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How can educators and school leaders close the achievement gap for African-American girls?

“I would hope that a wise Latina woman with the richness of her experiences would more often than not reach a better conclusion than a white male who hasn’t lived that life.” These few words, spoken casually by Sonia Sotomayor at the annual Mario G. Olmos Law and Cultural Diversity Lecture at UC-Berkeley in 2001, came back to haunt President Barack Obama’s nominee for the United States Supreme Court during the spring and summer of 2009. Hard to believe that this brief statement could cause such anguish, particularly among the conservative white senators who form part of the Senate Judiciary Committee, yet they led to days of arrogant grilling by the Senators and weeks of newspaper articles and commentary by television pundits speculating on what Sotomayor meant, whether it would hurt her confirmation, and what it would signal for the new court.

Critical literacy can expose the assumption that whiteness is “normal” and provide students support for talking about difficult topics.

An Anti-Defamation League video inspires this teacher to help his students imagine—and build—a world in which everyone thrives.

The rhetoric used by this summer’s Olympic media has given educators many rich examples to introduce students to intersectionality.

We were encouraged to see that the school system in Durham, N.C., last week agreed to end discriminatory practices that prevent Latino students from receiving an adequate public education.

A couple of nights ago, I took my daughter to Chuck-E-Cheese, a tradition of ours when her other mother is out of town. We play skee-ball to win long rows of tickets that we later exchange for plastic toys and stickers. We play — it’s our way of lessening how much we miss the Mom who’s not with us. This particular evening something besides the blinking lights of games caught my eye, though.