Global Diversity Awareness Month: Student Stories, Part 2

First, listen….

Student: It wasn’t until I took an AP class my sophomore year where the books we read were by authors of color. I became really interested in who gets to choose the books that I am taught in school. I found out it’s up to the teacher to find a way to buy these books that are not on the usual approved list. That didn’t make sense to me. I am now involved in a student-led group to have more student voice in deciding things like the books we read. All students should get to read these books, not just the AP class or the new ethnic studies elective. All our classes should have authors of all histories. 

Then, learn…

During #GlobalDiversityAwareness Month and all year round, California State PTA and National PTA have position statements and resolutions that give us authority to act on behalf of our racially diverse students and their families:

Then, Take Action…

We recognize that each PTA and school community will have different solutions, but these are great places to start: 

  • Attend the Diversity, Equity and Inclusion Committee’s Listening Sessions November 16, 17, 18 and 21, 2020 https://capta.org/resource/listening-sessions-on-race-and-racism/
  • When your PTA raises funds for your library request that a certain percentage of the funds be spent on racially diverse authors.  We want all children to see people who look like them on our library shelves. 
  • Include students in your PTA!  We have lots of tips on ways to include student participation in your PTA ( http://toolkit.capta.org/membership/involving-students/).  One of the best ways to include students is to invite them to our Legislation Conference which will have a Racial Injustice and Social Advocacy theme this year.  More information about the dates and cost will be released soon, so be sure to visit our webpage from time to time to get updates. https://capta.org/programs-events/legislation-conference/

Click here to read part 1 of this series.

Click here to read part 2 of this series.

Click here to return to the blog homepage.

Global Diversity Awareness Month: Student Stories, Part 1

First, listen…

Student: Whether I wear pants or a skirt, I sing the same. Does it matter if I wear pants instead of a skirt? Yes it matters to me. I don’t understand why my teacher and principal insist on me wearing a skirt to sing in the choir. It feels as weird as showing up to school in a bathing suit and nothing else. I already feel uncomfortable at school. It would be just one small thing that would make me think, ‘At least this one teacher knows and accepts me.’

Then, learn….

During #GlobalDiversityAwareness Month and all year round, California State PTA and National PTA have position statements and resolutions that give us authority to act on behalf of LGBTQIA+ students and their families:

Then, Take Action…

We recognize that each PTA and school community will have different solutions, but these are great places to start: 

  • Review school policies in regard to bullying and support revisions and amendments to those policies that specifically address the topics of sexual orientation and gender identification/expression as they relate to harassment and bullying.  https://capta.org/focus-areas/community-concerns/lgbtqia/
  • Use the Welcoming Schools Checklist to see how your PTA is doing in welcoming all families into your school.  http://downloads.capta.org/hea/WelcomingSchools_Checklist.pdf
  • Use the California State PTA Position Statements and Resolutions as you do studies of local legislation that impacts families of LGBTQIA+ students.  If you need support in this process, reach out to your Council or District Board and they can support you.

Click here to read part 1 of this series.

Click here to return to the blog homepage.

Global Diversity Awareness Month: Parent Stories, Part 1

First, listen…

Parent: There it was — in print. The new Superintendent wrote in his message to the whole district that special education was taking funds meant for general fund programs. My heart sank. My child and thousands like her were positioned as the ‘taker of funds’ and not a part of the school community. My child is a general education student first, then a student who needs additional services and supports in order to learn. This was just one more example of how my child, and others like her, are segregated socially. The segregation or separateness is social and physical and affects how our children see themselves and how others see them. If our children were taught from preschool that their peers who act, think, learn, move differently belong with them, then our general community, workplaces, housing, city planning, higher education would be full of people who had experience being around individuals with disabilities of all kinds.

Then, learn…

During #GlobalDiversityAwarenessMonth and all year round, California State PTA has position statements and resolutions that give us authority to act on behalf of special education students and families:

Then, Take Action…

We recognize that each PTA and school community will have different solutions, but these are great places to start: 

  • Participate in your school and district Local Control Accountability Plan (LCAP) process and actively advocate for special needs programming.  https://capta.org/resource/seasons-of-lcap-development-and-engagement/
  • Learn about ways to support Special Education Families and why you should consider including a Special Needs Committee as part of your PTA Board https://capta.org/focus-areas/education/special-needs/
  • Use the California State PTA Position Statements and Resolutions as you do studies of local legislation that impacts special needs families.  If you need support in this process, reach out to your Council or District Board and they can support you. 

During the Back to School Season, help families of special needs students with transition by sharing these tips (available in six different languages) https://capta.org/focus-areas/education/special-needs/tips-for-parents-of-students-with-special-needs/