Designing Welcoming, Equitable, and Positive Girls' Sports Programs - 9 Tips

Source: Positive Coaching Alliance

Designing youth sports programs with girls central and in mind is key to making youth sports welcoming, equitable, and positive for all. Check out these nine tips! These tips are reposted with permission from Positive Coaching Alliance. 

1. Make It Girl-Centered

Over 90% of girls ages 7 to13 who play sports like (or love!) to participate. Younger and older girls, and young women really enjoy athletics. Presume girls are interested and want to play especially when programs are inclusive and accommodating.

2. Make It Intentional to Get All Girls in the Game

Black and Latinx girls enter sport at a later average age and leave sport earlier than their counterparts, affording girls of color an even narrower window of opportunity. Girls of color and girls in low-income
communities are getting fewer opportunities to play, yet want to play in greater numbers! Let’s include everyone.

3. Make It Responsive to Girls’ Interests

• Using simple surveys, small focus groups, and/or basic outreach to understand what sports girls want to play, and how, can help set up a lasting, successful program based on girls’ interests. For example, volleyball, soccer, and basketball are popular girls’ sports nationwide; check what girls want to play in your area.
• Many girls prefer and thrive in all girls’ athletic contexts whereas some girls like co-ed play – check with girls on what they prefer and offer that!
• Don’t assume what girls want to play or base offerings simply on what a coach knows / has coached/ what’s been historically offered. Ask and tailor programs.

4. Make It Safe (Physically)

Safety – Are the practice / game times, locations, facilities, and items like bathrooms safe
and accessible (corresponding to identity)? Simple steps like working lights, adult supervision, and safe, clear spaces help girls play.

Source: www.pexels.com

5. Make It Safe (Emotionally)

• Comfortable – Create fun, engaging sport routines so girls know what to expect.
• Belonging – Prioritize support and training for staff / coaches to use positive, gender-supportive language, names, and preferred pronouns, demonstrate empathy, and build connections with girls.
• Friends – Connections with peers is often a driver for participation. Use a buddy registration / team formation system so that girls can know one person, if preferred.
• Curb the Negative – Counter gender stereotypes that can limit girls’ participation. Ensure kids and adults near practice and game space use supportive language.
• Empathy – Coaches can listen to understand girls’ perspectives without judgment.

6. Make It Accessible

• Scheduling – Getting to practice / games is doable if scheduling and facilities are considered – e.g., have sports on / near campuses at ideal times, at a close-by park, and along public transit lines. Support carpools. Consider calendar conflicts.
• Cost – Cost impacts girls in starting and sticking with sport. Make offerings affordable and scholarships available – consider costs (league, equipment, transportation).

7. Make It Informed to Understand Barriers

Finding out what’s keeping girls from playing is key to designing inclusive, supportive, positive, girl-oriented programming. Common barriers easily overcome include:

• Not knowing how / when to sign up for sports programming
• Knowledge gaps re: sports
• Never having played before
• Gender inequity, such as girls’ teams / leagues / divisions getting “less”
• Attitudes of families, communities, and institutions impeding girls’ play
• Obligations (e.g., job to support family; caretaking of siblings)

Source: www.pexels.com

8. Make It Inviting to Break Down Barriers

• Use inviting, clear team, division, and league information for sign-ups; include images of girls actively playing in outreach materials.
• Explain rules and game to girls brand new to the sport; novices welcome!
• Ensure girls’ offerings are gender equitable (facilities, schedules, etc.)
• Share information with girls, families, and all re: why girls in sport benefit (ideally in multiple languages and in engaging ways).
• Offer practice / games when girls are available; explore childcare help for girls with family-oriented obligations.

9. Make It Collaborative With Girls

• Voice and Choice – Share power with girls to help design your program
• Effort, Learn from Mistakes, Mastery – Celebrate progress, not just outcomes
• Balance – Instill healthy competition and fun; mindful of girls’ range of motivations

Download the resource here.

For a full briefing paper on the importance of play, click here.

Check out our upcoming webinar on The Importance of Play in Afterschool. To learn more and register, click here.

Sports and Play Promotes Social Emotional Learning and Character

Source: Coaching Corps

By Sam Piha

 

The research says there is a strong connection between organized sports and play and the development of SEL and character. Yet the rising costs of “participating in organized youth sports is making these activities unaffordable for many families, essentially barring kids and teens from important opportunities to improve their physical health, develop social-emotional skills, and build relationships.” [i] However, there is also a trend in schools to increase time for reading and math by eliminating time for play, including recess. 

Source: CASEL

That’s where OST programs come in. “They can play a vital role in making access to organized sports more equitable, according to the 2023 State of Play report from the Aspen Institute, a think tank.” [ii]

“You can also just have programming after school that is teaching and exposing kids to the sports. Some of the best ways to do that is by bringing in partners from your community. It’s a great opportunity as well for the community programs. Take youth soccer as an example: youth soccer associations that want to grow the sport, why would you not want to come into schools and find ways to subsidize this?” [iii] - Jon Solomon, the editorial director of the Sports & Society Program at the Aspen Institute 



SHRINKING ACCESS TO YOUTH SPORTS

“I think more and more people recognize that you have to provide sports opportunities within the school setting because that’s where most kids are. These are kids who have less money, or their parents are working multiple jobs and can’t get them to practices and games.” [iv] - Jon Solomon, the editorial director of the Sports & Society Program at the Aspen Institute 

 

According to Arianna Prothero, “Sports participation is much lower among children from low-income families than among those from high-income families. A quarter of kids from families earning less than $25,000 a year participate in regular sports, compared with 39 percent of kids in families earning more than $100,000 a year, according to the report. 

 

While sports participation among 6- to 12-year-olds from low-income families has gone up over the past four years, participation among 13- to 17-year-olds in that income bracket continues to decrease, dropping from 38 percent in 2012 to 27 percent in 2022.” [v]

 

SPORTS AND SEL

“While organized sports are excellent SEL skill-builders, uniforms, referees, and rulebooks are not required for children to reap the social and emotional benefits of play. Like organized sports, all types of play offer opportunities to explore, imagine, and create. When children play with others, they practice cooperation, communication, and conflict resolution. Construction play, like building with LEGOs, activates children’s problem-solving skills. And through dramatic play, children take on the perspectives of others and practice empathy. So, get out there and play!” [vi]

Source: Edutopia

 

COACHES TRAINING

If we want to see playing organized sports as contributing to character and social emotional learning, sports coaches require training. There are organizations such as the Positive Coaching Alliance that specialize in this kind of training for coaches. 

 

“Are we as coaches concerned most with hoisting the championship trophy in the air at the end of the season, or raising up stronger character in our youth?” [vii] - Pete Paciorek

 

ADDITIONAL RESOURCES ON PLAY 

There are many resources on the topic of play. We cite a few below. 



Websites 

• The power of play – Part 1-5: This is a 5-part series from Michigan State University The Power of Play
• The Genius of Play has created easy to use activities, provides expert advice and more. And it's all FREE for anyone to use.

Videos

There are many TED talks and other videos on play. Below are some that we like. 

• TED Talk by Stuart Brown entitled “Play is more than just fun” 
• TED Talk by Peter Gray entitled “The decline of play”

 

Articles

• Embracing Learning Through Play by Elizabeth M. Ross
• Teaching Leadership Skills With PE Games by Donna Paul
• The Importance of Play for Adolescents by Heather Hayes

 

LIAS Blogs

You can also view previous LIAS Blogs on the topic of play here and on the topic of sports here. 

For a full briefing paper on the importance of play, click here.

Check out our upcoming webinar on The Importance of Play in Afterschool. To learn more and register, click here.

END NOTES:

[i] Arianna Prothero, Kids Are Getting Priced Out of Youth Sports. How Schools Can Help

[ii] IBID.

[iii] IBID.

[iv] IBID.

[v] IBID.

[vi] The Collaborative for Academic, Social and Emotional Learning (CASEL), Connections, July 2024

[vii] Dr. Arthur Schwartz, What does the research say about the connection between sports and character?

 

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

 

Why Equity Matters in Youth Sports

Source: Positive Coaching Alliance

by Guest Blogger Rob Marcus, Chief Community Impact Officer, Positive Coaching Alliance (PCA). This was originally posted on the PCA Blog. 

We often speak of sports as a unifying force that transcends differences and brings people together. Participating in sports can help young people develop healthy habits that last a lifetime(1). However, beneath the surface of fun and games lies a serious issue that deserves greater attention. To truly celebrate the profound impact of sports, we must first champion equity. This is especially crucial for youth sports, where the youngest athletes are just discovering their passion, unaware of the numerous systemic barriers that threaten their fundamental right to play.

Kids growing up in marginalized areas have disproportionately limited opportunities to engage in sports compared to their peers, which can deprive them of many associated benefits: positive physical and mental health, socio-emotional support, academic success, and future career options. Championing equity means advocating for equal access, and opportunity for all young athletes, so all communities have the capacity to create positive and empowering youth sports experiences. We’re in a moment where youth sports providers, advocates, and community leaders must pay attention to the issue of equity—something we’ve all been reexamining over the last few years of racial uprisings, economic downturns, and a devastating pandemic. It’s our collective responsibility to bridge the equity gap and reshape sports culture for generations to come.

What is the sports equity gap?

Systemic barriers, such as pay-to-play fees, constrained school budgets, lack of diverse coaches, and the poor quality of facilities and equipment marginalize low-income and communities of color, putting kids on the sidelines. The disparity between youth from lower-income families and middle- and higher-income families has been found to be somewhere between a 16 and 25 percent participation gap(2). They also abandon these activities due to financial constraints at a staggering six times the rate(3). There’s also a racial divide with BIPOC (Black, Indigenous, People of Color) youth playing sports at a significantly lower rate than wealthier, white youth(4). The consequences of this are immense. 

Research has shown that kids who play sports not only experience improvements in physical fitness, overall health, and mental well-being(5), but also develop essential life skills such as discipline, perseverance, teamwork, and goal-setting(6). Identifying and nurturing athletic talent at a young age is not just about professional sports ambitions. Communities that encourage youth sports and physical activity also benefit from being healthier and more productive(7). So, ignoring the sports equity gap not only means denying low-income youth the joy of play, but it may also deny them the chance to become thriving, engaged community members. 

Source: Positive
Coaching Alliance

One youth sport that has particularly struggled to be accessible, especially in urban areas, is baseball(8). Pricey fees for traveling teams and limited access to fields to practice on in Black and Brown neighborhoods has resulted in a low number of Black American baseball players at the college and professional level. Here in Oakland, where Positive Coaching Alliance convenes one of our local Sports Equity Coalitions, the Oakland Babe Ruth League has seen a significant decrease in participation over the past few decades. According to a KTVU news report, in the late 80’s through the mid 1990’s, the league had 1,200 players and 92 percent of them were Black. As of 2021, there were 250 players, 40 percent of them Black.

“As an organization deeply rooted in our community, we’ve witnessed with concern the decline in participation in our youth baseball program over the past few decades. It’s a trend that we cannot ignore. While our program has always been a source of pride for us, we recognize that the changing landscape of youth sports, including the shift towards expensive travel leagues and the lack of access for marginalized communities, has taken a toll on our beloved sport.” - Louie Butler, President of Oakland Babe Ruth Little League.

The sports equity gap also affects girls and women of color, both as players and coaches, as they face additional and unique barriers. Equal pay and quality facilities for women soccer players has been a mainstream debate in the United States, even as our National Team is recognized as one of the most successful soccer teams in the world. Research shows that girls enter sports later and drop out earlier and at higher rates than boys(9). Youth sports also struggle with the low number of women coaches and women in leadership positions who have a tremendous influence on girls’ self-esteem, confidence, and long-term commitment. And while Title IX has contributed to improving overall gender equity in sports, girls of color are disproportionately faced with limited access, opportunities, and support for them to play alongside their white peers successfully(10). 

Source: Positive Coaching Alliance

Changing communities, changing systems

So how do we begin to address the Sports Equity Gap? It cannot just be on an individual level—not if we want better than incremental progress. We must see youth sports as a system, akin to education or criminal justice. Systems prioritize functionality over equity. To drive meaningful change for our children, we must scrutinize the youth sports system holistically, assessing all its components and stakeholders.

Through Positive Coaching Alliance’s Sports Equity Initiative, we’re actively pursuing systemic change through a collective-impact approach to battle racial and gender equity gaps in the youth sports system. We believe in the transformative power of collective action and coalition building as our strategic approach, working closely with local stakeholders to realize their vision of an inclusive and positive sports environment that reaches all young people and their coaches. Our commitment extends to identifying the root causes of inequities and implementing targeted solutions, including collaborating with community leaders to develop community-based interventions, conducting outreach and inclusive volunteer coach recruitment, providing access to high-quality coach education, and actively advocating vigorously for necessary policy reforms.

While we’re active in this space, other amazing organizations are also critical players in the sports equity movement.

• The Play Equity Fund is focused on bringing the transformational power of sport and play to all children, regardless of their race, gender, zip code or socioeconomic status. The Play Equity Fund is the only nonprofit focused solely on Play Equity as a social justice issue. The Play Equity Fund was established by The LA84 Foundation as its 501(c)3 public charity partner.
• King County Play Equity Coalition is a Seattle-based network of organizations dedicated to shifting power and centering physical activity as a key part of health and youth development. Read their latest findings from their Youth Action Team on how to make white-dominated sports more inclusive and welcoming for youth of color.

Source: Positive Coaching Alliance

• Coalitions for Sport Equity is a national group of city and region-based collectives representing sport, physical activity, and play-based organizations in communities nationwide. Supported by the Center for Healing and Justice through Sport, this collective is working to empower local communities to organize for positive change in youth sports.
• Project Play is an initiative that connects the silos across the disjointed landscape of youth and school sports and develops systems-level solutions. Launched in 2013 by the Sports & Society Program of the Aspen Institute, the award-winning initiative convenes leaders, identifies gaps in access to quality sport activity, and mobilizes organizations for action. 
• Laureus USA is a grant-making, nonprofit organization that supports the growth and deepens the impact of programs that use sport for social change. Working globally, Laureus’ purpose is to change the world through the power of sport. Through their Sport for Good Cities program, they play the backbone role in uniting stakeholders, providing resources, and driving collaboration at the local level.

While these dedicated organizations stand at the forefront of the sports equity movement, their collective efforts underscore the significance of unity in reshaping youth sports.

“Collective action is crucial for empowering communities to tackle systemic challenges by uniting voices, resources, and efforts towards the shared goal of achieving equity in youth sports in Seattle. For our coalition, it’s a model that holds the promise of creating enduring and meaningful change. We are committed to centering young people and communities of color, and we actively work with and through our community partners to break down barriers hindering access to youth sports, play, and movement in historically underserved areas,” - Bookie Gates of the King County Play Equity Coalition and Founder of Baseball Beyond Borders.

 

Source: Positive Coaching Alliance

The future of sports equity 

Looking ahead, we aspire to achieve equity in outcomes, not just access. We want kids to not only enter sports, but to stay in them. Participation in youth sports is done right when kids have the opportunity to reap the long-term benefits. We aim to see increased youth participation rates in low-income communities of color, amplified BIPOC coach representation, and greater involvement of girls and women of color as players and coaches. We seek improved access to quality coach education, fostering a positive culture in youth sports through collaboration with local stakeholders.

If this future excites you, then we hope you will take time to think about your role in this work. We will continue to discuss more issues on equity, inclusion, and belonging in sports over the next year, focusing on different groups and issue areas. You can get involved with your community by signing up to become a coach, attending one of our coach workshops on how to create a positive youth sports experience, or searching for a local sports equity coalition near you. Please also check out PCA’s Women and Girls Initiative to learn more about why equity initiatives must explicitly include girls.

(1) https://drive.google.com/file/d/1_18waYhF9Nfao_wcL1G73iYruJr1ZoMZ/view?usp=sharing

(2) PCA: Facts About Youth Sports Inequality

(3) Survey: Low-income kids are 6 times more likely to quit sports due to costs – Project Play

(4) Project Play: State of Play 2022 – Participation Trends

(5) Taylor & Lou, 2011

(6) Ewing, Seefeldt, & Brown, 1996

(7) https://projectplay.org/youth-sports/facts 

(8) https://globalsportmatters.com/youth/2021/10/06/high-costs-low-representation-black-youth-baseball/ 

(9) https://globalsportmatters.com/youth/2019/10/11/girls-play-sports-less-than-boys-miss-out-on-crucial-benefits/

(10) National Women’s Law Center report: Finishing Last: Girls of Color and School Sports Opportunities (March 2022)

How Toys Can Help Break Stereotypes and Support STEAM Learning

Source: Amazon

By Guest Blogger, Amanda Sullivan, Senior Program Developer, National Girls Collaborative Project. This blog originally appeared on NGCP’s Blog and can be viewed here.

“Children learn best through play and STEAM (Science, Technology, Engineering, Arts, and Mathematics) is no exception. Playful STEAM learning is characterized by hands-on exploration, problem-solving, and meaningful interdisciplinary projects. In preparation for our upcoming webinar together, I recently had the pleasure of sitting down with Anna Yudina, the Senior Director of Marketing Initiatives at the Toy Association. I chatted with Anna to get her perspective on how toys can help encourage playful STEAM learning. Read on to hear her ideas about how toys can help break stereotypes, support the sciences, and more! 

Q: Can you tell me about the Toy Association and the work you do? 

A: Spearheading the benefits of play is an important part of our mission at The Toy Association. We do that in many ways, including The Genius of Play initiative, which has reached millions since its launch in 2015. The Genius of Play started as a movement to educate parents and caregivers about the benefits of play. We have been collaborating with child development experts and sharing research and facts that support the need for playful learning and just play in general. 

Over the years, The Genius of Play has evolved into a leading resource of play ideas and activities for families. Our website www.thegeniusofplay.org houses hundreds of activities organized by a child’s age and developmental benefit. We also have a special section dedicated to educators where teachers, afterschool professionals and other adults who work with kids can discover play-based lesson plans focused on everything from math to literacy to science. 

Q: What is the role of toys in STEAM learning?  

A: Toys get kids involved and passionate about STEAM subjects and help relate complex and often abstract concepts to the world around them. Subjects like math and science become relevant to things they experience every day, such as cooking, shopping, or building.  

STEAM toys also encourage trial-and-error and through this type of play, kids learn how to fail and still have fun. These skills are fundamental to future success in STEAM subjects in school or careers where one needs to experiment all the time to discover solutions to problems. Toys teach kids to take healthy risks in a non-threatening, playful environment, then transfer that confidence and courage to their future endeavors. 

Finally, toys and play have the power to spark young imaginations and nurture innovative thinking. The Toy Association has created a handy infographic to illustrate the Top 10 Ways Toys Can Teach STEAM.  

Source: The Toy Association

Q: How does the work you do help support equity in STEAM education?  

A: Toys can help combat stereotypes and foster diversity of cultures and perspectives, and they can influence kids from a very young age. When I was a little girl, there were separate boy and girl aisles in toy stores, and there were strong perceptions around which toys were “appropriate” for each gender. I had a passion for biology from an early age, but it took years before I finally got a toy microscope while I always had an army of dolls and stuffed animals. 

It makes me very happy to see how things have been changing, with more and more toys now actively embracing and promoting diversity and inclusion. We know from research that having role models who look just like us matters so it is important for kids to know that people who work in STEAM fields come from all kinds of backgrounds, genders, and skin colors. Seeing their toys reflect this diversity can provide that little bit of extra confidence and motivation to help today’s kids imagine themselves as someday being scientists, engineers, technology experts or mathematicians.

Source: Amazon

Q: Are there any other resources or tips do you want to share?

A: Kids are naturally curious and want to explore the world around them, so tapping into that curiosity and encouraging discovery and experimentation through age-appropriate, play-based activities is really the best way. Simple experiments like Fireworks in a Jar are appropriate for kids as young as three.  

If you are looking for more ideas like this, thegeniusofplay.org is a great resource. For example, Playing with STEM at Home for Young Learners shares fun activities and experiments such as Cabbage Colors, 3D Shapes, A Boat That Floats, and more. We are also working on a brand-new “STEAM Playbook” in collaboration with NGCP, which will feature a curated collection of play activities for every letter in S-T-E-A-M. It will be available on our website.”

MORE ABOUT...

Amanda Sullivan is a Senior Program Developer at National Girls Collaborative Project where she manages the NGCP’s National Webinar Series. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. 

Anna Yudina is now the Chief Marketing Officer of The Public Relations Society of America (PRSA). Yudina previously served as Senior Director of Marketing Initiatives for The Toy Association, where she led brand strategy, content, digital marketing, and communications for The Genius of Play™, an online platform for parents and educators. She also established partnerships with online influencers, key websites in the parenting space, and leading educational organizations, and launched STEAM Accreditation Program for toy companies, which generated a brand-new source of revenue, including partnering with Amazon to create a dedicated storefront for STEAM accredited toys.

The Toy Association is committed to empowering and serving the toy, play and youth entertainment community by providing advocacy, programs, events, services, and tools that help them deliver safe, fun and developmentally beneficial products to children and families around the world. Their work continually evolves and adapts to drive greater positive impact. In addition, The Association educates families and consumers worldwide on the cognitive, social, emotional, and creative benefits of play.

To learn more about supporting girls' needs, including promoting STEM and STEAM among girls, check out our briefing paper. To view and download, click here.

How Educators, School Administrators and Families Can Thwart an Anti-Equity Agenda

Source: www.pexels.com

By Sam Piha 

Katy Swalwell & Noreen Naseem Rodríguez authored an article, How To Thwart An Anti-Equity Agenda: Advice For Teachers, Administrators, And Families published in Education Weekly (April 18, 2023) subtitled Ignoring Right-Wing Smear Campaigns Won’t Make Them Go Away.

The authors warn, “Coordinated, well-funded campaigns by conservative lawmakers across the United States are fast-tracking a radical agenda to shut down diversity, equity, and inclusion initiatives in schools. Book bans, rules for restroom and pronoun use, regulations against rainbow flags, restrictions on curriculum addressing race and gender, and other efforts fly in the face of facts, logic, democratic norms, and basic humanity.” 

“Many youth are already strategically advocating equity and justice, organizing and building coalitions while too many adults stay silent.” - Katy Swalwell & Noreen Naseem Rodríguez, How to Thwart an Anti-Equity Agenda: Advice for Teachers, Administrators, and Families

They offer advice for teachers, school administrators, and families and community members on they how they can respond to anti-equity actions. Some of their recommendations are cited below. (You can view the entire article and full set of recommendations here.)

Source: www.pexels.com

“For educators 

• Connect with people who show up to support efforts that center marginalized students and communities, including members of local organizations and online networks.
• Engage students in primary-source inquiry, allowing them to draw their own conclusions to compelling questions. Couple this inquiry with lessons about critical media literacy and the civics of technology so their claims utilize credible evidence.
• Review district policies and state legislation carefully so you can avoid the chilling effect of ill-informed or bogus interpretations of new rules and keep school leadership in the loop about your students’ engagement and success. This provides evidence if they need to defend you and gives them time to prepare for pushback. Build trust by communicating with families about your appreciation for their child, what you’re doing, and why—not just when controversies arise.

For school administrators 

• Develop a detailed plan for how to support and protect staff and students if they get targeted by community members, media, or lawmakers on the anti-equity bandwagon.
• Educate staff about the political climate so they can be more proactive about the support students and colleagues in targeted groups need.
• Celebrate and allocate resources for staff and youth defending educational equity.

“Even the best, bravest educators in the world can only do so much if no one has their backs. Every single one of us has a role to play in helping make the work of educators less fraught and dangerous.”- Katy Swalwell & Noreen Naseem Rodríguez, How to Thwart an Anti-Equity Agenda: Advice for Teachers, Administrators, and Families

 

Source: www.pexels.com

For families and community members 

• Ask young people what they need from you to feel safe and supported.
• Support local and national organizations defending teachers and librarians’ efforts to make schools more inclusive and just.
• Donate or request books at libraries from banned lists.”

“Whatever we do, we cannot choose to ignore this moment or shrink from scrutiny. That will not make these problems go away. It simply offloads them onto the shoulders of youth. And of any of the options before us right now, that is the least conscionable.” - Katy Swalwell & Noreen Naseem Rodríguez, How to Thwart an Anti-Equity Agenda: Advice for Teachers, Administrators, and Families

 

MORE ABOUT THE AUTHORS

Katy Swalwell is a former classroom teacher and professor who leads professional development, creates curriculum, and coaches leaders in schools and districts across the United States. She is a co-author of the forthcoming Fix Injustice Not Kids and Other Principles for Transformative Equity Leadership (ASCD, 2023) with Paul Gorski and co- editor of Anti-Oppressive Education in ‘Elite’ Schools: Promising Practices and Cautionary Tales from the Field (Teachers College Press, 2021) with Daniel Spikes. 

Noreen Naseem Rodríguez is an assistant professor of Teacher Learning, Research, and Practice in the School of Education at the University of Colorado Boulder and was a bilingual elementary teacher in Texas for nine years. Together, Katy and Noreen, are the authors of Social Studies for a Better World: An Anti- Oppressive Approach for Elementary Educators (Norton, 2022). 

 

In an effort to speak out against recent political attacks on LGBTQ+ youth, Temescal Associates and The How Kids Learn Foundation have posted several LIAS blogs and authored a briefing paper entitled, Supporting LGBTQ+ Youth in Afterschool Programs and Opposing Anti-LGBTQ+ Attacks. Feel free to share these resources with your network. 

Afterschool and the Education Culture Wars (Part 1)

Source: Unsplash.com

By Sam Piha

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. The PBS News Hour offered a good segment on critical race theory and book bannings.

Are there many citizens who are leading this fight or is it a manufactured controversy, which is a product of the internet? Below is a quote from an article (NEA News) that attempts to explain this.1

“As the nation continues to reckon with the role racism plays in our society, a tiny but extremely vocal minority of voices is determined to turn our classrooms into battlegrounds for their vicious culture wars. These radical groups are using social media to spread disinformation and stoke fear about race in the classroom, pushing for laws to ban books about Ruby Bridges, Martin Luther King, Jr. and other civil rights figures, and seeking to censor teachers and deny students the right to a truthful and honest education.” – Edward Graham, NEA News

Source: PBS News Hour

While afterschool programs have not been attacked directly, there are certain core values and program initiatives that have come under scrutiny. They include equity, identity (LGBTQ+ and racial), mindfulness, growth mindsets, grit and social emotional learning (SEL).

A HISTORY OF BIPARTISAN SUPPORT
Before we discuss how to not get entangled in the educational culture wars, it is important to note that the support for the afterschool movement over the last 30 years has largely been bipartisan. According to Dr. Terry Peterson (Afterschool Alliance), “The roots in California involved bipartisan support in some key cities in the late 1980’s, like Los Angeles, San Francisco, San Diego and Sacramento and then spread greatly with the strong leadership of a Republican Governor, Schwarzenegger, and then much later, now, a huge expansion by a democratic Governor Newsom. This type of local, state and national expansion of an initiative overtime is very unusual and very important. 

The roots of the 21st Century Community Learning Centers in the 1990’s clearly involved Republican and Democratic members of Congress and a Democratic Administration.”  The 21st CCLC quickly became one of the fastest growing social programs in the history of America. (We interviewed Dr. Peterson in a previous LIAS Blog).

Source: History of Afterschool in America

HOW TO AVOID ENTANGLEMENT IN THE EDUCATION CULTURE WARS

It is important to not take the support for afterschool for granted. There are things we can do to prevent that the afterschool movement is not damaged by the educational culture wars. 

Be aware of what’s happening in your area and in the larger field. 
“In this environment, anything can be politicized,” said John Bridgeland, the CEO of Civic Enterprises, a public policy firm, who has worked extensively on building bipartisan support for SEL programs in schools.

To get a better sense of what’s happening in the larger field, below we cite some titles from articles with endnote references that have been published recently:

• Socio-Emotional Learning (SEL) Is Anti-White, Anti-Christian, and Anti-American Indoctrination 2
• Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control 3
• Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning 4
• Hijacking Their Minds: How ‘Safe Schools’ & Social Emotional Learning Indoctrinate Our Children 5

Below we cite quotes that illustrate the thinking behind the culture wars:

• “This curriculum goes far beyond helping first-graders get along with their peers and delves into political manipulation. It’s never too early, apparently, to use SEL to create little community organizers.” 6
• “Book-banning attempts have grown in the U.S. over the past few years from relatively isolated battles to a broader effort aimed at works about sexual and racial identity.” 7
• “Minnesota’s Child Protection League, a group active on conservative issues, said social-emotional learning is a vehicle for critical race theory, an effort to divide students from their parents, emotional manipulation and “the latest child-indoctrination scheme.” 8
• “Students in several #US states are forced to participate in #Buddhist-based meditation. If a child refuses, he or she is moved to the hall as if being punished. These schools are indoctrinating our children.” 9
• (VIDEO) Stella Morabito Presentation on Social Emotional Programming from Child Protection League Action on YouTube. 10

We continue our look into the education culture wars and offer more tips on how to avoid entanglement in the misinformation in part 2.

END NOTES

1.  Edward Graham, Who is Behind the Attacks on Educators and Public Schools?
2.   Savanah Hulsey Pointer, Socio-Emotional Learning (SEL) Is Anti-White, Anti-Christian, and Anti-American Indoctrination
3.   Stella Morabito, Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control
4.   Arianna Prothero and Evie Blad, Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning
5.   Karen Effrem, Hijacking Their Minds: How Social Emotional Learning Indoctrinates Children
6.   Karen Effrem, M.D. and Jane Robbins, J.D., Social-Emotional Learning: K–12 Education as New Age Nanny State 
7.   Claire Moses, The Spread of Book Banning
8.   Laura Meckler, In ‘social-emotional learning,’ right sees more critical race theory
9.   Katherine Hignett, Conservative Christians Want to Stop Kids Meditating At School
10.   Stella Morabito: Social Emotional Programming (Video)

To learn more about the education culture wars and afterschool and to register for this informative webinar, click here.