U of T to track race-based data of its students

Ontario EducationAlways good to have better data to identify patterns of behaviour and ask whether additional measures are required.

We do have some data from the NHS regarding diversity in the education system at all three levels which I analyzed in my book, Multiculturalism in Canada: Evidence and Anecdote. In essence, in Ontario, as elsewhere in the country, university employees are more diverse than the population at large but median-income data indicates that visible minorities are concentrated in lower earning occupations.

Ontario University GraduationIn terms of students, all visible minority groups have higher university diploma rates than non-visible minorities and Aboriginal peoples, although it varies considerably among different groups:

The University of Toronto has committed to continuously collect race-based data from its students, the Star has learned, unprecedented among post-secondary institutions in Ontario.

The undertaking by Canada’s largest university comes amidst a broader effort to tackle a lack of representation in the lecture hall among some groups and lend hard numbers to the push for equity in the public realm.

Angela Hildyard, U of T’s vice-president for human resources and equity, hopes to see the online census rolled out next fall for the incoming crop of students.

“We’re trying to be as comprehensive and progressive as we can . . . We’re trying to be much more reflective of our own community,” Hildyard said.

The voluntary survey will likely reveal “significant under-representation of black faculty and staff,” she said, noting the new stats could be used to gauge disparities and inform recruitment policies.

Young black leaders, whose demands helped secure the university’s pledge, embrace it as a positive move toward equity in the halls of higher education — one that trumps fears of latent stereotyping revived by the prospect of racial categorizing.

“There is still so much work to be done, but we’re welcoming this as an exciting first step in creating a campus where black students feel safe and welcomed,” said Yusra Khogali, a U of T student and member of the Black Liberation Collective, a campus protest movement with local chapters across North America. “We hope to see work like this replicated at other institutions.”

Black Lives Matter co-founder Sandy Hudson said the news has “great potential” for overcoming barriers, from student diversity to program content.

The survey will allow students to self-identify with one or several ethnic backgrounds and check off racial identities drawn from Statistics Canada, ranging from Black to Chinese, South Asian, and Latin American. Students can also specify a racial background other than the roughly dozen listed.

The info would be gleaned — from all 85,000 students eventually — as part of a broader demographic data harvest that reaps information on students’ gender identity, sexual identity, religion and other areas — all largely uncharted territory for post-secondary institutions at this scale.

Carl James, director of the York Centre for Education and Community, thinks crunching numbers in fields from education to incarceration is key to confronting prejudice. “The data is critical,” he said.

Detailed demographic statistics, including information on race, is routinely collected in U.S. schools and universities. The fact that racial data-tracking breaks new ground up north speaks to deeply rooted attitudes toward race in Canada, says James.

“We have tended to think as Canadians that race is something we don’t live by or identify people with, when in fact we do,” James said.

David Robinson, executive director of the Canadian Association of University Teachers, notes that “anecdotally” there seems to be a ghettoization of certain groups in particular disciplines. “Women for instance are highly concentrated in the social sciences, almost invisible in engineering. And I think there are parallels with racialized minorities.

“Right now there’s not a lot of data collection that’s going on across the country to evidence that,” Robinson said.

Administrators plan to unroll the census on the heels of a revamped employment equity survey for faculty and staff.

That bare-bones questionnaire, in place for several years and filled out by incoming employees, currently lists no racial categories beyond “visible minority” or “racialized.” For gender identity, “transgendered” can soon be ticked off alongside more traditional boxes.

Source: U of T to track race-based data of its students | Toronto Star

‘We respect Islam and gay people’ …UK: The gay teacher transforming a Muslim school

Sharp contrast to some of those opposed to the new Ontario sex education curriculum and their fears that it undermined parent values, as well as a good example of school-parent relationships:

It took one complaint from a parent “as a Christian” to undo all Andrew Moffat’s work teaching children respect for people of different sexual orientation. A meeting of 40 parents followed with calls for an apology and the removal of books he had used in lessons.

Above all, the parents objected that he had told children he was gay. Moffat felt he could no longer continue and resigned. Far from retreating to a safe haven, however, he crossed Birmingham to take up an even greater challenge: assistant headteacher at Parkfield Community school, where 98.9% of pupils are from Muslim families.

The award-winning school is in the heart of a devout area where three inquiries have been held into the alleged “Trojan horse” plot by hardline Muslim governors to take over state schools, though Parkfield was not affected.

That was two years ago. With the backing of Hazel Pulley, the headteacher, Moffat went on to introduce a No Outsiders policy promoting diversity at the 770-pupil school, where 23 nationalities are represented. That includes welcoming people of any race, colour or religion and those who are lesbian, gay, bisexual or transgender.

A gay teacher teaching gay rights to pupils from a faith that believes homosexuality is a sin, punishable by death in some countries? It doesn’t seem possible and yet the school’s Muslim parents appear to have accepted that children can be taught about Britain’s anti-discrimination laws without undermining their religious beliefs. Learning from his unhappy experience at his previous school, Moffat has been careful to centre the policy around the Equality Act 2010, to first gain the support of the governing body, and to keep parents fully informed, inviting them in to see the books that would be used.

Now he has published a handbook about creating an ethos where everyone is welcome, regardless of differences: No Outsiders in Our School: Teaching the Equality Act in Primary Schools.

Moffat felt he had no alternative but to leave his previous school: “I knew I was letting down any pupil who might in years to come identify as LGBT and remember what had happened to me – if you ‘come out’ you risk a backlash and having to disappear. I was worried about that but in the end I decided that leaving was right for me and the school.

“It was a very difficult time and I was quite damaged by the experience. However, it gave me the opportunity to pick myself up and start again, learning from mistakes. There was no point in going to an area where it would be an easy task. I had to go where I might meet the same challenges in order to find a different way to meet them. I was determined to make LGBT equality a reality in any community. I could not afford to get it wrong a second time.”

Pulley says she appointed Moffat because she already knew of his work, in particular on improving pupil behaviour and on diversity. “I thought his approach was admirable. We already had similar work going on at school but we needed someone to lead it and give all the staff confidence,” she says.

It is possible to teach the law against discrimination in Britain without undermining any religious faith, she says: “Everyone knows we respect Islam here. One parent asked if he could not contradict what the school said. I told him that whatever parents said in the home was their decision but it’s lovely that the children will hear both views.”

The good relationship between governors, teachers and parents has helped, she says, and the fact parents have confidence in the school’s high standards – 97% of 11-year-olds reached or exceeded the expected standard for their age in both maths and English last year.

Last week parents, collecting their children before taking them to madrasas, the religious classes, spoke of their support. The school is “shedding light” on the minds of children, said one mother. Parents’ initial response had been “How dare they? How can the government make this law?” But their anger had abated once they learned more about the approach, they said.

“If they don’t learn about gay, lesbian and transgender people in society from school they will learn it from the outside world and they could hear things like ‘that’s disgusting’. I don’t want that,” said another. “I agree,” said a third. “I’d rather my children hear it at school. When they are at home we teach them that in our culture gay is not allowed but we respect people who are different from us and hope they too will respect us and the boundaries of our religion.”

The parent of a 10-year-old admitted her views differed from her husband’s: “My husband is a strict Muslim and my son asked him about the difference between what the school says and our religion. He did not give him a good reply. My reply was that God has created us and he is the only one who can judge us. I have told my son that it wouldn’t matter if he came home to me and said he was gay, you are my son and I will love you no matter what.”

Source: ‘We respect Islam and gay people’ … The gay teacher transforming a Muslim school | Education | The Guardian

Young refugees offered pop-up classes while awaiting homes | Toronto Star

Good initiative:

A string of pop-up classrooms arranged to give young refugees a taste of school while they wait for new homes delighted Syrian families Monday at the west-end Toronto Plaza Hotel.

“A-B-C! — happy!” said a beaming 12-year-old Dalaa al Sarji, who, like most Syrian refugee children arriving in Canada, hadn’t been in a classroom in more than two years.

She and her six siblings — from 3-year-old Hussein to 14-year-old twin brothers — were among some 75 children living temporarily at the Plaza who hopped on school buses Monday in an unusual pilot project to give these uprooted children a feel for the routine of school in satellite classrooms, while they wait to find out where their new homes, and permanent schools, will be.

Hussein al Sarji, 3, is the baby of the family.

LUCAS OLENIUK/TORONTO STAR

Hussein al Sarji, 3, is the baby of the family.

“We did reading — and the teacher was so pretty,” reported brother Said through an interpreter. Noted 14-year-old Ahmad: “I like school in Canada so much; everyone makes us welcome.”

Concerned that housing delays were leaving refugee children with no way to start integrating into Canada — the average hotel stay has been about four weeks — Toronto’s public and Catholic school boards scrambled together last week to find empty classrooms and hire supply teachers and Arabic interpreters to run two-hour morning classes for children while they’re living at the hotel. The costs, including buses, will be covered by the province’s newcomer program.

Walaa al Sarji, 6, can’t wait to play football and hockey in school.

“It’s the right thing to do; you can’t promise people a new life and not prepare them for getting an education,” said Karen Falconer, the Toronto District School Board’s executive superintendent of Continuing and International Education.

Some 265 refugee children are living at the hotel at the moment. Only 75 took part in the morning programs Monday, although twice as many have signed up for Tuesday.

Ahmad al Sarji, 14, feels more welcome here compared to the school experiece in Lebanon.

“I understand why many of these parents aren’t comfortable at first with the idea of putting their kids on a school bus and letting them go,” said Falconer. “We have to build trust.”

Source: Young refugees offered pop-up classes while awaiting homes | Toronto Star

Educators have a superficial understanding of multiculturalism: expert Anna Kirova

I expect this varies depending on the community and school board. Toronto District School Board, for example, seems to have a good integration track record, and readers will undoubtedly have other examples, either good or less so:

Soon, thousands of Syrian refugees will call Canada home. Along with frigid winters, and a lack of knowledge in the English language, they will also face a cultural shift. So how do we make children refugees more comfortable in our classrooms?

“It’s an interesting question how we, after more than 40 years of multiculturalism, all of a sudden now begin to talk about these issues,” said Kirova, whose research has focused on developing an inter-cultural early learning  program for immigrant and refugee children, including understanding how newcomer children experience loneliness and isolation in school. “It’s overdue.”

“We have, what we call in our field in education, a very superficial understanding of multiculturalism,” Kirova said, as she commented on the multiculturalism policies that are currently in place in Canadian classrooms.

Kirova’s research has been highly critical of the interpretation of multicultural policies in classrooms, and that the idea that multiculturalism is about much more than having a couple of books in a variety of languages, a doll of a different race, or hosting days focused on the food and entertainment of a culture, it’s about making children feel more comfortable, and tapping into the vast knowledge from their past.

“We’ve been very good in identifying what they can not do. What we haven’t really been good about is to identify what they can do.”

Kirova suggests focusing on their resourcefulness, strength and resiliency, as opposed to their lack of communication skills, knowledge of school routines and ability to pay attention in class.

“Many children have never held a pen or a pencil and this is one of the ways we assess children’s knowledge and skills,” Kirova said. “We need people from the communities to help us understand what is best for children when they come to the class.”

Source: Educators have a superficial understanding of multiculturalism: expert | Globalnews.ca

Ontario lauded for high school history curriculum

While I expect the debate over the teaching of history, and which histories and interpretations, will continue, this improvement over the past five years is noteworthy.

I can only wonder, given Alberta’s poor score, whether it had some influence on the increased emphasis on history in Discover Canada (which was needed), the citizenship guide introduced by former minister Jason Kenney, and the requirement, for teenagers, to take the citizenship knowledge test (not needed):

Ontario stands at the top of the class for its strong Canadian history curriculum in the latest ratings by this country’s history education watchdog — and we trounced Alberta, whose fuzzy timelines and lack of compulsory high school history credit landed it dead last.

Ontario’s rich Grade 10 history credit course — so jam-packed the report suggests it be spread over two years — plus its mandatory half-course in citizenship helped earn it a mark of 82 per cent on the Canadian History Report Card, to be released Monday by Historica Canada, a group that promotes awareness of Canadian history.

Also strong were British Columbia (81 per cent), Quebec (80) and Manitoba (80). However Alberta scored just 62 per cent, and Saskatchewan 69 per cent, in a report that calls for schools to work harder to help students understand their country.

“We tend to be lacking at either the front end — recent history — or the back end before 1867, but we’re getting better, which is important because understanding history helps you understand why we are the way we are,” said Historica president Anthony Wilson-Smith.

If anything, Ontario’s Grade 10 history course tries to cover too much, he said; “from the early 1900s to now — both world wars, the great influenza epidemic, the injustices done to immigrants like the Chinese who didn’t get the vote till 1947… let’s think of that scope! It would be better spread over two years.”

Canadian schools have pulled up their educational socks since 2009, when Historica’s last report card handed out failing grades to five provinces and territories, with two more squeaking by with only 50s.

This report card looked at history curriculum from Grades 4 to 12 to see how well it balances the teaching of timelines with deeper themes like diversity, gender, aboriginal peoples and national identity — and from a range of perspectives, from global to local, social to national.

It also measures how well each province teaches students to think about history using the six “historical thinking concepts” that have to do with historical significance, considering evidence, examining continuity and change, cause and consequence, looking at broader historical perspectives and the ethical dimension.

Wilson-Smith said Canadian schools are moving beyond the perspective of European settlers to include First Nations, women and non-European immigrants’ perspectives, and consider more than just military and economic milestones by discussing ethics and social responsibility.

Historica also consulted classroom teachers, and some in Ontario expressed their frustration at having little time for a deep look at events such as the FLQ crisis, the Cold War, the Korean War, the Indian Act, residential schools, the Montreal Massacre, the Canadian Charter of Rights and Freedoms, OPEC crisis, the Oka crisis and the Meech Lake Accord, said Historica’s program manager, Bronwyn Graves.

Source: Ontario lauded for high school history curriculum | Toronto Star

Men-only Ontario college campuses in Saudi Arabia unacceptable: Wynne

Not exactly news that Saudi Arabia has gender-segregated campuses, workplaces etc so why waking up now? While I have no sympathy with the Saudi regime, I think focusing only on Ontario colleges is shallow and parochial.

The dynamics at play were and are complex. Universal education in Saudi Arabia, if memory serves me correctly, dates from the 1970s, and the regime took some chances in ensuring that this applied to both boys and girls:

Premier Kathleen Wynne says it is unacceptable to her that two Ontario colleges are operating campuses in Saudi Arabia that don’t admit women students.

Niagara College and Ottawa-based Algonquin College have been operating men-only campuses for a couple of years in two cities in Saudi Arabia, where Sharia law forbids the education of women and men in the same classes.

Colleges and Universities Minister Reza Moridi, who had earlier said it was up to colleges to determine the student makeup on their campuses, said Thursday he was concerned that women were excluded from the Ontario-run campuses.

Wynne says she told Moridi to meet with the two colleges as soon as she found out about the situation, which she says has “got to change.”

Progressive Conservative critic John Yakabuski calls it a “stretch” for Wynne not to have known Ontario colleges are excluding women from their Saudi campuses, and says she’s only expressing concern because the media picked up the story.

Ontario provides $1.44 billion in funding to its 24 community colleges, with Algonquin getting $103 million for the current fiscal year, while Niagara College received $45 million.

Source: Men-only Ontario college campuses in Saudi Arabia unacceptable: Wynne

Harvard academic Todd Rose on the fallacy of averages – Macleans.ca

Although I like manipulating and understanding large groups of people, using averages, medians and the like, useful note of caution on some of the limits.

However, analysis of overall trends and groups provides an overall understanding of how different groups are doing, and a frame to understand and address individual variances:

Q: It’s apparent in The End of Average that, while you applaud personalized medicine, what really interests you is education.

A: Education and the workforce: I think these two things go together in terms of human potential. Historically, education has been about batch processing: standardize everything against the average, rank kids, sort them to see who gets more and who really doesn’t deserve to be there. The problem, even if you’re just being selfish from an economic standpoint, is we’re not producing the talent we need: companies tell me that even in their best attempts to hire people, it’s a 50/50 proposition whether that person pans out a year later. We need to develop people rather than process them. But if you accept that, there are huge implications, including a whole different organizing set of principles. Right now, for instance, we resist giving people extra time on exams or for assignments, as though it’s unfair to the faster students. Well, is the purpose of the assessment to understand what they know or to rank them against the average? The whole idea of timing tests is a century old, from a scientist who thought speed and ability were tightly correlated, which they are not. We don’t have that obsession with, say, a driver’s licence: take the test as often as you need; when you pass we’ll allow you to operate a multi-tonne machine.

Q: Are you still working on ways to personalize education?

A: Our role so far has been to clarify for the public a way of seeing this. We use the Air Force analogy: there were expensive things they had to do to get a cockpit suitable for a lot of pilots, like wraparound windshields, but their initial solutions, when they realized average didn’t work, were adjustable seats. How in the world did they not already have adjustable seats in their planes? We’re looking for adjustable seats for education, for basic things that we can do. Solutions are out there in piecemeal that need to be brought to the centre of the system. Abandon fixed-time, grade-based classes; if something is valuable, have mastery focus, where we give a flexibility in time and it’s all about getting you to competency.

Q: If your children were in high school and grading, for lack of a better term, the way you did in high school, do you have solid options that were not available to your parents?

A: Yes, but right now they’re decidedly skewed to people with money. That rubs me wrong. I care deeply about opportunity and fairness, because I grew up really poor. What motivates me is that, for the first time, we can have the knowledge to scale these kind of solutions and make them available to all. But that requires making good choices right now about the way we’ll use our technology, and the purpose we have for education. That’s not going to happen magically. We can make really bad choices and double-down on the system we have, so we have to work at it.

Source: Harvard academic Todd Rose on the fallacy of averages – Macleans.ca

Schools are not powerless to address racial disparities

 Sachin Maharaja, a teacher in the TDSB, on racial disparities.
Data can be helpful in identifying and addressing disparities, both for the school system as well as for the people within the communities themselves, who also have to avoid fatalism:

One thing we do know for sure is that students in our school systems are not all given the same opportunities. Data from the TDSB, one of the only boards to collect detailed demographic information, has shown that students from lower income neighbourhoods are much less likely to be identified as gifted, more likely to be identified as having a learning disability, and more than twice as likely to be placed in applied-level classes. Race also plays a major role in how schools treat children. That is why black students represent 13 per cent of the TDSB population, but only 3 per cent of its students identified as gifted. Meanwhile white students, who make up 32 per cent of the TDSB population, comprise more than half of its students identified as gifted.

While some have disputed the role that racism plays in such inequitable treatment, we have empirical evidence that should put such notions to rest. A 2015 study by researchers at Stanford University gave teachers copies of student records with names that had been changed to be either stereotypically black or white sounding. When teachers saw records with black sounding names, they were much more likely to recommend that those students be suspended from school than when they saw identical records with white sounding names.

Given this reality, having demographic information on our students at least gives us the opportunity to address these glaring inequities. But not everyone thinks this is even a real problem. A Toronto teacher who teaches in a low income neighbourhood once told me that the reason black students and those from low income households are disproportionately placed in lower academic streams is due to “the conditions of their upbringing.” It is this culture of resignation which can be the downside of school systems having an excessive focus on poverty and race.

We see this attitude in some parts of the United States, which has collected detailed race and income statistics for years. Diane Ravitch, an education historian and one of the most prominent voices in American education, demonstrated this when she told a 2011 rally of teachers in Washington, D.C. that “our problem is poverty, not schools.” It was no coincidence then that when Time magazine journalist Amanda Ripley later interviewed D.C. teachers, many stressed all of the disadvantages that their students faced. One teacher relayed the common complaint to Ripley that “parents on this side don’t have the know-how to raise their children.” The result of this type of attitude was that at the end of the school year, students in this teacher’s class fell further behind grade level in reading than when they started, and performed significantly worse than other low-income students in D.C. who had started the year at the exact same reading level.

On balance, it is a good thing to have more detailed information on the students we serve. Burying our heads in the sand and pretending that problems don’t exist is clearly not the solution. But as we better understand the racial backgrounds of our students and the issues of poverty they face, we should be careful to not let that lead to a culture of fatalism and low expectations in our schools.

Immigrants value education – so we should value them

MiC Deck - Dec 2015.030More evidence that immigrants and their children tend to be more well-educated than “old stock” Canadians. The above chart shows the same results using the 2011 NHS by visible minority group from my book:

In the past month, Canadians have witnessed the arrival of the first of 25,000 Syrian refugees expected to make a new home here by the end of February. More may be arriving after that.

The main theme in the news media so far has been the debate about the short-term costs and challenges of bringing such a substantial number of immigrants from a war-torn region, as well as longer-term concerns about the possibility of raising future generations of “home-grown” terrorists.

In our recent research on this subject, we take a different longer-term perspective in addressing how the children of immigrants perform in terms of postsecondary education (PSE) in Canada. This is important because PSE is critical, not only to an individual’s economic and social success, but also to the country’s prosperity.

Our analysis shows that first- and second-generation children of immigrants access PSE at much higher rates than non-immigrant youth. By the age of 21, 86 per cent of first-generation children of immigrants (that is, those who themselves immigrated to Canada along with their parents) obtained postsecondary education, with 84 per cent of second-generation immigrants (those born in Canada to immigrant parents) doing the same.

This record on the part of the children of immigrants compares favourably to the 72-per-cent PSE participation rate among non-immigrant youth. For those from the region that includes Syria, 93 per cent and 96 per cent of first- and second-generation children of immigrants, respectively, had moved into postsecondary education by the age of 21, with most having attended university rather than college or trade school.

Source: Immigrants value education – so we should value them – The Globe and Mail

How one family is learning to adapt on the first day of school in Canada

Good account of integration in action (Canadian schools score extremely well in the OECD’s comparative PISA education scores for immigrant integration):

At 8 a.m. on a frigid Monday morning, six children of the Al Rassoul family are lined up inside the door of their new Scarborough house, all ready for the first day of school in their adopted country.

The boys shuffle their new winter boots as their mother and two aunts tug on their toques and scarves. Their five-year-old sister, Mariah, the class clown of the group, bounces around in her Minnie Mouse jeans and purple backpack, trading high fives with anyone who will play.

How this morning will go, no one can say for sure. The family arrived in Toronto barely more than two weeks ago. Forced to give up their old life in Homs, Syria, by fighting that raged within a stone’s throw of their house, they spent four years in Lebanon before being offered a chance to come to Canada as refugees. None of the kids got any formal schooling in their exile. None speaks more than a few words of English.

How on earth are they to cope with the new ways of the Canadian school system? How on earth will the schools cope with them?

The answer in both cases: pretty well, considering. Apart from one little drama – an epic tantrum by little Mariah, who makes an impression by hurling a sneaker at the school principal – the kids have a good first day.

Their father, Mahmoud Al Rassoul, and his wife, Isaaf Al Omar, have eight kids in all. One of them, Malek, 15, has to wait for an assessment of his language and academic skills before he gets assigned to a high school. Another, three-year-old Maaly, is too young for school.

That leaves six. Two of the boys go off to middle school, driven there by the family’s well-organized Canadian sponsor group. The four younger kids get a lift to Iroquois Junior Public, a strikingly diverse elementary school of around 270 students near Finch Avenue and McCowan Road.

Iroquois welcomes them with a minimum of fuss, just as it has welcomed countless other new kids from far-flung places. After a few minutes milling around the office, where Mariah admires the aquarium and learns the word “fish,” the kids are dispatched to their various classrooms. That’s how it works at this level. No preliminaries. Straight into the deep end, where the water at least is warm.

In Christina Fan’s kindergarten class, Mariah takes her place on the carpet, learning to sit with her legs crossed like the others. “Good morning, Mariah,” her classmates sing out together, clapping their hands in welcome. When Ms. Fan asks who wants to be Mariah’s friend, hands shoot up.

The numbers for Toronto:

Iroquois is well-used to absorbing newcomers. According to its website, all but 30 or so of its students listed a primary language other than English. Most are from South Asian or East Asian backgrounds. Chinese and Tamil are two of the most common home languages.

Of the quarter of a million kids in the Toronto District School Board, 22 per cent were born outside of Canada. Last year alone, the TDSB took in 5,676 new-immigrant childrenkids. Guidance counsellors, English-as-a-second-language teachers, social workers and special-education instructors are ready to step in if a kid falters.

Source: How one family is learning to adapt on the first day of school in Canada – The Globe and Mail