What Does It Mean to Be a "Good" Student? | Creators for Change
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And you can see the rest of the Creators For Change videos in this playlist:
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What does it mean to say someone is a "good" student? Today Danielle breaks down the stereotype of the perfect student and why grades alone don't define children. She also examines the systems and barriers that stop young girls and students of color from reaching their fullest potential.
Special thanks to our Historian Harry Brisson on Patreon! Join him at https://www.patreon.com/originofeverything
Created and Hosted by Danielle Bainbridge
Produced by Complexly for PBS Digital Studios
#CreatorsForChange
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Origin of Everything is a show about the undertold histories and cultural dialogues that make up our collective story. From the food we eat, to the trivia and fun facts we can’t seem to get out of our heads, to the social issues we can’t stop debating, everything around us has a history. Origin of Everything is here to explore it all. We like to think that no topic is too small or too challenging to get started.
Works cited:
https://www.bbc.com/news/education-33424525
https://www.wnycstudios.org/podcasts/takeaway/segments/242744-international-day-girl-highlights-global-struggle-girls-education
http://time.com/money/4779223/valedictorian-success-research-barking-up-wrong/?xid=frommoney_soc_socialflow_twitter_money
https://slate.com/human-interest/2013/05/the-case-against-grades-they-lower-self-esteem-discourage-creativity-and-reinforce-the-class-divide.html
http://smhp.psych.ucla.edu/pdfdocs/genderbias.pdf
https://www.theguardian.com/education/2019/apr/23/school-guilty-bias-against-boys-gender-gap-education
https://www.theguardian.com/commentisfree/2019/mar/14/black-brown-girls-school-prison-crime-jaquira-diaz
https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2005.tb00865.x?casa_token=VCoRrIkb29YAAAAA%3AUfrpfpX3b_dfHY3F3m9r-o6ZRflHuaYMlCOaTinYiXw8l8aimTWHAsFTT9tBvL2iS_BmuayU0KAosmQN
https://pediatrics.aappublications.org/content/125/4/e979.full
“Leaning out” Report
https://mcc.gse.harvard.edu/reports/leaning-out
https://static1.squarespace.com/static/5b7c56e255b02c683659fe43/t/5bae5d7853450ad602cc8681/1538153864970/leanout-report.pdf
https://static1.squarespace.com/static/5b7c56e255b02c683659fe43/t/5bae5dc9652deaabeaa25475/1538153937647/leanout-executive-summary.pdf
JED Report:
https://www.jedfoundation.org/Steve-Fund-JED-Announcement/
https://www.theatlantic.com/education/archive/2016/01/balancing-academia-racism/424887/
Black Girls Matter Report:
https://aapf.org/recent/2014/12/coming-soon-blackgirlsmatter-pushed-out-overpoliced-and-underprotected
https://www.atlanticphilanthropies.org/wp-content/uploads/2015/09/BlackGirlsMatter_Report.pdf
Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.
When do girls lose interest in math and science? Author(s): Jennifer Blue and Debra Gann Source: Science Scope, Vol. 32, No. 2, Earth Materials, Features, and Processes (OCTOBER 2008), pp. 44-47
A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas: A Statewide Examination Author(s): John R. Slate, Pamela L. Gray and Brandolyn Jones Source: The Journal of Negro Education , Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 250-260
Start with a Girl: A New Agenda for Global Health Author(s): MIRIAM TEMIN, RUTH LEVINE and SANDY STONESIFER Source: Issues in Science and Technology, Vol. 26, No. 3 (SPRING 2010), pp. 33-40 Published by: University of Texas at Dallas Stable URL: https://www.jstor.org/stable/43315160
Baird, Sarah, et al. “Income Shocks and Adolescent Mental Health.” Vol. 48, no. 2, 2013, pp. 370–403. JSTOR, www.jstor.org/stable/23798513. Accessed 13 Jan. 2020.
Study of delinquent, diverted, and high-risk adolescent girls: Implications for mental health intervention Author(s): Mary C. Ruffolo, Rosemary Sarri and Sara Goodkind Source: Social Work Research, Vol. 28, No. 4 (December 2004), pp. 237-245 Published by: Oxford University Press Stable URL: https://www.jstor.org/stable/42659570
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