 Thank you for coming at eight o'clock in the morning. Did the donuts make it here? The donuts made it here. Did my girls from G3, Girls Going Global, are they here yet? Oh, yeah. Sacramento, New Charter School, Girls Going Global. Raise your hand. Is Lizzie here? Lizzie, did you get your strawberry? No. Lizzie did not come and I got strawberry cream cheese just for her. Okay, you guys tell her. I didn't forget about her, okay? My name is Jan Marie Garcia. I'm a pediatrician and a fan of Davis and a fan of Davis's kids. And I really, really appreciate you all being here so early in the morning. It was tricky, you guys, to figure out when to do this based on when Dr. Beals was available. So I asked you to forgive me for that. And thank you again for coming. Is Jose here? All right. Jose Arsaluz came back from University of San Francisco. Just graduated a year ago last year. So there's some other alum of race and social justice and of youth in focus, if you would stand for me. Daniel, I know you guys are here. Daniel Jose. All right. Andrew. Who's that in the back there? Who is it? Judy Rios. Did you see Ms. Tesla or Judy? Not yet. Ms. Tesla? Okay. So these folks we haven't seen in some of them in 10 years. So it's just really great to have them back. And hopefully we'll be able to get this tape of the reunion to the rest of them. So you guys, let me tell you how I did this. I actually wanted more and more alum of CSJ Youth and Focus and RSJ to be here. So I did something I've never done before. I got on Facebook. For those of you who know me well, you know that I believe it's a tool of the devil. Although please, please like my photos and my events. So yeah, just different ways, postcards to them. And so they know stuff is going on and I sent them a summary. But I'm hoping to get off of Facebook and off of Mark Zuckerberg's to-do list as soon as I can. Lots of thank yous. Thank you to my friends who came early to help set up. Thank you to Susan for bringing the coffee. I always have to give a shout out for the coffee. Thank you for my Discovery Church folks who helped set up. We meet here on Sundays and they all wanted to see what was going on. Jeremy, is Jeremy here? You? Okay. Mr. Jeremy. Okay. Just trying to check. Look, I know all of you guys it seems like. So I'm going to be as soon as I see you, I'm going to give a shout out to you. Thank you. Thank you. Thank you. Thank you to all our sponsors. I put your names on the back of the sheet. One I left out was the Avid reader. If you buy the books here at the store, I'll say it is donating $3 of your purchase to race and social justice to help pay for this event. And also to help pay for RSJ activities throughout the year. So RSJ is the continuing class that came from the original research focused scholars. So you'll hear us say RSJ often today. And I'm supposed to, one of my elder women said you will ask for contributions, won't you? And tell people that you still need contributions to help pay for this event. So thank you if you contributed. Anything you want to give will help us out. But this is truly a labor of love and a purchase of love. Let me review the 10 years for you. I had a picture of both my kids. Is Canella here? Canella and Max? No, they didn't make it. Okay. So I'm going to do something and he's going to be so mad at me. So Gabrielle, I want you to come here. Told you he's going to be upset. This is my son. This is the baby. Gabrielle Guadalupe Garcia. So what a difference 10 years makes. So when I started this, Gabrielle was three just to put it into perspective. And I have just precious pictures of Gabrielle marching with some of the Davis High students hanging out at the school and being tickled and baby sad. And yeah, so that's my that's my visual for how long a decade is. You may be seated. Thank you. You can't tell them beforehand, right? Because they won't they won't come up here. So for those of you who don't know just very briefly this this movement, I call it that sustained I think mostly by young people, but also by an incredible group of educators, including Courtney Tesla. Of course, Kevin Williams, Peter Riley made it out today. Some other folks who who were so instrumental in the early days. Mr. Jacobson from Emerson was always a big fan. And and then new educators. Winford Roberson is coming up as your superintendent was principal here always, always supportive from day one. Laura Juanita. She's tired because I just ran her into the ground getting data in the last couple weeks from us. And I want I'm going to say her name so that when you those of you who know her, just wow, she said your name like 10 times Laura Juanita. Okay, I want to show you because I'm hoping that all of you, most of you have seen the film. And if you haven't, that's really kind of what we're building on today. And the film Daniel brought some cards. You can find it is real easy. It's called from the community to the classroom if you YouTube it. Or if you go to www.community to the classroom, you'll see the film at 70 minutes long in 20 to 30 minute sections created for people to use in their classrooms. Or I know Lisa Bellmeister has used it in a Girl Scout troop and however you want to use it youth group so that it can fit into an hour 50 minute segments. It's award winning. It was created by young people including Clifford Garibay, Andrew Bruce and Ryan Gonzalez and Ricky Gonzalez as well. So it's been screened at a couple of film festivals and is award winning and they didn't want to charge anything for it. So it's free to you all to keep the movement going please. As I said and I'll say again Facebook is a tool of the devil. But if you could like us on there that would be really good. I'm going to say that more than once. Okay I'm going to get off the stage because I know you're not here just to hear me. But let me tell you that this has been an incredible experience for me. I don't know how to thank you for trusting me with your kids. I don't know how to thank you for... I think people think I'm kind of a scary lady, an intimidating lady. So I want to thank those of you who went past whatever pheromone or I give off that says I'm going to bite your head off if you come and talk to me about race. Thank you for those of you who persisted especially Courtney Tesler and Gwen Brusch? I'm not here. I have a paper that Gwen slipped to me in 2004 that said can your scholars help me? And she really took it to heart. So I'm going to show you the three minute clip. So you remember if you haven't seen it already please go home and watch it. Please grab your kids. Mr. Williams might try and tell you a story about how I asked him to teach this course. Supposedly I almost ran him over. That story is not true. I think this is it, huh, Kevin? Although it could be... This is Tito on Halloween. Wrong one. Guess who he was for Halloween? That is so bad, Gaby. You have every right to just... Kevin, where's the clip, sweetie? It's under a browser. Okay. That probably won't be the last time I embarrassed Gaby. Oh, poor guy. Poor guy. Right? Oh, good. Okay. Thank you. Thank you. Thank you. End of views. We're going to have fun today and that's all there is to it. Okay. We don't want to be... I actually thought about having you guys watch this for an hour. This is not the right one either. Just looking for the trailer. That's the hour long. I'm not sure this is it because I don't recognize it. Community classroom is an innovative free resource for educators. Yep. Offering interactive curricula based on critically... That's embarrassing. That's not it either. You have to take my word for it. If you go to community to the classroom that it's there. This summer, I got to work with an incredible group of young people and I'll introduce them to you after our wonderful superintendent who's been so supportive. So supportive and has had my back and really working for the kids. If Winford Roberson would come up and say a few words. Before I even get started, I think I also need to just thank Gabrielle for that. I appreciate the video and hopefully be able to see the whole thing. You look like a pretty good dancer. So the mission of the Davis Joy Unified School District, the leading center of innovation is to ignite our students with a level of learning and equip each one with the skills, the knowledge, the character and the well-being to thrive and contribute to an ever-evolving and connected world. RSJ does that. It embodies the words in our mission statement. My name is Winford Roberson. I'm the proud superintendent of the Davis Joy Unified School District. And the highest regard that we can give, the most urgent regard is that of giving thanks. And that's what I want to do this morning. I just want to give thanks. I want to give thanks to Jan Marie Garcia and these students that are on stage that have prepared and that have labored to share with you as scholars. I also want to thank you all. I want to thank you all as parents and community members. There are 100 different places you could be this morning, but you selected to get up, come here and participate in this meaningful work. Thank you for that. I want to thank the quality teachers that have participated for the past 10 years in RSJ. I'm looking out in the audience. I've had a chance to see Mr. Kevin Williams. Can we give him a hand? I see sitting next to him, Ms. Fern O'Brien. Please give her a hand. And I'm not sure if they're here, but I know Mr. Mike Canna as well as Chris Lee, and there are probably others that have participated as instructors. And Ms. Butler, let's give them hands as well. I want to thank them for their tenacity, for their energy, the courage to be able to lead students and guide them in discussions that are meaningful, that raise their awareness, that teach them empathy. And that help translate them into agents of change. I want to thank these students for having the courage as well and the vision and the foresight to enroll in this course. We offer many courses at DHS. And this course has grown over the 10 years and just the time that I've been here. So I want to thank the students again for having the courage to enroll in this course. Let's give them a hand. Jan has called them scholars, and I call them scholars as well. If you've had a chance to visit them each year in the DHS library and see the projects, the data that they pulled and the research that they do, you would testify along with me that these students are scholars. And I appreciate, again, and I recognize that that doesn't happen. By chance, it happens because of the coordinated efforts of our quality teachers, the parents who support RSJ, and the students who give their work, give their time, give their energy into making this happen. And I want to leave you with a quote from Eddie Guevara. He says, If you tremble, if you tremble at every, at tremble with indignation at every injustice, then you're a comrade of mine. Jan. Thank you, Mr. Robertson. He came in during the summer and spoke with us, with the scholars, the student research scholars, really, communicates his love for young people and his dedication to their potential. You know from your agenda what's going to happen today. We're already at Mr. Williams describing the course that's kind of the... How do you say that phrase of what kind of lasts and what's been institutionalized with all of the lives and the hearts that were poured into the last 10 years? I just remember Ms. Tesla calling me at 10 o'clock at night and some of her colleagues were not always very happy that the issues had been raised at Davis High School. And Ms. Tesla is one who was there from the start in very substantial ways, whether it was being an advisor to the Black Student Union, literally when no other staff would step up and do that, or driving down to Modesto to the original youth and focus trainings. There are a lot of relationships like that. Gwyneth Bruges, Kevin, who's Uncle Kevin in my household and who taught Canela, my daughter, race and social justice and just guess who wants to be a teacher because of that. So the agenda will kind of go from here, Kevin will talk and then I'll introduce the scholars. They'll give their updates and I'm really hoping to finish by about 10 or actually about 10 or so and then we'll have anybody who wants to come up and give a reflection of the course, whether you're a parent, a teacher or someone who took the course. And then we'll take a break. And I just bought tons of snacks for you guys. I mean there are fruit chew things and peanut things and lots of snacks, fruits out there. And then we only have an hour to go before lunch after that and Dr. Beals will I think blow your socks off in that hour. But don't let your stomach distract you from what will be a historic event, I'm sure. Okay, I'm going to stop talking because I want Mr. Williams to come up and if you'd come up Mr. Williams that would be great. Mr. Williams wrote the curriculum for the race and social justice course. Don't believe a word he says about any vans and any bicycles coming in contact with one another. But he's the one who translated US history into a course that focuses on white and non-white ethnic groups and explores how those groups came to be American or not. If you know we're watching what's going on in Missouri or other places or not. So he put it, aligned it with state standards. He created it and with such vigor that it qualifies as an A to G prerequisite for UCNCSU campuses and has just done an amazing job along with his colleagues for an O'Brien, Chris Lee, Mike Kiana, and I'm sorry I don't know Miss Butler, Caitlin Butler. Across between Will Ferrell and Jim Carrey, what's more to say about Kevin? It's been a privilege, just been a privilege to work with. That is so great that it got boiled down to Will Ferrell and Jim Carrey, I like that. I only wish my wife was here to hear that. She'd be so proud. I don't know about you. How many of you have seen the film from community to classroom? So quite a few of you. As Jan was talking about it and we weren't watching the clip, I was reflecting on, I was looking at the scholars up here and all I kept thinking is if you watch the film you see different people but they look exactly the same. 2004 the scholars were young, dressed in ties, nice dress. The faces have changed but what they're doing is the same and if you talk about it on the agenda it says the impact of RSJ curriculum. I think to me that's one of the greatest impacts is you see kids carrying the torch, continuing the process. And Superintendent Roberson mentioned the RSJ research presentations that students do in the library every May. It's usually, we try to schedule it around the anniversary of Brown versus Board of Education so kind of keep that on your radar, but you see even those projects are continued. I have a group of students who began a project in 2008 and it's not unusual for a group of my current students and Zoe I think up here is my only current RSJ student. Karina is a current student and she chose to take APUS History but I was really actually really impressed and I think it shows the impact of the class too that someone can take APUS History but still fight the good fight, you know. But anyway, to get back to the point, someone like Zoe might take on a project that students started six years ago and continue to update the data like these scholars did over the summer on their own time. So to me, number one impact of the course is you're looking at it and it continues to grow so I want to congratulate you guys one more time. The other quick impact that I kind of wanted to mention before I talk about the things Jan really kind of wanted me to talk about is the impact I see out there with the parents and the community members. I see Meryleigh, CBO and Jim who always supported me. When I was beginning I see parents like Lisa Bowmeister have always served as a great role model and what's kind of freaking me out is I see their kids growing. I see Gabrielle growing up and being a great dancer. Honestly, Jan, if you thought having him stand next to you was embarrassing, that has to... Those are some sweet moves. Really, single tier. But all of the parents and the community members, you've instilled those values in your kids and I think the evidence is not just that the kids continue to take the course. Superintendent Roberson referred to the fact that it's grown. It's been the easiest way for me to remember how many years I've taught RSJ because the first year was three classes of RSJ and then it has grown by one class every single year. So you go three, four, five, six, seven, eight, nine. So we've taught the class seven years and it's grown by one section every year and that, again, is a testament to students. More than anything, they want to have this conversation. They do. The big thing, I think, as I've sometimes talked to other educators around the state about the course, there's always two things that kind of put a red flag up outside of the community of Davis and that is, number one, the name of the course. If I'm talking to someone from Lodi, they're like a race and social justice. How am I going to get that passed my school board? And I always say, well, change the name. I mean, if you need to change the name, change the name. We're not going to change the name. But if you need to change the name, the most important thing is to teach the course. The other thing, and it's not as big a deal right now, but it was certainly from 2008 to 2013, was what's it going to do to our test scores? And it's sad to me, but it's a reality, at least it was under Star, that test scores were so important to so many school districts that they feared teaching race and social justice in U.S. history, which RSJ is what the acronym for that is, that it would somehow lower the quality of education and that then the community would see lower test scores. Jan, of course, always Jan the dynamo that she is over the summer, did some number crunching here in Davis to see if RSJ did impact our test scores. And what she found was that from 2001 to 2006, the years preceding RSJ, when the two course offerings that you could take for U.S. history were U.S. history and AP U.S. history, that the percentage of students were combining all juniors who took the course. We're not breaking them down by ethnic, racial, or AP U.S. history or modern U.S. history. But the percentage of students that scored proficient on the Star test in 2001 to 2006 at Davis High averaged out to be 59%. From 2007 to 2012, the numbers she found was that number increased. These are now we are starting to teach RSJ. So if the fear is that the scores would go down, we should, do we see the scores going down to Davis? They went up 12% in those ensuing years of RSJ. And then the advanced scores, because the fear also was that those would really dip to the advanced scores increased by 10%. That's cool. I mean, it's probably not what my superintendent wants me to say right now, but I don't necessarily think test scores, I don't think test scores show are the most important guy. Good. But if that matters to people who are thinking about teaching the course, then I think it could be a very powerful argument for other school districts to say, look, this isn't a hindrance. This is going to help. Because in my opinion, the impact of RSJ is that it opens your ways of thinking. The best history, I think, is the history that's taught from multiple perspectives. And when you teach someone to open their brain to the fact that not one story is the only story, you become a much more critical thinker. And I think that that will benefit you in many ways, whether it's how you deal with non-social problems or how it is that you deal with looking at things like what's happening in Ferguson, Missouri, what has happened, and not just there, but in the past, you can open yourself. The word you used, Winfred, that I think is so important is empathy. You know, cross-cultural education creates empathy for those of us, myself included, who cannot ever understand what it's like to really face discrimination, to face oppression, to face a different look. I've never experienced it. I can't pretend to experience it. But I think that the course, that's the impact of the course. I mean, you're taking a lot of students now. A lot of students who leave the high school and maybe have a more open mind about how race and ethnicity is truly an issue in our country and can be allies. I think that was something Jan said to me today. You know, I look back at a former student back there, Andrew Tkach. Can you stand up, Andrew, because I want people to see your shirt. So if you get a chance to meet Andrew, he's hobbling along on one crutch. He was playing football with his youth group and a kid tackled him and he blew out his knee. But the shirt he is wearing is from the first year of race and social justice in U.S. history, so Andrew is the first cohort. Stay standing. I want a lot of eye contact with Andrew. He was lucky enough to have Jan in that class with him all year. And the shirt he is wearing is the shirt they designed as a class, because the class meant so much to them. And it's a quote from Rosa Parks, if I'm not mistaken, can you say it? If nothing says the impact of the class, it was them who did it, and it's not just his class. I know other people follow along. So I can't wait to see these guys act as a model for me in the next few minutes, and then I can't wait really to hear Dr. Beals also be a model for us and continue us on the process that will never end. It will never end. We'll always continue it. Thank you. Alrighty, so I need to introduce some people who are here besides the students from before. Are Nancy Herbstin and Jonathan London here? This went off. Oh, good. So those are the folks who founded Youth in Focus on a model of Paulo Freire's emancipatory education and libertarian education. And that is the bedrock of race and social justice. And they're... Oh, you were really young, yeah. They were really young, I think. Yeah, weren't we all right? So we just owe them a debt of gratitude. Their eight-step training process to train youth to do research is really actually what we use in the class as a model. Mariko Yamada is her representative here. Great. Thank you for coming. I can't remember your name. I'm sorry. Not important. He represents Assembly Member Mariko Yamada who's always... I actually supported this with a really hefty donation. And, well, some great colleagues over at UC Davis that have just encouraged me and refreshed me every time I ran into them. Gloria Rodriguez is an associate professor of education at the School of Education at UC Davis. And Julie... They're not going to stand up. Julie Figueroa is a professor of Chicano Studies at Sac State. And Professor Rodriguez in particular has used the film. Actually, Dr. Figueroa, too, have both used the film in their classes, you guys, to teach college students about what you have accomplished. And I always tell them, I look at them as the first group of youth and focused students because they're continuing on and continuing on. I always tell them that line in The Incredibles, as young people, you have more power than you think. Come to me if you don't remember that scene. I can get really deep into that movie. But, yeah, so I look at them as a continuing movement of people and I tell them when I get to speak in the class, I say, you guys, you know, you realize you're not just studying history. You're making history. And it's really true because if you remember in 2003, back when we were trying to decide what a hate crime is and what it is in and is an important... A lot of adults in Davis thought we were making too big a deal of this and the students have stepped up and really courageously said, you know what? You guys are leaving us an inheritance that is dysfunctional. We're going to have to equip ourselves to dismantle that inequality. So, yeah, it'll be hard, but we're going to press in. Every year, like Kevin said, the number of courses has increased and I get to tell the kids, because your bottom is in that seat, you just made history again. People thought this was just an idea of a few political activists. You guys are showing the adults in the community. We don't have to be afraid of this discussion. Dr. Isal Fujimoto is a professor, emeritus professor of Asian American studies. His daughter actually took the course. The second year was offered, was part of a group that did one of the most amazing studies. In fact, Jose and I are trying to replicate it in a sense on kids in Davis who are arrested and who got charged with felonies and who got charged with misdemeanors. 100% of the African-American kids with burglary or some kind of theft got charged as felons. And just a fraction of Latin, white and Asian students did. Much less than 100%. It was amazing. They had to get a request for public records from the city, get arrest records, figure out how they were going to analyze it. So he's here. And Dr. Reverend John Pampern is here. I see him up there. We got to sit with him. And then who else am I missing? You guys, is Janet Bullware here? No, she started the bridge program. You'll see some of the improvements in Latino achievement. I just want to give a shout out to these people. And Irma Avila is from Woodland. And her model is used in the academic center. Really has on campus and has raised achievement levels for Latino students as well. Let me introduce to you these young people. The 2014 leadership and diversity student research scholars, each of them will get an award from me for excellence in student research. And because this summer they put in more than 40 hours of training and then doing analyzing the data that you're going to see. And I really appreciate them giving up their summer, part of their summer to do that. In fact, they kept coming back and kept coming back. In fact, they wanted to get together with our families over the weekend and see a movie just because they were exhausting. They were such a sweet group of students, but they loved each other so much. They got our families together. We watched The Freedom Riders, which is a really powerful documentary. And then Reverend John Pamperin, who was himself a freedom writer, came and joined us for a discussion of the movie afterwards. But that was them. We got to see Dr. Fujimoto in the library and he told them how proud he was of them. He told them about his upbringing, being his family having farmed on the Yakima Reservation up in Washington because in that time Japanese could not own land. And I always remember and asked him to share as well his story of the Japanese internment camps and how you can tell where Japanese Americans were kept before the camps were ready. You can tell. You can just go down Highway 99 and every place they keep animals now, that was a place that Japanese internees to be were kept, were held. Just a powerful thing. And he made it contemporary for them. We're the richest valley, not just in the country, but in the world in terms of agriculture. And also we have the poorest populations of people as well in the country right here in our valley. So I'm going to introduce to you these young people. You guys just stand up please so they can give you each a round of applause. Mr. Enrique Kike Arechiga. He's a junior at Davis High School. Oh, okay. Mr. Gabriel Garcia. He's an eighth grader at Emerson Junior High and I have to tell you that I wasn't going to work with eighth graders but they injected such fun and levity into the group. It was crazy. And I wasn't going to do it. And then Naomi Davis, who's two children are here, I went and got Kaylee because I've known Kaylee since she was a little girl. She's a beautiful mentee of mine. But then Naomi said, where's Naomi? Naomi said, hey, can you take Elijah too? And then I just thought the guys would do well together and they really did. Jacob Guerrero. Jake also is a junior at Davis High. Karina Hinton. Well, I'm glad I got to meet this young lady. She's just been a powerhouse, a sweet, sweet enthusiastic student. Mr. Ricky Helk. Serious aspiring actor and scholar. Ricky is really a solid part of our experience. He keeps me on track. He keeps me on track. Miss Kaylee Smith. Kaylee starting 10th grade here at Davis High School. Mr. Elijah Smith. We're expecting great things from Elijah's scholarship. He's got the social part down. So now at Emerson, we're expecting him to represent in the way he's capable of at Emerson. So I also have known about Elijah since he was a preschooler. So it's so fun. Some of these kids I just kind of went back and got or ran into. Thank you, Elijah. Hannah Thompson. Wow, you guys. You want to meet somebody just with integrity and initiative. Hannah took RSJ last year and I gave her my card like I do most of the kids. And Hannah just kept at me. Anything going on? Anything you got? Anything you want? Anything. And just a solid part of all of our experiences. Thank you, Hannah. Zoe Vickstrom. Aspiring journalist. Junior this year at Davis High School. Wonderful to work with you, Zoe. Nicholas Vives. Nicholas. I've known since he was a scholar at Cesar Chavez Elementary School. Solid. Great, great young person to work with. Gets it. And Mr. Dion Wilkins Jr. So proud of Dion. He was a kindergartner at Cesar Chavez. I've been a little bit of a groupie. And I followed him till now. Kind of at a distance though, right, Dion? I haven't creeped you out, have I? He and Gabriel actually have this great picture of them six years ago doing voter registration for Barack Obama's first victory over at one of the student apartment complexes. So let's, you guys, we're ready now. We're going to get to the data. They have not had a year together. I'm not going to make excuses for them. They're fabulous. I take responsibility for any, well, they're not going to be any shortcomings. They're just fabulous people. Can I tell you up front, though, some of the successes? So because they're a little bit, they require a little bit of context, historical context. I see Lisa Montesanto out there and her children and just people, we've been dealing with this for over a decade. And I see my dear elders, Carl Mack and Eladrian Mack, who were founders of Blacks for Effective Community Action. And they have, they labored for equality in the Davis schools before there were data that you could publicly access through data quest. And that changed everything when we didn't have to wait for people to give us the data, when we could actually go to people and say, here's the data from our school district. What are we doing? And then the next year, here's our data, what are we doing? So really, really thank them a lot. You're going to see just an incredible achievement in the suspension rates, you guys. They're still unequal, but wow, they have come down a lot. And I just want, I don't know if we know as a community how we're leading in the country, actually. We've been talking about this for 10 years. And just now, in the last two years, the U.S. Department of Justice, Eric Holder, President Barack Obama, have really made it an issue for which they are going to hold school districts accountable, asking school districts to actually put their data by race and ethnicity online. And I have to tell you, Winford Roberson and Laura Juanitas have done that. So we're probably one of the first districts in the country where you can go and see those data, both in-house suspension and out-of-school suspension. The American Bar Association, the American Psychological Association, and the American Academy of Pediatrics all have weighed in that this racial disparity and the degree of the amount of suspensions that we're doing has to be interrogated. I just want you to know that we're leaders in that as a community. You're going to see evidence of the so-called model minority and how Asian-American students perceive others, perceive of them, and I wanted to give, again, a little bit of context. Davis is a very particular community. We do not have many new Southeast Asian immigrants. So we don't have Hmong students. We have very few Vietnamese students. Actually, the largest Asian ethnic group in California is Filipinos, and we don't have very many here in Davis. So I just want you to put these data in context. We're actually kind of a magnet city for Korean families and students as well to come here. Korean students here is the second highest group of English language learners. They're fifth in the state, okay? Just for you to put those data in context. And then the surveys that have been given over these 10 years, always analyzed by students with my supervision, are the result of a very intense set of focus groups conducted by the Youth and Focus Scholars in 2004, Judy Rios and Daniel Tkach. Nobody else here from that cohort. And then other cohorts, Amanda Lopez-Lara and others, asked students what they felt others, what expectations others held of them. So some of the quotes you're going to see are not from 2014. They're from 2004, okay? So this is the Leadership and Diversity Student Research Scholars. And I'll let them go ahead and stop talking and let me stop talking. I actually have started calling them the Little Rock Study Group. And that's how I signed them up for the library when our time at Davis High due to a close. So let me get that started. And Hannah, I think you're up first. My friends, I want to do this so we can get going and have another break before Dr. Beals gets here. Can I ask one of my girlfriends, Jill Cathy-Ann, all one person, actually three persons. One of you, if you would keep an eye out for Dr. Beals, she should be here between 10 and 1030. And the issue is she doesn't walk really well. So she's got to come on the same level to this side door to use the restroom and then to the stage. Is that Cathy up there? Oh, Jill, okay, thank you, thank you. Thank you so much. Guys, this is the film, if you haven't seen it, we've got a couple of copies up here. And without further ado, what you came for. Hi, everyone. I'd like to begin our presentation by first looking at our student demographics first in the district and then in Davis High specifically. So this is the California Department of Education's database. And as you can see, mostly white students make up our population, but it's been steadily decreasing over the last decade. African-American students make up about 3% of the student body and Latinos have been steadily increasing where Asian-Americans have leveled off. We chose to include Native Americans in most of our slides because we don't want to forget them, but also this group is notorious for being mislabeled because some people often mark Native American because they were born here. Also, our last group is Mixed Race and they have been increasing the fastest by about five times, leveling off at around 5%, and we'll say more about this group later. This is the Davis High demographics, which looks very similar to the last slide, again, with whites making up the largest percentage and African-Americans, again, about 3%. The Mixed Group is about 5% in this slide, which is about the same as well. This slide shows the difference between the state database and the surveys that we conducted, and we wanted to include this just because we thought it was interesting that the state designation for Mixed Race, which a lot of times the parents will designate their students at, is much lower at 4.6%, and then students, when they took the survey, designated themselves as Mixed when they weren't labeled as such in the state database at about 17%. We thought that was worth noting because the way students define themselves versus how others define themselves is really important. It's an important distinction, developmentally and psychologically. Dionne, your... Yes, would you please turn down the house light so the screen's more visible? This slide represents increased achievement by all racial and ethnic groups in terms who have completed A through G requirements. By the time they've graduated, and as you can see, Latino and African-Americans pretty low. A through G classes are pre-requested. You need... which you need to just apply to Cal State University or University of California campus. Here's a percentage of the students from each group who graduated A through G requirements, which Asian and white is pretty high. So the racial and ethnic composition of students attending the Davis High School and Martin Luther King Continuation School. So it's looking at it relevant to... Gray is the DHS students and Green is the Martin Luther King School. So in this slide, you have the proportion of the students from each racial and ethnic group who made up the student bodies of Davis High School in the gray and the King... King High in the bright green. We calculated these averages on a five-year average because it is more accurate. So for the groups like the African-American and the Latino, which are very small groups, you need those five-year averages for accuracy as well as for the mixed group. Oh, wait, that's not... So between the years 1998 and 2002, the five-year averages of African-American students in Davis High was 2.7%, but the King High, for the same time, African-Americans made up almost 7% of the total of the student population. In the most recent five years, the 2009 to 2013, the African-American students made up 2.7% of the population, but only 5.2% in the population of King High. So we can say that there has been some progress, but there is still some disparity. During the years between 1998 and 2002, the Latino students in King High made up three times the proportion of students in DHS. Between 2009 and 2013, the proportions of the Latino students at King High versus Davis High was just over twice as high. So improvement, but still not there. While on the contrary, whites and Asians consistently made up a lesser proportion of students at King High than they did at Davis. This next slide kind of takes this green proportion. So the King High divided by the DHS. So you as seen here. In other words, these ratios represent the proportion of black students, for instance, who made up the student body at King High School versus the proportion of black students at Davis High. For both blacks and Latinos, these ratios are over one, whereas for white and Asian students, these ratios are consistently less than one, much less than one for Asian populations. The trends over the time for African Americans was encouraging with African Americans between the years of 2005 and 2010 being proportionally less likely to be enrolled in King High compared to Davis High. In the most recent years, however, this ratio has climbed back to almost double. This may signal that we need to intensify our efforts maybe by reviewing what was done well in the first few years after our community began talking intensely about this inequality. Latino students remain over twice as likely proportionately speaking to the King High than Davis High. So this is a bar graph showing the suspension rates over the last decade. These are suspensions where the kids are taken out of school and how suspension is not represented in this graph. On the y-axis is the percentage of students from each race suspended that leads once in these years. If a student was suspended more than once, they're only counted once so that this data is unduplicated in the count of suspension rates. On the x-axis, there are the racial and ethnic groups of students. You can see the racial and ethnic disparities and rates of out-of-school suspension with black and Latino students having between two and three times the rate of suspensions even over time. The wonderful news is that suspension rates for whites, Latinos, and Asian students decreased by half over the last decade. The rates for blacks decreased by 40%. Black and Latino students are still over three and two times as likely to serve an out-of-school suspension but we've still made some progress. This next slide is a line graph of suspensions. It just looks at the data that was just represented another way. The highest line is for blacks. The light blue line is for Latinos. The yellow line is for whites and the dark blue is for Asians. There is more work to do especially with the black rate going up and down and the disparity is represented at the far right hand side of the chart. But we think this is good news because the downward rates have been holding. So the original research question asked by the 2003-2004 scholars was how do expectations contribute to racial and ethnic differences in academic achievement, class placement, and discipline patterns? This survey was given every year here was 2003-2004. The numbers at the end show how much surveys were taken and evaluated. The total surveys in the 10-year span from 2004 to 2014 was 2,571. We went in-depth with the races and how much there were. There were 279 whites, 17 blacks, 96 Asians, 72 Latinos, 98 mixed race and 15 others. Others is like Middle Eastern and there's other ones I don't remember. Sorry about that. Oh, and Native American. Here I have a few quotes to share from some students of the 2004 Focus Group. This one is from the East Asian student. I wasn't so good academically in elementary school but my classmates thought I should excel and here a black student said because I'm basically like the only black student in the classroom it's just me, like nobody wants to be my partner. It hurts sometimes. And a southeastern Asian student said there's just these stereotypes like Asian people are supposed to be smart and then there are like other races, supposedly Latino races are supposed to fail and black people aren't supposed to not care and it's just not true it's just kind of out there. This graph here shows the percentage of students who believe that teachers expect them to perform well above average. Here you can see African-American students are shown to think that their teachers don't expect them to perform well in school and Asian-Americans think that they should excel and whites are about average as well as mixed is a little below. Here this is what students think that their counselors should expect of them to do perform in school and it's a lot more equal here in general there's I'm sorry the expectations of counselors is much more equal compared to the previous slide and the next slide that I'm about to show you. Here it's much more diverse and this shows the percentage of students that classmates, not necessarily people who know them well but classmates expect students of their race to perform above average. Here these students were the most unequal by race by far. As you can see Asian-Americans is very high percentage and African and Latinos is extremely low. The good news is that there's a steady increase in the African-American population and this may mean that the attitudes being communicated to the African-Americans are going to go in. Okay, hi. I'm going to be doing the percent of students who believe that close friends expect students of their race to perform above average and as opposed to the other data that Jake just read the ones I'm going to tell you are about people who know the student very well so they'll probably connect with the people a little more. The white, African-American and Latino students are very similar between close friends and that is kind of interesting for this particular side. Here is the percent of students who believe that their family expect students of their race to perform above average and for the Asian families the, as you can see the numbers are very high similar to past graphs but also the white African-American well mainly African-American, Latino their their answers were a lot higher than in past graphs and this states that these students thought that their parents, family their family members thought that they should, they expected a lot of them they expected them to perform very high in school. Here we have the percent of students who expected their own race to perform above average and the white African-American and Latino are pretty similar so this says that it proves that the idea that kids don't have high expectations for people of their own race is not really supported So I'm going to begin my section of slides with a very powerful quote this was said by a, it's a direct quote by a white student who participated in the 2004 focus group and so they said they expect the white students to do really well and like the Asian students do really well in academics and it seems like they stereotype the people based on their race and then like the problems students you see like these are probably students because they are of a certain color and like the administration says that or puts out that image and students start believing it but like if a white student is racist like what were you saying to the game or what were you saying at that game they kind of like well it's okay if there's a minority they're like oh you need to go to King High School or you need to go someplace else because you're disrespecting the classroom and in this quote they mentioned game this I think this is referring to a basketball game that occurred close to 2000 where it was a game against I believe Woodland High School and Davis High School and there were a lot of racial slurs that were being shouted at the Woodland basketball players and so this is a quote I think partially in response to that so up here we have the percent of students who believe that administrators expect students of their race to behave better than other groups the data compiled is from 2004 2006 2008 2010 and 2014 and so this slide is very important because students look up to their administrators quite a bit and if the administrators are displaying any kind of treating different groups like they're inferior it's going to affect the students perceptions of themselves as well as the perceptions peers have of these different groups so as you can see for the white students it remains relatively constant and quite high averaging in the 20s and the late teens and so the second group is quite significant because you see that the African American the percentage of African American students who believe that their administrators they believe that they're going to be successful has increased drastically I mean from nine and then in year 2008 it was zero and then in 2014 it jumped up quite a bit to 25 so that's a pretty impressive growth that we have there and then for Latino students this section's quite a bit more fluctuating I mean it started off pretty low it got lower and then as time went by it kind of decreased but then again it's fluctuating so for Asian students it remains quite constant the percentage and it's quite high compared to the other categories so it proves that Asians are thought of as the model minority even though we hope to change that and then also for the mixed category this it remains relatively I mean it fluctuates quite a bit it went down to four and it increased to eight in 2014 so this again this group is quite hard to interpret because if you're looking at a group of mixed people it could be someone who's half Asian half white half Hispanic half white so you know it varies quite a bit okay so for the second slide this is the percent of students who believe that campus supervisors expect students of their race to behave better than other groups again this is from 2004, 2006, 2008 2010, 2014 for white students it actually decreases in most recent years which is interesting for African American students again we see a quite a huge leap in the amount of students who believe they can be successful and then for Latino students it remains relatively low, not as big of a jump up as say the African American students had in 2014 for Asian students it remains quite constant which is not very surprising and then for mixed students you know it decreased just a bit though so my third and final slide is the percent of students who said that black students are disciplined more harshly for the same behavior always or most of the time and that is going to be presented by my friends OE like Karina said this slide represents the amount of students who believe that black students are disciplined more harshly for the same behavior always or most of the time and as you can see 25% of all races believe that this is true this is similar to the last graph but this is the percent of students who think that Latino students are disciplined more harshly for the same behavior always or most of the time and it is equally as high as the percent of students who believe that black students are disciplined more harshly this is a direct quote from a southeastern Asian student in the 2004 focus group I think the school people tend to like to treat some races a little different than others not like our race at all but like because of stereotypes they'll tend to watch another race a little bit closer than a different race because they say that that stereotype say that in the past more of that race was in trouble than the other but that doesn't mean all of them are bad but they just go for that stereotype and tend to you know, follow them and that relates to this next graph and this represents the students who said that the behavior of black students is watched more closely always or most of the time and it is again showing that one fourth of all races believe that this is true this graph represents the amount of students who think that Latino students are watched more closely always or most of the time and it is also very high okay so this graph represents the percentage of students who have heard racial jokes daily or weekly through the years of 2004 to 2014 and on this graph it stays pretty steady throughout all the races and now I'm going to read a quote I made the terrible mistake years ago of encouraging racial jokes directed at me within my friend group because I thought it would make me cool or popular I don't care too much now about being cool or popular but while my friends still make terribly racist jokes black jokes because I encouraged that behavior years ago I don't want to go back on what I said or be deemed as a hypocrite but the jokes hurt so this graph is the percentage of students who agreed or strongly agreed that DHS students need more opportunities to discuss racism and stereotyping through the years of 2004 and 2014 the graph pretty much stays the same kind of like the last one but from 2008 on it decreases a lot which is also when the RSGA class started I said fabulous thank you I wanted to it was an idea of one of the students to break up the data a little bit and to show a video so I am going to do that hopefully now just kind of illustrating of as a pediatrician what's at stake from the data you've already seen about not what families send kids with in terms of their identity but what gets reflected back to kids from institutions and from just society so this is a minute long okay kids at the stake camp have two men one Arab the other Asian who do you like better this man or this man the Chinese guy over and over they said they like the Asian man more than the Arab he looks nicer because he looks nicer yeah he does look nicer but both men are smiling and what did the kids think about the personalities of the men we asked you don't know this person what do you think he's like I think he's weird he just doesn't look like a very nice person he looks like a scary dude he's on the phone what's he talking about maybe a robbery then I ask about the Asian man what's he like he looks like a regular teenager to me we then showed the pictures of a black man and a white man what were some comments about the black man he looks weird he looks like he's a basketball player so tell me about this guy does he seem like a nice person I think he's nice I think he's nice except he might be mad about something he was probably picking up on something this is Oklahoma city bomber Timothy McVan but when we asked which man is a criminal most kids pointed to the black man and when we asked which was a teacher they said sobering huh so there's something about the way we do race in America that I feel like as a pediatrician that has to do with the scripts that we live out during our lives some of them I think are learned actively but I actually think that's very few I people say right away oh that's because the parents I don't know guys I think it's like Beverly Daniel Tatum said racism is like smog in the air there's something about being American that says you know when somebody walks in the room for instance about the African American man you know what is career potential was right be an athlete an NBA player or FBI's most wanted even these young kids maybe 10 years old diverse group of kids sure everybody's parent would say oh it would be horrified I'm sure but somehow those scripts get reproduced and reproduced from US history to today and I call the scholars I challenged them to be interrupters of that script and just like Dr. Beals was an active interrupter of that script but really powerful powerful how even if you're not teaching your kid like you plan when they're going to learn soccer you plan when they're going to take piano lessons even if you're not teaching that kid they're learning they just might not be learning what you'd want them to learn and in a classroom I think we have to be very careful and not a teacher but it's just one it's another institution that reflects the values of our difficult society in regards to race and it's so easy not just for say a group of kids to have low self-esteem but for us to fall into roles where we're treating people based on that implicit bias based on what we know about people when we're not thinking very actively does that make sense I really would love for us to have a school year where we're really thinking about even why is that kid playing out the lowest possible script that they could have what is that can I make that script visible for them and before I start playing a role I don't want to play can I hear that script in my mind for a child or for a colleague very very sobering Harriet Tubman said you guys I freed a thousand slaves I could have freed a thousand more had they known they were slaves it's powerful how you don't play those Aristotle or Plato said sometimes you don't even see the script you're playing or the scripts that other people have for you that you're responding to fascinating with the data that is so consistent and I'm just going to take it to Missouri just the difference in perspectives about looking at the same thing right I mean these these kids have no no dogs in this fight when you ask them for the same behavior or is this type of child treated differently it looks like Ferguson right it looks like the polls in the nation right how African-American people people of color see something and how other white folks might see something some white folks it's just fascinating our kids are living race every day and we can't turn to another person and say you're just being too sensitive you're just that's not real why are you bringing up race when race isn't really a part of this so we're going to continue on with Dion am I right you're up next and then Ricky and Karina will finish out this is a percentage of students who were encouraged by teacher or counselor to take advance course in 2006-2008 in 2010 in 2014 and mostly Asians and whites were encouraged to take these courses and in year 2010 for Asians and for whites 2014 African-American and Latinos and makes not really percent of students who said they were discouraged by a teacher or counselor from taking advance course Latino and African-American if you take your 2010 and for Latino 2008 they're pretty much the same okay so this slide is the percent of students who did not take an AP course because they lacked the money to do so as you can see the whites and Asians are somewhere in the 10% and below range whereas you can see clearly the African-Americans and Latinos are hitting up to the 20% and even above that that is a that's a very large difference that's not good that's not something that we want to see happen and there's a few reasons why this could be it's not necessarily that the information is not being getting out but it might be that they're just not getting the information there's different ways to get around the financial needs for an AP course there's in the library there's different things that you can get like calculators and stuff that you would need to succeed in an AP course and there's waivers for the fee for the AP tests there's other ways to get around the financial need and we need to find a better way of relaying that information to them this is the percent of students who have been told it is impossible to pass a class even with a whole quarter remaining before the end of a semester again you see a very large difference between the whites, Asians and the Americans and Latinos the whites and Asians again are in that 10% and below kind of range whereas the African Americans and Latinos are in the 20% all the way up even to the 40% and that is there's two things you can interpret from that either that the African American and Latinos are just the thought of as not being able to do as much with a quarter remaining or that the academic success wasn't there in that quarter before that in either way we need to find a way to try and help avoid this from happening the numbers shouldn't be this different and then just to kind of conclude all of the data that you just saw we have seen throughout all of the slides that there are racial and ethnic differences in our school system at Davis Senior High School we notice that the African Americans and Latinos have lower levels of achievement overall compared to the whites and Asians on different levels then we do have good news though that Latinos completed A to G course requirements there was an increase in 30% over the last 10 years that's pretty big we another racial ethnic difference that we notice is more whites and Asians perceived teachers had high expectations of them whereas African Americans and Latinos did not however with what they perceived their friends and family thought of them African Americans and Latinos were not just more similar but maybe even perceived that they would do better than whites were especially with close friends the other big thing was that the African Americans and Latinos also saw themselves as being more successful which just kind of disproves the stereotype that it's the students themselves don't think that they're good enough to succeed because that's not true as we saw in our slides they believe that they're just as capable if not more and another big thing was that the African Americans perception even though it's still very low in comparison to whites and Asians has increased tremendously from the last 10 years it started at zero even and came up to the 10 to 15% range so while there's still a lot of work to be done we can see that there's been improvement the other large racial and ethnic difference that we saw was that most students felt that black and Latinos were both watched and disciplined more harshly that's not something that we like to see even with the suspension rates you see that they're all the suspension rates of all students has decreased but it's still the ratio between African Americans and Latinos being suspended as opposed to whites and Asians being suspended is still two times three times even though everyone's being suspended less that doesn't change the inequality between the races and ethnicities so that's just kind of what we're hoping that you'll get out of the data is just some of those things and then the other interpretations that you make on your own so obviously now we have a huge plethora of information that we've all been exposed to and one big question that my group and I had is we were looking at all these results and we were looking at all this data and we were thinking okay we have all this data but what do we do to directly create change what are we going to do to directly change the results and future data and see improvements in areas that we really would like to see improvement and we have come a very long way since 2004 and previous to that but we want to see more results and so we've compiled a list of recommendations no pressure just recommendations so our first one was that we all can contribute by continuing to work toward making sure this is for you teachers out there especially continuing to work towards making sure all students are treated equally despite what ethnic group they're in and that all students perceive that others would expect for all students the same treatment and that teachers continue to equip themselves to do this so this means you know if there's a student who is struggling that teachers kind of put in a little bit of extra time to try to help boost them up so they feel they can be successful because as the data shows that's very important to a student's success is if they feel like their teachers and peers think they can be successful the second recommendation that we have is we ask that each person here leaves this presentation having heard the results and they take a specific action to eliminate the racial inequalities illustrated in these results and again we've seen a lot of improvement but we want to further that we want to continue the legacy of change the third recommendation that we have for you is that educators could be tutors, it could be teachers these educators should be dedicated to finding creative ways for students to succeed even those who are struggling so this is really just putting in a bit of extra effort to help those students who are struggling this could be because of their ethnicity this could be other reasons but just to try to put in that extra help that they need to be successful also another recommendation is that A to G requirements as needed for graduation should be encouraged for all students no matter what ethnicity they are because in our data it was concerning that there was a lot of Latino and African-American students who felt like teachers were telling them you can't take an AP course you can't take an honors course and that is completely that is just not right that shouldn't be happening and we can all contribute to that there's just two more students should become aware of how race affects other people and be sensitive to that and that race may affect people differently than how it affects them so that was something about this group is that we all have different ethnicities we all come from different families but we are really bonded over our research project the last recommendation is that we should recognize that we are all students and educators so we should each commit to the recommendations above so that is the recommendations and yeah there's a lot of information for them to absorb to generate and absorb huh you guys did terrifically turns out a little Jamba juice and a lot of pizza that's a 10 year experiment it brings out a lot let me for a couple minutes maybe we could have the lights up and if people have questions for the students you guys want to maybe stand here and I think this this will travel I think and we're going to ask you to maybe come up here can you do that Carl? there's a microphone up here and I'll just give the students whoever feels like they have something to say about it I don't particularly have a question I just want to express how proud I am that you're taking up this issue having the discussions collecting data analyzing and making presentation about it when we moved here this is an incredible long way from my wife and I having our daughter come home and reporting that a student was wearing cloutless crayon outfit at the homecoming and at that time the response was it must have been a mistake it was it wasn't that we were able to determine that it was hand it was stitched it wasn't a costume it was in fact what our daughter reported and so that began the development of a black four effective community action to begin to address that our actions were obviously political in nature I think that's what drove us particularly out of a concern all of the families who participated were concerned about their children the growth is that even though this data is political however it's at a different level and I think we're I speak from my wife and I that we could transfer the the politics of it from ourselves to Jane to these students and under the leadership of Winifred that's just a powerful statement I'm sort of a beast of emotion my children attended the Davis schools in the 90s and I'm just I mean first of all I'd like to commend you guys I'm doing this you know a really good job with the data and the research that you've done but it just kind of disheartens me that the city is still somewhat at the same level as it was in the 90s and during that time they were having a lot of the African American Latino children were having problems in school and what myself and another of my classmates we were attending Davis at the time and what we did was put together a play and what it did was demonstrate all the contributions that African Americans made to America so that they could feel like they were too part of America and in doing that it also taught the Caucasian American and other Americans that African Americans had contributed something to America because they weren't learning this in their class when they thought of Americans they didn't think of themselves totally as Americans so what it did was it taught everyone I mean to the point that the principal at that time asked me if I would get if I would go into education and become a teacher because so he said and the other principals also came to me and said wow we didn't know the contributions they didn't know the contributions that African Americans had made to America so I'm saying to say that the teachers they need to incorporate into their curriculum other races and the contributions that they made I did become a teacher but I went to a community where the kids really I felt like they were more at risk and in my teaching I did incorporate the contributions that not only African Americans made but Asians Mira Asians, Latinos and many of my students came to me at the end of the year and said to me thank you Ms. Collins thank you I appreciate it because I didn't know that our our race had made these contributions if you look in your textbooks you need to look through your textbooks see what's there and then go do some research on your own and incorporate into the curriculum and that way African Americans and other races won't feel left out and they'll have more they'll have higher self esteem they'll know that they count they'll know the contributions that they made some of the contributions and they'll probably try harder because they can't achieve but if they're always being down and they're always fed this negative information if they're less than everyone else then I think any race would perform as they do because we're all people and my other question is um that wasn't a question that was a statement but this is a question okay I want to know when I was looking at the data I was wondering if anybody took the time to find out the large discrepancy in the year of I think 2010 and 214 and what was changed why it looked like the why was it that Latino and African Americans seemed to do better in 2014 as opposed to 2010 so did anyone look at that I'm just wondering what changed Elijah in 2008 was when the RSGA class started and I think that really helped a lot of them and see that they can do more and perform better when people don't think less of them as you said what was that again the RSGA class the race and social justice class that Ms. Jim was talking about was there any training for the teachers that they went through themselves I did I think I came in like half an hour late I got here right there and know that he was really targeted by somebody who had some real issues and it was it was great for him because I think he it was important for him to understand what his white students might feel that sense of just automatic guilt which I don't find to be a helpful emotion in moving forward I would love for you he actually we covered that for about a half hour what went into RSGA yeah so the RSGA class came from this students original research I just also want to say if nobody else has remember you guys we talked about how important it is how important it is to have intellectual role models not just for you as an African American but for other students who are not African American because clearly African Americans felt like other people were looking at them differently right I think that's part of that is the race and social justice class I also think that we cannot emphasize enough how important it is to have African American people on campus who are in positions of authority and status so I would just never ever you know doing being a friend of Davis High for 10 years I would never ever denigrate Mr. Ike Mr. Kennedy I think his name is or Washington Mr. Fred who helped us during the summer who's Filipino American amazing history of Filipino agricultural activism but those were the only African Americans on campus for a long time and Mr. Roberson came as principal in 2010 Mr. Roberson 2010 and then he was so good they just swooped him up to the superintendent spot and then just recently in 2013-14 Mr. Will Brown who's an African American as principal I will say as far as I know there are no African American teachers still at Davis High School I don't know if that changed this year there was one a couple years ago and she stayed for one year and then left so if I'm right and having African Americans, Latinos in positions of intellectual authority role modeling and honestly you guys for my white parents to have people of color who hold the cards for your children that is a skill because they're gonna have supervisors outside of Davis who are not who are of disenfranchised groups and if they've never been chastised or reprimanded and what they know about black people is that man even implicitly that you can be a criminal or a basketball player by the way that man is a Harvard professor of English that's how wrong the kids got it how sweet they were and how wrong they got it do you know what I'm saying it's like we have to interrupt that script by diversifying the teaching staff in Davis in general and specifically at Davis high school so I think that might also be what made a difference thank you I just want to thank you all for all the hard work you put in creating this data for us in this presentation I've been coming to the youth in focus catalyst for social change and the race and social justice presentations the ones in May I really recommend everyone show up in May for when the race and social justice students present their research and I always learn so much from the students and I'm really challenged my question for you if we have time I'm not sure how much time I was wondering if each of you could share what is one specific thing that you're going to take and do I know you talked about recommendations and your recommendations I thought were kind of broad I wondered about a specific change you want to do for yourself for example I noticed in the data that instead of coming down there's been either the same or increase in the joke telling there hasn't been a lot of change so one example might be when I hear a joke that's derogatory to someone I'm going to say something but those are the specific kinds of things I'm wondering what you came away with that you're going to do I have already at least noticed things in daily life that are just stand out to me now that didn't before in the few weeks that we've been working together just the way you perceive things and notice things you can see say the way someone like show something on their face that it may have hurt them and they won't say anything and I was at soccer practice the other day and I told my friend hey I think that hurt so and so's feelings we should try to avoid that next time and I think it's holding yourself personally accountable but also your peers is just kind of one way to approach it and it has to start small with individuals that's what I've taken what I took from it is something that I would do to help improve that is I'm an 8th grader at Emerson so I'm not exactly on the top of 9th grade yet but I'm still like I think Miss Tara calls it the middle child is that right so I can't fully be a good example but I for the 7th graders and the new 7th graders coming in next year one of the things I would do is probably I just want to be a good example I also the if I ever hurt anything like that kind of like tell them that isn't cool because that way I would help the younger generation I know older people especially older peers in the younger generations life really affect how they think I think maybe even more so than teachers because their people have gone through the same kind of things through school and stuff so what they do and what they grow into will really affect the younger generation so it's one thing I want to try doing when I'm well I'll start doing it this year too so my goal is that I want to make a point to make become friends or just talk to other races because I think people tend to stick with the people who look like them and I've definitely seen that at the high school so I want to try to intermix and then I think sorry I think once that happens that a lot of these stereotypes will be broken down my goal is that I know Dr. Beals in her book she really stressed that you can't fight fire with fire if someone is saying things that are aggressive to other races and ethnicities you can't be aggressive and you can't be mean and say no you can't say that you need to be respectful in the manner that you tell them it's not okay and I really want to try to do that I mean at the high school I can't even count the number of times I've heard people saying racial jokes even if it's in a good natured way being half Asian I get a lot of jokes about being the overachiever or you know things like that usually I just laugh it off I don't take it personally but at the same time it's like why should I even put up with that why should anyone put up with that I don't think it's okay I'm a ninth grader at Emerson I hear books about racial jokes and I know people they don't like it at all but no one will really speak up for themselves so what I've learned is to not just stand up for my own race but for everyone's because I know that other people feel the same way So I'm also a student at Emerson Junior High I'm a peer alongside Gabe and me and Gabe are both in a class called Peer Helping and that's it's not really like the RSJ class but it's kind of sort of we go over a lot of stuff that we can help out the school and the students and incoming seventh graders what I can do is like they said help other people have a voice because it's really hard for minority students to come into a walk through the hallways with primarily white students and everybody else and you know it's hard if somebody's saying a joke you want to defend yourself or you want to defend somebody else but you can't because you know that they're going to be you know what you're going to be treated differently if they know that you have a voice it's kind of yeah so I'm going to try and yeah get a voice to everybody else and not just myself For me it's kind of an interesting question because this is one of a few different things that I've done as far as diversity training sort of things like I took the RSJ class last year and so this was just another step in opening my eyes and educating me about diversity and trying to step up but you are asking about specific things and over this summer I've started an organization called On Native Ground trying to they make youth films but it's more to help with Native Americans and trying to raise the standards we cover events that they have and advertise through different tribes and they try and get young Native kids with a camera in their hands and have them learning how to do that so that's a more specific thing that I'm going to be trying to work with more throughout the next year and as well as a few of us have said like just trying to step up and say like well that joke's not funny I'm not going to laugh at your racial joke because it's not something to laugh about and so that's something that I've tried to do over the last year and this summer is just another step in opening that and trying to help spread that well one way I'll try and help out is like if I see somebody being bullied or like somebody saying a racial joke to them that they don't like I'll try and be their voice like if they don't speak up about it especially next year as a senior because I guess most people respect seniors they'll try and take after like 9th graders or 10th graders knew at the high school they'd try and take after the seniors if they see me doing it as a senior then they might try and be like me and just started all over again I'm a junior at Davis High and I guess before I started doing this research with all these guys I wasn't really aware of all the racial jokes being shared amongst me and my friends I guess I had just been so used to it and after hanging out with these guys I became more aware of it so it's one thing I take away from it and one step that I can do to help is well I'm taking the RSJ class this year so yeah I just encourage my friends and not discourage them in any way that I can okay so like everyone has already said being that voice for people who don't necessarily have a voice because sometimes it's hard to stick up for yourself you don't want to make the problem worse because there are people who will be like take offense that you took offense to what they said if that makes any sense and then someone makes a joke just not maybe not necessarily to someone in particular in a classroom that's going to be deeply affected by that that's going to hurt them and they're going to go home and they're going to feel bad about themselves and no one wants to feel that way so being that voice for other people and then like my brother and Gabby I was part of the peer helping class at Emerson for two years and we did these things called diversity trainings and those are really spectacular I'm not sure you contact Ms. Jennifer Terre if you want to sit on one because we talk a lot about race and ethnicity and it opens your eyes to a lot of different things and I'm still involved in that because it was just such a great class for me and so I think taking the information that we have here except maybe bringing it down to maybe a lower level because we talked to seventh graders because I think if you nip the problem in the bud you're not going to have any more problems if you work with younger kids they don't grow up having these stereotypes in their heads like we saw the video with the children they're maybe five, six that's in the air if you stop it right there you're not going to have that problem later on so only everyone here has said help someone like be their voice but I wouldn't necessarily do that but I'd stick up with them so not be their voice but be there for them help them get them through that tough time and also one thing that I completely forgot to add is that in my APU as history class I'm definitely going to ask questions about what was the perspective of African-American slaves what was the perspective of the Native Americans because the textbook is very biased towards white Europeans so I'm going to be that kid who raises their hand to ask questions the last thing I wanted to add is that I heard some of these people saying that they're not seniors they don't have influence over people but what I did learn is that we all have a lot more influence than you think on the people around you so if you keep that in mind when you're talking and the way you interact with other people other people will think it's cool and you know you can set the tone for how things are and I think I learned that young people are important for making things differently so thank you I'll interrupt you so a few more questions and then I have to warn you we're going to be inundated probably several hundred more young people and my thing was no you want to see Dr. Beals you got to get up at 8am and you all need to thank Mr. Williams because he's like so they're scheduled to come in at 11 to see Dr. Beals so we'll just take a short break after these two questions and I know pressure you guys but if you've taken RSJ or Youth and Focus Scholar CSJ Courtney if you want to come up and just give some brief reflections about what it's meant for you is Amanda here she was going to try and come that would be great and this is the ten years for us is that Gabrielle goes Mom, Mariko Yamadas she just came in Mom you saw the film she's just a hero in my family she is so funny my kids are like Mom there she is there's it's her so I just we really appreciate you Mariko please Randy just one fast thing that I learned from Beverly Daniels Tiedem about the joke thing and she said her response was I used to think people like that were funny but then I learned how much they hurt people and now I don't think they're funny anymore and that was her way of not offending like Kaylee said not offending somebody for being offended but I thought that was a great response thank you I want to congratulate you guys you're very professional very much I work in American River College where we have a department that does this and that was just like what they do very very good nicely done you guys but what I wanted to ask one of you or whoever wants to answer you all look professional you're in your da Vinci style professional dress and all that kind of stuff I'd like to ask you what you would think our reaction to your data would have been if you were in saggers and you did this in Spanish what would have the audience's reaction to your presentation been and then what do you think about your answer so my brother he's in eighth grade and my mom is now having him wear bow ties and collared shirts and he has to wear like nice shoes very professional like he is today every day to school except he gets a casual Friday um so my mom told him she's like if you dress for success she's just like you're gonna feel it you're gonna be it you're gonna have success and you're not gonna be on this to try and do today you're not gonna take us seriously if we're in like our workout shorts or our leggings or our basketball shorts like no one wants to listen to you you don't seem professional you don't come off as knowing what you're talking about dress the part be the part so to um Elijah has the script of the socialite and the player he's got it down and so now we're encouraging him to like Harriet Tubman free yourself and take up that script of being a scholar because you got it you got it in yourself so you come back well first of all I don't really sag um well if we were dressed like I don't know like the stereotype that we are like like African Americans are always wearing saggy pants and baggy clothes and Mexicans don't always have the best well then that would just be feeding their I don't know what the word is like yeah feeding their stereotypes and then that would just keep going and going and we have to dress nice to prevent them from keeping it going so we have to stop it that's just what I feel um so this is just a real brief answer to the question is uh I forget what event specifically it was but in RSJ it's hard to keep track because we cover so many little events that happened over the years that most people maybe have never heard of or don't even recall happening and um one of the news articles that we read um mentioned a group of African Americans that went into one of these white only served cafes and they sat there but what they wanted to make sure was very important they came in their Sunday best they came in a button down shirt they came in a tie they looked extremely good extremely clean that's just something that stuck with me that was a very big thing even though it doesn't seem like it's that important it was big even though they were just going to a cafe they came in and they came in looking good and um I think that's another reason why we do that is we want to look good and that helps um the audience that we're addressing interpret that in a good way so Ricky's talking about uh the we were warriors film if you haven't seen it in a force more powerful students from Fisk University integrated the Woolworth downtown in their Sunday best right? Interruptor and then you could be yourself but it's about strategy it's not about acting wide or being it's about strategy right okay somebody we have two more people and then oh and um yeah and we want to get you guys out for some snacks before Dr. Bill please hello hello my name is Malachi Davis I buy a byproduct of the Davis community um went to WDE WDI it's an Olympic runner there WDE WDI Emerson in Davis High School so I am very um honored to be here in front of you guys you guys are doing a really really good job there was nothing like this when I graduated which was 96 and Davis was a lot different still very much the same but a lot different and um I think you guys should stay on course um stay confident what you guys are doing it is going to be a challenge at times but it's um it's relieving to see like where Davis and the community is like going I would um I think the question I had for you guys was you know 20 years ago there was no social media there was no YouTube the music content is completely different and when I saw the video with the kids in the um kindergarten I think and they already had their minds made up of what you know racial stereotyping was already developed it's coming in certain ways I believe and so a lot of the music content and what you guys click on and what you guys like is somewhat conditioning you guys have like a set way of seeing things ahead of time so that's why I would say like actually challenge what you guys click on what you actually listen to and that might be very difficult because I'm 36 now and a lot of the music that I grew up listening to was the product was the reason why I probably had confidence issues and I had to almost like re brainwash myself into getting rid of certain habits that were brought towards me because I was black so I had to listen to this music and I had to eat these certain foods or I had to be this way and a lot of those habits put me at a disadvantage and when I caught the loop that's when my confidence came up and from there I went to UCLA and ran in the Olympics and ran around the world but a lot of it is you get preconditioned early and you guys are your minds are really powerful right now and so there's a big push to change your minds you know in the other direction because when I was your age it was just card catalog but there was still there was still a lot going on in terms of how you can condition a young man so way way way back but there's a big push to condition rather you have no idea there's a big push to condition your minds you guys so you guys again are doing a really good job but the question I would have would be are you guys made changes within your social circles or the video content like I said you guys are faced with so many more things that I didn't have like the Facebook and all the crazy fights that somehow are the same races the same minorities beating on one another or the music content hip hop and rap was completely different now now it's in a whole different direction so when you guys listen to this with your Dre headphones on you wear certain clothes that's conditioning for a lot of races, all races to see and create these generalities so do you guys challenge what you guys listen to challenge what you guys are actually clicking on like the social media and as far as the internet do you guys have a microphone? microphone back so for born and raised in Davis and I had the ability to work in the Davis school districts and raise my kids in the Davis school district and I want to tell you the first day of school that my kids started I was scared I had a feeling of uncertainty and fear of what took place with us growing up in Davis was going to happen to my two kids over there and every day to leave my house I still have fear but seeing this presentation and watching this stats and seeing all of you guys here change and my question for the kids and it's just a thought is after you guys go off to college will you come back to Davis and try to work at the schools and show your face to show kids I experienced what you experienced and you know here I am now just think about it I just want to say that it's been an absolute privilege to work with Jan Marie Garcia for the past 10 years that we've been doing this with Kevin Williams and what happens change can occur if people commit to something and do it for the long term so I've been in the district 20 years and I have seen a lot of innovative programs come and go and people have a lot of enthusiasm and they do things for two or three years and then they let it go so the fact that Kevin and Jan have made this commitment and keep going and keep working with new scholars and the class, the RSJ keep trying to take it to a new level keep saying how can we make a difference we constantly look at what are we doing well where are the flaws where do we still need to work and there are always flaws every single student as you saw is very talented very bright, very creative very innovative they have a lot of potential Judy, our former student who is back there first person to go to college didn't think it was possible I was her counselor, worked with her she graduated from UC Davis and now she's looking to be a counselor so I'm really proud of her each one of you sitting in this audience can do one thing in the 20 years I've been at Davis High I have never heard a racial joke why is that students would never say a racial joke to me but our students as you see for all these years 10 years hear racial jokes on a weekly basis and so we have to empower them to stand up for themselves and put a stop to that there's a lot of things that we can do and I think sometimes people think it's just way too much and it is way too much to take on a feat or tasks like Jan did however you can do one thing and you can step forward and do that one thing and you will make an absolute huge difference in everyone's lives so thank you to everybody for being here thank you to our scholars and thank you Jan for not giving up and for keeping everything going you know I have to say one thing what is with you guys over there no one asked a question what is with the guys in general what is with everybody in this section over here oh you did but this was a very quiet and dignified section over here please just pause for assembly member Yamada for a second we have very strict instructions about this book signing and about the 45 pizzas that are waiting for you and I'm not kidding so sit still Dr. Bills will you take up the chair with us yeah I will I just gotta stand up you gotta stand up I got bad knees I don't think oh is this on well good afternoon everyone I'm the last person in this audience that wants to stand between you and the opportunity to visit with Dr. Bills oh no not at all and also get to your lunch but I'm assembly member Mariko Yamada and it is a great great great privilege for me to be on the stage with not only the scholars but in the presence of Dr. Bills I really honestly feel we are in the presence of some greatness don't you agree Dr. Bills humanity is just it just shines through and I think it's such a lesson for all of us that no matter what our own life experiences might have been as I did make my concluding floor speech at about what 2.30 this morning when the legislature adjourned signing die for this session and my completing my term in the assembly I said that despite our own experiences as Japanese Americans having had our family interned in the World War II camps that I had the great privilege of serving in the legislature in the same generation that speaks to the great goodness of our country and when we make mistakes we can overcome them we can choose to be bitter or we can choose to be better and I choose the latter so I did not come here all the awards and accolades I know Dr. Bills has already earned so rightfully over her career I wanted to come here because in a small small way I feel like I had a little bit to do with this program getting to the 10th anniversary it was Ian Blair and his experiences 10 or 11 years ago in our community when my children were at Davis High School experiencing the racial slurs and the hatred that was just shocking to all of us as members of this fine community it needed to be discussed it needed to be lanced it needed to be opened up so that we could find a way and a path forward to be here now 10 years later I think this class is a curriculum in the state of California it shouldn't just be here at Davis High School it shouldn't just be an elective it should be about speaking the truth about our nation's history our past and what we can do each one reaching one to make life and our society better for all and so I just want to be here to just say I'm very grateful the legislature adjourned in time for me to make it to Jan I didn't know if we were going to be let out or if we were going to be locked up but I am just so grateful and feel very blessed to be here today and so I have a small recognition not for Dr. Bills I'm sure her walls are probably covered but I wanted to recognize actually Jan Marie Garcia and this she's going to sit down because without Jan whom I met for the first time we were in church right after that incident occurred with the spraying of the N word across the driveway of a family here that was the first time we met about I think it was 11 years ago now but you know I've come back every chance I could get and as I will be returning to being a private citizen Charlie I'll be turning into a pumpkin November 30th just after you know around Thanksgiving time I'm so grateful to be in your presence Dr. Bills I'm serving with a member of the legislature Reginald joined Sawyer from Los Angeles who I believe had a relative that was also at Central High and so you know whatever you do after today just make it so that the words that you've heard this morning carry you through because just as Dr. Bills said when she was a student at her school she made changes that have lasted a lifetime now it's up to all of you to do the same thing so Dr. Jan Marie Garcia on behalf of the California Legislature and the 10th Anniversary Union of this class here's to many many more Thank you very much This is my son Gabrielle you know I'm going to get that photo up where'd she go so you guys thank you very much this belongs to Kevin and Courtney and Peter Riley and Winford Roberson and Mike Colley and oh my goodness Fern O'Brien every all of the hundreds now Kevin thinks thousands of young people who leaned in and said we got to know this you guys can say it's political this we got to know this so you guys are inheriting inequality from us again less intense but I just I want you to know what we have to do is not easy but it is the easier part right so there's no excuse for us to make this an amazing community thank you so much for coming you guys