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
● 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
● 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...
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