October 2, 2023 Center on the Developing Child Releases Report on Role of Racism in Child Development Harvard University’s Center on the Developing Child recently released a report on the harmful effects of racism on child development, and possible policy solutions which address the source of structural, cultural, and interpersonal forms of hate. Entitled, “Moving Upstream: Confronting Racism to Open Up Children’s Potential,” the report reveals unique and significant stressors for families raising young children of color and looks at the link between racist interactions and future success. About the Report This report shares a portion of current knowledge on the effects of racism on child development and is based on studies from the social and biological sciences. It is not an complete review of all related research. Report authors took and adapted content from “Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health,” by Jack P. Shonkoff, Natalie Slopen, and David R. Williams. Additional research findings, particularly in the biological sciences, are currently the subject of an ongoing inquiry by the National Scientific Council on the Developing Child and will be reported in future Center publications. Key Findings How Racism Affects the Body Please note: There is no evidence that the groups we commonly call “races” have unique, unifying genetic identities. Distinctions by race are empty social creations that change over time with societal influences. Therefore, well-documented “racial disparities” in health outcomes undoubtedly have multiple causes that are not genetically determined. Stress & Allostatic Load The body responds to adverse experiences and exposures by activating the stress response, popularly known as “fight or flight.” When activated at high levels for long periods, it can become what is known as toxic stress or allostatic load, which can have a significant effect on children’s brains and other biological systems. The need to cope continuously with the burdens of structural racism and everyday discrimination can be a potent activator of that kind of regular stress response, which builds up over time. When the stress response is triggered, the immune system responds by sending immune cells to fight off potential infections. This process is called inflammation. Persistently elevated inflammation puts highly activated substances in constant contact with multiple organs, which can disrupt their function over time. For some individuals, this can produce lasting changes in biological systems that increase the risk of later impairments, such as: obesity, diabetes, heart disease, depression, and preterm births. Both Black men and women have higher mean allostatic load scores than do White men and women at all ages, equivalent to as much as 10 years of aging. Environmental Threats Additionally, toxic environmental exposures—including air pollution, heavy metals (e.g., cadmium, arsenic, lead), contaminated water, and pesticides—are more prevalent —in neighborhoods populated mostly by people of color with low incomes. As a result, these exposures are experienced at disproportionately higher levels by Black populations. They are associated with increased risk of: poor pregnancy outcomes, poor nutrition, higher rates of obesity and diabetes, and decreased physical activity. How Racism Creates Conditions That Harm the Well-Being of Children and Families Race-based discrimination is deeply embedded within social, political, and economic systems and institutions, such as housing, labor markets, the justice system, immigration policies, education, health care, and the media, among others. This complex web of economic policies, zoning regulations, social misconceptions, and historical legacies results in regular barriers and unequal opportunities that affect the healthy development of children in multiple ways. Segregated Neighborhoods Residential segregation by race—whether through historical housing policies or economic inequalities—continues throughout the United States, with significant differences in: neighborhood quality, living conditions, exposure to environmental toxins, and access to opportunities. Longstanding institutional neglect and disinvestment in poor, segregated communities contribute to low-quality housing, underfunded schools, and weakened community and neighborhood infrastructures that harm interpersonal relationships and trust among neighbors. In the 100 largest metropolitan areas in the United States, almost two-thirds of all White and Asian-American children live in high or very high opportunity neighborhoods, compared to 19% of Black, 23% of Hispanic, and 29% of Native American children. Segregation makes it harder for families to improve their circumstances (and life prospects for their children) by decreasing access to: quality early childhood services, elementary and high school education, after-school services, preparation for higher education, and employment opportunities. Segregation adversely affects both access to medical care and the quality of care received. Medical facilities in largely segregated, lower socioeconomic neighborhoods are more likely to have: less financial stability, less access to diagnostic imaging equipment, and higher barriers to finding and keeping specialty doctors. Interpersonal Discrimination Experiencing racial bias or animosity is often connected to: lower self-esteem, diminished psychological well-being, increased problems related to pregnancy outcomes, and higher levels of alcohol consumption, depressive symptoms, and obesity. Increased reports of discrimination have been connected with higher rates of preterm delivery and babies with very low birth weight. A study of Black and Latina urban, teen mothers found that everyday discrimination reported during pregnancy predicted greater separation problems and negative emotions in their children at 6 months and one year of age. Discrimination experienced by mothers is connected with increased indicators of inflammation in their children aged 4-9 years. Financial Stress and Loss Among the most common items on typical lists of stressful life events are financial difficulties and the loss of a loved one. The financial strain of poverty is significantly more common among Black (31%), Hispanic (23%), and American Indian (30%) children relative to non-Hispanic, White children (10% ). Relationship losses—and the resulting financial challenges—due to imprisonment are disproportionately felt by families of color compared to White families (see below), as is the death of a loved one due to poorer living and working conditions, earlier onset of disease, and higher rates of early death. Incarceration Significant disparities in surveillance, prosecution, and sentencing have driven a tenfold increase in the risk of incarceration for Black men compared to White men. Considerable evidence shows that adult incarceration affects the health and well-being of children and their families, including: economic instability and adverse influences on prenatal health, infant and child death, obesity, poor self-reported health in childhood and young adulthood, unhealthy behaviors and mental health problems, and poorer school outcomes Mass incarceration of adults has increased racial disparities in children’s behavioral and mental health problems by 15-25% for externalizing problems and 24-46% for internalizing problems. Exposure to high levels of police incidents, which are much higher in neighborhoods with mostly Black families, is also connected with higher rates of preterm births. Cultural Racism & Immigration Policy Negative stereotypes and images of racial groups normalize and support the idea of racial inferiority, and can spark and sustain both institutional and individual discrimination. Cultural racism contributes to bias in how students of color are treated in school, beginning in the early childhood years. Black preschoolers are 3.6 times more likely than their White peers to receive one or more suspensions. Accordingly, although Black children make up 19% of the preschool population, they make up almost half (47%) of the preschoolers suspended one or more times. Anti-immigrant initiatives trigger hostility that can lead to a feeling of vulnerability, threat, and psychological distress among individuals who get targeted directly, as well as those who get affected indirectly, including children. A study of Latinos in 38 U.S. states found higher rates of mental health illnesses in areas with more exclusionary policies. Policy Recommendations Strengthen policies that provide economic support. Invest in place-based interventions. Take steps to reduce cultural racism. Learn More To learn more, read the full report or visit the Center on the Developing Child website. Source Information for this post was taken directly from the Center on the Developing Child’s “Moving Upstream: Confronting Racism to Open Up Children’s Potential.” Some text may have been added, paraphrased, or adapted for readability and comprehension. Resources and Related Content Anti-Racism Tools Anti-Racism Resources for Families Anti-Racism Resources for Adults Resource List: Information on Raising Anti-Racist Children
July 11, 2023 The Impact of Adverse Childhood Experiences and Prevention Tactics Adverse childhood experiences (ACEs) can have a lasting impact on a child’s life. Fortunately, agencies like the Centers for Disease Control and Prevention (CDC) provide strategies and resources to help define ACEs and to help caregivers and child care providers prevent traumatic experiences as much as possible before they happen, identify children whom have experienced ACEs, and respond to these experiences using trauma-informed approaches. What are Adverse Childhood Experiences (ACEs)? ACEs are traumatic events or circumstances that occur during childhood. These experiences can range from physical, emotional, or sexual abuse, neglect, household substance abuse, domestic violence, and parental separation or divorce, among others. Through research conducted by the CDC and Kaiser Permanente, it has been revealed that traumatic experiences have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. ACEs can vary depending on the child and environment in which the child grows and learns. Some experiences can be witnessed directly, such as experiencing violence, abuse, or neglect or witnessing violence in the home or community. These experiences can also include aspects of the child’s environment that take away from a child’s sense of safety, stability, and bonding. ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress (extended or prolonged stress). Toxic stress from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. Recognizing and addressing ACEs is important for promoting individual and societal well-being. Creating safe and nurturing environments for children, ensuring access to quality healthcare and mental health services, and implementing trauma-informed approaches in various settings are vital steps in preventing and addressing ACEs. Risk Protective Factors Risk factors are defined as things that increase the likelihood of experiencing ACEs. Protective factors are defined as things that protect people and decrease the possibility of experiencing ACEs. Individual, family, and community factors can affect the likelihood of these experiences, but they may or may not be direct causes of ACEs. Because ACEs include many different types of experiences and traumatic events, there are many risk and protective factors that apply to the range of different ACEs. Learn more about Individual, Family, Community Risk and Protective Factors from the CDC. Prevention Strategies for Children CDC has developed a resource to help states and communities take advantage of the best available evidence to prevent ACEs. It features six strategies from the CDC Technical Packages to Prevent Violence. Strengthen Economic Supports to Families: Community organizations such as faith-based and youth-serving organizations can promote policies that support families facing financial problems or help parents balance work and family responsibilities, which reduce stress and allow parents to meet children’s basic needs. Promote Social Norms That Protect Against Violence and Adversity: Encourage community organizations such as youth-serving and faith-based organizations, coaches, and caregivers to promote non-violent attitudes, beliefs, and behaviors. Ensure a Strong Start for Children: Involved parents, strong preschool programs, and good quality childcare get children started on the right foot and help them succeed later in life. Youth-serving and faith-based organizations can contribute to this as well. Teach Healthy Relationship Skills: Children and caregivers can both learn how to create healthy relationships and manage their emotions. Connect Children to Caring Adults and Activities: Community organizations connect young people with positive role models and provide activities for young people to learn leadership and other new skills. Communities can help young people grow and succeed at school and in life, such as getting children involved in after-school activities. Intervene to Lessen Immediate and Long-Term Harms: When ACEs occur, community organizations, can offer services and support to reduce harms and help break the cycle of adversity, including providing therapy to reduce symptoms of depression, fear or anxiety, and behavior problems. By recognizing and addressing ACEs, parents and child care providers can create a bright future for children and promote resilience, healing, and well-being. Visit the CDC website for more information about childhood trauma prevention and ACEs Resources.
June 29, 2023 Resources for July Observances Various organizations, states, and nations recognize a number of observances each month. Resources help parents, caregivers, and child care professionals acknowledge and navigate them. Here is a list of resources for July observances: Month-Long Observances National Parks and Recreation Month City of Pittsburgh Department of Parks & Recreation, CitiParks Summer Program Guide, Pittsburgh Parks Conservancy Top Green Spaces and Public Parks in Pittsburgh, Visit Pittsburgh Growing Equity in City Green Space, Eos Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development, National Association for the Education of Young Children (NAEYC) Why Kids Need to Spend Time in Nature, Child Mind Institute Free Worksheet: Thank a Park Ranger Card, Education.com Become a Junior Ranger, National Park Service Five Fun Activities for Teaching Kids About Conservation, National Recreation and Park Association Allegheny County Shares Summer Safety Guidance, Trying Together National Make a Difference to Children Month 5 Pittsburgh Organizations supporting Our Most Vulnerable Children–and Inspiring Us to Help, Kidsburgh Most Popular Pittsburgh Children & Youth Nonprofits and Charities, Great Nonprofits Positive Parenting, National Institute of Health The Power of Positive Parenting, UC Davis Health 8 Ways to Strengthen a Parent-Child Relationship, Family Services of Northeast Wisconsin Bonding with Stepchildren: 7 Tips for Building a Strong Relationship, Care.com Three Principles to Improve Outcomes for Children and Families, Harvard University Center on the Developing Child Strategies to Support Black Students, Teachers, and Communities in Schools, Education Northwest 12 Powerful Statistics That Prove Why Teachers Matter, We Are Teachers Family Engagement, Office of Head Start and Early Childhood Learning & Knowledge Center Raise Child Care, Start Strong PA National Minority Mental Health Awareness Month Prioritizing Minority Mental Health, Centers for Disease Control and Prevention (CDC) BIPOC Mental Health, Mental Health America Mental Health Disparities: Diverse Populations, American Psychiatric Association Contextualizing BIPOC Youth Mental Health, National Black Women’s Justice Institute Mental Illness Doesn’t Discriminate, so Why Do BIPOC Communities Have Difficulty Accessing Care?, Jefferson Center for Mental Health Erasing Mental Health Stigma in the Black Community, National Alliance on Mental Illness (NAMI) BIPOC/AAPI Mental Health Resources, NAMI New Hampshire Where to Find Mental Health Services for Children and Adolescents in Pittsburgh, The University of Pittsburgh: Youth and Family Research Program Anti-Racism Resources for Families, Trying Together Multilingual Trauma Resources, The Child Mind Institute Days of Recognition July 4 is Independence Day Ways to Celebrate Independence Day in Pittsburgh in 2023, VisitPittsburgh 23 Crafts and Activities for Independence Day, WeAreTeachers The History of Independence Day, History Channel A Nation’s Story: “What to the Slave is the Fourth of July?”, National Museum of African American History & Culture (NMAAHC) The Fourth of July is a Black American Holiday, The Washington Post 19 Children’s Books to Inspire Courage and Activism, HarperCollins Publishers July 14 is International Non-Binary People’s Day Gender Identity Development in Early Childhood, Trying Together Resource List: LGBTQ+ Organizations, Trying Together A Guide to Gender Identity Terms, NPR & WESA Understanding Nonbinary People: How to Be Respectful and Supportive, National Center for Transgender Equality 10 Ways to Step Up as an Ally to Non-Binary People, Stonewall 20 Picture Books to Help You Raise Kind, Tolerant Kids, Today Early Childhood Book List: Learning About Gender Diversity, Social Justice Books July 24 is National Parents’ Day 7 Fun Ways to Celebrate Parents’ Day This Year, Parents Caring for the Caregiver, Trying Together Positive Parenting Tips, Centers for Disease Control and Prevention Developmentally Appropriate Parenting Series, Trying Together Outside Gender Norms: Father’s Day and Mother’s Day Aren’t Easy First for LGBTQ Families, The Standard-Times Parenting Resources for Foster Parents, Child Welfare Information Gateway Being a Step-Parent and Raising Your Partner’s Child, Raising Children Resources to Share with Expectant Families, Office of Head Start Find Child Care, ELRC Region 5 July 25 is World Drowning Prevention Day Drowning Prevention, Centers for Disease Control and Prevention Drowning Prevention & Facts, American Red Cross Water Safety at Home, Safe Kids Worldwide Water Safety Tips for Families, Seattle Children’s Hospital Toddler Water Safety: 14 Ways to Keep Safer, Stop Drowning Now Water Safety for Your Special Needs Child, Children’s Hospital of Philadelphia Resources: Learn to Swim, Allegheny County 4 Places To Get FREE Summer Swim Lessons For Kids In The ‘Burgh, Macaroni Kid How to Perform Child and Baby CPR, American Red Cross Trying Together and ELRC Region 5 Partnering to Offer First Aid & CPR Training, ELRC Region 5 July 26 is National Disability Independence Day Guide to Disability Rights Laws, U.S. Department of Justice: Civil Rights Division Ideas for Celebrating the ADA, ADAAnniversary.org Disability and Autism Supports, Allegheny County Department of Human Services Disability Resources in the Community, University of Pittsburgh Medical Center (UPMC) 16 Shelf-Worthy Children’s Books About Disabilities for All Students, WeAreTeachers Representation Matters: Kids Books That Embrace Disability and Difference, New York Public Library Service Dogs 101—Everything You Need to Know, American Kennel Club Assistive Devices for Children: Walking and Mobility, KidsHealth
June 14, 2023 Pittsburgh Youth Changemakers Conference & State of Black Pittsburgh North Allegheny (NA) for Change, in partnership with the University of Pittsburgh and the Urban League of Greater Pittsburgh, invites local high school and early college students to their first-ever Pittsburgh Youth Changemakers Conference. The conference—a two-day transformative experience filled with dynamic workshops, inspiring speakers, and a network of like-minded visionaries ready to make a difference in Pittsburgh—will welcome Pittsburgh Mayor Ed Gainey for a keynote address. The Pittsburgh Youth Changemakers Conference will also feature the Urban League of Greater Pittsburgh’s highly-anticipated annual State of Black Pittsburgh event, which highlights challenges and accomplishments in the work of enabling African Americans in Southwestern Pennsylvania to achieve economic self-reliance, parity, power, and civil rights. The State of Black Pittsburgh is open to all individuals. Event Details Pittsburgh Youth Changemakers Conference Thursday, June 29 – Friday, June 30 | 9 a.m. – 5 p.m. University of Pittsburgh, Alumni Hall 4227 Fifth Avenue Pittsburgh, PA 15260 Register 2023 State of Black Pittsburgh: Building Peace and Prosperity in our Neighborhoods Thursday, June 29 | 5 – 8 p.m. University of Pittsburgh, Alumni Hall 4227 Fifth Avenue Pittsburgh, PA 15260 Register Learn More Pittsburgh Youth Changemakers Conference Find the conference schedule on the online registration form. Please direct all questions to the conference team at pghyouthchangemakersconference@gmail.com. View the event flyer to learn more. State of Black Pittsburgh The State of Black Pittsburgh plenary session will be livestreamed by ONE Hood Media. In the plenary session titled, “Building Peace and Prosperity in Our Neighborhoods,” One Hood Media’s Jasiri X, Urban League President & CEO Carlos T. Carter, and a young adult and victim of gun violence, Manny Townsend, will be joined by Tammy Thompson, Executive Director of Catapult Pittsburgh, to discuss how we can work together toward equity and justice. Dr. Clyde Pickett from the University of Pittsburgh will serve as the moderator for the discussion. View the event flyer to learn more.
June 7, 2023 Organizations Publish New Education and Equity Resources for Families and Educators The U.S. Departments of Education and Justice and the Erikson Institute have recently published new education and equity resources for parents, caregivers, teachers, policy makers, and child care providers. Find a list of these resources below. Recently Published Resources on Education & Equity Resource on Confronting Racial Discrimination in Student Discipline – U.S. Departments of Education and Justice About The U.S. Departments of Education and Justice share with educators around the country the goal that all students attend schools where they are supported, safe, and able to access an excellent education. A school environment that is free from discrimination is essential to meeting that goal. However, decades of enforcement activity have demonstrated that discrimination based on race, color, and national origin in student discipline was, and continues to be, a significant concern. Discrimination in student discipline forecloses opportunities for students, pushing them out of the classroom and diverting them from a path to success in school and beyond. Significant disparities by race—beginning as early as preschool—have persisted in the application of student discipline in schools. The U.S. Departments of Education and Justice created this resource to to support schools’ efforts to confront the issue of race discrimination in student discipline effectively. Content In it, the authors: provide examples of the Departments’ investigations of discrimination over the last 10 years; describe how the Departments resolved investigations of 14 school districts in 10 states; discuss concerns of discrimination in schools’ use of: out-of-school suspensions expulsions school-based arrests referrals to law enforcement involuntary discipline transfers informal removals and other discipline against Black, Latino, and/or Native American students; demonstrate the Departments’ ongoing commitment to the enforcement of laws that protect students from discrimination on the basis of race, color, or national origin in student discipline; and demonstrate ways school districts can take steps to proactively improve their administration of student discipline Access this resource or learn more about it on the U.S. Department of Education website. Pre-K in Family Child Care Project: Strategies Toward the Equitable Implementation of Pre-K in Family Child Care – The Erikson Institute About The Pre-K in Family Child Care (PKFCC) Project explores strategies, successes, and challenges in the implementation of public pre-kindergarten (pre-k) in family child care (FCC) settings across states and locals in the U.S. through an equity lens. This brief presents key findings about how pre-k systems address curriculum, assessment, developmental screening, and monitoring requirements to ensure FCC settings are equitably included in pre-k delivery. Findings are based on data collected through focus groups in November 2022. These groups included 14 state and local pre-k administrators representing seven states and three cities or locals. Content Highlights from the report include: Many pre-k systems that include FCC require educators to use designated curriculum, assessment, and/or screening tools and to participate in monitoring. Some pre-k systems allow FCC educators to select a curriculum, assessment, or screening tool from the same approved lists offered to center-based preschools. Pre-k systems generally do not offer FCC-specific curriculum options that address mixed-age groups or are culturally representative. Few pre-k systems differentiate requirements for FCC educators or intentionally include FCC educators’ voices and perspectives in decision making. Approved or vetted tools are often not available in providers’ or children’s home languages. Additionally, they do not often represent the culture of the FCC educators and children they serve. Requirements for FCC educators implementing pre-k are often the same as center-based pre-k settings. Pre-k systems invested in including FCCs offer individualized supports to meet curriculum, assessment, developmental screening, and monitoring requirements. Coaching and professional development are provided through some pre-k systems to support FCC implementation of curriculum and assessment standards and requirements. Fiscal supports are provided in some pre-k systems to offset the costs of curriculum, assessment, and developmental screening requirements. However, more supports are offered for curriculum implementation than for assessments and developmental screening. Access this resource or learn more on the Erikson Institute website. Learn More To learn more, visit the U.S. Department of Education and Erikson Institute websites.
May 31, 2023 Pennsylvania Women Work Accepting Nominations for 2023 Circle of Hope Awards Pennsylvania Women Work invites members of the community to nominate groups, organizations, and individuals for two of its 2023 Circle of Hope Awards: the Corporate Volunteerism Award and the Diversity & Inclusion Award. The Corporate Volunteerism Award recognizes an organization or individual(s) within a company that has made significant contributions to PA Women Work’s clients, programs, fundraising, and overall mission through volunteerism, while the Diversity and Inclusion Award honors a corporation or individual(s) within a company that has made significant contributions in the area of diversity and inclusion in the workplace. All nominations must be made using the online nomination form by June 23. Award Criteria and Nomination Process Corporate Volunteerism Award Criteria A strong commitment to the mission and vision of PA Women Work Demonstrated consistent volunteerism with the organization for at least one year Displayed passion for empowering women to succeed in the workforce through volunteerism with PA Women Work A history of participation in at least two PA Women Work volunteer activities Nomination Process To nominate a group, organization, or individual for the Corporate Volunteerism Award, complete the online nomination form including the following in your nomination: A narrative (no more than 300 words) explaining why the corporation, individual or group should be highlighted for their volunteerism efforts with PA Women Work. This narrative should answer the question: “How has the corporation/nominee shown passion for PA Women Work’s mission through volunteerism with the organization?” A list of the volunteer activities the nominee has participated in. Ex.: Mentor, Mock Interviews, Event Committee If a corporation, a list of employee names from the corporation who volunteer with PA Women Work. Diversity and Inclusion Award Criteria A strong commitment to the recruitment, retention, and promotion of a diverse workforce A record of commitment to diversity and inclusion efforts Improvements in upward mobility for racial and ethnic minorities and women in management positions Nomination Process To nominate a group, organization, or individual for the Diversity and Inclusion Award, complete the online nomination form and answer the following in your nomination: How has the company/nominee created or enhanced an inclusive work environment? How has the company/nominee demonstrated a commitment to enhancing and advancing the spirit of diversity, inclusion, and equal opportunity within their company? Learn More PA Women Work considers each nomination, then notifies and announces winners by July 14. Award winners will be recognized at the PA Women Work Circle of Hope Awards Dinner on October 12. For more information on the 2023 Circle of Hope Awards, contact Lauren Riegelnegg at lriegelnegg@pawomenwork.org. To learn more, visit the PA Women Work website.
Pittsburgh Digital Equity Coalition Hosting Community Feedback Meetings The Pittsburgh Digital Equity Coalition and the City of Pittsburgh are hosting a series of community feedback meetings on their Allegheny County Digital Equity Plan and are inviting community members to come discuss their digital needs with community leaders. Held at various locations throughout the summer, all residents of Allegheny County are encouraged to attend. About Community Feedback Meetings What are the community feedback meetings? At community feedback meetings, community leaders will ask attendees for feedback on the draft Digital Equity Plan for Allegheny County and ask questions about digital technology in attendees lives. Why are these meetings taking place? The Pittsburgh Digital Equity Coalition needs to ensure that their Digital Equity Plan addresses residents’ digital needs. The coalition must understand what residents need so they can use any funding offered to give all residents equal access to digital technology and information. Who participates in meetings? Meetings will consist of Allegheny County residents and community leaders. Leaders involved in the Pittsburgh Digital Equity Coalition, the City of Pittsburgh, and Allegheny County will lead the meetings and collect feedback from residents. When will the meetings take place? Meetings will be held throughout the summer of 2023. To see a complete schedule of meetings, visit the City of Pittsburgh website. Where will the meetings take place? The coalition will host meetings in locations across Allegheny County. Additionally, they will host a number of virtual meetings. To find a full list of meeting dates, times, locations, and registration links, visit the City of Pittsburgh website. Learn More To learn more, visit the City of Pittsburgh website.
February 22, 2023 Office for Civil Rights Issues Fact Sheet on Diversity & Inclusion Activities The U.S. Department of Education’s Office for Civil Rights (OCR) recently released a fact sheet for educators, parents, and students on the legality of diversity, equity, and inclusion (DEI) training in federally funded spaces. The fact sheet confirms that DEI training and similar activities are generally consistent with Title VI of the Civil Rights Act of 1964. In most circumstances, they are permitted in states, school districts, public schools, and public and private colleges. About the Fact Sheet This fact sheet was created in response to confusion regarding the legality of diversity, equity, and inclusion activities in schools. It clarifies that federal civil rights laws do not categorically prohibit schools from offering activities such as instruction on the impact of racism, cultural competency training, or school climate surveys. Download the Fact Sheet Fact Sheet: Diversity & Inclusion Activities Under Title VI | English Fact Sheet: Diversity & Inclusion Activities Under Title VI | Spanish About Title VI Title VI prohibits discrimination based on race, color, or national origin in programs or activities receiving federal financial assistance. Activities intended to further objectives such as diversity, equity, accessibility, and inclusion are not prohibited under Title VI. Title VI allows activities such as: diversity, equity, and inclusion training instruction in or training on the impact of racism or systemic racism cultural competency training or other nondiscrimination trainings efforts to assess or improve school climate, including through creation of student, staff, and/or parent teams, use of community focus groups, or use of climate surveys student assemblies or programs focused on antiharassment or antibullying investigations of and issuance of reports concerning the causes of racial disparities within a school use of specific words in school policies, programs, or activities, such as equity, discrimination, inclusion, diversity, systemic racism, or similar terms Learn More OCR is responsible for the enforcement of Title VI. To contact OCR for technical assistance, call 1-800-421-3481 (TDD: 1-800-877-8339) or email OCR@ed.gov. The Department of Education also funds regional Equity Assistance Centers, which provide technical assistance and training at the request of school boards and other related governmental agencies on issues such as racial harassment, prejudice reduction, and other issues occasioned by desegregation. To contact the Equity Assistance Centers, visit the Department of Education’s website. To learn more at www.ed.gov/ocr.
February 16, 2023 Weathering the Storm: Keeping Immigrants and their Families Covered During the Medicaid Unwinding The 2020 Families First Coronavirus Response Act created a continuous coverage requirement, ensuring that anybody enrolled in Medicaid would stay enrolled without going through the process of redeterminations. However, on April 1, 2023 the pandemic-era’s continuous coverage requirement will come to an end. States will have 12 months to initiate Medicaid redeterminations for more than 80 million people nationwide. Although this “unwinding” puts all people enrolled in Medicaid at risk of coverage loss, immigrants and their family members face unique obstacles to remaining covered. These include language barriers, privacy concerns, and fear of immigration-based consequences. Advocates, enrollment professionals, and allies can help. Join Protecting Immigrant Families (PIF) for this webinar to hear from national experts and state advocates about how to keep immigrants and their families covered and learn how to partner with PIF in these efforts. Session Details Thursday, February 23 | 12 – 1 p.m. Virtual Register Learn More To learn more, visit the Protecting Immigrant Families website.
February 3, 2023 Pittsburgh Regional Diversity, Equity, and Inclusion Educators Conference Join the Allegheny Intermediate Unit (AIU) at this annual conference to explore culturally aware and responsive ways to foster an inclusive environment for our marginalized learners. Educational leaders will discuss topics involving race and ethnicity, LGBTQIA+ and gender identity, and serving students with disabilities. Conference Details Saturday, March 25 | 9 a.m. – 4 p.m. DoubleTree by Hilton Hotel & Suites One Bigelow Square Pittsburgh, PA 15219 Cost for AIU employees and staff of AIU member school districts: Free Cost for others: $40 Register Learn More This conference is presented by the Allegheny Intermediate Unit’s Office of Diversity, Equity and Inclusion. Attendees will have the option to attend a number of informative sessions throughout the day, including a presentation by keynote speaker Eva Reign, star of Pittsburgh-native Billy Porter’s directorial debut, “Anything’s Possible.” The film, released in 2022, centers on the experience of a Black transgender teenager. Educators can earn up to six Act 48 credit hours by attending the event.
