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Math equity programs unlock the gate to algebra and beyond.

It used to be thought that college was where you went to open your mind, explore ideas and, in the words of Robert Maynard Hutchins, former president of the University of Chicago, “be freed from the prison-house of … class, race, time, place [and] background.”

It happens in every class. We’re discussing a text, a publication, a current event, a poem. The content doesn’t matter. It’s the phrase that counts. A student comments and uses the phrase “African American” or even “black people.” The student is white. The reaction of the class – almost all white – is swift. As if choreographed, all eyes turn to the one student of color. The spotlight of eyes shines down and he or she blinks back as if staring into the sun. The teacher should use this moment to open a discussion.

I remember the times when I gave up and fought/ When I succumbed to the jokes and taunts/ Reverting to the man I once was, violent and stupid,/ But I won’t let these people manipulate me/ I will become the man I want to be

There’s growing momentum to take down Confederate flags, but our work to denounce systemic racism cannot stop at symbolic markers.

Teaching students about the role children have played in the march for civil rights—historically and today—is just one of many ways teachers can bring the Women’s March into the classroom.

Every city, town and hamlet has them: monuments commemorating pivotal events; memorials to heroes; parks, schools and public buildings named in honor of someone whose legacy is worth preserving.