental health challenges her son, who had become hyperactive and aggressive, was having.

    “Through talking with the psychologist, we better understand what motivates our children and how to incentivize them to do better,” she said.

    Cardona, who grew up in a Puerto Rican family in Connecticut, spoke fluent Spanish with the group of parents and educators. He stressed that representation matters if schools want parents to get involved.

    “We need more people in schools who can connect with families … especially after the pandemic,” Cardona said in Spanish, mentioning that his wife worked as a school family liaison.

    Parent engagement has rarely gotten much attention as a national education priority, but the pandemic may have changed that.

    “The pandemic has shown a huge spotlight on the fact that many schools do not have deep engagement with families, because many schools didn’t even know how to contact parents,” said Rebecca Winthrop, senior fellow at the Brookings Institution, a D.C.-based left-leaning think tank.

    And online learning gave parents front row seats in the classroom, enabling them to watch their children’s online lessons, help their children troubleshoot technical problems, or teach them to read.

    “Parents now realize how important their role is,” said Ivelisse Caraballo, the executive director of the Collaborative Parent Leadership Action Network, a parent training organization based in Boston, that focuses on immigrant and low-income families.

    As Cardona solicited ideas Friday for improving parent engagement, parents pointed to a program started this fall at the Hernández K-8 to train parents to become teachers’ aides.

    The initiative was modeled after the Parent Mentor program run by St. Stephen’s Youth Services, which trains parents and caregivers at four Boston schools.

    School leaders were motivated to start their own program after hearing about the financial pressure some parents were feeling. Many mothers had given up their jobs to supervise their children during remote learning and hadn’t returned to work. The severe labor shortage also meant it might be hard finding classroom help, especially workers who spoke Spanish.

    So, the school started a small program to train mothers to work in classrooms with young children learning to read. The mothers spend two hours a day working with children and are paid for their time using federal COVID-19 relief money, according to school leaders.

    The program started as was a way to give mothers professional training and take advantage of their skills. But the program has also become a powerful parent engagement tool.

    “Now I feel like I can help my child with school work,” one mother participating in the program told Cardona in Spanish.

    Bianca Vázquez Toness can be reached at bianca.toness@globe.com. Follow her on Twitter at @biancavtoness.

    This content was originally published here.

  • Diverse Co-Founder, Dr. William E. Cox, Transformed Higher Education

    Diverse Co-Founder, Dr. William E. Cox, Transformed Higher Education

    Dr. William Edgar Cox—a veteran educator and business leader—who co-founded Cox, Matthews and Associates (CMA) the publisher of Diverse: Issues In Higher Education, died early this week, after a lengthy illness. He was 79.

    Born in Pensacola, Florida., on April 25, 1942, Cox was raised in the small industrial Alabama town called Bay Minette, which sits about 190 miles from Birmingham and forty miles from the Florida state border.

    Though his parents did not have a college education, Cox was inspired by a Black high school principal who encouraged him to enroll in college. Following in the footsteps of his brother, Cox—one of four children—went on to Alabama A&M University where he majored in industrial arts and would meet his future bride, Lee Foster. The two married in in 1964 and their two children—Will and Tara—would later assume leadership roles within CMA.  

    Cox would earn two master’s degrees in counseling psychology and public administration, before enrolling in an Ed.D. program in higher education administration. But it was his long civilian career in the U.S. military that brought him early accolades.Dr. William E. CoxDr. William E. Cox

    Shortly after he graduated from Alabama A&M University, Cox worked at Redstone Arsenal, a United States Army post in Huntsville, Alabama. He was later reassigned to Frankfurt, Germany where he worked from 1968 to 1974 before returning to the Washington, D.C. area where he took a job at the Pentagon writing educational policies and for the Air Force.

    “That’s where he really made a name for himself,” said Will Cox about his father.

    It was through his wife’s affiliation with the local branch of the NAACP in Fairfax, Virginia, that Cox ultimately met his business partner of nearly forty years—Frank L. Matthews.

    The two southerners were deeply passionate about education and set out on a course to transform the higher education landscape by training a focus on Blacks. In 1984, Black Issues In Higher Education was born and quickly became a must-read publication for graduate students and Black faculty and staff looking to navigate academe. In 2005, the publication broadened its focus and changed its name to Diverse: Issues In Higher Education.

    “Before the founding of Black Issues In Higher Education there was a deafening silence on issues related to Blacks and other minoritized groups in the academy,” said Dr. Charlie Nelms, chancellor emeritus of North Carolina Central University and one of the nation’s most prominent higher education leaders. “With the founding of Diverse by Bill Cox and Frank Matthews, all of that changed. In recent years, many other publications have increased their coverage of the people, policies, programs impacting higher education, but none have done it as authentically, comprehensively, and consistently as Diverse. While Bill’s physical presence leaves a huge void, his voice and vision will always be with us.”

    While he was not a trained journalist, Cox knew the importance of storytelling and used his role as a champion to help showcase the talent of Black scholars, including those who found it difficult to find a public platform. He founded Black Issues Book Review and helped to put Black authors on the radar by pushing these writers to self-publish their work. 

    “We started Black Issues In Higher Education simply because there was a void in the higher education community. The only one out there in higher education at that time was Chronicle of Higher Education,” Cox said in a 2019 interview. “We attempted to do something for Black faculty and administrators and so Black Issues was started. When we started in 1984, we were only coming out once a month. And I told Frank that in order to attract advertisers, we needed to be more frequent and so we started to come out twice monthly, after two years.”

    It was that kind of business prowess that Matthews always admired about Cox.

    “We found that business and education can complement each other very well,” said Matthews. “Bill was unmitigated in his passion for power of education.”

    About a month ago, Matthews stopped by the home of his longtime friend to check-in on him. The two sat in Cox’s den “cackling, laughing and having a good time,” reminiscing about the good old days. They thought about the dogged hours that they spent at their full-time jobs during the day and how they stole away in the evenings and weekends to work on Black Issues. In 1986—two years after the publication made its debut—Cox would quit his job at the Pentagon to focus his efforts on building the company.

    “I’m so glad that I stopped by to see him,” Matthews said. “We spent that afternoon counting our blessings. We tried to be outstanding, strive for excellence, and we always tried to get it right.” 

    This content was originally published here.

  • Giving families resources and choices would stop the endless controversy and bring peace to public education

    Giving families resources and choices would stop the endless controversy and bring peace to public education

    As we all know, public schools in Washington state tend to foster controversy.  Instead of sticking to delivering a high-quality public education to every child, school officials and the powerful teachers union promote one politicized issue after another.  The results are high drop- out rates, falling academic standards and more families leaving the system.  November 2021 test scores show 70 percent of Washington’s students failed in math and 52 percent failed in English, and in the last two years over 40,000 families have pulled their children out of public schools.

    Specifically, here are examples of what parents are concerned about:

    ●  Long-term learning delays created by 13 months of closed schools, at a time when most private and charter schools were open and operating;

    ●  Low-quality online courses forced on students at home;

    ●  Mandated instruction in Critical Race Training (CRT) and other racialist ideas that pull kids away from the study of core subjects;

    ●  Instructing children to separate themselves into “oppressors” and “victims” based on their outward appearance;

    ●  Months-long mask mandates that hinder the cognitive and social development of children;

    ●  Falling test scores at a time when schools are receiving $17,000 per student, and average teacher pay and benefits of over $100,000 for a nine-month school year.

    Education scholar Andrew Coulson found that forcing diverse students into a one-size-fits-all government education program, one that dates from the 19th century, virtually guarantees endless controversy.   The current education system is based on coercion, not choice, and does not account for the varying needs of children.   

    As a result, school officials create one controversy after another.  The solution is to give parents education options. Giving parents choices would meet the learning needs of students, while reducing social conflict. 

    Four innovative bills introduced this session, HB 1633, SB 5205, HB 1215 and HB 1555, would give families $6,000 to $10,000 a year in public funds to pay for education, including tuition at a private school.  These bills would have put families in charge of the education destinies of their own children.

    These bills were blocked in committee and apparently will not move forward this session, but their practicality in reducing conflict remains valid.  Providing resources and respecting the choices of parents is the best way to bring peace to public schools and, most importantly, provide the children in our state access to a great education.

    This content was originally published here.

  • NY Dept. of Education promotes book with drawings of teens in sex acts

    NY Dept. of Education promotes book with drawings of teens in sex acts

    The following contains  herein editorial content which is the opinion of the writer. 

    NEW YORK- In yet another disturbing example of indoctrination of children by the radical LGBT movement, Breitbart News reports that the New York State Department of Education is promoting a cartoonist named Maia Kobabe, who has authored a book called, “Gender Queer: A Memoir.”

    What could possibly go wrong?

    According to Breitbart, the book features explicit drawings of teens performing sex acts such as oral sex, along with a number of others.

    According to the Department of Education, they claim they were “not aware of the graphic nature of the contents of the book, which is not apparent from its title.”

    This is of course yet another incident where those responsible for educating our children plead ignorance when their motives are uncovered. Law Enforcement Today recently reported on another such incident from Connecticut, which we will address below.

    Breitbart writes that the book was promoted by librarian Lauren Moore after the far left National Education Association, through its Read Across America program, encouraged New York’s Department of Education to solicit librarians across the state to share their favorite books, as reported in The Post Millennial.

    Kobabe, who uses “e/em/eir” pronouns…whatever the hell that means…saw Moore write that she is “grateful for books that let my kid know they are not alone.” Alrighty then.

    As one might expect, the images contained in Kobabe’s book have slammed the decision to push the book, with many expressing disgust about the graphic depictions of sex acts, while also encouraging (of course) children to question their gender identity.

    The official NY State Education Dept Twitter account is promoting a book containing pornographic content for children. pic.twitter.com/r0mQlNIZB9

    — Libs of Tik Tok (@libsoftiktok) March 2, 2022

    In one case, a twitter user shared explicit images from the book, along with an email exchange she’d  had with administrators from the North Kingstown, Rhode Island School Department in order to bring the perverted content to the school’s attention.

    “Gender Queer is available in our library, is intended for a teenage and young adult audience, and in my opinion would be considered a valuable resource for someone who is working through issues of sexual identity and/or identifying as transgender,” a school administrator wrote.

    The administrator went on in the email to make the absurd claim that the content was not in fact pornographic, but was somewhere along the same lines as the work of Italian sculptor Michelangelo.

    The Superintendent of North Kingstown High School argues that the child pornography in the book, Gender Queer, supports “sexual health.”

    Public school gives your kids porn because it’s good for them. pic.twitter.com/7PC9XYaVEF

    — Nicole Solas Domestic Terrorist! (@Nicoletta0602) October 17, 2021

    “[I]mages in a Playboy magazine would be considered pornographic, but a statue from Michelangelo, sexual images in an anatomy textbook or sexual references in health class discussion or in many works of literature are not,” the administrator wrote.

    “In this case, the intent of the author is to be concerned for the sexual health of those who are transgender, clearly not to be phonograpic [sic],” the administrator continued.

    Not pornography? Someone might want to let Instagram know. According to author and mathematician Dr. James Lindsay, when images from Gender Queer: A Memoir are uploaded to the platform, they are removed by the site, which advises that the photos violate Instagram’s Community Guidelines on “nudity or sexual activity.”

    “Instagram agrees that the groomer book in our kids’ schools is pornographic,” Lindsay claims.

    Meanwhile, Emily DeSantis of the New York State Department of Education told The Post Millennial that, “SED was not aware of the graphic nature of the contents of the book, which is not apparent from its title.”

    “Once we became aware, we immediately removed the post,” she added. “SED is investigating the circumstances under which this title was selected and posted.”

    The Post Millennial noted that the book is still being promoted by the Manhattan Public Library, as well as the New York Public Library, along with dozens of others.

    For more indoctrination, this time from Enfield, Connecticut, we invite you to:

    DIG DEEPER

    This article contains content which is editorial in nature and is the opinion of the writer. 

    ENFIELD, CT- Hey, it’s only indoctrination.

    Yet another school system, this time in Connecticut is under fire after a teacher handed out an assignment called “Pizza and Consent,” where apparently eighth grade students were given a class handout which advised that pizza could be used as a “metaphor for sex,” whereby students were to list their favorite and least favorite pizza toppings “in relation to sex,” Fox News reports.

    The assignment was distributed to students at the John F. Kennedy Middle School in Enfield, CT late last month, however, reports only surfaced recently.

    Examples in the assignment included: “Likes: Cheese = Kissing,” “Dislikes: Olives = Giving Oral,” the assignment read.

    Law Enforcement Today obtained a copy of the assignment, shown below.

    “Now that you know this metaphor for sex, let’s explore your preferences! Draw and color your favorite type of pizza. What’s your favorite style of pizza? Your favorite toppings? What are your pizza no-no’s? Now mirror these preferences in relation to sex!” the assignment continued.

    The assignment then included a section for “likes” and “dislikes” where students were to “mirror” their preferences for pizza toppings in relation to sex.”

    “Obviously, you might not be able to list all your wants, desires, and boundaries, but hopefully you’ll start feeling more comfortable about discussing them,” the instructions read.

    “For those of y’all who don’t like pizza or sex at all, feel free to draw out another food or include non-sexual activities,” it read.

    The New York Post reported the assignment continued:

    “We can use pizza as a metaphor for sex. When you order pizza with your friends, everyone checks in about each other’s preferences, right?

    Some people might be vegan, some might be gluten-free. Others might love pineapple while others prefer pepperoni,” the assignment said, according to Parents Defending Education.

    “Some might not like pizza at all. If you’re a vegetarian, your friend is a meat lover, sharing a pizza is going to bring up a lot of issues. You don’t know who you can share a pizza with unless you ask!’ it continued.

    “The same goes with sex! You have to check in with your partner(s) and ask for their preferences. Your partner(s) might be comfortable with one sexual activity but not the other,” the assignment instructed. “So start a conversation! It’s the only way sex (and pizza) can be comfortable and enjoyable for everyone.”

    Parents clearly were not happy. Beside parents in the Enfield School system, Parents Defending Education slammed the assignment and exposed it.

    This week, Enfield Public Schools Superintendent Christopher Drezek addressed the issue during a school board meeting, saying that the assignment was distributed “inadvertently” to eighth graders, while calling it a “mistake.”

    Drezek agreed that the content in the assignment was “inappropriate,” and assured parents that there was no “hidden agenda.”

    “There was no secret cabal to indoctrinate kids on something. They sent the wrong document,” Drezek. “And I’m not going to perpetuate this story any longer on their behalf. So that’s what happened. And none of us are happy that it happened. No one feels worse that it happened than the person that did it.”

    Parents Defending Education said the school district’s Health and Physical Education coordinator, Brie Quartin, sent an email to parents and apologized for the error.

    “The incorrect version, as opposed to the revised version of this assignment was mistakenly posted on our grade 8 curriculum page, and was inadvertently used for instruction to grade 8 Health classes. I caught the error after our curriculum revision in June, but failed to post the intended version. I own that, and apologize for the error,” the coordinator reportedly said.

    She explained the correct version was intended for “students to work in small groups to craft a pizza with toppings (no behaviors associated with said toppings) that would make everyone happy/comfortable using non-verbal communication only.”

    “Students are then asked to reflect and discuss how thoughts or feelings can be confusing or miscontrued [sic], if we rely on non-verbal cues/communication alone. The parallel to be taught here is that when discussing pizza topping it is important that your preferences are clearly communicated to avoid any misunderstanding,” she added.

    Some parents weren’t buying it. Tracey Jarvis, pastor of Enfield’s New Day Church told NBC Connecticut:

    “This assignment is prompting kids to become sexually active before their time. Youth don’t even know how to navigate platonic relationships, so why introduce sexual relationships?

    “We should not be encouraging youth to explore each other’s bodies with multiple partners in an open environment for any reason,” she continued. If somebody is doing that or asking them to do what they should tell a responsible adult, who then reports it?”

    Jarvis also claimed that such assignments “are giving them [children] way more information than they are psychologically ready to handle at this age. By doing this you open up doors for them to have partners that are older than them, increasing statutory situations,” she said.

    Earlier when the assignment was released, a number of residents showed up at a Board of Education meeting to complain about it, however board chair Tina Lapponese Leblanc promptly canceled the meeting after a number of parents showed up without wearing masks.

    According to the Daily Mail, one parent then took to YouTube to express disgust. Identified only as “Amanda,” she said what she had planned on saying until the school board meeting was abruptly canceled.

    “Since when has it become acceptable for a teacher to ask a student what their sexual wants, desires and boundaries are?” she asked.

    Other parents spoke up at the Tuesday meeting, including parent Jonathan Grande, who said:

    “The assignment was crude, it lacked good taste.”

    Another parent, Sophia Arel read the assignment aloud during the public communications portion of the meeting, according to the Enfield Patch.

    “Does that make you feel uncomfortable? Does that make you cringe? Would you like to share your sexual preferences with a roomful of people? Imagine how a 13-year-old kid would feel. It’s inappropriate. Keep this garbage out of our schools and let kids be kids.”

    Arel then turned to the superintendent Drezek and said:

    “And you made an apology to the teacher who ‘made a mistake.’ But what about an apology to the students who received the assignment? What about that? What a cowardly and weak response.”

    Another woman, who was not identified made a point by walking up the speakers’ table carrying several pizza boxes. She was removed from the meeting.  

    One public school apologist, Marci Taliceo claimed the “particular assignment was obviously not appropriate but it was not intended to cause harm to any child,” the Post reported.

    Yet another public school apologist Liz Davis denounced so-called “conspiracy theories” being published on social media and accused several members of the school board of taking part.

    “We’ve got the best teachers in this state; we’ve got the best superintendent in this state,” Davis said. “I’m done with people disrespecting them, and I’m really done with elected officials that are behind this. Do what’s right by all the kids or step the hell down,” Davis barked.

    Davis offered no proof of which elected officials she was accusing of being “behind” the opponents to their children’s indoctrination.

    At the packed school board meeting on Tuesday, Drezek tried to assure Enfield parents that the issuance of the assignment was a “simple mistake.”

    “The truth was it was a simple mistake,” he said according to Fox News. “And I know that there are some who may not believe that. I know there are some who don’t necessarily maybe want that answer. In this particular case, I didn’t even get a chance,” Drezek said, “because the person who made the mistake jumped ahead of it before I was even notified that it had happened.”

    The superintendent also danced around the statement issued by Connecticut Gov. Ned Lamont, who announced an end to mask mandates in Connecticut public schools on February 28. Drezek claimed that since Lamont’s executive powers end on February 15, he didn’t appear to have the authority to end the mask mandate after his executive authority expired.

    However one might argue that since Lamont no longer has executive emergency authority, any orders he issued when he had it would likewise expire. Drezek appears to be bowing to the pro-mask zealots and teacher’s unions who live in fear of COVID, the hell with what it does to the children. Stay tuned.

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    This content was originally published here.

  • Federal Rule Change Likely to Impact International and Immigrant Students

    Federal Rule Change Likely to Impact International and Immigrant Students

    While the U.S. public-charge rule has existed since the 1990s, the new version recently published has far-reaching implications for immigrant and international students and their families.

    The rule requires individuals seeking to enter the U.S. either as immigrants or nonimmigrants to show they are self-sufficient and will not require public resources, including government benefits such as welfare, for support. In the new version, U.S. Department of Homeland Security (DHS) has expanded the definition of “public charge” to include non-cash public benefits.

    “That’s a major change,” said immigration attorney Allen Orr, Jr. “It could be books. It could be a housing stipend. It could be any number of things that are not specifically cash.”

    The rule defines “public charge” as someone who has received one or more designated public benefits for more than 12 months within any three-year period. These would include, but not be limited to, Supplemental Security Income (SSI), Temporary Assistance to Needy Families (TANF), Supplemental Nutritional Assistance Program (SNAP), most forms of Medicaid and certain housing programs.

    “Colleges and universities have, especially recently, been trying to connect students with public benefits programs like SNAP,” said Dr. Miriam Feldblum, executive director of the Presidents’ Alliance on Higher Education and Immigrants, an organization that brings together college and university leaders dedicated to increasing public understanding of how immigration policies and practices impact students.

    “Colleges and universities have been told, ‘You need to do more to help those students that are experiencing food insecurity be connected to these programs,’” said Feldblum.

    “What the ‘public charge’ has already shown just by the prospect of it and now what it will do is make immigrant students ever more cautious, making the decision to be ‘better safe than sorry’ and not participate in those programs even when they’re eligible to do so,” she added. “That will affect them and members of their families.”

    An example of how international students could be affected is being turned down for an extension of F-1 (student visa) status because a benefit, such as SNAP, has been utilized.

    The same could be true if a foreign student applied to change status. When applying for an extension or change of status, the individual would be required to demonstrate they have not utilized public benefits for the proscribed time period.

    The rule should not impact naturalized U.S. citizens or current lawful permanent residents on their path to citizenship.

    Undocumented individuals, however, are particularly vulnerable.

    A brief from the U.S. Immigration Policy Center said undocumented individuals have become more fearful of accessing public services, such as healthcare and free school meals.

    Feldblum said both undocumented and documented students may become fearful of utilizing available benefits for fear of consequences. She points out that many students are part of families in which some people are documented and some undocumented.

    Orr added that someone attending college on a student visa may have a U.S. citizen child, but be afraid to access the benefits available to that child.

    “They are more likely to avoid support programs whether or not they’re defined as public benefits under the ‘public charge’ test,” said Feldblum. “If they’re likely to avoid these programs, then they’re more likely to be deterred from pursuing higher education. Or they’re more likely to drop out of higher education because they have to be concerned about nutrition, housing and finding other ways to support their basic core needs.”

    The rule gives U.S. Citizenship and Immigration Services (USCIS) discretionary authority, which greatly concerns Orr.

    “What the rule does is open up a whole can of discretion for an officer to use,” said Orr, first vice-president of the American Immigration Lawyers Association. “It could lead to unequal adjudication because an officer is making an assessment on the totality of the circumstances, which basically means on his or her discretion.”

    Orr gives the example of two international students studying in different parts of the U.S. who have received essentially the same benefit. “They end up with an officer with a different take on the ‘public charge’ and get a different result,” said Orr.

    The preamble to the rule states that Pell grants and student aid programs will not be considered as grounds for inadmissibility. Feldblum said high school and college counselors, financial aid officers and leaders in higher education must become extremely well-informed so they can speak with understanding on all implications.

    Orr encourages students to be thorough in investigating any benefits offered.

    “The onus is on you to do the research to see where the benefit comes from,” said Orr.

    He explained that a benefit may be coming from a local program, but upon further review it’s discovered that the program has some federal funding. “Now the onus is on the individual—documented or undocumented—to know where the funds are coming from.”

    Feldblum fears the public-charge rule increases barriers and may deter individuals from wanting to study in the U.S., which would diminish the rich diversity they bring to U.S. institutions. She said the onus cannot only be on students to understand what benefits may be considered public charge.

    All the nuances of the rule are not yet known, but for now, everyone working in higher education needs more training on the issues to best serve those students potentially impacted, she said.

    “When students need to worry about food insecurity, about housing, about basic core needs, they are far less likely to continue on in higher education and never be able to fully realize their potential,” said Feldblum. “It has profound consequences on an entire community.

    “Higher education, as it’s outlined in the final rule, promotes income stability and prosperity for immigrants. Yet, ironically, the rule will reduce the prospects of immigrant students pursuing higher education.”

    This content was originally published here.

  • Students prepared for college during COVID-19, but with gaps | Inside Higher Ed

    Students prepared for college during COVID-19, but with gaps | Inside Higher Ed

    Survey of those who graduated from high school in 2021 and took the ACT finds students did prepare for college, but they had to do so in different ways.

    This content was originally published here.

  • College student brain dead from COVID-19 complications; doctors harvest his organs

    College student brain dead from COVID-19 complications; doctors harvest his organs

    WILMINGTON, N.C. (WECT/Gray News) – A student attending the University of North Carolina Wilmington is brain dead due to complications he suffered after contracting COVID-19 in mid-August.

    WECT reports his family took him off life support early Tuesday morning after doctors were able to harvest his organs.

    Tyler Gilreath, 20, caught the virus two days after moving from Cary, N.C., to Wilmington, N.C., to attend college this fall.

    His mother, Tamara Demello, said Gilreath got COVID-19 from his new roommates.

    “He was very, very sick for three weeks. He got over COVID, but it left him with a horrendous sinus infection that somehow penetrated his brain,” she explained.

    Demello said her son never went to school on campus this fall. He had to take all of his courses online while battling the virus.

    “I cajoled, encouraged, threatened and nagged for him to get vaccinated,” Demello said. “I did everything I could possibly think. … Sometimes I felt like the harder I pushed the more — he basically said to me, ‘Mom, leave me alone. I can take care of myself.’”

    Demello said she was with her son all summer, encouraging him to get vaccinated. As a 60th birthday present to his mother, Gilreath had agreed to get vaccinated after he got to Wilmington to start his junior year.

    By then, it was too late.

    An abscess on Gilreath’s brain ruptured last week, and his roommates rushed him to the hospital. A CAT scan revealed there was no blood flow to his brain, and the damage was irreversible.

    “This is just such a devastating shock. It’ll just leave such a hole in our heart forever that can never be filled,” Demello said through tears. “If these kids could just realize not only what this could do to them but how devastating it is to everybody around them. I’m just begging them to please go get their shots.”

    Demello said her son was healthy and vibrant before he got sick, with no pre-existing health conditions. He was also an organ donor.

    She said doctors were able to save Gilreath’s heart, liver, pancreas and kidneys to be shared with recipients in need.

    “He will live on in my heart and through those recipients. I know he is with God, but the hole in my life he leaves will never go away. I love you, Son. Rest in peace,” Demello wrote in a Facebook post marking her son’s death.

    Gilreath was studying computer science, loved to wakeboard, water ski and snow ski. He was in the Corps of Cadets at Virginia Tech his freshman year before the pandemic shut down classes.

    Gilreath had decided to return to North Carolina and transferred to University of North Carolina Wilmington.

    Copyright 2021 WECT via Gray Media Group, Inc. All rights reserved.

    This content was originally published here.

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