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Spring is often seen as a time of renewal — a moment to clear out clutter, refresh your space, and create room for growth. But spring cleaning doesn’t just apply to our homes or offices. As educators, it’s important that we also pause and do some spring cleaning for our minds. That means recognizing and unpacking the biases we may carry — especially those that impact Black students in our PreK-12 schools.

Bias in education isn’t always loud or intentional. In fact, some of the most harmful forms of bias show up in subtle, everyday decisions — decisions that shape how Black students experience school from the time they enter preschool until they graduate high school. These biases often hide in routines, classroom expectations, grading practices, and discipline policies. And without regular reflection, these unchecked biases can create learning environments that unintentionally harm Black students by limiting their voice, punishing their culture, and lowering expectations for their success.

The first step in this spring cleaning of the mind is recognizing where bias might be hiding in our classrooms and school policies. It’s essential to ask ourselves critical questions. Who do we call on most often in class? Whose behavior gets corrected first? Are Black students allowed to show up as their full selves — in language, style, and personality — without being labeled disruptive or disrespectful? Far too often, Black students face discipline not because their behavior is more harmful but because their natural ways of communicating or expressing themselves are seen through a biased lens.

Research has long shown that Black preschoolers, for example, are suspended at higher rates than any other racial group. This is not because Black children misbehave more, but because of adult perceptions shaped by stereotypes. This adultification bias leads many teachers to view Black boys and girls as older, tougher, or more threatening than their white peers. In practice, this means a 6-year-old Black girl might get sent to the office for “attitude,” while a white peer exhibiting the same behavior is simply redirected or given grace.

To counteract this, educators must be willing to replace assumptions with curiosity. Instead of jumping to conclusions, we should ask, “What’s really going on with this student? What is this behavior trying to tell me?” Bias thrives in assumption but dissolves when met with genuine curiosity and relationship building.

Bias also shows up in what and who we teach. If Black students only see themselves in the curriculum during Black History Month, or if their only representations are tied to slavery, struggle, or civil rights, that sends a powerful message about whose stories matter year-round. Spring cleaning the curriculum means moving beyond a narrow view of Black history and ensuring that students are exposed to Black excellence, innovation, creativity, and leadership in every subject. Black students deserve to see themselves not only as survivors of hardship but also as creators, leaders, scientists, authors, and inventors.

This process of reflection must also include examining the language we use with students. Microaggressions — those small but harmful comments — can damage a student’s sense of belonging. Statements like “You’re so articulate,” when said with surprise to a Black student, or asking to touch a Black student’s hair, may seem harmless to the speaker but can feel deeply othering to the student. Spring cleaning our language means becoming mindful of how words uplift or harm and practicing language that affirms and respects every student’s identity.

Another area often impacted by bias is discipline practices. Traditional classroom management strategies often focus more on control than connection. Unfortunately, this approach tends to disproportionately punish Black students, especially when cultural communication styles — such as passionate speaking, playfulness, or expressiveness — are misread as defiance. Spring cleaning discipline practices means shifting from punishment to partnership. This can include using restorative approaches, providing students with opportunities to reflect and repair, and ensuring that grace and patience are extended to Black students as often as they are to others.

Finally, it’s important to remember that spring cleaning the mind is not a one-time event. It’s ongoing work. Unpacking bias requires daily commitment, humility, and reflection. It means letting go of outdated practices, assumptions, and stereotypes that no longer serve our students. It also means creating classrooms where Black students feel seen, valued, and celebrated — not just for surviving challenges, but for their brilliance, creativity, and humanity.

This spring, educators have an opportunity to clear away the mental clutter that gets in the way of authentic connection and equity. It’s time to sweep away stereotypes, dust off outdated curriculum, polish our language, and reimagine discipline practices that heal rather than harm. When we clean our minds in this way, we create room for joy, learning, and growth — not just for our students, but for ourselves as well. And that’s the kind of spring cleaning that leaves a lasting impact far beyond the season.

Dr. Campbell – CEO

Quarantine Racism Educational Services

Implicit bias, the unconscious attitudes or stereotypes we hold about certain groups, significantly impact education from preschool through high school. Even dedicated educators committed to fairness can unknowingly allow biases to influence grading and feedback practices, potentially causing inequities that negatively affect students’ academic growth, self-esteem, and long-term outcomes.

Implicit Bias in PreK-12 Grading: What It Looks Like

Implicit bias in grading begins early, often shaping educational experiences from PreK onward. Teachers might unintentionally expect less academically from certain groups, including students of color, English Language Learners, students with disabilities, or students from economically disadvantaged backgrounds. These biases can result in harsher grading, lower expectations, or inconsistent assessment practices.

In early childhood and elementary settings, implicit bias often appears in assessments of student behavior and social-emotional skills. Educators may misinterpret culturally influenced behaviors—such as differing expressions of respect, enthusiasm, or cooperation—as signs of disengagement or behavioral issues, negatively impacting students’ early educational records.

In middle and high school, implicit bias is especially evident in subjective grading of writing assignments, presentations, or participation. Teachers’ personal perceptions of language use, communication styles, or student appearance may subconsciously influence the grades they assign, leading to disparities in academic outcomes.

Implicit Bias in Feedback Practices

Feedback influenced by implicit bias can significantly affect students’ confidence and academic growth. Educators might unintentionally provide less specific, overly critical, or less constructive feedback to students from marginalized groups, limiting their understanding of how to improve academically. Conversely, students who align more closely with teachers’ implicit preferences or cultural norms often receive more encouraging and detailed feedback, gaining clearer pathways to improvement.

This imbalance in feedback quality affects student motivation and achievement over time, as students receiving unclear or discouraging feedback may disengage academically or doubt their abilities.

How to Address and Mitigate Implicit Bias in PreK-12 Grading and Feedback

1. Blind and Anonymous Grading – Implementing blind grading practices, where possible, reduces the impact of implicit biases. Particularly in upper grades, removing student names from assessments helps teachers evaluate work more objectively based solely on quality rather than identity.
2. Clear and Equitable Rubrics – Schools should develop and consistently use detailed rubrics for grading at all levels. Clear rubrics, communicated transparently to students and families, minimize subjective interpretation and ensure equitable assessment criteria from early childhood through high school.
3. Teacher Training and Professional Development – Regular training on implicit bias helps educators recognize and address subconscious biases. Workshops, webinars, and professional learning communities should explicitly focus on how implicit bias manifests in grading and feedback, providing practical strategies for self-reflection and improvement.
4. Structured Feedback Practices – Educators across grade levels should adopt structured feedback practices that emphasize clear, actionable, and balanced feedback. Training teachers to provide both constructive criticism and positive reinforcement supports equitable growth and helps ensure all students receive equally meaningful guidance.
5. Calibration and Consistency – Schools should regularly conduct calibration exercises, encouraging teachers to collaboratively review grading practices. Calibration sessions help educators develop consistent standards and foster open discussions about implicit biases, contributing to more equitable grading practices schoolwide.
6. Reflective Teaching Practices – Teachers should regularly reflect upon their grading and feedback patterns, intentionally examining differences across student demographics. Reflection tools, such as journals or collaborative peer discussions, help educators become aware of their implicit biases and actively adjust their practices.
7. Engaging Student and Family Voices – Actively seeking input from students and their families about perceptions of fairness in grading and feedback can illuminate biases educators might overlook. Surveys, family meetings, and student conferences provide valuable feedback, informing targeted improvements in school practices.

Creating Equitable PreK-12 Learning Environments

Addressing implicit bias in grading and feedback across PreK-12 schools requires a systemic approach. Educational institutions should proactively support educators through targeted professional development, explicit grading guidelines, consistent reflective practices, and ongoing community dialogue.

By implementing these strategies, schools can significantly reduce implicit bias in grading and feedback, promoting fairness and academic equity for every student. Ensuring unbiased assessment practices strengthens students’ confidence, motivation, and academic success, fostering a more inclusive and equitable educational system for all learners from preschool through graduation.

Quarantine Racism educational Services

CEO

In classrooms across the country, Black students who defy traditional gender roles are often misunderstood, mislabeled, or overlooked. These students may express themselves in ways that don’t align with society’s expectations of how boys or girls “should” behave, dress, speak, or interact — and too often, the result is isolation, discipline, or silence.

But when schools actively support these students, the results are powerful: stronger engagement, higher confidence, and a deeper sense of belonging. To achieve this, educators and school leaders must develop intentional strategies rooted in cultural understanding, empathy, and equity.

1. Understand the Intersection of Race and Gender Expression

When a student challenges gender norms, such as a boy enjoying dance or fashion, or a girl pursuing leadership in science or sports, it can lead to unfair assumptions. But when that student is also Black, those assumptions are compounded by racial stereotypes.

For example, Black boys who are gentle, expressive, or artistic may be labeled as weak or “not masculine enough,” while Black girls who are assertive or competitive may be seen as aggressive or disrespectful. These biases can lead to increased discipline, exclusion from opportunities, or social isolation.

Educators must understand that Black students who break gender norms face unique challenges and need support systems that honor both their racial identity and individuality.

2. Affirm Their Identity and Strengths

Students thrive when they feel seen and valued. Black students who defy gender norms often struggle with feeling like they don’t fit in — but when their unique expressions are celebrated, they develop confidence and resilience.

• Notice and celebrate their strengths in class discussions, projects, and leadership roles.
• Encourage their interests — whether it’s poetry, robotics, cooking, or debate — even if those interests don’t align with traditional gender expectations.
• Create class environments that value individuality over conformity.

Simple gestures like acknowledging a student’s courage, complimenting their creativity, or supporting their voice can go a long way.

3. Challenge Stereotypes in the Curriculum

Traditional lessons often reinforce gender roles — portraying boys as leaders and girls as helpers or featuring mostly male historical figures and female caregivers. This sends silent messages about what roles are acceptable.

To counter this:

• Include stories of Black individuals who have challenged gender roles, such as female inventors, male dancers, female athletes, and male educators.
• Discuss how gender expectations have changed over time, and how people have made important contributions by being true to themselves.
• Encourage critical thinking by asking students to examine characters or historical figures who stepped outside societal expectations.

4. Address Bias and Teasing Immediately

Students who defy gender norms are often targets of teasing, name-calling, or exclusion. These comments can be especially harmful when left unaddressed.

• Set clear expectations that all forms of teasing are unacceptable, especially those based on how someone dresses, talks, or acts.
• Use teachable moments to discuss the importance of respect and empathy.
• Help students understand that there’s no one right way to be a boy or a girl — and that all expressions of self should be welcomed.

Addressing these situations firmly and consistently creates a culture of safety and respect.

5. Review School Policies Through an Equity Lens

Many school policies — such as dress codes, behavior expectations, or participation rules — unintentionally reinforce outdated gender norms. These rules can particularly impact Black students, who are often disciplined at higher rates.

Ask:

• Do dress codes allow for flexibility and self-expression?
• Are behavior expectations fair to students who express themselves differently from their peers?
• Are leadership opportunities open to all students, regardless of how they present themselves?

When policies are updated to be inclusive and equitable, more students feel empowered to participate and lead.

6. Support Mentorship and Role Models

Representation matters. When Black students see adults who model strength, creativity, and confidence — regardless of traditional gender roles — they feel freer to be themselves.

• Invite guest speakers who have succeeded in roles that challenge stereotypes.
• Connect students with mentors who understand their experiences and can offer guidance.
• Use stories and media that reflect a wide range of Black experiences and identities, showing students that greatness isn’t limited by gender expectations.

These examples give students hope and direction.

7. Create a Culture of Expression and Belonging

Give students opportunities to express themselves creatively and authentically:

• Encourage journaling, spoken word, music, and visual arts.
• Provide safe spaces for students to talk about their interests, goals, and challenges.
• Celebrate uniqueness as a classroom value — not just something to tolerate, but something to uplift.

When students feel they can bring their full selves to school, they are more likely to engage, achieve, and lead.

Final Thoughts

Supporting Black students who defy traditional gender roles is not just a matter of kindness — it’s a matter of equity. These students are powerful, imaginative, and full of potential. But too often, they’re held back by narrow definitions of how they’re “supposed” to be.

When educators embrace each student’s full identity — beyond race, beyond gender roles — they unlock the door to freedom, creativity, and academic success. The work starts with listening, learning, and committing to a vision of education where every student belongs.

Dr. Derrick Campbell

CEO

From the earliest years of schooling, gender bias plays a significant role in shaping how teachers interact with students, what they expect from them, and how students perceive their own abilities. These biases—often unintentional—can influence academic achievement, self-confidence, behavior, and career aspirations. In Pre-K through 12th grade, teachers and school systems must be aware of these biases to ensure that all students have equal opportunities to thrive.

Gender Bias in Early Childhood Education (Pre-K – 2nd Grade)

Children begin forming their understanding of gender roles at a very young age, influenced by societal norms, media, and school environments. In early education settings, teachers may unknowingly reinforce gender biases through:

• Classroom Language: Calling boys “strong” and girls “sweet” subtly reinforces traditional gender roles.
• Toy and Activity Selection: Steering boys toward building blocks and girls toward dolls can limit skill development and interests.
• Behavior Expectations: Boys are often allowed more physical movement and loud play, while girls are expected to be quiet and well-behaved.

These early experiences can shape students’ self-perception and academic interests. For example, if a girl is not encouraged to play with construction toys, she may later lack confidence in spatial reasoning tasks related to STEM subjects.

Gender Bias in Elementary School (Grades 3-5)

As children progress through elementary school, gender bias becomes more pronounced in academic expectations and classroom interactions.

1. Subject Stereotypes

• Teachers may expect boys to excel in math and science while assuming girls are naturally better at reading and writing.
• Girls often receive less encouragement to persist through challenges in STEM subjects, leading to lower confidence.
• Boys who struggle with literacy may not receive the same level of support as girls, reinforcing a gap in reading skills.

2. Classroom Participation

• Boys are called on more frequently in discussions, particularly in subjects like math and science.
• Girls often receive praise for being “good students” rather than for demonstrating critical thinking or leadership skills.
• Boys may be disciplined more frequently for disruptive behavior, even when girls exhibit similar behaviors.

3. Gendered Career Aspirations

• Exposure to gender-stereotyped role models can influence career interests. If boys only see male engineers and girls only see female teachers, they may unconsciously limit their aspirations.
• Encouragement from teachers matters—girls who receive support in STEM subjects are more likely to pursue them later.

Gender Bias in Middle School (Grades 6-8)

Middle school is a critical time when students begin to internalize societal expectations about gender. Biases from teachers, peers, and curricula can impact academic engagement and self-confidence.

1. Academic Confidence Gap

• Girls’ confidence in math and science often declines, even if their performance remains strong.
• Boys may struggle with self-expression in writing and the arts due to social pressure to conform to traditional masculinity.
• Teachers may unintentionally lower expectations for girls in STEM fields and for boys in humanities.

2. Disciplinary Differences

• Boys, particularly boys of color, are disproportionately disciplined, which can affect long-term academic success.
• Girls who challenge authority may be labeled as “bossy” rather than seen as leaders.

3. Career Exploration and Encouragement

• Middle school is when students start considering future careers. Gender bias in guidance counseling and course selection can limit opportunities.
• Girls who express interest in engineering or coding may receive less encouragement than boys.
• Boys interested in nursing or teaching may face social stigma.

Gender Bias in High School (Grades 9-12)

In high school, gender bias can shape students’ academic trajectories, college choices, and career paths.

1. Course Selection and Tracking

• Girls are less likely to enroll in advanced STEM courses, even when they have the aptitude.
• Boys are underrepresented in AP literature, psychology, and art courses.
• Teachers and counselors may unconsciously reinforce gendered academic paths by steering students toward “traditional” gendered fields.

2. Classroom Dynamics and Leadership

• Girls are less likely to be encouraged to take leadership roles in group projects, clubs, or student government.
• Boys who express vulnerability or interest in traditionally “feminine” fields may face peer pressure.
• Female students often report being interrupted more frequently in discussions, even by teachers.

3. College and Career Guidance

• College recommendations and career counseling can reflect gender bias. Girls are often encouraged toward healthcare and education, while boys are pushed toward engineering and technology.
• Gender stereotypes can influence standardized test performance and confidence in competitive fields.

The Long-Term Impact of Gender Bias

When teacher expectations are shaped by gender bias, they create self-fulfilling prophecies that affect students’ academic trajectories and self-perception. These biases contribute to:

• The gender pay gap, as students’ career choices are shaped by early school experiences.
• Underrepresentation of women in STEM and men in caregiving professions.
• Lower self-confidence among students who do not conform to traditional gender roles.

Strategies for Reducing Gender Bias in Pre-K to 12 Education

1. Teacher Awareness and Training

• Professional development should include training on implicit bias and equitable teaching practices.
• Teachers should reflect on how they call on students, discipline them, and provide feedback.

2. Gender-Inclusive Classrooms

• Use gender-neutral language and avoid reinforcing stereotypes.
• Encourage all students to explore a variety of subjects without gendered expectations.

3. Representation Matters

• Use books, materials, and guest speakers that showcase diverse gender roles.
• Highlight female scientists, male educators, and nonbinary leaders in various fields.

4. Equitable Career Guidance

• Counselors should challenge gender stereotypes in career advising.
• Schools should promote nontraditional career paths for all genders.

5. Support for All Gender Identities

• Schools should ensure that transgender and nonbinary students feel included and respected.
• Policies should be reviewed to support all students, including gender-neutral dress codes and restroom access.

Gender bias in Pre-K to 12 education has long-term effects on student confidence, academic performance, and career choices. By recognizing and addressing these biases, educators can create more equitable learning environments where all students, regardless of gender, can thrive. Challenging stereotypes, fostering inclusivity, and providing equal opportunities in all subjects and career paths are essential steps toward a more just education system.

Dr. Derrick campbell

CEO

Education is often described as the great equalizer, yet for Black girls, the classroom can be a space of both promise and peril. As they navigate school environments, racism and sexism intersect, creating unique challenges that hinder their academic success and emotional well-being. From harsh discipline policies to curriculum gaps and barriers in STEM, Black girls are often forced to fight for their place in a system that was not designed for them. However, their resilience, intelligence, and activism continue to push boundaries, making it crucial to address the intersectional barriers they face.

The Disciplinary Divide: Adultification and Over-Policing

One of the most pressing challenges for Black girls in education is the disproportionate discipline they face. Research shows that Black girls are suspended six times more often than white girls, despite no evidence of higher misbehavior rates. This disparity stems from adultification bias, a stereotype that portrays Black girls as older, less innocent, and more aggressive than their white peers.

Instead of receiving the nurturing and guidance that all children deserve, Black girls are more likely to be labeled as disruptive or defiant when they assert themselves. Speaking out in class, defending themselves against mistreatment, or even wearing natural hairstyles can be seen as violations of school policies. This criminalization of Black girlhood pushes them out of classrooms and into the school-to-prison pipeline, limiting their future opportunities.

Invisible in the Curriculum: The Erasure of Black Women’s Contributions

Another major challenge Black girls face in education is the lack of representation in the curriculum. History books often highlight white male figures, while the contributions of Black women and girls remain overlooked. When Black women do appear, they are often confined to narratives of enslavement, struggle, or victimhood, rather than being recognized for their leadership, brilliance, and creativity.

The erasure of Black women from textbooks sends a damaging message: their voices and achievements do not matter. This absence impacts Black girls’ self-esteem and career aspirations, as they rarely see examples of people who look like them excelling in science, literature, politics, and other fields. Expanding the curriculum to include Black women writers, scientists, activists, and innovators is a necessary step in affirming Black girls’ identities and potential.

Stereotypes and Expectations: The Burden of Strength

Black girls are often expected to embody the “Strong Black Woman” trope, a stereotype that assumes they can endure pain and hardship without complaint. While resilience is a powerful trait, this expectation places an unfair burden on Black girls, denying them the emotional support and care that all students need.

Additionally, Black girls who are assertive or confident are frequently labeled as “loud,” “angry,” or “aggressive”, while the same behaviors in white girls are seen as leadership qualities. These stereotypes discourage Black girls from participating in classroom discussions, leadership roles, and academic challenges, reinforcing the idea that they must shrink themselves to be accepted.

Barriers in STEM: The Need for Representation and Support

Black girls are significantly underrepresented in STEM (Science, Technology, Engineering, and Math) fields, often due to implicit bias and lack of encouragement. Teachers and counselors may steer Black girls away from advanced math and science courses, assuming they are not suited for these subjects.

Furthermore, Black girls in STEM often struggle with isolation and microaggressions, as they may be the only Black girl in their class or program. Without mentors or role models who look like them, many Black girls feel discouraged from pursuing careers in these fields.

To close this gap, schools must actively recruit Black girls into STEM programs, provide mentorship opportunities, and highlight the contributions of Black women in science and technology. Representation matters—when Black girls see others who have succeeded, they are more likely to believe in their own potential.

The Power of Mentorship and Community Support

Despite these challenges, Black girls continue to excel, lead, and advocate for change. Across the country, programs dedicated to uplifting Black girls—such as Black Girls Code, Girls for Gender Equity, and The Loveland Foundation—are working to break barriers in education.

Mentorship plays a critical role in empowering Black girls. Having a teacher, counselor, or community leader who understands their experiences can make a significant difference in their confidence and success. Schools must increase the number of Black women educators, create safe spaces for Black girls, and invest in programs that support their academic and personal growth.

Creating an Equitable Future for Black Girls

• To ensure Black girls thrive in education, schools must:
• End discriminatory discipline policies that disproportionately punish Black girls.
• Revise the curriculum to include Black women’s contributions across all subjects.
• Challenge gender and racial stereotypes that limit Black girls’ potential.
• Increase access to STEM and leadership programs tailored to Black girls.
• Prioritize mental health and well-being by offering culturally competent support.

Black girls deserve an education system that sees them, values them, and nurtures their brilliance. By addressing the intersections of race and gender, we can create classrooms where all Black girls are empowered to succeed.

Dr. Derrick Campbell

CEO – Quarantine Racism Educational Services

Education plays a critical role in shaping the future of students, but not all students experience school in the same way. African American girls face unique challenges that impact their academic achievement and overall well-being. Stereotypes, biases, and systemic inequities can create barriers to success. However, schools can take intentional steps to create inclusive, supportive, and affirming environments that allow Black girls to thrive.

This article explores the importance of fostering schools that uplift Black girls, strategies for building inclusive learning spaces, and ways educators, families, and communities can work together to ensure every Black girl has the opportunity to reach her full potential.

Understanding the Barriers

Black girls in education often face a combination of racial and gender biases that contribute to disproportionate disciplinary actions, lack of representation in advanced academic programs, and limited access to culturally responsive curricula. Research shows that Black girls are more likely to be disciplined for subjective behaviors, such as being “too loud” or “disruptive,” reinforcing harmful stereotypes rather than supporting their confidence and leadership potential.

Additionally, a lack of Black female role models in education, coupled with curricula that often fail to highlight the contributions of Black women, leaves many Black girls feeling unseen or undervalued in academic spaces. Addressing these challenges requires schools to actively create learning environments that validate the identities, experiences, and aspirations of Black girls.

Strategies for Building Inclusive and Supportive Schools

1. Implement Culturally Responsive Teaching

Culturally responsive teaching acknowledges the diverse cultural backgrounds of students and incorporates them into the curriculum. For Black girls, this means:

• Including literature, history, and scientific contributions by Black women in lesson plans.
• Encouraging discussions about identity, race, and gender to validate students’ lived experiences.
• Using teaching methods that honor different learning styles and cultural expressions.

2. Address Disproportionate Discipline

Schools must examine and reform disciplinary policies that unfairly impact Black girls. Strategies to reduce disparities include:

• Implementing restorative justice practices instead of punitive discipline.
• Training educators to recognize and disrupt implicit biases in disciplinary actions.
• Encouraging open communication and conflict resolution strategies to foster positive student-teacher relationships.

3. Promote Leadership and Representation

Representation matters. Seeing Black women in leadership roles within the school system fosters confidence and motivation in Black girls. Schools can:

• Recruit and retain more Black female educators and administrators.
• Create mentorship programs connecting Black girls with successful Black women in various careers.
• Support leadership opportunities through student organizations and extracurricular activities.

4. Support Mental Health and Well-Being

The emotional and mental well-being of Black girls is often overlooked in school settings. Providing support means:

• Hiring school counselors trained in culturally competent care.
• Establishing safe spaces where Black girls can express themselves without judgment.
• Encouraging self-care, mindfulness, and wellness initiatives tailored to the needs of Black students.

5. Encourage STEM and Other Underrepresented Fields

Black girls are often underrepresented in STEM (Science, Technology, Engineering, and Mathematics) fields due to societal and structural barriers. Schools can address this gap by:

• Providing access to STEM programs, scholarships, and mentorships for Black girls.
• Highlighting Black women in STEM as role models in the curriculum.
• Creating after-school programs and hands-on learning experiences that engage Black girls in STEM-related activities.

The Role of Families and Communities

Families and communities play an essential role in fostering environments that empower Black girls. Schools should collaborate with parents and local organizations to:

• Host workshops on self-advocacy, leadership, and academic excellence.
• Provide resources and support for parents to help their daughters navigate educational challenges.
• Create community partnerships with Black-led organizations that focus on empowering young Black girls.

Moving Forward: A Call to Action

Building inclusive and supportive schools for Black girls is not just about addressing disparities—it is about recognizing and celebrating their brilliance. Schools must intentionally create spaces where Black girls feel valued, capable, and inspired to reach their highest potential. This requires a collective effort from educators, administrators, policymakers, families, and communities.

By adopting culturally responsive practices, reforming disciplinary policies, promoting representation, supporting mental health, and providing opportunities in STEM and leadership, schools can truly uplift Black girls. When Black girls thrive, communities and societies benefit from their innovation, leadership, and contributions.

Black girl brilliance is undeniable. It is time for schools to reflect this truth by ensuring Black girls have the resources, encouragement, and equitable opportunities to succeed. Every educator, policymaker, and community leader have a role in making schools places where Black girls are empowered to shine, lead, and achieve their dreams. The future of education must be inclusive, affirming, and unapologetically supportive of Black girls—because when we invest in their success, we invest in the success of us all.

Dr. Campbell

CEO – Quarantine Racism Educational Services

Throughout history, many African Americans have fought against injustice, challenged systemic oppression, and paved the way for a more equitable society. While figures like Martin Luther King Jr., Harriet Tubman, and Malcolm X are widely celebrated, numerous unsung heroes have made significant contributions but remain overlooked in mainstream education. Integrating their stories into today’s classrooms can provide students with a richer, more inclusive understanding of Black history and its ongoing impact.

Unsung Heroes of Black History

Claudette Colvin (b. 1939)

Before Rosa Parks refused to give up her bus seat in Montgomery, Alabama, 15-year-old Claudette Colvin did the same on March 2, 1955. Her bold act of defiance preceded Parks’ protest by nine months, but Colvin’s story is rarely highlighted. She was arrested and became one of the plaintiffs in Browder v. Gayle, the case that led to the Supreme Court ruling that segregation on buses was unconstitutional. Teaching students about Colvin demonstrates the power of youth activism and the collective nature of the Civil Rights Movement.

Bayard Rustin (1912–1987)

A close advisor to Martin Luther King Jr., Bayard Rustin was a key strategist behind the 1963 March on Washington. However, his contributions were often downplayed due to his identity as an openly gay man in an era of widespread discrimination. Despite facing adversity, Rustin played a critical role in promoting nonviolent protest and social justice. His story offers an opportunity to discuss the intersections of race, sexuality, and civil rights.

Fannie Lou Hamer (1917–1977)

Born into a family of sharecroppers in Mississippi, Fannie Lou Hamer became a fearless advocate for Black voting rights. She co-founded the Mississippi Freedom Democratic Party and spoke at the 1964 Democratic National Convention, detailing the violent oppression Black voters faced in the South. Her famous words, “I’m sick and tired of being sick and tired,” still resonate today. Hamer’s story can inspire students to understand the importance of civic engagement and grassroots activism.

Robert Smalls (1839–1915)

A formerly enslaved man, Robert Smalls became a Civil War hero when he commandeered a Confederate ship and sailed himself and other enslaved people to freedom. Later, he served in the U.S. Congress, advocating for education and civil rights. His story highlights Black resilience and leadership during Reconstruction and beyond, an era often overlooked in school curricula.

Lessons for Today’s Classrooms

Teaching about forgotten Black heroes provides several valuable lessons that can shape students’ understanding of history and encourage them to become more engaged citizens.

1. The Power of Youth Activism

Stories like Claudette Colvin’s show that young people have always been at the forefront of social change. Encouraging students to learn about youth activism helps them see their own potential to advocate for justice today.

2. Intersectionality in Social Justice

Figures like Bayard Rustin and Marsha P. Johnson remind us that movements for justice are interconnected. Addressing race, gender, and sexuality in historical narratives promotes a more inclusive perspective on activism and representation.

3. Civic Engagement and Voting Rights

Fannie Lou Hamer’s story teaches students about the struggles for voting rights and why protecting them remains crucial. Classroom discussions can connect her fight to modern voting rights issues and inspire students to become informed voters.

4. Black Contributions Beyond Slavery and Civil Rights

Many Black historical figures are only remembered for their struggles against oppression. Teaching about innovators like Robert Smalls and other Black leaders in politics, business, and science ensures that students see a broader spectrum of Black excellence.

5. The Importance of Representation

When students learn about diverse historical figures, they see themselves reflected in history. This representation fosters a sense of belonging and motivation, particularly for students of color who may not often see their histories fully acknowledged in textbooks.

Integrating Forgotten Heroes into the Curriculum

To make Black history more inclusive and meaningful, educators can take several steps:

• Incorporate primary sources: Use letters, speeches, and firsthand accounts from lesser-known figures to bring their stories to life.
• Use multimedia resources: Documentaries, podcasts, and interactive websites can make history more engaging and accessible.
• Encourage critical thinking: Ask students to analyze why some figures are more widely recognized than others and discuss the implications of historical erasure.
• Connect history to present-day issues: Relating past struggles to modern movements helps students see the relevance of history in today’s world.

Conclusion

The stories of forgotten Black heroes offer invaluable lessons for today’s students, reminding them that history is shaped by everyday people who take a stand against injustice. By highlighting these figures in classrooms, educators can foster a deeper, more inclusive understanding of Black history—one that goes beyond a handful of well-known names to recognize the countless individuals who helped shape the world we live in today.

Learning about these heroes not only honors their legacies but also empowers the next generation to continue the fight for justice and equality.

CEO – Quarantine Racism educational Services

moreinfo@quarantineracism.com

The U.S. Department of Education (ED) administers numerous funding programs aimed at improving access to education, yet many of these programs have been shown to disproportionately favor white students. With the recent push to eliminate Diversity, Equity, and Inclusion (DEI) funding, racial disparities in education are poised to deepen further. Structural inequities in merit-based scholarships, federal student loan programs, state-level financial aid, and institutional funding all contribute to racial disparities in educational opportunities ongoing disadvantages for marginalized communities. While these programs may be designed as race-neutral, their implementation often reinforces systemic advantages for white students.

Merit-Based Scholarships and Grants

Many funding programs award aid based on academic performance, standardized test scores, and extracurricular achievements—criteria that tend to favor white students due to longstanding racial inequities in education.

• National Merit Scholarship Program: This program relies on PSAT scores to determine eligibility. However, research shows that racial disparities in standardized testing often place Black and Latino students at a disadvantage, resulting in disproportionately fewer students of color receiving National Merit Scholarships.
• State Merit-Based Aid Programs: Scholarships such as Georgia’s HOPE Scholarship and Florida’s Bright Futures Scholarship prioritize students with high SAT/ACT scores and GPAs. Since these scores correlate with family income and access to quality education—both of which favor white students—Black and Latino students receive fewer of these awards.
• Institutional Merit Aid: Many predominantly white institutions (PWIs) distribute merit-based scholarships based on legacy admissions, extracurricular involvement, and internships—opportunities more accessible to students from wealthier, often white backgrounds.

Federal Student Loan Forgiveness and Income-Based Repayment

Federal financial aid is intended to provide opportunities for all students, but the structure of some repayment and forgiveness programs skews in favor of white borrowers.

• Public Service Loan Forgiveness (PSLF): This program benefits individuals working in government or nonprofit jobs, which disproportionately favor white professionals due to hiring biases and historical advantages in job accessibility.
• Income-Driven Repayment (IDR) Programs: White borrowers tend to enroll in graduate programs at higher rates than Black and Latino students, leading them to accumulate more student loan debt. However, since IDR programs extend repayment terms and offer forgiveness after 20-25 years, they often benefit those with high debt loads from graduate education—typically white borrowers.
• Student Loan Default Disparities: Data from the Department of Education shows that Black students, even when eligible for federal aid, are more likely to default on their student loans due to economic disparities. White borrowers, with greater access to generational wealth, are more likely to successfully navigate repayment plans.

Legacy and Alumni-Based Institutional Aid

Institutional funding plays a crucial role in how financial aid is distributed, and white students often benefit disproportionately from legacy admissions and alumni-funded scholarships.

• Legacy Admissions: Many elite universities allocate financial aid to students with family ties to alumni. Since white students historically had greater access to higher education, they are more likely to benefit from these institutional scholarships.
• Endowed Scholarships: Privately funded scholarships at PWIs often reflect donor priorities, which historically align with majority-white student populations. Meanwhile, Historically Black Colleges and Universities (HBCUs) receive less federal and private funding, limiting the financial aid they can provide.
• Disparities in Endowments: PWIs generally have significantly larger endowments than HBCUs, allowing them to offer more substantial financial aid packages. Harvard University’s endowment, for example, exceeds $50 billion, while the largest HBCU endowment (Howard University) is under $1 billion.

FAFSA and Family Wealth Disparities

The Free Application for Federal Student Aid (FAFSA) is the gateway for students to receive need-based aid, but the way federal aid is calculated disadvantages Black and Latino students.

• Expected Family Contribution (EFC): FAFSA considers income but does not factor in disparities in generational wealth. Since white families typically have higher household wealth due to historical economic advantages, white students are more likely to qualify for financial support from their families while still receiving federal aid.
• Work-Study Opportunities: Federal work-study programs provide part-time employment to students with financial need, but many work-study jobs are concentrated at PWIs, where white students make up the majority.

Federal and State Research Grants

• STEM Research Grants: The National Science Foundation (NSF) and National Institutes of Health (NIH) fund a significant amount of graduate research in science, technology, engineering, and mathematics (STEM). However, due to underrepresentation of Black and Latino students in STEM fields—stemming from systemic barriers in early education—these grants disproportionately benefit white students.
• State-Level Research Funding: Public universities receive funding for research initiatives, but Black-majority institutions often receive fewer research grants, reducing opportunities for students of color to access high-quality research experiences and financial support.

Conclusion: Addressing Racial Disparities in Education Funding The Impact of DEI Funding Cuts

While the Department of Education’s funding programs are designed to support students regardless of race, systemic inequalities in K-12 education, wealth distribution, and access to academic resources result in a landscape where white students disproportionately benefit. Addressing these disparities requires:

The recent movement to eliminate DEI initiatives in education funding threatens to exacerbate existing disparities. Dear Colleague Letters from the U.S. Department of Education have historically been used to guide equitable funding policies and address racial disparities in education. If DEI funding is removed:

• Programs that provide scholarships to underrepresented students may be eliminated.
• HBCUs and Minority-Serving Institutions (MSIs) may see further reductions in federal support.
• Efforts to close racial wealth gaps in student aid would be undermined.

Conclusion: Protecting DEI to Ensure Fair Educational Access

While the Department of Education’s funding programs are designed to support students regardless of race, systemic inequalities in K-12 education, wealth distribution, and access to academic resources result in a landscape where white students disproportionately benefit. Removing DEI funding would further cement these disparities. Addressing these issues requires:

• Reforming Standardized Testing Requirements: Reducing reliance on SAT/ACT scores in merit-based aid programs to create more equitable access.
• Expanding Funding for HBCUs and Minority-Serving Institutions (MSIs): Increasing federal and private investment in institutions that primarily serve students of color.
• Reevaluating Legacy and Merit-Based Scholarships: Shifting financial aid priorities to focus more on need-based aid rather than historical advantages.
• Increasing Federal Support for Student Loan Borrowers of Color: Strengthening programs that specifically assist Black and Latino students in loan repayment and debt forgiveness.

Only through targeted reforms can the education system move toward greater racial equity and ensure that federal funding supports all students fairly, regardless of race. Without DEI initiatives, the racial disparities in education funding will only grow wider. Policymakers and educational institutions must recognize the importance of equity-focused funding to ensure fair access to higher education for all students.

Dr. Derrick Campbell

CEO

moreinfo@quarantineracism.com

The recent ‘Dear Colleague’ letter from the U.S. Department of Education has sparked intense debate in K-12 public schools. With federal funding at stake, schools are now under pressure to remove race-conscious policies from admissions, programs, and hiring.

However, equity in education don’t have to disappear—schools just need a smarter approach. This article breaks down how K-12 schools can continue serving diverse student populations while staying within federal guidelines.

1. Admissions & Magnet Programs: Keeping Diversity Without Race-Based Selection

Many magnet schools, specialized programs, and gifted-and-talented tracks have relied on race-conscious policies to ensure equitable access. With new restrictions, schools must shift strategies while maintaining diversity.

• Use Socioeconomic Status Instead of Race
  • Design admissions to prioritize low-income students, first-generation learners, or students from Title I schools.
  • Use free/reduced lunch eligibility as a selection factor—since poverty disproportionately affects students of color.

• Geographic Preferences to Maintain Diversity
  • Instead of race-based selection, adopt ZIP code-based admissions.
  • Give priority to students from historically underserved areas to maintain school diversity without explicitly considering race.

• Expand Outreach to Underrepresented Schools
  • Launch early recruitment efforts in Black, Hispanic, and Indigenous communities.
  • Establish pipeline programs that encourage students from diverse backgrounds to apply to magnet, STEM, or arts programs.

• Create ‘Diversity-Based’ Lottery Systems
  • Adjust school lottery systems to give extra weight to applicants from disadvantaged backgrounds—without mentioning race.
  • Use factors like single-parent households, English-language learners, and neighborhood wealth data instead of race.

2. Student Support Programs: How to Keep Race-Based Initiatives Alive

Many K-12 schools run support programs for Black, Hispanic, and Indigenous students. The new federal letter puts these initiatives at risk, but schools can redesign them strategically.

• Rebrand ‘Minority Student Support’ as ‘First-Generation Success’ Programs
  • Replace racial labels with broad, inclusive terms that still benefit students of color.
  • Example: Instead of “Black Student Leadership Academy,” use “First-Gen Scholars Program.”

• Shift from ‘Affirmative Action’ to ‘Opportunity-Based’ Support
  • Design after-school and mentorship programs based on economic status and neighborhood conditions rather than race.
  • Offer tutoring and academic support to Title I school students, who are disproportionately students of color.

• Fund College Readiness Through Partnerships
  • Schools can still guide students of color toward higher education by partnering with local universities, HBCUs, and cultural organizations.
  • Instead of direct school funding, shift race-based college readiness efforts to external nonprofit partnerships.

3. Curriculum & Staff Diversity: Keeping Representation in Education

With race-based hiring and curriculum policies under scrutiny, schools must rethink how they ensure diversity in classrooms.

• Focus on ‘Culturally Responsive Teaching’ Without Explicitly Naming Race
  • Instead of requiring Black or Latino history courses, embed multicultural perspectives into existing subjects.
  • Train teachers on culturally responsive teaching methods that enhance representation without violating new restrictions.

• Expand ‘Community-Based Hiring Pipelines’
  • Schools can no longer prioritize hiring Black or Hispanic educators under race-based hiring rules.
  • Instead, create community-based teacher recruitment programs that focus on first-generation college graduates and educators from underprivileged backgrounds.

• Develop History & Literature Units That Reflect Diversity
  • Focus on historical injustices and contributions in a broad way—ensuring diverse voices without direct race-based requirements.
  • Use literature by authors from different backgrounds but frame it under “cultural literacy” rather than race-specific mandates.

4. Parent & Community Engagement: A Critical Loophole for Advocacy

Parents and local communities play a crucial role in maintaining equity-driven programs without violating federal rules.

• Use Parent Groups & Nonprofits to Fill Gaps
  • Schools can no longer fund race-specific after-school programs, but parent organizations and PTAs can.
  • Encourage local nonprofits to run cultural heritage events, mentorship programs, and scholarships.

• Encourage Student-Led Equity Initiatives
  • Federal rules apply to institutional policies, not student-driven advocacy.
  • Support student-led diversity groups that organize their own initiatives, ensuring equity efforts continue without district-level policy changes.

• Leverage State & Local Funding for Equity Programs
  • If federal rules restrict race-conscious programs, push for state and district-level funding to cover what’s lost.
  • Advocate for local policies that protect inclusive curriculum, teacher diversity, and equity-driven student programs.

5. How Schools Can Stay Legally Safe While Maintaining Equity

To avoid penalties or loss of funding, schools need to frame policies correctly.

• Regularly Review Policies for Compliance
  • Work with legal teams to ensure wording aligns with federal requirements.
  • Remove explicit racial preferences but keep diversity as a core school value.
• Reframe Language in Official Policies
  • Instead of “Minority Student Success,” use “Opportunity & Access Program.”
  • Replace “Equity in Education” with “Student Success for All.”

• Create External Partnerships for Race-Based Initiatives
  • Collaborate with local businesses, cultural groups, and advocacy organizations to offer programs schools can no longer officially run.

Final Thoughts: Strategy, Not Surrender

The Dear Colleague Letter aims to curb race-based policies, but K-12 schools are not powerless. By shifting focus to economic and geographic factors, rebranding diversity programs, and leveraging community partnerships, schools can continue fostering equity—without breaking the rules.

This is about innovation, not elimination. Schools that adapt wisely will preserve diversity and ensure every student gets the support they deserve—despite federal restrictions.

Dr. Campbell

CFO

moreinfo@quarantineracism.com

Teaching Black History authentically is essential to fostering a comprehensive understanding of history, culture, and identity. Unfortunately, Black History is often presented through a narrow lens, focusing primarily on slavery and the Civil Rights Movement while overlooking the rich and diverse contributions of Black people across centuries and continents. Authentic Black History education goes beyond token representation—it challenges misconceptions, amplifies Black voices, and provides students with an accurate and empowering perspective.

This article explores effective ways to teach Black History authentically, ensuring that students engage with historical truths, diverse narratives, and the ongoing impact of Black contributions in society.

Expand Beyond Slavery and the Civil Rights Movement

One of the most common issues in Black History education is the limited focus on slavery and the Civil Rights Movement. While these topics are crucial, they do not define the totality of Black experiences. Teachers should incorporate:

• Pre-Colonial African Civilizations: Highlight the advanced societies of Mali, Ghana, Kush, and Great Zimbabwe, which flourished long before European colonization.
• The Harlem Renaissance: Teach about the explosion of Black literature, music, and art in the 1920s that shaped modern American culture.
• Black Inventors and Innovators: Discuss individuals like Garrett Morgan (traffic signal), Dr. Patricia Bath (laser eye surgery), and Lonnie Johnson (Super Soaker).
• Afrofuturism: Explore how Black creators use science fiction and art to imagine a future rooted in Black empowerment.

By diversifying content, students see Black History as a continuum of resilience, brilliance, and progress.

Use Primary Sources and Black Voices

Authentic Black History education must be rooted in Black voices and perspectives. Instead of relying solely on textbook summaries, educators should incorporate:

• Speeches and Writings: Teach with primary sources such as Frederick Douglass’s autobiographies, Angela Davis’s essays, and Martin Luther King Jr.’s speeches.
• Oral Histories: Use recorded interviews from formerly enslaved people, civil rights activists, and Black community leaders.
• Black Literature: Assign works by authors like Toni Morrison, Langston Hughes, Maya Angelou, and Chimamanda Ngozi Adichie.

When students engage with primary sources, they gain an unfiltered perspective on historical events, struggles, and triumphs.

Center Black Joy and Resistance

Too often, Black History is framed solely as a narrative of oppression. While acknowledging injustices is essential, educators must also highlight stories of joy, resistance, and cultural innovation. Examples include:

• Black Wall Street (Greenwood, Tulsa): A thriving Black business district before the 1921 Tulsa Race Massacre.
• HBCUs (Historically Black Colleges and Universities): Institutions that have nurtured generations of Black scholars and leaders.
• Black Excellence in Sports and Arts: Figures like Serena Williams, Misty Copeland, and Basquiat, who reshaped their fields.

Teaching Black History authentically means recognizing both struggle and triumph, ensuring students see a balanced portrayal of Black experiences.

Challenge Myths and Misconceptions

Many students receive a watered-down version of Black History filled with inaccuracies or omissions. Educators should actively correct myths, such as:

• “Slavery was a long time ago, so it doesn’t affect us today.”
  → Teach how systemic racism and policies like redlining, mass incarceration, and voter suppression connect past injustices to present realities.
• “The Civil Rights Movement solved racism.”
  → Explain the ongoing fight for justice, including Black Lives Matter, voting rights activism, and prison reform.
• “African countries have always been poor.”
  → Showcase Africa’s historical wealth, resources, and modern economic contributions.

Encouraging critical thinking helps students understand Black History in its full complexity.

Make It Relevant to Today’s World

Black History should not be confined to the past. Educators can connect history to current events, such as:

• The Legacy of the Civil Rights Movement: Link the activism of the 1960s to modern movements like Black Lives Matter.
• Black Representation in Politics: Discuss trailblazers like Shirley Chisholm and the significance of Kamala Harris as Vice President.
• The Impact of Black Culture: Show how Black artists, entrepreneurs, and activists continue shaping global culture.

When students see the relevance of Black History, they engage more deeply and understand their role in shaping the future.

Diversify Teaching Methods

Students learn best through a variety of methods. Engaging strategies include:

• Project-Based Learning: Have students create presentations on Black changemakers or research underrepresented Black historical figures.
• Music and Art Integration: Use hip-hop, jazz, poetry, and visual arts to explore historical themes.
• Guest Speakers and Community Connections: Invite Black historians, activists, or local leaders to share their experiences.

A dynamic approach ensures that Black History is not just taught—it is experienced.

Commit to Year-Round Education

Black History Month is important, but Black History should be woven into the curriculum throughout the year. Educators can:

• Integrate Black contributions into all subjects (e.g., Black mathematicians in STEM, Black composers in music, Black activists in civics).
• Use interdisciplinary lessons that show how Black History connects to broader historical and cultural contexts.
• Encourage students to explore Black History beyond school through books, museums, and documentaries.

Sustained learning ensures that Black History is treated as essential, not optional.

Teaching Black History authentically means reclaiming narratives, amplifying Black voices, and ensuring that students receive a full, accurate, and empowering education. By expanding historical coverage, using primary sources, centering Black joy, challenging myths, making history relevant, diversifying teaching methods, and committing to year-round education, educators can foster a deeper and more meaningful understanding of Black History.

In doing so, we equip students with the knowledge, empathy, and critical thinking skills needed to build a more just and inclusive future.

Derrick Campbell

CEO

moreinfo@quarantineracism.com