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CHAPTER 4 SCHOOLWIDE TOOL Twenty Plus Things Schools Can Do to Respond to or Prevent Hate Incidents Against Arab, Muslim, Sikh, and South Asian Community Members The U.S. Department of Justice (DOJ) created this list in response to increased incidents of hate crimes against this particular population in the United States. DOJ’s website explains, “When a person is targeted because of his or her identity, community members who share the victim’s identity may also feel unsafe and threatened. This can exacerbate already existing tension within the community, especially if community members already feel marginalized because of their identity.” Some of these tips are specific to the particular population, but most can be generalized to other newcomer populations that may be targeted. Take Immediate Concerted Action 1. Undertake and coordinate activities according to a pre-established policy and action plan. 2. Treat all anti-Arab, anti-Muslim, or anti-Sikh incidents seriously. Issue public messages urging tolerance and restraint and pledge prompt, full investigation and action. 3. Report all hate incidents to the local police department. 4. Institute joint initiatives and partnerships with police departments, local officials, parent groups, and community-based organizations. Consider organizing specific projects that give people constructive ways to express perspectives and concerns, such as rallies, forums, dialogues and unity events. 5. Gather and disseminate accurate and current information on hate incidents and any official actions taken as a result. Conduct School Assessments 6. Reach out to potentially vulnerable groups in your schools. Identify special concerns by Arab, Muslim, or Sikh staff or students. Conduct a full assessment of tensions in your school. 7. Hold periodic debriefings on staff assessments of racial and ethnic tensions in and around your school. 8. Hold open office hours for students to share concerns and perspectives with administrators, counselors, and other staff. Establish a Written Memorandum of Understanding With Local Police Officials 9. Ensure that the school district and each school within the district have a memorandum of understanding with local law enforcement agencies in place that specifies the responsibilities and roles of school and police officials for notifying and responding to hate incidents. 10. Review or revise plans and protocols with local police officials for responding to demonstrations and special events. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 17 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 4 SCHOOLWIDE TOOL Develop and Publicize Your Policy Against Discrimination and Harassment 11. Ensure that your school has a clearly defined and publicized policy statement on discrimination and harassment. 12. Make periodic public statements about your school’s policy or policies against discrimination and harassment. Create and Improve Ways to Detect and Respond to Escalating Racial Tensions 13. Be alert to early warning signs that may indicate an escalation of racial tensions and conflict in your school, including student groupings; graffiti; increase in interracial fighting; and conflicts over language, dress, or hair styles. 14. Maintain and use a checklist of “crisis indicators” tailored to your school’s own population. 15. Routinely survey students, faculty, and staff about potential sources of racial tensions. 16. Assume that tensions will fluctuate. Anticipate actions your school might take following a hate incident, including special assemblies and announcements, periodic reports on new developments, statements of reassurance to students and parents, or an orientation on safety precautions and evacuation plans. Conduct Training 17. Make cultural awareness learning opportunities concerning Arab Americans, Muslims, and Sikhs available to staff, students, and the general community. Use the leadership of these groups to help with the training. 18. Provide hate prevention training to all school staff, including teachers, administrators, school security personnel, and support staff. 19. Ensure that all students receive hate prevention training through age-appropriate classroom activities, assemblies, and other school-related activities. 20. Train staff on the culture, language, and customs of racial and ethnic groups. Use “ethnic experts” to help conduct the training. Use a Free Federal Resource Contact the Community Relations Service (CRS) at the U.S. Department of Justice, your free “on-call” resource to help you reduce and resolve community racial and ethnic tensions. CRS can provide technical assistance on how to implement many of these recommendations, including how to facilitate dialogues, monitor school tensions, establish school-police agreements, and manage demonstrations and special events. Visit the CRS website at www.usdoj.gov/crs or call 202-305-2935. Source: U.S. Department of Justice, Community Relations Service. (n.d.). Twenty plus things schools can do to respond to or prevent hate incidents against Arab-Americans, Muslims, and Sikhs. Retrieved from http://www.justice.gov/sites/default/files/crs/legacy/2012/12/17/20-plus-things.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 18 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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Page 139 and 140: CHAPTER 5 SCHOOLWIDE TOOL Engaging
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Page 151 and 152: CHAPTER 5 RESOURCES Bridging Refuge
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U.S. Department of Education
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