Monday, June 16, 2025

Diversity, Equity and Inclusion

Source: www.pexels.com

By Sam Piha

“Donald Trump kicked off the campaign to abolish diversity, equity and inclusion initiatives during his first term. Now he's back in the Oval Office to finish the job. During an address Tuesday night before a joint session of Congress, the president claimed his administration had eliminated DEI. Just hours after he took the oath of office on Jan. 20, Trump began issuing executive orders to dismantle programs, put pressure on federal contractors to end “illegal DEI discrimination” and direct federal agencies to draw up lists of private companies that could be investigated for their DEI policies.” [i]

There is a lot of confusion around this attack on DEI. This blog seeks to clarify some of the misunderstandings about DEI, its history and the importance of DEI in youth programs. 

TERMS & DEFINITIONS

DEI: “This stands for Diversity, Equity, and Inclusion, is a framework that promotes fair treatment and full participation of all people, especially those who have historically been underrepresented or discriminated against, by fostering a respectful and inclusive environment.” [ii] 

DEI Hire: "’Diversity hire’, ‘equity hire’, or ‘DEI hire’, are disparaging and controversial labels for persons from underrepresented groups, which are, according to this label, assumed to be less qualified and have supposedly received preferential treatment due to DEI policies.” [iii] 

“The 'DEI hire' label was recently applied by President Trump in his comments on the tragic plane crash at Reagan National Airport. Trump claimed, without citing evidence, that DEI policies and programs mandated for air traffic controllers at the Federal Aviation Administration were partly to blame for the tragic plane and helicopter collision. Trump’s comments appear to have been a criticism of the Federal Aviation Administration’s (FAA) DEI policy of welcoming disabled persons to apply for FAA air traffic control positions.” [iv]

Diversity: Recognizing and valuing the unique characteristics of individuals, including race, ethnicity, gender, ability, socioeconomic status, and other differences. 

Equity: Ensuring that all youth have access to the resources and opportunities they need to succeed, regardless of their background or circumstances. 

Executive Order: “An executive order is a signed, written, and published directive from the President of the United States that manages operations of the federal government. They are numbered consecutively, so executive orders may be referenced by their assigned number, or their topic. Executive orders are not legislation; they require no approval from Congress, and Congress cannot simply overturn them. Congress may pass legislation that might make it difficult, or even impossible, to carry out the order, such as removing funding. Only a sitting U.S. President may overturn an existing executive order by issuing another executive order to that effect.” [v] 

Inclusion: Creating a sense of belonging and making sure that all youth feel valued, respected, and empowered to participate fully in the program. 

Meritocracy: “Is the notion of a political system in which economic goods or political power are vested in individual people based on ability and talent, rather than wealth or social class. Advancement in such a system is based on performance, as measured through examination or demonstrated achievement.” [vi] 

Woke: “The definition of ‘woke’ changes depending on who you ask. The term has recently been used by some conservatives as an umbrella term for progressive values, often using it with negative connotations. However, the term was originally coined by progressive Black Americans and used in racial justice movements in the early to mid-1900s.” [vii]

THE HISTORY OF DEI


According to DiversityResources.com, “The history of DEI in the workplace has been marred by racial discrimination, making it difficult for everyone to feel included, as equality wasn’t always part of the equation. A significant turning point in the history of DEI came with the Civil Rights Act of 1964, which made discrimination in the hiring and promotion process illegal. This was the first of many steps toward creating a more equitable workplace. Following the Civil Rights Movement, the concepts of equality and inclusiveness gained traction and became central to the history of DEI. Advocates began promoting the idea that everyone deserves to be treated with the same respect and opportunities as others.” [viii]  

Below is a video produced by PBS News Hour on the history of diversity, equity and inclusion efforts in America. To view this video, click here.

Source: PBS News Hour

DEI IN YOUTH PROGRAMS 

In youth programs, DEI focuses on creating inclusive environments that value and celebrate diverse backgrounds, experiences, and perspectives, ensuring equitable access to opportunities and resources for all participants. 

Here's a more detailed breakdown of DEI in youth programs:

  • “The program actively recruits and hires staff that reflects the community of the students served.
  • The program states its explicit commitment to diversity and equity in its outreach materials and/or policies. 
  • The program is aware of and seeks information and strategies to support all participant needs. 
  • The program creates a welcoming environment by representing the diversity of the participants through program materials, displays, etc.  
  • The program implements a plan that outreaches to all students at the school site. 
  • The program celebrates diversity related to participants’ race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation, and/or gender identity and expression. Staff participate in on-going diversity and sensitivity training. 
  • Staff adapt activities to accommodate the physical and developmental abilities of all participants, and actively encourage their participation in the program. 
  • Participants and staff are comfortable sharing, and are given opportunities to share, from their diverse experiences and backgrounds.” [ix] 

WHY DEI MATTERS IN YOUTH PROGRAMS

Diversity, Access and Equity is integral to afterschool programming. In fact, it is a quality standard for expanded learning programs in California. This standard reads, “The program creates an environment in which students experience values that embrace diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression. Diversity, access, and equity in action.” [x] 

Program Benefits
According to Google AI, program benefits of DEI include:
  • Promotes a positive and supportive environment: DEI initiatives help create a safe and inclusive space where youth feel comfortable being themselves and participating fully. 
  • Enhances learning and development: Exposure to diverse perspectives and experiences can broaden horizons, foster empathy, and promote critical thinking skills. 
  • Prepares youth for a diverse world: By learning to work with and appreciate people from different backgrounds, youth are better equipped to navigate a diverse and complex world. 
  • Builds stronger communities: DEI in youth programs can help foster stronger relationships between youth, families, and communities. 
  • Improves program effectiveness: When programs are inclusive and equitable, they are more likely to reach and engage a wider range of youth, leading to better outcomes. 

Examples of DEI in Youth Programs:

  • Recruitment and Retention: Actively recruiting youth from diverse backgrounds and implementing strategies to ensure their retention in the program. 
  • Curriculum and Activities: Ensuring that program activities and materials are inclusive and relevant to the diverse needs and interests of the youth. 
  • Staff Training: Providing staff with training on DEI principles and best practices to help them create a more inclusive environment. 
  • Parent/Guardian Involvement: Engaging parents and guardians in DEI initiatives to ensure that they are aware of the program's commitment to diversity, equity, and inclusion. 
  • Accessibility: Making sure that programs are accessible to youth with disabilities and other special needs. 
  • Language Access: Providing language services to youth who are not proficient in the primary language of the program.” [xi]  

BE HEARD BY COMPANIES THAT HAVE BACKED AWAY FROM DEI

Some companies under pressure canceled DEI programs altogether to align themselves with the Trump administration. If you wish to express your disapproval or approval, these companies are shown in the chart below. If you wish to write them, you can find their addresses here.

Source: Yahoo Finance


For a full briefing paper on diversity, equity & inclusion, click here.



END NOTES:
[i] Jessica Guynn, DEI explained: What is DEI and why is it so divisive? What you need to know.
[ii] Google AI, What is DEI?
[iii] Wikipedia, Diversity, Equity & Inclusion
[iv] Jessica Guynn, DEI explained: What is DEI and why is it so divisive? What you need to know.
[v] American Bar Association, What is an Executive Order?
[vi] Wikipedia, Meritocracy
[vii] Kiara Alfonseca, What does 'woke' mean and why are some conservatives using it?
[viii] Kendal Roney, The History of DEI
[ix] Unknown
[x] California Afterschool Network & The California Department of Education, Quality Standards for Expanded Learning in California
[xi] Google AI, DEI in Youth Programs

 

Monday, June 9, 2025

Save 21st CCLC Afterschool Programs- An Update from the Afterschool Alliance

Source: Afterschool Alliance

Erik Peterson
Erik Peterson, Senior Vice President of Policy at Afterschool Alliance, issued an alert that the 21st CCLC may be at risk of defunding. He wrote:

“President Trump's full education budget proposal came out last Friday evening, clearly eliminating dedicated funding for afterschool and summer programs via 21st Century Community Learning Centers (21st CCLC). The plan levies enormous cuts on the Department of Education that would impact afterschool and summer programs and the youth and families they serve. Now Congress will decide whether to adopt the proposed budget.

Source: New York State Network for Youth Success

21st CCLC supports roughly 10,000 local programs serving 1.4 million across the nation. If Congress adopts the President's budget proposal, 21st CCLC would be lumped with 17 other programs under one grant program of $2 billion—reflecting an almost 70% funding cut compared to the current allocation for these programs. States would be left with far fewer resources to divvy up among many priorities. With $12 billion in cuts to education programs overall, the consolidation effectively eliminates 21st CCLC afterschool and summer program grants.

The budget only outlines the Administration's guidance on funding. It is now the job of Congress to craft spending legislation.

Use the tools at AfterschoolWorksforAmerica.org to help get the word out and engage the public in saving afterschool and summer program funding. 21st CCLC funding supports programs in every state and territory—view this map to see how the proposed cut could impact your state. Read the Afterschool Alliance's blog and statement for more on the budget proposal.


WHAT YOU CAN DO

1. Get the Word Out: Post on social media, local parent and community boards, newsletters – any place where community members might see it. Tag your Congressional representatives so they see it. Here are some samples:

  • 'The President’s budget calls for eliminating dedicated federal funding for local afterschool and summer programs. 1 in 5 children may lose their programs nationwide. If you want to keep afterschool and summer programs, send a message to Congress'
  • 'Do you count on afterschool programs to keep kids safe and engaged? Local programs serving 1.4 million youth nationwide may close if Congress does not act - the President’s budget cuts federal funding for local afterschool and summer programs. Programs run by schools, community organizations, parks and rec centers, and more will suffer. Tell Congress to save afterschool and keep kids protected.' 

To keep up to date on the latest developments, join the Policy Pulse! Every second Friday at noon ET, Erik Peterson, will recap the latest policy developments, what we know (or don’t know!) about how they may impact afterschool and summer programs, and what may be coming up next. To register, click here.

2. Engage Families: Educate families about what’s at risk and encourage them to take action.

  • Ask families to email Congress. Include a note in your emails or on social media posts asking families to contact Congress: 'Kids and families across our state may lose their afterschool and summer programs if Congress agrees to the federal proposal to cut all funding for local programs. As many as 1 in 5 youth may be affected, including kids and programs in our state. Please take a moment to use this Action Center to have an email sent to our Congressional representatives reminding them how important our programs are.' 


3. Collect postcards or letters: Distribute postcards or letter templates families can fill out with a personal note and their information. Deliver the messages to the local offices of your Congressional representatives. Mail the letters or hand deliver them – along with an invite to visit your program! Get Afterschool Alliance's postcard design and petition here.

  • TIP: Make it fun! Consider running a contest or setting a goal and prize around the number of letters collected/sent.

4. Host a Site Visit: There’s no better way to showcase the power and value of afterschool than showing people first hand. Invite your representatives in Congress and their staff to come visit your program. You do not need to get the Member of Congress there – having one of their staff join can be incredibly powerful. Our site visit toolkit helps you each step of the way, from preparing and planning, to drafting invitations, to following up after a great visit! 

5. Generate Media Interest: Let media know that afterschool and summer programs are at risk. Send a letter to the editor (we will post a template soon). If your program receives federal funds, like a 21st Century Community Learning Center grant, alert local education reporters, bloggers, and community boards about the prospect of your program closing. More media tips on the Afterschool Alliance website can be found here.

Source: Afterschool Alliance

RESEARCH SHOWS AFTERSCHOOL WORKS

Monday, June 2, 2025

Deportation: Guardianship for Minor Children, Power of Attorney and What Schools Can Do to Help

Source: Shawn Thew / EPA/ LA Times

By Sam Piha

Regardless of immigration status, parents should understand the importance of guardianship for minor children and a power of attorney document. 

Guardianship 

“What is Guardianship? Guardianship of minor children allows one person to make decisions on the children’s behalf. Under guardianship, control is relinquished from a biological or adoptive parent to another person on a temporary or permanent basis.  Usually, a minor’s guardian is appointed upon incapacity, disability, or death of the legal parent.

There are three different types of guardianship: informal guardianship, temporary legal guardianship, and permanent legal guardianship. Depending on the type of guardianship, powers consist of one or more of the following:

  1. Assuring the maintenance and care of another person
  2. Making financial, medical, and educational decisions
  3. Reporting to the court about the guardianship status on an annual basis.” [i] 

“You should think about who will care for your children if you are detained or deported. This is an essential part of safety planning. However, not everyone will need a court-appointed legal guardian. You should be aware that a guardianship will give the guardian the right to make decisions concerning your children, including whether to allow your children to see you. It may be difficult to terminate a guardianship if you change your mind. You should consult with an attorney before seeking a guardianship. 

Power Of Attorney (POA)

A Power of Attorney document is a written document that grants a designated person (your “Agent”) authority to act on behalf of the person giving the POA in some matters. The authority of the Agent may be broad or limited and may allow decisions regarding finances, medical treatment, and/or property. A POA is not a standardized, “one size fits all” form. POAs are not guardianships and an Agent who has authority under a POA is usually not authorized to care for or make decisions on behalf of one’s children.

Not everyone needs a POA. Each person should consider whether a POA is right for them based on their individual circumstances. A POA may be useful because it can be used to allow a trusted friend or family member to access your bank account. If you do not have a bank account in the United States or other substantial financial assets, there may not be a compelling reason to complete a POA. Many banks allow customers to manage their accounts from outside the United States, so if someone is deported, they will generally be able to access their resources from abroad.” [ii]

Source: Wellpoint Care Network

What Schools and Educators Can Do to Eradicate Fear 

According to Kayla Lee, “Although the ICE has a 'Sensitive Locations' policy stating that it generally will not conduct enforcement actions at or near schools, the series of raids—especially those that picked up children en route to school—are causing families to doubt their safety within their own communities. 

The Los Angeles Unified School District, or LAUSD, voted to prohibit ICE officers from entering school campuses until they have contacted school officials for approval. Additionally, Steve Zimmer, LAUSD school board president, presented a resolution to the school board forbidding the presence of ICE officers on campus until the LAUSD superintendent and lawyer’s office make the decision to allow it. The resolution also gives the superintendent 90 days to come up with a plan to provide assistance, information, and safe havens for students and families faced with fear and anxiety over immigration enforcement efforts. School officials’ actions are important to the protection of unauthorized students and families. According to LA School Report, an unauthorized mother who spoke to LAUSD said that she felt ‘relieved knowing that they can now go to school for help.’ 

Schools in Prince George’s County, Maryland, have implemented policies to make clear the conditions under which law enforcement officers can interview or detain children on school grounds. The CEO of Prince George’s County Public Schools wrote an open letter to the U.S. Department of Homeland Security in which he expressed his concern for immigrant students who are experiencing fear and anxiety over the recent deportations. 

Beyond policies that bar ICE officials from campuses, educators can also allay the fears of students and their families by establishing best practices to provide support and guidance.” [iii]

“The protection of the right to K-12 education for all children established in Plyler v. Doe helps educators create safe environments for immigrant students where they can achieve their full potential. High-quality education is a critical, long- term investment for all children in the United States, and it cannot exist when school attendance is limited by fear.” [iv]

Kayla Lee concludes, “All students are more likely to succeed when their communities come together to protect them. Schools and communities—especially those with high unauthorized immigrant populations —across the United States should follow the examples of Durham, LAUSD, and Prince George’s County and create safe spaces for their students.” [v]


For a full briefing paper on countering the threat of deportation, click here.



Best of 2025, So Far...

By Sam Piha  Temescal Associates and The How Kids Learn Foundation have created a large number of resources over the years. They are catalog...