More Than A Magazine, A Movement
I wanted to share what I’ve been reading and listening to about the ongoing Israel-Hamas war that has cost the lives of more than 25,000 Palestinians and some 1,400 Israelis, displaced the overwhelming majority of people in Gaza, and badly divided countries, communities and even families around the world.
On this particular issue, I am doing a lot more reading and listening than writing and sharing.
As we sat on the bleachers, my grandfather became bored with waiting to see his first grandchild, my brother, walk across the stage for his bachelor’s degree. Using his bellowing voice, he broke out singing NYU’s alma mater song. I was mortified. But over the years, I have come to appreciate how he embraced the power of legacy.
The uprooting of affirmative action has left an unequal scale in the world of admissions, which many believe should be addressed by removing legacy admissions entirely. However, my grandfather’s story and the stories of many others like him point to an essential reason why legacy admissions should continue—just with restrictions that center on diversity, equity and inclusion, as well as on restoring access to economic, social, and cultural disinvestment in underrepresented groups.
Two students have filed a federal class-action lawsuit accusing Hillsdale College, a small but influential religious institution in rural Michigan, of failing to establish and enforce proper policies for preventing and responding to sexual assaults, thereby creating a hostile educational environment and exposing students to a high risk of sexual assault.
While Hillsdale boasts of its adherence to conservative Christian values and the safety of its campus, the students claim the college conducts inadequate sexual assault investigations without transparency or accountability, issues arbitrary decisions, and silences and blames survivors.
Many students capable of being pregnant are adding another factor to their college decision: “Can I access abortion where this university is located, and how is the university supporting their students seeking this care?”
Colleges and universities have historically been catalysts for social change, nurturing student activism and empowering young leaders to challenge injustice. Engaging students in reproductive justice issues provides a platform for them to exercise their agency and contribute to societal progress. Recent research into the effects of a donor-funded reproductive rights, health and justice internship program at Tulane University’s Newcomb Institute provides insight into one potential way for colleges and universities to show their commitment and make an impact on this landscape.
The largest investment in childcare in American history expired this September. As Congress continues to negotiate a budget deal, the need for $16 billion in emergency childcare funding—requested by President Biden and congressional Democrats—remains top of mind for parents, early educators, childcare owners and directors, and employers across the nation.
The Century Foundation’s new report shines a spotlight on the 11 states and Washington, D.C., that have taken action to directly address the childcare cliff with state funds.
“The Talk” is the conversation Black parents have with their children about race for their safety in American society. Black parents know they must have this talk with their children about the dangers of being Black in America; however, this important lesson needs to start in the early childhood years.
Children are more than ready to absorb the information in early childhood about their identity and the unique racial history that permeates American society.
The Taliban has been establishing religious schools all over Afghanistan. This cannot be a substitute for women’s education, nor a reason for the Taliban to gain international acceptance. These religious schools de-prioritize traditional subjects. By focusing on an education that closes off the outside world, Afghan students are being excluded from public life. This is unacceptable.
Compromising modern education means compromising the future of Afghanistan and the global community.
Washington, Jefferson, Hamilton, Lincoln, Roosevelt, King, Kennedy and Reagan each played critical roles in the history of our country and remain household names. Yet what of Murray, Chisholm, Eastman, Stone and Stanton? These women contributed greatly to the success of America, yet remain largely unknown to most Americans, including high school students.
We are advocating to change this. As AP history students and educators, we propose the creation of a standalone AP United States Women’s History course. The youth of America are entitled to these stories traditionally left untold: the history of 50 percent of our population, who are currently a mere sidebar of token inclusion within a generic textbook on men’s history.
As of this fall, GOP leaders and lawmakers in over a dozen states have passed bans on teaching human sexuality or stymied federal grants aimed at addressing sexual behaviors and lowering rates of teen pregnancy and sexually transmitted infections (STIs).
While this negatively affects all children, it is particularly harmful for Black girls. Black adolescent girls in the United States experience poor sexual and reproductive health outcomes due to bullying and stereotyping. These health concerns persist throughout their lives and a lack of sex education is a key factor.
Democrats in Congress, students and LGBTQ+ advocacy groups are growing frustrated with the Biden administration’s slow pace to finalize proposed updates to Title IX, the federal civil rights law prohibiting sex discrimination in schools. More than 60 House Democrats sent a recent letter to Secretary of Education Miguel Cardona, calling on the agency to act.
“So for the last three years, and now fourth school year, student survivors have fewer rights. Now it’s getting close to 2024 and we don’t know when a final rule will come out. So students are frustrated, and we’re frustrated as advocates.”
