Shobha Avadhani’s Post

Earlier in the week a groundbreaking study was released by Rutgers University Social Perception Lab and National Contagion Research Institute (NCRI) on the impact of DEI (diversity, equity & inclusion) training programs on three (3) themes -Race, Religion and Caste in the U.S. Findings are stunning! DEI training actually increases hostility on perceived ideas of the 3 themes & based on scenarios that are not even real. Not really what anyone needs in any society. DEI is a great idea but when implemented with agendas behind it can be toxic. CoHNA tweet is eye opening highlighting the findings about caste perceptions that become more embedded in people’ psyche when they receive DEI sponsored training from ‘caste activists’ like Equality Labs. Please read this tweet and the NCRI report here. https://lnkd.in/ddFkuUUM https://lnkd.in/dD_-hgqP

Tackling accent bias at universities could improve students’ wellbeing and sense of belonging, according to new research by Gise Tomé Lourido, Director of Language at Leeds and a Lecturer in Sociophonetics at the University of Leeds School of Languages, Cultures and Societies. Accent discrimination is reported to be widespread at the UK Russell Group of Universities, and 41% of university students from the north of England express concern that their accent may affect their future success. Gisela and colleagues from across the University of Leeds have explored the accent-based disadvantages experienced by some university students and called on universities to include a statement in inductions, signposting support for students and implementing other context-specific actions to tackle accent-based inequalities. https://lnkd.in/ezXYCmDC

#Sharing an opportunity to contribute to The Uneven Tapestry of Intercultural Education and Research (Eds. Stella Anne Achieng, Ph.D & Dr. Fred Dervin) "The primary aim of this edited volume is therefore to provide a platform for scholars, educators and practitioners who have experienced marginalisation due to factors such as geographical location, linguistic background, identity, theoretical/ideological/political orientation, or any other form of discrimination. The editors are particularly interested in chapter proposals exploring: - Personal, professional and reflexive narratives of marginalisation within ICER. - Analyses of the impact of dominant paradigms, relationships and practices on the exclusion of diverse perspectives and voices. - Decolonial, postcolonial or other critical frameworks for further understanding and transforming ICER. - Strategies for promoting potential inclusivity and epistemological diversity in research, teaching and policy-making – impacting on the ‘uneven tapestry’."

There are some very welcome recommendations outlined in this report!🙌 In particular, we're glad to see a call for investment in early language "at the earliest opportunity". Find out more about how we think this should happen in our 'Getting in Early' report: https://lnkd.in/ene4Zhbn ✍Jane Harris, our CEO, also shares her thoughts on the Oracy Education Commission's report in a new blog post! Read the full thing here⤵ https://lnkd.in/eMTqsCqH

Dr. Ardell here- with a timely reminder that sociolinguistic theories are crucial for your equity plan in supporting emerging bilinguals. In a recent blog post, I explore the concept of the White Listening Subject, as introduced by Nelson Flores and Jonathan Rosa's work in raciolinguistics. If you're in the education field, especially in bilingual education and DEI circles, this is a must-read. Check out the post at the link below and share it with your community. #sociolinguistictheories #equityplan #emergingbilinguals #whitelisteningsubject #raciolinguistics #bilingualeducation #DEI Read the post here: https://lnkd.in/g_4DXMn2

Yesterday, I attended a webinar sponsored by The Hunt Institute, moderated by Erin Stark at NewSchools. The most provocative takeaway? One of the panelists referred to a study suggesting that educators are 6.5 times more likely to refer students for special education evaluation when their writing is in African American Vernacular English (AAVE) compared to Mainstream American English (MAE). Let that sink in. 6.5 times more likely. This study (I think I found it), conducted by O'Quin (2021), reveals some startling insights: 1. Vignettes written in AAVE were referred for special education evaluation 16% of the time, compared to only 2% for those written in MAE. 2. Only general education teachers and speech-language pathologists made these referrals - not a single administrator did. 3. Educators expressed positive attitudes towards AAVE in surveys, yet their actions told a different story. These findings align with previous research showing African American students are 2-3 times more likely to be identified for subjective disability categories. But here's the kicker: None of the vignettes in the study contained any actual errors. The only difference was the dialect. This isn't just about language. It's about how our biases - even unconscious ones - can significantly impact a student's educational journey. As educators, we must ask ourselves: - Are we truly evaluating student work objectively, or are we letting linguistic differences cloud our judgment? - How can we better prepare ourselves to recognize and value linguistic diversity in the classroom? - What steps can we take to ensure that dialect differences don't lead to unnecessary special education referrals? It's time for a serious conversation about linguistic diversity, implicit bias, and equity in our schools. What's one step you can take in your school or district to address this issue? #EducationEquity #LinguisticDiversity #SpecialEducation #ImplicitBias

Extremely simple and extremely powerful: 'Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation.' Exploring the literature on inclusion, ahead of my Master's Thesis (🫣) and this article by Timo Saloviita in Finland has really stayed with me, found via nasen Attitudes are extremely powerful! https://lnkd.in/e6T8-XTj

Unlocking the Reading Fluency Within: Dyslexia and Bilingual Learners. This is an introductory video of my new article. Link: https://lnkd.in/g5ej_puA A brief description or summary: Reading fluency is key to academic success, but for students with dyslexia, especially those navigating multiple languages, the journey can be uniquely challenging. Let’s break down barriers and ignite potential. Discover how to unlock the reading fluency within every dyslexic bilingual learner. This transformative journey will equip you with the knowledge and strategies to empower these remarkable students to embrace their unique strengths and achieve academic success. #dyslexia #dislexia #bilingualdyslexia #sldandbilingualeducation #bilingualeducation #bilingualstudent #learningneeds #breakingbarriers #druserogonzalez

In Fall 2021, I began my journey at Macaulay Honors College, transitioning from my cherished role as an assistant professor at Bard High School Early College Queens. At Bard Queens, I worked with diligent and motivated students, some of whom I now encounter again as they pursue their studies at Macaulay. This unexpected continuity has deepened my appreciation for the lasting impact of teaching—rooted in empathy, creativity, and, as Langston Hughes might describe it, the pedagogical value of "wandering." My time at Macaulay has allowed me to weave together my scholarly pursuits, advocacy efforts, and a commitment to fostering curiosity, creativity, and community development within the classroom. This holistic approach—combining theoretical study, analytical rigor, and direct engagement with communities—aims to cultivate empathetic leadership and inspire students to synthesize their learning into meaningful action. This report reflects three transformative years of growth and exploration as an educator and scholar at Macaulay Honors College. These years have allowed me the space to wander intellectually and professionally, to deepen my commitment to Central Asian studies, and to resist reducing my place of origin, languages, history, and people to mere objects of study. Instead, I strive to use writing and teaching as acts of connection, inspired by the wisdom of Ibn Sina, who taught that to demonstrate love for humanity, one must entwine oneself with others and, in this way, build relationships and foster meaningful connections. In this spirit, my students do not merely study the material—they engage in active conversations with the literature, the authors, and the community members they have chosen to focus on. This principle forms the foundation of my teaching, advocacy, and creative work. These pages reflect the outcomes of my years at Macaulay—years devoted to weaving together scholarship, empathy, and action. Here is the full blogpost: https://lnkd.in/et7tTP4M

Research Questions: - How do gendering processes influence GESI-related biases in schools? - What strategies can be used to mitigate the effects of GESI-related biases on learners? - To what extent can language empowerment help learners challenge GESI-related biases? Significance of the Study: This study is significant because it: - Empowers learners to challenge GESI-related biases and promotes equality in school and beyond - Highlights the importance of appropriate language in challenging biases - Identifies the causes and effects of GESI-related biases and provides strategies for mitigation - Serves as a reference for individuals facing similar biases and promotes equal rights - Contributes to the existing literature on language and GESI, serving as a resource for future research