Action Plan Project

Breaking the Pipeline: Using Mindfulness Intervention to Enact a Disintegration of the School-

to-Prison Pipeline | Workshop Series

Sakile Braithwaite-Hall

Northeastern University

EDU 6051: Culture/Power/Equity/Influence

Professor Morris
 Introduction

“In these days, it is doubtful that any child may reasonably be expected to succeed in life

if he is denied the opportunities of an education. Such an opportunity, where the state has

undertaken to provide it, is a right that must be made available on equal terms” (Amurao, 2013).

This comment made by Chief Justice Earl Warren during the 1950s, during complex times of

dealing with vast inequality within schools, touches on an issue that still sustains its relevance in

the 21st century. Within these “current” days we still are tackling the external factors deterring

students from educational opportunities and growth that is of equal merit, especially when it

comes down to racial differences. Currently, one of the many roots of this problem stems from

the disciplinary policies enacted in many U.S educational institutions and the way in which these

policies and structured systems disproportionately affect children of color. Through first

exploring historical relevance leading to the foundation of the School-to-Prison Pipeline, and the

systematic problems within this context, this workshop series looks to display the benefits of

mindfulness-based interventions as it provides benefits to not only students but for teachers and

school administrators as well. This series also looks to provide insight into the implementation of

mindfulness-based interventions, and its various types, to assist in ameliorating the problems

under this harmful pipeline.

The unfortunate realities within schooling environments have not shown dramatic

improvements since the early 1950s. Racial disparities in school discipline have continued to

garner attention, and recently in national reports issued by the U.S. Departments of Education

and Justice, and the continuing systematic inadequacies have been displayed significantly

through the prominence of the School-to-Prison Pipeline (U.S. Department of Education, 2014).

According to Smith (2015), many experts say that public schools, underfunded and out of date,
are ill-equipped to deal with the multiple needs of contemporary youths. Therefore, the School-

to-Prison Pipeline encompasses the variety of ways in which children, especially poor children of

color in public schools, find themselves on pathways to prison. The pipeline is fed by zero-

tolerance policies, which, with intent to improve the safety of the school, end up criminalizing

rule breaking behavior or disruptive activities that in the past would have been handled by child-

appropriate measures, such as a meeting with a guidance counselor or trip to the principal’s

office. The "Zero-tolerance" discipline policies have resulted in Black students facing

disproportionately harsher punishment than white students in public schools, and the rate of

student suspension and expulsions has come under fire for the extremely high levels, and

unreasonable effect on students of color (“American Civil Liberties Union,” n.d).

"African-American students comprised only sixteen percent of the student population

during the 2011–2012 school year, but they represented thirty-two percent of students who

received an in-school suspension; thirty-three percent of students who received one out-of-school

suspension; forty-two percent of students who received more than one out-of-school suspension;

and thirty-four percent of students who were expelled" (U.S Department of Education Office for

Civil Rights, 2014). Additionally, “If we ignore the discipline gap, we will be unable to close the

achievement gap. Of the 3.5 million students who were suspended in 2011-12, 1.55 million were

suspended at least twice. Given that the average suspension is conservatively put at 3.5 days, it is

estimated that U.S. public school children lost nearly 18 million days of instruction in just one

school year because of exclusionary discipline” (Redfield & Nance, 2016).

These statistics only capture a snapshot of this persistent issue, and the call for

interventions and efforts to be put in place to cease this pattern is imperative. Evidence does not

show that discipline practices that remove students from instruction—such as suspensions and
expulsions—help to improve either student behavior or school climate (Skiba, Shure,

Middelberg & Baker, 2011). Therefore other implementations should lead the way to ameliorate

this issue. Research conducted by Christle, Jolivette, and Nelson (2005) and other experts in the

field suggests that school-level characteristics such as supportive leadership, dedicated and

collegial staff, school-wide behavior management, and efficient academic instruction can help

minimize the risks for youth misconduct. Identified school-based policies and practices that may

exacerbate or mitigate the risks of court involvement among youth (Christly, Jolivette, & Nelson,

2005), come in many forms. The focus of mindfulness-based interventions as a utilizable and

efficient response appear in this workshop series.

Teachers and students deserve school environments that are safe, supportive, and

conducive to teaching and learning. Therefore, creating a positive school climate—and

decreasing suspensions and expulsions—requires close attention to the social, emotional, and

behavioral needs of all students. (U.S. Department of Education, 2017). Though still new in its

research among youth, the use of mindfulness has been practiced for years with adult populations

with results widely documented in social, emotional, and health benefits. The move to utilize this

practice amongst youth, especially school-aged children, is becoming much more applicable and

further recognized.

Mindfulness is defined in numerous ways, but its foundation derives from ancient

Buddhist text that describes structured activities requiring individuals to exercise volitional

control over physical and mental activities (Chadwick & Gelbar, 2016). The focus is on

concentration and building emotion regulation skills that allow one to manage stress effectively

and gain self-knowledge and awareness in the process. Mindfulness can be cultivated in daily

activities such as eating, and by using it as a resource in emotionally challenging situations or in

dealing with physical pain (Zenner, Hernmleben-Kurz, & Walach, 2014). The research around

school age-children use of mindfulness-based activities is steadily growing, and the results from

various studies show promising suggestions for future implementation. Schonert-Reichl and

Lawlor (2010) utilized a 12-week mindfulness-based social and emotional learning program

within elementary school classes, and the results they found within this short time were

astonishing. Researchers found better cognitive control and stress physiology, increased empathy,

emotional control, optimism, school self-concept, prosocial behavior and peer acceptance, as

well as decreased depression and aggression (Schonert-Reichl and Lawlor, 2010). Positive

results also appeared in teacher self-report as well. This result suggests that not only students but

teachers and school administrators would benefit greatly from this, as it would improve class

dynamic, which has the potential to increase teacher satisfaction and retention, as well as positive

school climate. The utilization of these practices to combat systemic racial inequalities in the

process, these theories turned into practice, can uplift many of the disadvantaged and

marginalized students of color within the United States.

This workshop series, primarily geared towards teachers, administrators and

superintendents within the Boston and Chicago Public School System, looks to provide the tools,

resources, and knowledge set for the desired advancements within classroom management

techniques, improved school culture, and an increased set of culturally responsive/proficient

educators. The desire is to work with educators who are not only sensitive to the diversity within

their student population but have moved from the frequently used term of culturally competent as

the need for greater understanding and skill sets is the goal. It is important to understand the

various dynamics formed under the “culture umbrella” as to ensure not only one part is being

consistently regurgitated and to, therefore, assist in the process of identity formation that occurs
among children maneuvering through our school environments. The challenge for educators is in

enabling the reframing of their positionality and the way they think about students who are

different from them. We are responsible for ensuring and enhancing student success not only

within their schooling advancements, but also their success as they journey through the facets of

society. Although the societal and governmental supports may not be in the desired place to

combat these issues, our role as educators and the knowledge and information we share can

cultivate the changes we wish to see. “While it’s easy to think the school-to-prison pipeline only

impacts particular students and their respective families, we must remember that our whole

society will feel the consequences. Today’s youth are tomorrow’s leaders. And we must

remember that we cannot teach a student who is not in school. We have the tools to affect

change, and it’s time these tools are utilized to break down barriers in place” (Amurao, 2013).
 Positionality Statement
I tend to align myself with two socially constructed group identities primarily; those

being black and a woman. These two aspects of race and gender have a long history of

perpetuating and justifying enormous inequalities through the distance between advantaged and

disadvantaged groups. However, I have recognized a deeper understanding of why these two are

my primary indicators, as they have "no significance outside systems of privilege and oppression

in which they were created in the first place" (Johnson, 2016). I have had opportunities to travel

and work within various educational systems in different countries and continents, and in all of

these locations, rarely are these two socially constructed categories used to introduce or identify

myself initially. However, its is my presence of being a black woman in the U.S educational

system, that has created a critical acknowledgment of who I am, and who I want my students to

see.

In recent years my goal has been to use the intersectionality of race and gender, which

formulated my upbringing, as a way to empower those I work with and the students who learn

from me in an educational environment. Rarely, in my K-12 educational journey, did I have

opportunities to hear from or see black women in positions that demanded authority or who were

within outlets that prompted giving them your undivided attention. This lack of perceived

opportunities inspired my desire to continue to work in educational environments, especially

those serving young students as to provide opportunities in which, black women, especially are

being seen and heard. My social identity is complex, and throughout many situations, I have

benefited from privilege and experienced marginalization from the multifaceted ways the

definitions of me work within society.

 With a deeper connection to this workshop series, my identity as a young black female

student afforded me many instances of going below the radar for disciplinary issues, as any

hyper activity demonstrated in young girls was not comparable to the "unmanageable"

perceptions associated with these behaviors in young black boys. The high rates in which young

black male students are referred to special education services were not only present within my

educational journey but match up with the trajectories set in place for student's perceived

behavioral issues aligning them with more opportunities for disciplinary procedures and

experiences with the criminal justice system. This privilege only lent itself so far as the aspects

of school zero-tolerance policies did not grant itself to a particular gender, but to the racial

categories that typically encompassed students of color. Through my experiences in public

education as a student and as a professional, I have seen how these policies target students of

color and exploit their opportunities of consistently being present in a learning environment.

I stand in places that will provide opportunities for growth, not only for myself but also

for those around me. My current position at an elementary school allows me to stand in front of

majority black and brown children for instructional learning time, amongst staff that is majority

white. This position allows me a privilege to show students of color another reflection into who

they are and what they can be or achieve. I work to stretch myself to ensure I am lending

opportunities of discourse, that at times may be uncomfortable but push my coworkers towards

being open and non-judgmental as we work with such a diverse population. Additionally, I hope

to shed light to the biases that are typically or can potentially be attached to young students of

color, and through this workshop series enable other educators to discuss and acknowledge their

own biases. This discourse will also deeply connect to the relationships that are built with

students and how educators perceive student's ability specifically with regards to racial and
gender groups. With a background and history amongst a people, who for centuries were served

unlawful injustices and dealt consistent battles of systematic oppression, I have the privilege of

working towards ameliorating aspects that have done so much damage. I am to work towards

creating more outlets in which people, especially those within educational settings are aware and

open to the changes that need to take place.

Most importantly, however, other aspects of my self-have gone unnoticed to me

concerning advantages through identities such as being raised a Christian, being able-bodied, and

a heterosexual. These other elements that make my character has allowed me to operate in lanes

of privilege as my desires and motives go unquestioned or spaces have always provided for me

in particular instances. This insight provides me with reflective opportunities to understand the

lives and complex situations of others, with a deeper appreciation and desire for further

understanding. As indicated by Adams (2010) the social differences we consider so "natural," or

so theologically sanctioned are in fact based on unexamined cultural constructions and no on

essential qualities of groups and persons. These cultural and social identities are important facets

of all of us; however, it is imperative that we go deeper into understanding the innate and unique

qualities within us to have productive and more vulnerable discussions. I utilize these

opportunities of dialogue to gain perspectives for which I can better inform others on the ways in

change can occur, but as to further be open and reflective during the process. This workshop

series seeks to educate, but also encourage engagement so that learning can exist on all fronts.
 UNDERSTANDING by DESIGN (UbD)
Stage 1: Desired Results, 2.0 Version
Transfer
Students/Participants will be able to independently use their learning to…
1.) Gain a more comprehensive insight into the historical contexts surrounding the School-to-Prison Pipeline
2.) Assess the damaging school culture present within their school environment (Furthermore, evaluate the disciplinary steps used
for behavioral modifications)
3.) Understand the dynamics within mindfulness-based techniques and interventions; and which ones are appropriate to ensure
equitable learning experiences for all students
4.) Demonstrate the positive power educators have in changing the trajectory for students
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students/Participants will understand that… Students/Participants will explore questions
1.) Systematic inequalities, with specific regards to race and such as…
socioeconomics, have greatly influenced the U.S educational 1.) How do historical context and current social systematic
system inequalities influence your role as an educator, if in any way?
2.)Necessity of connecting their role as an educator within the 2.) How would you evaluate your school’s culture and the
bigger picture of the criminal justice system impact it has on student’s learning?
3.) Importance of re-examining the disciplinary procedures used 3.) Are the diverse social identities within the school’s students
upon or students; particular students of color met with culturally responsive educators?
4.) Educators, especially working in public education, must 4.) What does an equitable learning environment look like with
advocate for the potential in student success regardless of race, your students; how does this differ from your current school
gender, religion, or socioeconomic status environment?
5.) Many students have a built in privilege and cultural capital, 5.) How much power is given to teachers vs. security officers
and the importance of how to support students that do not fall when handling behavioral issues? (In your opinion how does
within this normative categorization this affect the school’s culture?)
6.) In your opinion, what are the perceived political/policy gains
for the increased racial isolation of students of color in urban
schools?
Acquisition
KNOWLEDGE SKILLS
Students/Participants will know or be Students/Participants will be able to…
familiar with…. 1.) Utilize mindfulness-based interventions in the classroom
1.) Understanding consequences of racial segregation and its 2.) Find tools and resources that would best help particular
influences within resource allocation and adequate funding students
within school districts 3.) Obtain skill set to discuss and promote further racial equity
2.) The importance of gaining an appreciation for racial and in classrooms
cultural differences within students as a way to build 4.) Better separate an individual student from the single story
relationships perpetuated about their specific social group identity as to
3.) Further examine how mindfulness-based practices can be an better understand their space within the classroom dynamic
effective tool within the classroom and understand specifically
what will best benefit their school environment
4.) Facing the biases or assumptions typically held towards
students of color (especially those who express non-conforming
behaviors within an educational learning setting)
 Breaking the Pipeline | Workshop Series

Workshop 1 – EQUITY | 2 Hours (See PowerPoint Presentation)

“In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is
denied the opportunities of an education. Such an opportunity, where the state has undertaken to
provide it, is a right that must be made available on equal terms” (Amurao, 2013).

Introduction/Agenda for the Day: 5 Minutes

Ice Breaker “Who Are You?”: 10 Minutes

This activity involves participants standing up and facing a partner. Partner A will begin
the conversation with the prompt “who are you,” and partner B will state “I am” and continue the
sentence with an attribute that describes them. This description could be in the form of “I am a
mother of two, I am a great listener.” Each person will get a minute to respond, and then after
two minutes partners will be switched.

Reading Beverly Daniel Tatum’s The Complexity of Identity: 10 Minutes

Participants will be given the first two sections of the essay.

Reflection Questions: 10 Minutes

What did you learn about yourself?
What did you learn about the others in the room?
Did you see similarities and/or major differences in the “identities” discussed?
Do you think you will be able to have an honest discussion about race and
inequalities with the participants in the room?

Overview of Workshop Series: 5 Minutes

Workshop 1: Equity, will enable participants to gather valuable and relevant historical
information as to understand better the systematic racial inequalities that perpetuated racial
segregation in schools and the unequal access to school resources, funding, and opportunities.
We will also discuss how these aspects of inequalities have become deeply embedded in the U.S
educational system.

Workshop 2: Power, will provide participants the opportunity to engage in discussions

about the current power struggle in education, with particular regards to environments that
provide students from privileged backgrounds more opportunities for educational success. This
allows us to look at the power within the political and social environments that have prompted
this continuous imbalance and the ultimate trajectory this provides to students of color in and
outside of school. The discussion platform will also provide time to explore a deeper connection
to the School-to-Prison Pipeline.

Workshop 3: Culture, will allow a deeper look into participants’ respective school
cultures and the way in which it assists or neglects the diverse backgrounds of students. This
workshop will cover the dynamic facets of culture and how we perceive this topic concerning
working with students. We will also provide time to examine the social identities of students, and
the school environment they are placed within.

Workshop 4: Influence, will promote opportunities for a deeper understanding and

reflection upon the relationship and connections built with students. Understanding the impactful
influence that we as educators have on students is typically discussed, but in further
understanding the aspects of society that affect us, we hope to level our understanding and
perceptions when dealing with a wide range of students. This last workshop will provide tools
that can be used to promote equitable experiences through mindfulness-based techniques and the
opportunities for building deeper connections with students.

Historical Framework: 1 hour and 10 Minutes

This break out session is framed with the understanding that this effort is just to provide
insight into the historical framework of these issues. Much of the information discussed should
be presented consistently and in a very in-depth form, and we ask that participants continue to
research, learn, and ask questions outside of this forum to continually absorb this information.

Introductory Reading:
Understanding History

Noltemeyer, Mujic, & McLoughlin (2012) article The History of Inequality in

Education will be read from pages 3-8, and 16-19.

Discussion Question: What did you think you knew before this reading?
What have you learned?

Darling-Hammond (1998) article Unequal Opportunity: Race and Education

Discussion Questions: What is your opinion on the articles notion that there are
many Americans who believe that “the vestiges of discrimination have disappeared, and
affirmative action nor provides an unfair advantage to minorities?”

Brown vs. Board of Education:

Separate but Equal Discussion

Hall & Henderson (1984) article Brown Revisited: Charting a New Direction

Discussion Questions: What is your opinion on Hall & Henderson’s take on the
clause in the opinion allowing “all deliberate speed”
What strikes you about their argument for the Brown decision to have
encompassed more of a focus on quality and equity components (such as more money
and recourses being allocated to black schools at the primary and secondary level)?
Do you agree with their sentiment of Brown not getting to the root of the
inequality issues, and the present day bussing and racial components we continue to deal
with presently?
 Thinking about School Segregation

Rothstein (2013) article Why Our Schools Are Segregated

Discussion Questions: Rothstein indicates, “even the most committed

advocates of racial diversity in schools have forgotten, or failed to learn, the history of
residential segregation. How can you as an educator commit to not falling under this
category, and encourage your coworkers and peers to do the same?

Racial Living Segregation:

Rothstein and Shapiro (2017) 'The Color Of Law' Details How U.S. Housing
Policies Created Segregation (Audio Clip from Interview)

Discussion Question: How has racial segregation continued removal from this
perpetual “not my problem” thought process?

Where Do You Stand? - 5 Minutes

A “Strongly Disagree” and a “Strongly Agree” sign will be hung on two side of the room.
After a statement is read, participants will move to the side in which strongly aligns with their
feeling about the statement. If they are neutral they may stand in the middle.
After participants have moved, one person will be called on (from each section) to
explain their reasoning
Statement will include:
1.) The students that I work with work hard
2.) I have a supportive school environment
3.) My school respects the diversity and cultural backgrounds of the students and staff
4.) There is more inclusion rather than exclusion in my school environment
5.) Majority of students at my school get the support/services they need
6.) Students today have behaviors that can only be controlled by strict disciplinary actions
7.) My school treats all students the same when handling disciplinary infractions
8.) My students feel safe and supported at my school

Conclusion and Essential Question – 5 Minutes

Remember, this is not the end. Keep learning, as your students will benefit from you truly
understanding this country’s history.
End with reflection on the day, and answering the essential questions with the group
before departing.

Essential Questions: How do historical context and current social systematic inequalities
influence your role as an educator, if in any way?

What does an equitable learning environment look like with your students; how does this differ
from your current school environment?
 Workshop 2 – POWER | 2 Hours

Power, will provide participants the opportunity to engage in discussions about the current power
struggle in education, with particular regards to environments that provide students from
privileged backgrounds more opportunities for educational success. This allows us to look at the
power within the political and social environments that have prompted this continuous imbalance
and the ultimate trajectory this provides to students of color in and outside of school. The
discussion platform will also provide time to explore a deeper connection to the School-to-Prison
Pipeline.

Introduction/Agenda for the Day: 5 Minutes

Ice Breaker “Who Are You?”: 10 Minutes

This activity is framed exactly like it was in the previous workshop, however this time
the answer will not be baseline characteristics. Each “I am” statement will stem from a personal
aspect of power in which that individual believes they have gained something from. There are no
rules/prompt to what you come up with. We just want to get your thoughts about power and
power relationship flowing. Each person will get a minute to respond, and then after two minutes
partners will be switched.

Reading Beverly Daniel Tatum’s The Complexity of Identity: 10 Minutes

Participants will be given the first the two sections of the essay. Dealing with dominant
and subordinate group identities.

Reflection Questions: 10 Minutes

How did you feel about this activity from the experience within the last
workshop?
What did you learn about yourself?
What did you learn about the others in the room?
Did you see similarities and/or major differences in the “identities” discussed?
Do you think you will be able to have an honest discussion about race and
inequalities with the participants in the room?

Article Reading: 20 Minutes

Farley (2010) executive summary Confronting Systemic Inequity In Education -
Racial Equity Tools

Discussion Questions: How does this article allow prompt your thinking about the
power structures affecting the U.S educational system?

Blumenson & Nilsen (2002) article How to Construct an Underclass, or How the
War on Drugs Became a War on Education. Read Section 1 and 1A.
School-to-Prison Pipeline Overview: 40 Minutes
Hand out used for participants to provide and select instances in which the StPP falls
within these systems of oppression.
(Boston) Participants will receive a brief lecture/presentation from Rahsaan Hall of the
Boston ACLU, with regards to their organizational efforts and history in restorative justice
practices in breaking down the School-to-Prison Pipeline
(Chicago) Participants will receive a brief lecture/presentation from Dr. David Stovall of
the University of Illinois at Chicago, with regards to race and the quality of schools that are
present within economically and racially changing communities.

Additional Readings Included

Signs on the Back Activity: 15 Minutes

At times we are unaware of the labels that we see, and most importantly what is like
perceive others who are different from us. This activity will be used to spark a conversation on
the labels that we place on kids as they enter our classroom, and they unintended consequences
that occur from our perceptions of them. This practice will allow participants to gain experience
on how it feels to be treated a certain way based on the labels people you use to define others.
Participants will be placed with a descriptor on their back. They must then walk around to
other people, and with a quick glance at their description must interact with them based on the
label presented.
Examples of labels to be used will include:
Student with ADHD, Introvert, ELL Student, Bi-Racial, and Gay Latino,

Debrief: 15 Minutes
In groups, what did it feel like to be judged by a label you were not “aware” others truly
saw?
Explore how you acted in these situations as we discuss culture and its various definitions
and contexts.

Essential Questions: How much power is given to teachers vs. security officers when handling
behavioral issues? (In your opinion how does this affect the school’s culture?)

In your opinion, what are the perceived political/policy gains for the increased racial isolation
of students of color in urban schools?

Workshop 3 – CULTURE | 2 Hours

Welcome and Introduction: 5 Minutes

Reflection on the last workshop’s activity. How are we feeling today?

Implicit Bias Test: 25 Minutes | Using Computers

Watch and Discuss NYT Opinion Documentaries: 25 Minutes

 A Conversation with White People About Race (5:30)
A Conversation about Growing Up Black (5:11)
A Conversation with Latinos About Race (6:30)
A Conversation with Asians-Americans About Race (7)

Discussion Questions: 10 Minutes

In what ways, do these videos push or elevate your own understanding?
Based on these videos, how does the aspect of structural racism occur throughout
different races?

Culture Walk: 10 Minutes

Using aspects of culture to see how other perceive and understand subject matter.
Participants will walk forward if a particular statement pertains to them or their
understanding.

Is Conflict Engineered Discussion: 20 Minutes

How should do we deal with the conflict, that at times is seemly out of our hands?
Think about the city of Chicago and the variety of circumstances that have influenced
public education (i.e. school closing, increased presence of children not in school, hyper
segregation, drug trade, and gentrification)

Discussion: 20 Minutes
What was the school culture of your educational environments growing up?
How does it compare to the school you work at now?
Would you want to attend the school you currently work at (if you were of the age) or the school
in which you went to during your educational growth? (Focus only with regards to the school’s
cultural/inclusion environment)

Conclusion and Essential Questions: 5-10 Minutes

Essential Question: How would you evaluate your school’s culture and the impact it has on
student’s learning?

Workshop 4 – INFLUENCE | 2.5 Hours

Welcome and Introduction: 5 Minutes

Using techniques and behavioral modification to change the influence that stems from
these powerful and normative systems of injustice; that will enable teachers and administrators to
be positive influences on the children they work with

Breakdown of Mindfulness Techniques and Skills: 30 Minutes

Inclusion of articles, brief history, and videos of skills that can be utilized in the
classroom.
Project AWARE Information Brief
Power of the Skill: Room to Breathe Movie: 55 Minutes
Watch movie of mindfulness-based practices implemented by MindfulSchools

Discussion Questions:
What is you opinion of how the teacher handled behavioral issues in the first half
of the video?

How do you feel about the Mr.Enhle’s statement of the student’s inability to
persevere?

How does the consultant’s opinion of this school’s similarity to apartheid land,
differ or relate to the school culture of referrals and disciplinary actions upon
students of a specific race?

How would you deal with parents who are not open to the aspect of mindfulness
as its roots stem from foundations of a spiritual/religious background?

What was your perception of Megan Cowan as mindfulness instructor?

When Lesley Martinez mentions that she “it’s never quit anywhere I go. It’s never
silent, it’s never still. When we meditate its always quite”, how do you think her
experience is similar to the students you work with?

Building Community: 5 Minutes

What does respect look like?
What does creating a community norm look, so that the teaching of mindfulness as skill set, will
allow persons to truly embrace this new concept.
Paying attention to how you are feeling in the moment, and what exactly do you want to target.

Teaching Intervention Skills: 30 Minutes

Engaging Participants in the reflective process of how this foundational skill set must
begin with their encouragement and understanding of this practice.

Understanding Student Benefits

This portion will also seek to provide insight into how we can achieve a better awareness
within students of their behaviors in the classroom (i.e. aspects of stress management and
impulse control)

What Does Strength and Courage Look Like?: 5 Minutes

Think about an experience, where you demonstrated great courage and/or strength?
Capture than in a drawn image.

Debrief – Sometimes it’s hard for us to move outside of our comfort zone, and also
observe ourselves as persons who are able to overcome great triumph. However, we have to be
strong for our students in this aspect of moving out of our comfort zone to ensure they are being
provided with opportunities for success.

Where Do We Go From Here? Conclusion and Essential Questions:15 Minutes

This space allows for a wrap up and reflection of all workshops, a call for understanding,
and a call to action.

Essential Question: Are the diverse social identities within the school’s students met with
culturally responsive educators?
 References

Adams, M. (2010). Conceptual Framework. In M. Adams, W. J. Blumenfeld, R. Castaneda, H.

Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice

(pp.1-5). New York: Routledge.

Adichie, C. (2009, July). The danger of a single story. [Video file]. Retrieved from

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language

=en#t-1108439

American Civil Liberties Union. (n.d.) School to prison pipeline. Retrieved from

https://www.aclu.org/infographic/school-prison-pipeline-infographic

Amurao, C. (2013, March 28). Fact sheet: How bad is the school-to-prison pipeline? Tavis

Smiley Reports. Retrieved from http://www.pbs.org/wnet/tavissmiley/tsr/education-

under-arrest/school-to-prison-pipeline-fact-sheet/

Blumenson, E., & Nilsen, E. S. (2002). How to construct an underclass, or how the war on drugs

became a war on education. J. Gender Race & Just., 6, 61.

Chadwick, J., Gelbar, N.W. (2016). Mindfulness for children in public schools: Current research

and development issues to consider. International Journal Of School & Educational

Psychology, 42(2), 106-112. doi: 10.1080/21683603.2015.1130583

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 Appendix

Workshop 2: Power

Information on Rahsaan Hall (Boston Speaker)

https://aclum.org/about/staff-advocates/rahsaan-hall/

Information on David Stovall (Chicago Speaker)

http://education.uic.edu/personnel/faculty/david-omotoso-stovall-phd

Hand Out Provided (Thaly, n.d)

Key Terms
Internalized

Interpersonal

Institutional

Structural

Racism: a form of oppression based on the socially

constructed concept of race* exercised by the dominant
racial group (whites) over non- dominant racial groups.
Racism operates on four levels: 1
1. Internalized Racism is the set of private beliefs, prejudices, and ideas that individuals
have about the superiority of whites and the inferiority of people of color. Among people
of color, it manifests as internalized oppression. Among whites, it manifests as
internalized racial superiority.
2. Interpersonal Racism is the expression of racism between individuals.
3. Institutional Racism is discriminatory treatment, unfair policies and practices, inequitable
opportunities and impacts within organizations and institutions, based on race.
4. Structural Racism is a system in which public policies, institutional practices, cultural
representations, and other norms work in various, often reinforcing ways to perpetuate
racial group inequality.

Race: A socially constructed way of grouping people, based on skin color and other
apparent physical differences, which has no genetic or scientific basis. The
concept of race was created and used to justify social and economic oppression of
blacks and other people of color by whites.2
Racial justice: The creation and proactive reinforcement of policies, practices, attitudes and
actions that produce equitable power, access, opportunities, treatment and
outcomes for all people, regardless of race.3
Racial equity: A situation where one cannot predict an individual or group’s access to resources
or likelihood of well-being and social status based on their race.
Social Innovation: A novel solution to a social problem that is more effective, efficient,
sustainable, or just than current solutions. The value created accrues primarily to
society rather than to private individuals.
_______________
1 Source: Race Forward: Center for Racial Justice and Innovation
2 Adapted from Race: The Power of an Illusion
3 Source: Race Forward: Center for Racial Justice and Innovation

Workshop 3: Culture

Link 1: A Conversation with White People About Race (5:30)

https://www.nytimes.com/video/opinion/100000003773643/a-conversation-with-white-people-
on-race.html
Link 2: A Conversation about Growing Up Black (5:11)
https://www.nytimes.com/video/opinion/100000003670178/a-conversation-about-growing-up-
black.html
Link 3: A Conversation with Latinos About Race (6:30)
https://www.nytimes.com/video/opinion/100000004237305/a-conversation-with-latinos-on-
race.html?playlistId=100000004201922&region=video-grid&version=video-grid-
headline&contentCollection=&contentPlacement=38&module=recent-
videos&action=click&pgType=Multimedia&eventName=video-grid-click
Link 4: A Conversation with Asians-Americans About Race (7)
https://www.nytimes.com/video/opinion/100000004308529/a-conversation-with-asians-on-
race.html

Link 5: Implicit Bias Test

https://implicit.harvard.edu/implicit/takeatest.html

Workshop 4: Influence

Link to film on mindfulness in school: Room to Breathe

www.mindfulschools.org/resources/room-to-breathe/