Author Archives: Bill Ivey, Stoneleigh-Burnham Middle School Dean

Honoring MLK: A 2 Month Discussion on Social Justice and Teacher Activism

I am a member (and former Virtual Community Organizer) of the Collaboratory forum at the Center for Teaching Quality. Recently, Brianna Crowley, a teacherpreneur at CTQ, led a discussion on social justice, teacher activism, and how best to truly honor Dr. Martin Luther King, Jr. on his Day. The discussion, in which I was honored to participate, led her to post a blog that, as it considers these questions, also provides a window into a vital online professional community. She has given me permission to reprint and link to her blog here, for which I thank her. 

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I’m lucky to be a part of the CTQ Collaboratory, a community of over 8,000 talented, passionate educators who use their precious time away from their classrooms and families to engage in meaningful dialogue about what it means to be a teacher and a leader.

Recently, as a CTQ Teacherpreneur, I’ve been working to foster Collaboratory discussions around themes. In observance of Human Rights Day on December 10, 2014 and MLK day on January 19, 2015, we have been discussing the theme of social justice and the role of teachers as social justice advocates.

Teachers have been not only sharing their reflections and experience, but also their deeply personal questions.

I would like to share some of that conversation and ask you to join. Leading into MLK day, we want to honestly discuss the best ways honor the legacy of Martin Luther King Jr. in our classrooms and beyond. To open the discussion, I shared two resources that help educators adopt a social justice lens in their curriculum: TeachUNICEF and Facing History and Ourselves. I challenged our community to focus on how teacher leadership promotes social justice in our education system. (…)

(read more here!)

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A Step Forward

Even at 12 or 13, many of my students are already thinking ahead to the kinds of careers they plan to have – enough, in fact, that I sometimes have to comfort and reassure those who aren’t that they are perfectly normal and have years and years to work it out. Driving back from the Dakin Animal Shelter where we volunteer just before vacation, two of my students began talking about what it would be like to spend their lives working with animals. Along with discussions about which specific aspects of a veterinarian’s job would be more or less difficult and why, they acknowledged that at root, it would be a profession where people who love animals get the chance to help them.

Sometimes, too, some of my students will start talking about what it will be like when they get married and have families. At such moments, in an effort to be inclusive, I’ll try to acknowledge the existence of different genders and sexualities, different ideas of marriage and life partnerships, different perspectives on having children. Those points made, the themes of whether and how to share one’s life with someone else, and what makes for good parents, make for great discussions.

I know that most if not all my students identify with feminist values of equality whether or not they might specifically identify as feminist, and – along with them – I often wonder how they will fare as they move forward from our girl-positive environment into the big, wide, not-quite-so-female-positive world. I know the research matches the experience of our alumnae that they are better positioned for success in a number of ways, and I take comfort in that knowledge. But still, I love my students and want the best for them, and so… I worry.

A recent article by J. Maureen Henderson in Forbes, “Will Millennials Be Trapped By Gender Roles?” illuminates the question through recent research from Harvard Business School. It turns out that millennials are indeed far more aware and inclusive of a wide range of genders than past generations, and value both work and family regardless of gender. However, it turns out that gender-based differences arise when millennials apply their generally progressive views to their own lives. Men were more likely than women to expect their careers would take precedence over their spouse’s (the study appears to have focused on heterosexual men and women), and that is the reality that prevailed. As Ms. Henderson put it, “Young women expect that their progressive values will be reflected in their own lives, while young men are much more likely to anticipate a more traditional pairing.”

I can start including information from this article when my students have those inevitable discussions about work and family. And I can guide them through the discussions that ensue, as inclusively and respectfully as possible. What do they want? What might their partners (those who seek marriage or other lifelong partnerships) want? How might they go about using their voices, listening, and helping craft a compromise if need be? And of course, some of the work we do on friendships and conflict can extend to these situations as well.

But it can’t fall entirely to girls’ schools to deal with this situation. That would just be furthering a patriarchal vision of society. Boys schools, too, need to address this reality, and of course coed schools as well. And schools can’t do it alone.

We in the U.S. like to think that anyone can accomplish anything they set out to. And our culture has done some foundational work to prepare to move in the direction of that ideal (to whatever extent it might in fact ever be achievable). The essential next step is to look honestly at how well we are enabling that ideal and begin systematically removing roadblocks. Patriarchy, and its effects on the diversity of genders and sexualities. Systemic racism. Classism. Ableism. It’s a long road we need to travel. All the more reason to ensure every day represents a step forward.

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Filed under Feminism, Gender, In the Classroom, On Education, The Faculty Perspective

Finding Resolution

It’s been years since I’ve made New Year’s resolutions. Like many people, I found the process to be at first disheartening and then borderline hypocritical as I fell short time and time again of my goals, then set the bar so low as to be almost meaningless if at least achievable, then gave up the process altogether – without, of course, giving up on the idea of trying to keep learning and growing every year. But somehow, this year, I feel the need to make some sort of year-long commitment. The question is, to what?

With that question still hanging over my head, I settled in on the evening of December 30 for #RuralEdChat on Twitter (archive here). We all exchanged greetings as people continued to join in while noting the various face-to-face goings on around them, and I commented, “Modern Family marathon here (with my family!). I’ll try and multi-task. ;-)” I did a reasonably good job of it, periodically engaging in short bursts of conversation or catching my son’s eye to smile at a particularly good line, while shifting my attention back to the chat and re-engaging frequently enough to read every post and maintain the flow.

The first real question from Tammy Neil, the moderator of the chat, was, “As 2014 comes to a close, what was your most successful memory of this past year? What made it so successful?” I wrote, “Realizing that my Humanities 7 students have focused themselves on social justice nonstop since September.” Indeed, as I’ve written here before, each of our first three units has had a theme question that focuses in one way or another on taking a firmly realistic look at the world and considering what can be done to make it better.

I realize, of course, this isn’t strictly speaking my own success as the kids themselves came up with the starter questions, discussed what their priorities were, negotiated, compromised, and eventually settled on the final theme questions. But before I could get too hard on myself, another chat participant wrote that she didn’t feel personally successful but enjoyed seeing the smiles on her kindergartners. I responded, “You’ll notice my ‘success’ was really my kids’ success. But I helped create that context – as you did in your room!” I think I needed to acknowledge that to myself as much as I needed to share it with her.

Question two was the one I’d been fearing, and for which I was hoping I’d have more time to prepare. I stared at my screen and reread, “Are you a resolution making educator? If so, what resolutions are you making for 2015? Why?” The first part of the question gave me a possible out – and I ended up deciding not to take it. At least, not entirely. I wrote, “Mixed feelings a/b resolutions. But to #bendthearc toward justice is an unceasing and daily priority.” The work I do with my students is indeed a huge part of that – ensuring they know themselves, develop their voices, and work to understand and respect diverse people with diverse perspectives.

But another huge part of bending the arc is constantly working to build a better world for my students to enter as they grow up and graduate. The rest of my day on Twitter speaks to that. I retweeted posts from Melinda D. Anderson (about José Vilson’s blog “We Can Never Turn Our Backs”) and Reni Eddo-Lodge (on an interview with rap star Macklemore) on the vast difference between reactions to black people and white people speaking out against racism and the role white privilege plays in that. I retweeted a post from Tracy Clayton that said, “okay white folks this is important. some of you may already know this and if you do please pass it on to people who don’t.” so that anyone interested in knowing what she had to say could go to her timeline (as I did, encountering a take on white privilege and appropriation that was to the point, thoughtful, and nuanced).

Additionally, I shared Parker Marie Molloy’s tweet grieving the loss of Leelah Alcorn, a transgender teen who had committed suicide and who wrote “The only way I will rest in peace is if one day transgender people aren’t treated the way I was, they’re treated like humans, with valid feelings and human rights.” In response, I shared out the names of Jazz Jennings and her mom as great resources (her mom additionally pointing people to her daughter’s excellent Facebook page), and retweeted this posting which was simultaneously heartrending and hopeful: “thank you to all the trans folk posting in #RealLiveTransAdult tag, you guys mean the world to us scared & closeted kids.”

The final question of #RuralEdChat was, “What will you do to make 2015 better (more productive, more positive, etc.) than 2014?” After quite some thought, I responded, “Listen. Read. Listen. Seek to understand. Listen. Clarify. Listen. Share. Listen some more.”And maybe in the end, that’s the key to a workable New Year’s resolution. I have no idea what the year will bring, and thus I have no idea what I’ll need to say and do. But I do know the values I live by. I know my family’s values. I know my school’s values. If I can live every day according to those values, if I can do what I can (no more, but certainly no less) to bend the arc of the moral universe towards justice (to paraphrase Dr. Martin Luther King, Jr.), I will – hopefully! – be able to view 2015 as a success on the next New Year’s Eve.

Happy new year to all, and may you all find what you are seeking.

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Please and thank you

(Trigger Warning: discussion of suicide)

Although I didn’t grow up watching It’s a Wonderful Life, once I first saw the film as an adult, I could see why it’s become a Christmastime tradition for many people (including some who don’t personally celebrate Christmas). However dark the movie may be in spots, its ultimate affirmation of the notion that each life matters deeply is moving and appealing. As Clarence Oddbody put it, “Strange, isn’t it? Each man’s life touches so many other lives. When he isn’t around he leaves an awful hole, doesn’t he?” (wikiquote)

In the middle of holiday festivities, family gatherings, and time to relax, just as 2015 was fast approaching with the promise of a fresh new year, the untimely death of Leelah Alcorn at only 17 years of age left an awful hole even in the lives of people who never knew her. No angel was able to prevent this tragedy, and so at 2:30 in the morning, she set out from home, walked down the Interstate, and walked in front of a truck. Her grieving parents called for prayers and support, for them and for Leelah’s siblings left behind.

However, that sympathy has not been uniformly forthcoming. In fact, some people are calling for them to be prosecuted. Leelah was transgender and left behind a note indicting her parents for refusing to recognize her true gender and allow her to medically transition, furthermore progressively isolating her from friends and other potential sources of support. Statistics are clear that trans youth who have unsupportive parents are half as likely to be satisfied with their lives as those with supportive parents; only 13% report high self esteem (vs. 65%), while 75% suffer depression (vs. 23%) and 57% have attempted suicide (vs. just 4%). (transstudent.org; link shared by Sophia Banks) Leelah’s parents were conservative Christians, and her mom said in an interview that “We don’t support that, religiously.” (quoted by WCPO)

In no way, of course, do I think that Leelah’s parents represent the entire body of Christianity. Among the families in the Stoneleigh-Burnham community I know to have been most supportive of LGBT people are a good number of Christians. Both of my parents belong to open and accepting Christian churches. One of my friends from high school, a lesbian, is ordained by the United Church of Christ, a denomination that successfully won a suit in North Carolina arguing that same-gender marriage bans were an unconstitutional infringement of freedom of religion.

Neither do I believe Leelah’s parents deserve no sympathy whatsoever. Her mother has stated they loved her unconditionally, and there is no question they are in deep pain. As a parent myself, I can’t help but feel for them. Her father has asked that they be left to grieve in private, and I would never ever think of contacting them directly at such a difficult time in their life, never mind doing so to call them out as some have apparently done.

But the language Leelah’s parents have been using is telling. “We told him that we loved him unconditionally. We loved him no matter what. (…) I loved my son. People need to know that I loved him. He was a good kid, a good boy.” (Carla Alcorn, quoted by WCPO) “We love our son, Joshua, very much and are devastated by his death.” (Doug Alcorn, quoted by WCPO) They have continued to misgender her, calling her a boy and their son, using male pronouns and her male name. In our society, your name and your gender are among the most fundamental parts of your identity – and Leelah’s parents continually denied and continue to deny her the basic human right to express that identity as she saw herself.

While suicide is clearly a deep concern specifically within the transgender community, it is also the third most frequent cause of death for all teenagers of all genders. It’s important to know the warning signs, and to be aware of resources on which we can draw, including suicide hotlines and trans support hotlines. Moreover, we need to be aware of the intersections between a given person’s gender, sexuality, race, class, age, and abledness, the better to clearly see them as they are and be able to listen to their story and give them the support they need.

Leelah’s note ended: “The only way I will rest in peace is if one day transgender people aren’t treated the way I was, they’re treated like humans, with valid feelings and human rights. Gender needs to be taught about in schools, the earlier the better. My death needs to mean something. (…) Fix society. Please.”

And thank you.

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Filed under Current Events, Gender, On Education, On Parenting, Uncategorized

Not a Slogan, but a Lifestyle

Faced with recent events around the country in Ferguson, on Staten Island, and elsewhere, Stoneleigh-Burnham students are raising their voices in protest and in solidarity. During lunch yesterday, a group of students stood in the center area and suddenly yelled “I can’t breathe!” and then clearly and firmly shared their thoughts on racism and the Michael Brown and Eric Garner cases as they held “Black Lives Matter” signs. Several faculty made a point of telling them they were proud, and Shawn Durrett, Dean of Faculty, added a note on the school’s Facebook page.

Last night, Seniors emailed their Little Sisters to ask them to wear black today to signify that black lives matter. Those faculty who happened to have been aware of the event joined in. One senior followed up with an email to the whole school community in which she spoke of the power of that sea of black and the importance of choosing to stand up to racism and inequality.

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As it happens, I was at the March in Washington on Saturday, Dec. 13 (the title for this article is a quote from one of the speakers). I woke up at 4:00 the next morning unable to sleep, picked up my phone, and wrote the following reaction to the experience:

The man about ten feet away from me bent his head and laughed as he put up his hand. He was not alone in laughing, and certainly far from alone in putting his hand up. All black men present at the March on Washington had just been asked to raise their hands if they had ever felt nervous when stopped by the police, and in a crowd where it could safely be assumed most everyone present if not every single one of us knew in advance that every single hand would go up, it was possible to laugh at that question.

My wife and I had arrived at the March early in the afternoon, when the podium was being shared by member after member of families whose husbands, fathers, sons had been shot to death, taken too soon. And while I felt some of the same crushing weight I’ve been feeling ever since the accumulation of news about Marissa Alexander, Michael Brown, Tamir Rice, and Eric Garner, there was also a sense of healing. These families were grief-stricken, and they were equally determined that we could not rest until no one else, ever, had to go through what they did. Many opened by saying “No justice,” and the crowd responded, “No peace.” And maybe it’s just because I’m a pacifist, but to me it came across as a feeling our souls could not be at peace until true justice was achieved for all in this country.

Meanwhile, on my Facebook timeline (as I would discover afterwards), some of my friends and family were posting messages in a sort of counterpoint. Two guns aimed at the viewer with a caption asking which one is the cap gun and which one is real, noting that making the wrong choice could lead to your death. A picture of a police officer captioned “Police Lives Matter.”

The thing is, I don’t think most if any of the people in attendance at that March would argue that police lives don’t matter. Of course there were signs all over that Black Lives Matter. But to say that is not to minimize the value of other lives (any more than saying Police Lives Matter). It is simply to affirm that when black people are many more times likely than white people to be shot during a tense situation, that is wrong. That is not justice as it should be. That is not how our country should and can be. Indeed, several speakers followed “Black lives matter” with “All lives matter,” and that seemed to be what our collective soul was feeling.

One speaker noted our goals have to extend beyond working with police departments to learn about community policing and building relationships. They have to extend beyond reforming our justice system so that people can expect police misconduct, should it occur, will be handled fairly. They have to extend beyond the elimination of racial profiling (all of these goals, it should be noted, held by many police officers as well). They also have to include equal pay, equal job opportunities, equal schooling, and more. Regardless of race.

My Twitter timeline spoke of the immense numbers present in New York and elsewhere, of signs people were holding seeking peace through unity, of arrests and people being beaten up. I couldn’t bring myself to look at the media’s version of the day, fearing it would focus on the negative, on anything that would create and exacerbate tension.

I am writing this at 4:00 in the morning on Sunday, and I know I will have to dive in to media reports later today in case my students bring up events of the weekend, tomorrow or later on. I don’t believe for a second teachers should be telling students what to think, but I do believe we owe it to our students to be able to guide them in thinking critically. And if what I saw and felt can contribute to that, I will not hold back. I won’t pretend for a second it’s the whole story. I won’t pretend for a second that my voice matters more than anyone else’s. I know and recognize this can not and must not be about privileging white voices yet again. But if using my voice helps students see nuance and layers of complexity, I will not hesitate to do so.

As the final speakers were coming to the podium, a black woman near us turned to my wife and asked if we were from around here. My wife shook her head and said, “No.” A few moments later, a blonde white woman stepped up and asked if she could help, and gave directions to 7th and Independence. The black woman gave the blonde women a hug and thanked her for coming, and then did the same for my wife, and me.

Somebody on Twitter wrote that evening that for them, the day was about a movement finding its soul, and my own experience mirrored that.

Black lives matter.
All lives matter.
No justice, no peace.

Not yet.

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Filed under Current Events, The Faculty Perspective, The Girls School Advantage

Leading the Way

This year’s People of Color Conference (whose hashtag is #PoCC14), sponsored by the National Association of Independent Schools, comes at a critical juncture in our country’s history. I woke up on the morning of December 5 to read a tweet from @racialicious telling about what a good time they were having. Reading through their timeline, I discovered many powerful thoughts and ideas posted the previous day, and vowed to follow their live tweeting of the keynote address, to be given by Dr. Derald Wing Sue. Dr. Sue is a noted expert on multicultural counseling, and has written and edited several books including Microaggressions and Marginality: Manifestation, Dynamics, and Impact.

As it happens, I have used Dr. Sue’s work in my own teaching. Two years ago, when I was teaching Life Skills 8, the students and I spent some time talking about prejudice of different types, how it operates in day-to-day life, and what can be done about it. We watched the video “Microaggressions in Everyday Life.” They learned that microaggressions typically happen when a well-intentioned person lacks knowledge of how specific expressions or behaviors might be experienced by a historically marginalized person. For example, if a girl likes math, telling her enthusiastically, “Wow, that’s great!” might actually be experienced by her as a microaggression, communicating the idea that it is surprising when a girl likes math. No offense was meant, but offense might still have been taken. Another approach might simply be to ask her what she likes best about it, which would still acknowledge and support her love of math without adding the element of surprise. Our class had some great discussions on the topic.

In reporting on Dr. Sue’s address to the #PoCC14, @racialicious wrote in part:

  • DWS: Master Narrative (White ppl talking); democratic society, post-racial, racism is thing of past, not responsible for past sins. #PoCC14
  • DWS: Master Narrative– Truth and justice will prevail, equal access is hallmark of society. #PoCC14
  • DWS: The Counter Narrative (POC narrative): Meritocracy is a myth, system rigged against POCs, white privilege exists, #PoCC14
  • DWS: The Counter Narrative: we are taught that some groups are lesser beings, no one is immune from inheriting biases from society #PoCC14
  • Master narrative is rehearsed in society, and taught in schools. Counter narrative is not. #PoCC14
  • DWS: The Master Narrative a) reassures whites they are good, b) prevents them from being conscious of biased conditioning. #PoCC14
  • DWS: c) Maintains their innocence and naivete, d) perpetuates the racial status quo. #PoCC14

All of this provides the context for microaggressions, which can lead students to question themselves under the daily assault (@racialicious).

So what should schools be doing? One obvious strategy is to present both the master and counter narratives. Whether we use that terminology or not, and of course maintaining respect for the full spectrum of political beliefs, we can certainly study and talk of varying visions of and for our country and how we self-define. We can also teach about microaggressions, how to respond to them, and how to respond if one has committed a microaggression and has it pointed out. In the videotape my students watched, Dr. Sue recommended people maintain constant vigilance, hold an awareness that different people may have different experiences of the same reality, not be defensive, remain open to discussion, and be an ally.

I have just begun reading If You Come Softly by Jacqueline Woodson to my Humanities 7 class. As a multiracial high school couple falls more and more deeply into love, Ellie (who is white) learns more and more about how Miah (who is black) experiences the world and what that means for her view of our culture. I can not believe that students are not going to bring up the examples of Mike Brown and Eric Garner, though of course if they don’t, I can add questions into the mix that will at least get them thinking about the issues underlying those and countless other cases, in the process exploring their own thoughts on the master and counter narratives.

Chris Rock has observed that his daughters are “encountering the nicest white people that America has ever produced.” If I compare my students (of all races) to my friends and me (of all races) at their age, they are certainly more aware and more accepting of diversity, if – to be fair – no less well intentioned. We are definitely making steady progress as a culture. Slow, but steady.

But slow.

The thing is, as Dr. Sue said, the master narrative can be used to justify inaction on the part of white people (@racialicious). Time and time again, we have raised our collective voices in national outrage at what is commonly perceived as injustice (many people across the political spectrum were stunned at the grand jury’s decision in the Eric Garner case), but time and time again, things eventually quiet down with no real change taking place.

That quite simply must not continue to happen.

Hopefully, my students will be among those leading the way. It would not surprise me one bit if they did.

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Filed under Current Events, In the Classroom, The Faculty Perspective

“This Very Interesting Article on Buzzfeed”

“I have found this very interesting article on Buzzfeed that I thought you may be interested in.” McKim, one of my former students, now a junior, was writing ten faculty members to share a link to “Austin Thinks It Can Save Poor Kids By Separating Boys And Girls” by Katie J. M. Baker. After summarizing what it was about, she went on to write, “At one point in the article, an organization states that ‘Single-sex schools are illegal.’ Which sounds preposterous. On the other hand, the all boys section of this school district is teaching the boys to always walk behind a lady during formal events because she is wearing heels, and if she falls a boy should be there to catch her. Although, at the same time the all girls school is teaching the girls to use their voice and not be afraid to be leaders.” I finished her email and clicked on the link, quickly glancing through the piece and then writing her back: “Thanks, McKim! I skimmed the article and will come back to it in more detail soon. There are a lot of layers to it, and I want to look deeply at it and see how they handle all the complicated intersections of race and gender and class as they pertain to education. It seems fascinating.”

The schools, Gus Garcia Young Men’s Leadership Academy and Bertha Sadler Means Young Women’s Leadership Academy, do indeed appear to include a fascinating mix of best practices that occasionally succumb to unfortunate stereotyping, all underscored with good intentions, exactly as McKim had told us. And there is no question that the learning environment is much improved from the dreadful schools that preceded these. “Dozens of students said they were happy with the switch. (…) ‘Last year, the teachers didn’t care about us,’ said an eighth-grader named Daryl. “They just cared about their paycheck.’” (Baker) And a former district Trustee, Cheryl Bradley, was definitely on the right track when she affirmed: “It’s not about boys learning this way and girls learning this way. What we did is we change the learning environment. Because it just wasn’t working the way it was. We cannot continue to do the same thing and fail at it and not try to do something new to be successful.” (quoted in Baker)

Yet practices such as the advice to boys that McKim cited, or advice given by one of the so-called experts that “teachers should allow girls to take their shoes off to decrease stress.” (Baker), suggest that the schools do not always reach in practice the ideals that they set. This applies to educating children of colour as well, as “Officials at the schools, composed of 97.4% and 94.1% Latino and black schoolchildren, respectively, learned that black boys in particular are more likely to be ‘aggressive’ and ‘not as neat.’” (Baker) And when we read that “Girls read on cozy couches in the library and bounce on green exercise balls during math class,” (Baker) it’s hard not to wonder, “But wouldn’t that work for boys too?”

Of course, single-gender public schools aren’t illegal per se, merely some of the policies they might carry out. According to Ms. Baker, “the Department of Education issued new clarifying guidelines for K–12 schools. Those that choose to offer single-sex classes must be clear about their goals (“improving academic achievement” counts), ensure that enrollment is completely voluntary, and conduct periodic evaluations every two years, among other mandates. Clearest of all: Schools must “avoid relying on gender stereotypes.” The ACLU built on that theme, stating that “generalizations about boys’ and girls’ interests and learning styles cannot be used to justify the use of different teaching methods for male and female students.” (quoted in Baker)

In presenting research, the article mentions, among others, a study undertaken by Dr. Janet Hyde at the University of Wisconsin, a 2011 article in Science magazine, and work by both Dr. Lise Eliot and Dr. Leonard Sax. These were all familiar to me, and I wrote McKim about some of my concerns, asking rhetorically why the landmark 2009 study led by Dr. Linda Sax which affirmed several positive effects of girls education is not more often mentioned. Among my earlier blog entries, “Why [a rigid binary view of] Gender Matters,” and “Sleeves Rolled Up” summarize my feelings well, and “Making History” was my immediate (if indirect) response to the Science article.

“‘What’s happening in the public school system looks nothing like single-sex education at private schools and colleges,’ said Galen Sherwin, senior staff attorney at the ACLU Women’s Rights Project.” (Baker) While that might be an overgeneralization, I know that what I see going on around me in this school bears little resemblance to descriptions of what is happening in some of the public schools against which the ACLU has brought lawsuits. I might continually examine what we are doing, as we all should – but in the end, that leads to an ever-stronger commitment to our mission. As I once wrote, “So – what does it mean to teach girls today? I told my friend that at this point in time, I no longer “teach girls” but rather teach the unique and individual students I have in front of me. But I do so in a girl-positive environment created within a school whose mission is built on feminist ideals.” (“Why I Support the ACLU’s Suit Against Single-Sex Schools”)

McKim concluded, “As a student at a single-sex school I found this article very interesting because I was able to see how some organizations viewed public single sex schools, what they thought the guidelines on how it should work was, and how this school district in Texas organized their schools.” I would agree, and add that the article reconfirmed for me how important it is to keep an open mind, listen, consider all perspectives, and ultimately recognize that there probably is no one single model of education that’s right for every single student.

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Filed under Feminism, Gender, On Education, The Girls School Advantage, Uncategorized