Gender, Race, and Class in Today’s America

CONTENTS OF CURRICULUM UNIT 21.02.03

  1. Unit Guide
  1. Introduction 
  2. Rationale
  3. The Unit 
  4. What is Empathy?
  5. Why Is Empathy Important?
  6. Where do we need to show empathy?
  7. How do we teach empathy in the classroom?
  8. Teaching Strategies
  9. Classroom Activities
  10. Student reading list
  11. Resources
  12. Appendix in Implementing Districts Standards
  13. Notes

Family of Empathy

Shaasia Jackson

Published September 2021

Tools for this Unit:

Notes

  1. Gee GC, Ford CL. Structural racism and health inequities: old issues, new directions. Du Bois Rev. 2011;8(1): 115–132
  2. Kruger DJ, De Loney EH. The association of incarceration with community health and racial health disparities. Prog Community Health Partnersh. 2009;3(2):113–121 Lambie I, Randell I. The impact of incarceration on juvenile offenders. ClinPsychol Rev. 2013;33(3):448–459
  3. Kruger DJ, De Loney EH. The association of incarceration with community health and racial health disparities. Prog Community Health Partnersh. 2009;3(2):113–121
  4. US Department of Education. Equity of opportunity. Available at: https://www.ed.gov/equity. Accessed August 25, 2017
  5. US Department of Education. Equity of opportunity. Available at: https://www.ed.gov/equity. Accessed August 25, 2017
  6. Gershenson S, Holt S, Papageorge NW.Who believes in me? The effect of student–teacher demographic match on teacher expectations. Econ Educ Rev. 2016;52:209–224 Cherng H. If they think I can: teacher bias and youth of color expectations and achievement. Soc Sci Res. 2017;66: 170–186
  7. Gershenson S, Holt S, Papageorge NW.Who believes in me? The effect of student–teacher demographic match on teacher expectations. Econ Educ Rev. 2016;52:209–224 Cherng H. If they think I can: teacher bias and youth of color expectations and achievement. Soc Sci Res. 2017;66: 170–186
  8. Gershenson S, Holt S, Papageorge NW.Who believes in me? The effect of student–teacher demographic match on teacher expectations. Econ Educ Rev. 2016;52:209–224 Cherng H. If they think I can: teacher bias and youth of color expectations and achievement. Soc Sci Res. 2017;66: 170–186
  9. Gershenson S, Hart CMD, Lindsay CA, Papageorge NW. IZA DP No. 10630: the long run impacts of same-race teachers. Available at: http://ftp.iza.org/dp10630.pdf. Accessed June 16, 2019
  10. Gershenson S, Hart CMD, Lindsay CA, Papageorge NW. IZA DP No. 10630: the long run impacts of same-race teachers. Available at: http://ftp.iza.org/dp10630.pdf. Accessed June 16, 2019
  11. Robert Wood Johnson Foundation. The relationship between school attendance and health. 2016. Available at: https://www.rwjf.org/en/library/research/2016/09/the-relationship-betweenschool-attendance-and-health.html.Accessed September 13, 2018
  12. National Center for Education Statistics.Fast facts: back to school statistics.2018. Available at: https://nces.ed.gov/fastfacts/display.asp?id=372. Accessed March 12, 2019
  13. US Government Accountability Office (GAO). K-12 education: discipline disparities for black students, boys, and students with disabilities (GAO-18-258). 2018. Available at: https://www.gao.gov/products/GAO-18-258. Accessed March 12, 2019
  14. Whitford and Emerson Devine, Forscher, Austin, & Cox, 2012; Fiske, 2000; Greenwald & Banaji, 1995; Konrath, O’Brien, & Hsing, 2011
  15. Whitford and Emerson Warren, C. A. (2014). Towards a pedagogy for the application of empathy in culturally diverse classrooms. The Urban Review, 46, 395–419. doi:10.1007/s11256-013-0262-5
  16. Whitford and Emerson Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. doi:10.1177/0956797615570365
  17. Whitford and Emerson(Aud, Fox, & KewalRamani, 2010; Butler et al., 2014; Fenning & Rose, 2007; Rocque & Paternoster, 2011)

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