Parent Tips : Now What ?
By Julie Stevens
At my 1992 graduation from a Masters program in counseling psychology , I wore a large campaign-style button that read : Love-See No Color . My school psychology internship took place in the small town of Newberg , Oregon , noted for its Quaker roots and as the birthplace of Herbert Hoover . Recently the Newberg School Board members voted 4 to 3 to enact a ban on flags , signs , or clothing deemed “ political ,” specifically targeting Black Lives Matter and Pride messages supporting BIPOC and LGBTQ students . Attorneys will determine the legality of the ban , but for students who identify with these marginalized groups the Board ’ s action imperils their engagement in school . Guidance for educators from experts such as Eleonora Bartoli , a psychologist whose practice includes work in trauma and multicultural competence , is unequivocal . Writing for the National Association of Independent Schools , Bartoli asserts that authentic human connections — which nurture the sense of belonging undermined by the Newberg school ban — are essential for growth , learning , and creativity . She notes that “ the more we experience safety and connection , the more we are able to engage in , and benefit from , educational activities .” While approaches to fostering community have evolved in the 30 years since my misplaced support of “ colorblindness ,” regrettably , in Newberg and across the country , battle lines have formed and solid educational research is being ignored . As parents consider how to support all students , here are some guidelines :
• Foster the understanding that race is a social construct with no biological basis . According to Diane Hughes , a professor of applied psychology at New York University , “ Race has meaning because we give it meaning — especially in the U . S ., where our history is largely structured to uphold these ‘ racial differences .’” Kids will unavoidably absorb negative cultural messages about race that parents can counter by asking open-ended , nonjudgmental questions to probe assumptions and teach about harmful stereotypes . Parents tend to underestimate when their kids are developmentally ready to process ideas about race — roughly age 5 , so don ’ t wait ! Be clear with your kids that while conversations about race may be challenging and uncomfortable , you are committed to having them .
• Help your kids explore the many facets that shape their social identity — ethnicity , religion , gender , interests , hobbies , languages spoken , and talents — to appreciate how they define themselves in contrast to what others may assume about them . You and your child might complete an identity chart , a graphic tool to facilitate such reflection . Awareness of their own identity helps kids better connect with others and participate more confidently in their communities . For more ideas , see the “ Identity ” section at this link : https :// nyti . ms / 2WOIbLO
Page 28 Fall 2021 CSEE Connections