The Hidden Curriculum: Uncovering Racism in Education

How We Developed a Course that “Went There”

Percy Brown, Middleton-Cross Plains Area School DistrictMandi Maurice, Middleton-Cross Plains Area School DistrictRamon Vasquez, UW-Madison Partner School Network

Middleton-Cross Plains Area School District

UW-Madison Partner School Network

Our Organizations

● MCPASD work with NationalEquity Project (NEP)

● Partnership between MCPASD and Partner School Network (PSN)

● Shared purpose: To develop a course for teachers and administrators who were ready to take racial equity discussions to the next level

How did we get started?

● Different strengths● Different perspectives● Mutual respect● Common vision● Willingness to “go there”

Instructors

● Voluntary participation● Four Tuesdays 4:30-6:00 pm● Four Thursdays 3:20-4:50 pm● One joint Thursday with Dr. Gloria Ladson-Billings● 50 participants● $22/hour stipend for teachers● Attendance expectation● Grad credit option included on-line

journal/reflection requirement

Course Structure

● Topics● Readings● Protocols● Materials/Resources● Guest Speaker

Course Content

● Consistent attendance● Small group discussions● Challenging readings/topics

What went well...

● The course helped me gain a deeper understanding of the impact of race on student achievement (social reproduction, bias, stereotype threat, etc.): 87.1%

Survey responses

● This course helped me understand the historical construct of race and how it impacts the race-based achievement gap: 96.7%

● This course helped me learn what I, as an educator, can do to be a change agent as it relates to 21st century racism in America: 71%

● The readings in the course challenged my thinking: 87.1%

Survey responses

● The class discussions gave me an opportunity to learn from others and discuss new ideas in a safe environment: 96.7%

● I would recommend this course to other colleagues: 93.6%

Survey responses

● Less content and more processing time with constructivist listening structures in dyads

● More time to read and reflect● 2-hour sessions instead of 1.5-hour

sessions (or more sessions)● More connection to practices and

classroom

What we would do differently...

Constructivist Listening:

Dyads

Now, you try...

I agree to listen to and think about you in exchange for

you doing the same for me.

Constructivist Listening Guiding Principle

Constructivist Listening is for the benefit of the talker.

Cognitive + Affective processing = increased understanding

People are capable of solving their own problems given the right conditions

Underlying Assumptions

Each person:● Has equal time to talk● Listens without interrupting, giving advice, or

breaking in with a personal story● Maintains confidentiality● Does not criticize or complain about others during

their time to talk● Gives undivided attention: no food or cell phones

Guidelines

Dyad: 2 people

Personal Experience Panel: 3-6 people

Support Group: 3-6 people

Constructivist Listening Structures

What was an early experience with race that pained or confused you or made you

wonder?

How did that experience affect you later on?

(2 minutes/person)

Question for Dyads

How did it feel to have someone listen to you with their undivided attention for the entire

two minutes?

Processing Question

Questions?