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Questions and Answers
What prompted the author's introduction to racial justice work?
What was the author's initial attitude towards racial justice work?
What difficulties did the preschool give the author when enrolling her son?
What reason did the preschool staff give for wanting to evaluate Amir?
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How did the author feel about the request to have Amir evaluated?
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What was the author's perception of the preschool's handling of Amir's behavior?
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What is one of the main reasons the author emphasizes the importance of parents at the forefront of movements for educational justice?
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Why does the author mention the need for actual parents at the table who have experienced school failure and racial disparities firsthand?
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What is one of the challenges faced by the author's son at school, as mentioned in the text?
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What was the mother's response when the preschool threatened to expel Amir?
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In what context does the author mention that 'Black children, especially boys, will routinely be suspended and labeled 'failures' at school'?
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What is one of the reasons the author feels isolated in refusing to accept abnormal treatment of Black children as normal?
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What led to the founding of the Racial Justice NOW organization?
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What is one of the author's main concerns regarding the state of the Black community when it comes to education?
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Why did the pediatrician advise against an evaluation for Amir?
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Why does the author mention that there is a need to 'jolt the consciousness' of parents in their community?
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What was the mother's realization about Black boys in the area?
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Where did Amir thrive after being removed from the initial preschool?
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What was the outcome of the complaint filed against the Wright State University preschool?
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What was the main issue that the authors addressed in Dayton, Ohio schools?
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What did the authors advocate for as alternatives to harsh discipline policies?
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What did the district agree to as part of the authors' demands?
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What valuable resources and support did the Dignity in Schools Campaign provide throughout the advocacy process?
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What did the authors successfully lobby for in Dayton Public Schools?
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What did House Bill 410, which the authors helped pass, aim to do?
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Study Notes
- Parents of Black children often faced issues with the school system, particularly if they had boys.
- The authors joined Racial Justice NOW. and the Dignity in Schools Campaign (DSC) to address the issue of racial bias and mistreatment in Dayton, Ohio schools.
- The authors presented school officials with their own data, revealing that Dayton was one of only three school districts in Ohio expelling preschoolers, with a high rate of suspensions for Black students and boys.
- The authors advocated for positive behavioral supports and restorative justice as alternatives to harsh discipline policies.
- The district agreed to several demands, including publishing discipline data online, hiring restorative justice coordinators, and removing zero-tolerance language from the student code of conduct.
- The organization also created a school discipline report card for 1,100 school districts across Ohio, revealing high rates of suspensions and racial disparities.
- The authors successfully lobbied for the creation of an Office for Males of Color in Dayton Public Schools to focus on the experiences of Black boys.
- The Dignity in Schools Campaign provided valuable resources and support throughout the advocacy process.
- The authors also helped pass House Bill 410, which decriminalized truancy in Ohio and established an intervention team to work with families instead of referring them to juvenile court.
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Description
Test your knowledge about racial bias and mistreatment of Black children in schools, and the efforts to advocate for change and justice in the education system.
