Bringing Awareness to “Girl Watching” and Sexual Harassment

Beth A. Quinn uses information gained from interviews with 43 employed people in order to examine “a particular social practice — ‘girl watching’ as a means to understanding one way that these gender differences are produced” (2002, p. 524). Some of the questions asked the interviewees to consider what a typical day at work would be like if their gender was different (Quinn, 2002, p.526). Multiple males who were interviewed mentioned a “game” where they would girl watch. For instance, one man named Karl explained that some of the male engineers will go get the attention of other male engineers if they noticed an attractive woman (Quinn, 2002, p. 527-528). Another interviewee Robert did not want to admit that women may not enjoy this game (Quinn, 2002, p. 529). He also noted that if any of the women called out the actions of the men during the game, the men would be unsure of what to say (Quinn, 2002, p. 529). Quinn explains that they wouldn’t know what to say because the women are seen as objects at that point, and objects shouldn’t be objecting (2002, p. 531).

Although the aforementioned game involved the men talking to each other but not the woman, there are similar reactions when men are confronted regarding catcalling and comments that they made as a woman walked down the street. Shannon Burke walked around New York City for ten hours, and everything was filmed. When men would make comments to her, Burke turned the tables in her responses, and the men did not appear to know how to react. For example, when she said, “Yes,” to one man who proposed to her, he was so startled that he sat back down (Jaygee, 2014). A compilation of the ten hours is available to watch below.

LIS is not free from sexual harassment. Sarah Houghton, the Director for the San Rafael Public Library in California, has a post on her blog, Librarian in Black, about her experiences with sexual harassment throughout her life (2014). Houghton shares multiple instances where she faced sexual harassment. She also shares her connection to Team Harpy or #teamharpy. Houghton explains, “The brief version is that after two librarians called out (online) the negative behavior of another librarian at conferences, he decided to sue them for $1.25 million in a defamation lawsuit” (2014). She’s in charge of the legal defense fund.

Houghton shares her story in hopes that it may help effect change. Lisa Rabey on the website for the American Libraries Magazine also mentions the importance of speaking up, and one of her suggestions is writing about it (2014). Other possibilities include bringing in a speaker or organizing a panel at a conference (Rabey, 2014). If there is no funding for a speaker or panel, another option is to consider what type of educational displays you could have. For example, the Pella Public Library in Iowa had a display for Sexual Assault Awareness Month. The Crisis Intervention Services from Oskaloosa, Iowa, actually put the display up inside the library. The following photo is of this display.

  Image from the Pella Public Library

In addition to helping educate people, Rabey has suggestions that focus back on events. She recommends putting “together a code of conduct for conventions and meetings so that all people feel safe” (Rabey, 2014). Events with speakers and panels as well as trainings are necessary to help educate people. However, Quinn notes that, “To be effective, sexual harassment training programs must be grounded in a complex understanding of the ways acts such as girl watching operate in the workplace and the seeming necessity of a culled empathy to some forms of masculinity” (2002, p. 532). To truly effect change in this area, research on how to best present trainings and programs needs to continue.

References

Houghton, Sarah. (2014, October 3). Laundry and Skeletons: The Reality of Sexual Assault and Harassment. Retrieved 24 June 2017, from http://librarianinblack.net/librarianinblack/laundry-and-skeletons-the-reality-of-sexual-assault-and-harassment/

Jaygee. (2014, November 18).  10 hours of walking but this time she talks back (BEST CATCALL parody. [Video file]. Retrieved 24 June 2017, from https://www.facebook.com/truecolorsfund/videos/1409468292430367/

Pella Public Library. (n.d.). Check out our Sexual Assault Awareness Month #SAAM display at the Pella Public Library!. Retrieved 23 June 2017, from https://www.pinterest.se/pin/195132596329908276/

Quinn, B.A.. (2002). “Sexual Harassment and Masculinity: The Power and Meaning of ‘Girl Watching.’” In S. J. Ferguson (Ed.), Race, gender, sexuality, and social class: Dimensions of inequality and identity (2nd ed., pp. 523-532). Los Angeles, CA: Sage.

Rabey, Lisa. (2014, June 10). Speaking Up: Starting a dialogue on sexual harassment in libraries. Retrieved 24 June 2017, from https://americanlibrariesmagazine.org/2014/06/10/speaking-up/

RAINN. (2016). The Criminal Justice System: Statistics. Retrieved 24 June 2017, from https://www.rainn.org/statistics/criminal-justice-system

Debunking the Myth of the LGBTQ+ Community’s Supposed Wealth

In her work “Queers Without Money: They Are Everywhere. But We Refuse to See Them.,” Amber Hollibaugh explores the belief that people who are gay, lesbian, or bisexual earn more money than those who are heterosexual. This belief is really a myth caused by some “early surveys done on gay and lesbian economic status” in the United States (Hollibaugh, 2001, p. 216). She also quotes M. V. Lee Badgett who states that, “Those surveys are deeply flawed” (Hollibaugh, 2001, p. 216).

Researchers have found that quite the opposite of the original surveys is true. Researchers M.V. Lee Badgett, Laura E. Durso, and Alyssa Schneebaum found that, “Comparisons of poverty for LGB adults and heterosexual adults in national surveys mostly showed higher rates of LGB poverty, although most of those differences are not statistically significant.” For example, 21.1% of heterosexual women between the ages of 18 and 44 years old reported living below the federal poverty line while 22.7% of lesbians and 29.4% of bisexual women in that age range reported the same (Badgett, Durso, and Schneebaum, 2013, p. 2). The numbers are more staggering when you consider same-sex couples with children compared to different-sex couples with children. In fact, “Children in same-sex couple households are almost twice as likely to be poor as in married different-sex couple households” (Badgett, Durso, and Schneebaum, 2013, p. 2). When subgroups are considered, the poverty rate can be examined further. For example, “African American children in gay male households have the highest poverty rate (52.3%) of any children in any household type, and the rate for children living with lesbian couples is 37.7%” (Badgett, Durso, and Schneebaum, 2013, p. 2).

Despite evidence that the findings from the original surveys were wrong, media continues to perpetuate the myth. Hollibaugh challenged readers to try to find “representations of poor or working-class gay people on Will & Grace” in 2001 (p. 217). Sixteen years later, there’s still not much to offer in the way of representation on television, but there are a few characters who fit the description. For example, Queer As Folk introduced the character Hunter, played by Harris Allan, in 2003. Hunter is described by Wired as a “homeless gay hustler” when he first enters the show (Watercutter, 2015). There’s also Alex Nuñez, a character from Degrassi: The Next Generation who is played by Deanna Casaluce. She comes from a poor family and struggles financially throughout her time on the show. Alex enters the show with a boyfriend, but she begins a relationship with a female character during the fifth season before ultimately coming out as a lesbian. A third example can be found in the second season of the show The Killing, which originally aired in 2012. There’s a character named Bullet, played by Bex Taylor-Klaus. AMC’s website describes the character by stating, “Bullet looks like a boy, talks like a boy but is, in fact, a girl, a tough scrappy lesbian who’s lived on the streets of Seattle since she was 13 years old.” Despite there now being a few examples of gay and lesbian television characters who live below the poverty line, the majority of LGB characters continue to perpetuate the myth that those in the LGBTQ+ community are more likely to be rich. There is a strong need for better representation in order to help end this myth.

Two of the three aforementioned examples of LGB characters living below the poverty line are homeless when they first arrive on the show, and the third, Alex Nuñez on Degrassi: The Next Generation, is forced to quickly move out of the apartment she shares with her mother and her mother’s boyfriend without knowing where she is going to live next. Studies have found that, “Homeless young people are disproportionately LGBT” (Badgett, Durso, and Schneebaum, 2013, p. 4). In fact, researchers Laura E. Durso and Gary J. Gates found that approximately 40% of clientele at homeless youth organizations identified as LGBT (2012, p.3). They used information from a report by the Williams Institute, The Palette Fund, and the True Colors Fund.

The True Colors Fund is also responsible for launching #40toNoneDay which they describe on their website as “a national day to raise public awareness about LGBT youth homelessness, and to give people simple ways to make a difference.” Their website also states that, “#40toNoneDay provides supporters with the opportunity to share information about the issue, host discussion groups, and share “unselfies” (AKA selfies for a cause) on social media.” An example of one of these unselfies is shown below. It’s from Sara Ramirez who people may know from Broadway or her portrayal of Callie Torres on Grey’s Anatomy. She’s also a member of the True Color Fund’s Board of Directors. She shared the below photo and quote on social media after speaking at the 40 to None Summit in October of 2016.

The True Colors Fund has also been a part of events such as speaking with librarians and service professionals at the Brooklyn Public Library regarding 40 to None Day and how libraries could help. Those in the video provide multiple suggestions on how a library can help LGBTQ+ youth who may be facing homelessness. They iterate the importance of staff training in order to help the staff be aware of issues that exist and be able to evaluate library policies and any barriers to access (True Colors Fund – Video). It is also important to include intersectional displays in the library and provide programs that interest and benefit those in the local community (True Colors Fund – Video). In order to do this well, it’s imperative to listen to the needs and wants of the community members. Furthermore, libraries may want to consider partnering with local organizations or providing school outreach. The full video is provided below and can be used to explore these suggestions further as well as help workers decide what would work best in their libraries.

 

 

References

Badgett, M.V.L., Durso, L.E., and Scheebaum, A. (2013). New Patterns of Poverty in the Lesbian, Gay, and Bisexual Community. Los Angeles: The Williams Institute. Retrieved from https://williamsinstitute.law.ucla.edu/wp-content/uploads/LGB-Poverty-Update-Jun-2013.pdf

Bullet. (2017). AMC. Retrieved 21 June 2017, from http://www.amc.com/shows/the-killing/cast-crew/bullet

Cowen, R., Jonas, T., and Lipman, D. (Executive Producers). (2000-2005). Queer As Folk [Television series]. Retrieved from http://www.netflix.com/

Durso, L.E., & Gates, G.J. (2012). Serving Our Youth: Findings from a National Survey of Service Providers Working with Lesbian, Gay, Bisexual, and Transgender Youth who are Homeless or At Risk of Becoming Homeless. Los Angeles: The Williams Institute with True Colors Fund and The Palette Fund. Retrieved from http://williamsinstitute.law.ucla.edu/wp-content/uploads/Durso-Gates-LGBT-Homeless-Youth-Survey-July-2012.pdf.

Hollibaugh, A. (2001). Queers Without Money: They Are Everywhere. But We Refuse to See Them. In S. J. Ferguson (Ed.), Race, gender, sexuality, and social class: Dimensions of inequality and identity (2nd ed., pp. 215-218). Los Angeles, CA: Sage.

Ramirez, S. (8 October 2017). Twitter.com. Retrieved 20 June 2017, from https://twitter.com/SaraRamirez/media

Schuyler, L., Stohn, S., and Yorke, B. (Executive Producers). (2001-2015). Degrassi: The Next Generation [Television series]. Retrieved from  https://www.youtube.com/channel/UC5KDzT0_pxIDdU8RPLhMuHg

Sud, V. (Executive Producer). (2011-2014). The Killing [Television series]. Retrieved from http://www.netflix.com/

True Colors Fund. (2017). #40 to None Day. Retrieved 20 June 2017, from https://truecolorsfund.org/portfolio/40tononeda

True Colors Fund (2017, April 26). We’re live at the Brooklyn Public Library for #40toNoneDay!. [Video file]. Retrieved 20 June 2017, from https://www.facebook.com/truecolorsfund/videos/1409468292430367/

Watercutter, Angela. (2015, July 1). Wired.com. Retrieved 21 June 2017, from https://www.wired.com/2015/07/binge-guide-queer-as-folk/

Stop “Americanizing” Students and Other Ways to Benefit Latino Students in the United States

Luis C. Moll and Richard Ruiz examined the Los Angeles Unified School District (LAUSD) where according to data from 1998-1999, 69% of the student population identified as Latino, and 10.5% identified as Anglo (2009, p. 335). Additionally, approximately half of the student population in the district was “designated as limited-English-proficient (LEP)” (Moll and Ruiz, 2009, p. 335). Importantly, they found that approximately 95% of the LEP students were enrolled in the free or reduced lunch program while 74% of all of the students in the district were eligible for this lunch program (Moll and Ruiz, 2009, p. 335).  Moll and Ruiz also point out that 49.4% of the teachers were white, 23.6% were Latino, and 14.7% were African American (2009, p. 335). Although they provide specific statistics for LAUSD and the state of California, the researchers present issues that are prevalent across the United States.  They introduce their readers “to the educational issues facing many Latino students in the United States” (2009, p. 332).

One of these issues causing a detriment to their education is trying to ‘Americanize’ students. In other words, students may suddenly be expected to “learn English, and rid themselves of their native language and customs, which the officials deemed detrimental to assimilation and to the maintenance of a unified nation” (Moll and Ruiz, 2009, p. 334) When discussing immigrant groups from Central America, South America, and the Caribbean, Moll and Ruiz mention that immigrant groups may “be expected to acquiesce to the expectation that they ‘become Americans’ as quickly as possible, with the school as primary agent of the transformation” (2009, p. 332). Noting variable factors such as previous schooling, support networks, age on arrival, effort put into the schoolwork, and social class, Moll and Ruiz explain that, overall, school achievement is reportedly low for these students (2009, p.333)

They do note that “other immigrant Latinos have higher achievement levels, both in school and in social mobility,” and that this is  “especially true for Cubans.” (Moll and Ruiz, 2009, p. 333). The arrival of many Cubans in the United States occurred during the Cuban Revolution in the 1950s. The higher achievement levels may be partially attributed to “their relatively high economic standing and (therefore) extensive school experience” which then “helped them create networks of support for themselves” (Moll and Ruiz, 2009, p. 333). However, this is not true for every group. The researchers point out that Puerto Ricans and Mexican Americans typically do not view themselves as immigrants and also face a very different reality in the world of education in the United States (Moll and Ruiz, 2009, p. 333).

There are two common methods of social control that Latino students may face, particularly in the Southwest. One is “not enforcing the compulsory school laws,” and the other is controlling “content and purpose of school” (Moll and Ruiz, 2009, p. 334). The latter leads to “Americanizing” in schools without taking factors such as the students’ own knowledge, language, and culture into consideration. Additionally, Moll and Ruiz use a term developed in 1999 by Valenzuela called “subtractive schooling,” which is a “dual strategy of exclusion and condemnation, divesting Latino students of their primary resources — their language and culture” (2009, p. 334).

Some families have an additional piece to their education: they travel between two, or more, school districts because they are migrant workers. A film called Escuela is one that documents a situation such as this. It focuses on Liliana Luis, a high school freshman, and her family. The film follows the family as they follow harvests from Texas to California, and it particularly focuses on how Liliana’s education is disrupted whenever they move (Film Description – Escuela). You can watch a clip of Hannah Weyer, the filmmaker, explaining it below.

PBS’s website for the film also has a book list and additional links to related websites for those who want to continue their research on migrant workers and migrant education. Although some relate specifically to migrant education, the resources are beneficial for anyone seeking to provide better education opportunities to Latino students.

Moll and Ruiz explain that educational sovereignty “to capture the need to challenge the arbitrary authority of the white power structure to determine the essence of education for Latino students” is needed (2009, p. 336). Additionally, there needs to be an additional change “that considers the schooling of Latino children within a larger education ecology and that respects and responds to the values of education possessed by Latino families” (Moll and Ruiz, 2009, p. 336).

Some schools have utilized options such as “untracking” or AVID (Advancement via Individual Determination), which places students on regular academic tracks as well as provides social scaffolds (Moll and Ruiz, 2009, p. 336). Meanwhile, a school in Tucson, Arizona, saw progress with have teachers visit students’ homes in order to learn from their families and better understand them (Moll and Ruiz, 2009, p. 337). Additionally, schools need to help students have a true “academic identity,” which may include study groups and student groups to join (2009, p. 337). Importantly, Moll and Ruiz note that while there are certainly differences, “The character and dimension of the schooling of Latinos should be analyzed not independently, as is usually the case but rather in relation to the situation of African American children, for they share similar political environments and colonial forms of education” (2009, p. 337)

Moll and Ruiz provide some examples of ways to try to better the education system. Some institutes, such as the Latino Education Institute (L.E.I.) of Worcester State University (WSU) in Massachusetts are also working on making some positive changes. If you look at their Facebook page, you can see some of the programming that they either provide or promote. Their goal is also highlighted in the image on their website’s homepage. This image can be seen below.

Photo from Worcester State University’s website

L.E.I. states that they “strive to improve the academic achievement and well-being of Latino students (grades K-16) and their families, including students enrolled at WSU. Our goal is to narrow the education achievement gap through direct services to students, family engagement, and research” (Worcester State University). According to their website, their programs serve “more than 2,100 families yearly” (Worcester State University). Additionally, some of this programming takes place at the local library, as shown in the Facebook post below.

 

Post from the L.E.I. Facebook page

The Worcester Public Library is not the only library that is beginning to have similar programming. For example, the Mancos Public Library partnered with ITVS Community Cinema and Rocky Mountain PBS to celebrate “Latino students overcoming obstacles with a free preview screening of ‘Latino Graduates’” (Latino Education Institute (L.E.I.)). They also had “a community discussion to engage the public in dialogue about the Latino dropout crisis, followed by an inter-generational conversation about strategies to increase and support pathways to success for local students at 6 p.m” (Latino Education Institute (L.E.I.)). Aside from providing appropriate and educational programming, libraries should also strive to provide updated resources that are of interest and value to their community. As Moll and Ruiz mention, the changes that need to happen in education are not easy. Additionally, they iterate, “Concerted efforts, combined with the disposition to challenge the constraining ideologies and practices that characterize the educational status quo for Latino children, are the minimal requirements to produce such change” (Moll and Ruiz, 2009, p. 338).

 

 

References

The-Journal.com. (2017). Library offers screening, Q&A on Latino education. Retrieved 11 June 2017, from https://the-journal.com/articles/15679-library-offers-screening-q-a-on-latino-education

Latino Education Institute (L.E.I). (2017). Latino Education Institute (L.E.I) Facebook Group. Retrieved 14 June 2017, from https://www.facebook.com/pg/Latino-Education-Institute-LEI-304783432894826/about/?ref=page_internal

Moll, L.C. and Ruiz, R. (2009). The Schooling of Latino Children. In S. J. Ferguson (Ed.), Race, gender, sexuality, and social class: Dimensions of inequality and identity (2nd ed., pp. 332-339). Los Angeles, CA: Sage.

POV. (2002). Film Description – Escuela. Retrieved 11 June 2017, from http://www.pbs.org/pov/escuela/film-description/

POV. (2002). Links & Books – Escuela. Retrieved 11 June 2017, from http://www.pbs.org/pov/escuela/links-books/

POV Interactive. (2014, December 18). Escuela – Behind the Lens – POV 2002  | PBS. [Video file]. Retrieved 12 June 2017, from https://www.youtube.com/watch?v=yKSAvxO44A0

Worcester State University. (2017). Latino Education Institute. Retrieved 12 June 2017, from http://www.worcester.edu/Latino-Education-Institute/

Not Just a Thing of the Past: The Effects of Tracking, Segregation, and Racial Inequality in Today’s Classrooms

Roslyn Arlin Mickelson found that Charlotte-Mecklenburg Schools (CMS), a school that had been lauded for successful desegregation had, in fact, upheld segregation through tracking. As Mickelson explains, “In theory, tracking is designed to enhance teaching and learning through targeting instruction and course content to the student’s ability and prior knowledge” (2005, p. 324). The reality of tracking is much different.

Mickelson notes that “anyone familiar with the historical relationship between tracking and race” would be able to “accurately guess the academic level of the course simply by observing the racial composition of the students in it” (2015, p. 325) Tracking leads to resegregation because lower track classes are predominantly black while classes on the highest tracks are predominantly white, and this is true even if the students have had similar test scores (Mickelson, 2015, p. 328). Mickelson uses a court ruling when discussing racially imbalanced classrooms; the ruling found that a school was “imbalanced if it has fewer than 44% White students” (2015, p. 327).

This isn’t just a problem in Charlotte, North Carolina. There is inequity and segregated schools across the nation. In her TED Talk, Kandice Sumner talks about her experiences with teaching and also being part of a voluntary desegregation program as a child. You can watch her talk below.

Sumner notes that, “Teaching my kids about desegregation, the Little Rock Nine, the Civil Rights Movement, is a real awkward moment in my classroom, when I have to hear the voice of a child ask, ‘If schools were desegregated in 1954, how come there are no white kids here?’” (Sumner, 2016). Similar questions would be relevant in other parts of the nation as well. At 88.4%, Wisconsin had the sixth highest graduation rate in 2015 (Richards, 2016). However, it topped the education charts in another category: “the widest graduation-rate gap between white and black students” (Richards, 2016). Unfortunately, it’s not the first time that the state has been at the top of this category. Notably, the graduation rate for white students in 2015 was 92.9% in Wisconsin while it was 64.1% for black students (Richards, 2016). That’s a gap of 28.8%.

Recently, Wisconsin schools have been in the news because a proposal in the state’s budget would allow for there to not be a minimum amount of hours for direct student instruction; Wisconsin would be the only state to have no law regarding this. This has many concerned that districts with fiscal problems might choose to provide students with significantly fewer hours of direct instruction to help cut costs. This would widen the gap even further. Governor Scott Walker states it would allow for “maximum flexibility” and would benefit schools that may do some of their schooling virtually (Richards, 2017).

Flexibility and choice are two commonly mentioned terms when it comes to Wisconsin education. Wisconsin has a voucher system and was ranked seventh in the nation for the amount of charter schools according to data from 2012-2013 (Mendez, 2014). The vouchers are supposed to help students attend private schools and enhance their educational opportunities, and charter schools are also meant to provide more educational opportunities. Similar to how the theory and reality of tracking are different, the voucher program and the charter schools have faced some debate. This has brought about opportunities for some students. It is also important to note that, especially when they began, both have dealt with misuse of funds and some very poor quality schools, which gave the students worse educational opportunities.

Additionally, it’s not what everyone is looking for, especially if they don’t have a choice in the matter. In 2015, people rallied “at more than 100 public schools across Milwaukee” to oppose a potential law that would turn schools that were ranked as underperforming on state exams over to charter school operators (Johnson, 2015). The photo below shows approximately 30 demonstrated who met at North Division High School for such a walk-in (Johnson, 2015).

Milwaukee also has schools which are “what researchers would call an intensely segregated school,” which means means more than 90% of students are of one race” (Richards and Mulvany, 2014). For example, the Lloyd Barbee Montessori School is 92% black (Richards and Mulvany, 2014). Additionally, the results of the state achievement tests showed that none of the students tested at the proficient level in reading in 2013; one student tested at the proficient level a year earlier (Richards and Mulvany, 2014). This isn’t the only school in Milwaukee with similar results. In fact, it certainly isn’t the only state in the nation with similar results.

Mickelson found that, “The more time Black (and White) students spend in segregated Black elementary schools (first-generation segregation), the lower their high school track placements, grades, test scores, and future aspirations are compared with their comparably able peers who are educated in a desegregated learning environments” (2015, p. 325). Mickelson also notes that, “The results have a particular salience for Black students’ opportunities for educational equity” (2015, p.327). For instance, 56% of white students who scored in a range from the 40th to 49th percentile on their 6th-grade CAT English test were placed in regular English (Mickelson, 2015, p. 329). However, 74% of black students were placed in that course (Mickelson, 2015, p. 329). Schools which are not predominantly white are also more likely to see fewer resources. These resources include physical materials, technology, and also qualified, and highly qualified, teachers.

It makes sense then that some schools may fear segregation before it even happens. When North Shore District 112, a school located in Highland Park, Illinois, announced its plan to consolidate its fifth through eighth grades into a single campus for its middle school, a teacher tweeted her support (Berkowitz, 2015). She also used #SeparateIsNotEqual as one of her hastags. Multiple people who worked at the school retweeted or liked it. The tweet and the hastag caught the eye of many in the community who were upset and claimed that they were just seeking smaller campuses located in closer neighborhoods for the students (Berkowitz, 2015).

With their historical connection to social justice, librarians may want to show support in a situation like the one at North Shore District 112’s middle school campus. Furthermore, if they want to aid in the true desegregation of classes, librarians need to be aware of segregation within libraries. Furthermore, librarians will need to consider the materials and programming provided to a community to ensure that they are providing resources, support, and programs that meet their patrons’ needs and interests. Lastly, I believe that Mickelson makes a statement that people need to keep in mind, “The policy of desegregation –no matter how well crafted and designed — is of little value if it is unevenly implemented and if it coexists with other initiatives, policies, and practices — like tracking — that counteract or subvert desegregation intent” (2005, p. 331).

 

References

Berkowitz, K. (2017). #SeparateIsNotEqual hashtag stirs flap in Highland Park. Retrieved 6 June 2017, from http://www.chicagotribune.com/suburbs/highland-park/news/ct-hpn-d112-tweet-flap-tl-0903-20150902-story.html

Johnson, Annysa. (2017). Public school advocates rally support for MPS schools.  Retrieved 6 June 2017, from http://archive.jsonline.com/news/education/public-school-advocates-rally-support-for-mps-schools-b99579292z1-328201961.html/

Mendez, E. (2017). Wisconsin ranks high in number of charter schools, study says. Retrieved 6 June 2017, from http://archive.jsonline.com/news/education/wisconsin-ranks-high-in-number-of-charter-schools-study-says-b99276654z1-261393951.html/

Mickelson, R.A. (2005). How Tracking Undermines Race Equity in Desegregated Schools. In S. J. Ferguson (Ed.), Race, gender, sexuality, and social class: Dimensions of inequality and identity (2nd ed., pp. 323-331). Los Angeles, CA: Sage.

Richards, E. (2016). Wisconsin posts largest white-black graduation gap. Retrieved 6 June 2017, from http://www.jsonline.com/story/news/education/2016/10/17/wisconsin-posts-largest-white-black-graduation-gap/92306710/

Richards, E. (2017). Scott Walker’s K-12 budget drops hours of instruction mandate. Retrieved 6 June 2017, from http://www.jsonline.com/story/news/education/2017/04/03/scott-walkers-k-12-budget-drops-hours-instruction-mandate/99705162/

Richards, R. and Mulvany, L. (2017). 60 years after Brown ruling, intense school segregation returns. Retrieved 6 June 2017, from http://archive.jsonline.com/news/education/60-years-after-brown-v-board-of-education-intense-segregation-returns-b99271365z1-259682171.html/

Sumner, K. (2016, November). How America’s Public Schools Keep Kids in Poverty. [Video file]. Retrieved 5 June 2017, from https://www.ted.com/talks/kandice_sumner_how_america_s_public_schools_keep_kids_in_poverty/transcript?language=en