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Black, White and Somewhere in Between

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Black, White and Somewhere in Between

This essay, by Louisa Rosenberg-Chiriboga, age 15, from Francis Parker School in San Diego, is one of the Top 11 winners of The Learning Network’s Ninth Annual Student Editorial Contest, for which we received 16,664 entries.

We are publishing the work of all the winners and runners-up over the next week, and you can find them here as they post.


Black, White and Somewhere in Between

What are you?

I came face to face with the seemingly innocuous question for the first time in third grade when we were asked to check a box citing our race for a standardized test. I paused for a second, hovering over the “White,” “Hispanic/Latino” and “Other” boxes. I thought of my Jewish father, whose family I had spent many Friday night Shabbats with. I thought of my mother, whose Ecuadorean family and culture I had not yet had the opportunity to connect with. I considered my green eyes, brown hair and pale skin, which make people who pass by me view me as white. I chose the “Hispanic/Latino” box, yet I still found myself confused.

This is a universal question for mixed race students around the country. After all, it was not until 2000 that the United States Census Bureau began allowing people of mixed race status to check more than one box regarding their racial identity. But this doesn’t automatically mean that multiracial people — especially young multiracial students — grow up in an environment that understands them and helps them in the process of self-discovery.

These students are often taught in an educational setting that wants to box them neatly into one specific race. This creates a lot of pressure for students to “choose a side” and ultimately leaves them feeling like they do not belong anywhere. While something like being forced to check “Other” on an occasional survey or test may seem trivial, it is an indication of the larger erasure and invalidation of mixed race people’s identities.

According to The New York Times, the population of self-identifying multiracial people has increased 276 percent since the 2010 census, from nine million people to 33.8 million people, or more than 10 percent of the United States’ population. And as the population grows, so does the idea of being mixed race as its own identity.

Obviously, more mixed race people results in more mixed race students, which means that schools need to provide spaces for young, impressionable minds to feel acknowledged and to be able to explore and celebrate their multiple racial identities. Many schools have clubs for supporting students of a singular race (which mixed race students are still encouraged to participate in), however, there are not many organizations available for the unique multiracial experience. Faculty and administrators should work to familiarize themselves with specific mixed race struggles if we as a society want to understand and support this growing population.

We mixed race students are not going away, and like many other issues surrounding students, the education system needs to get in line.

Works Cited

Guzman, Andrea. “Can You Be ‘White Passing’ Even If You Aren’t Trying?” Mother Jones, Jan. 2022.

Hegstrom, Sofia. “All Mixed Up: Multiracial Students at C.V.H.S. Say They Don’t Fit in One Box.” The Upstream, 2 Feb. 2022.

Tavernise, Sabrina, Tariro Mzezewa and Giulia Heyward. “Behind the Surprising Jump in Multiracial Americans, Several Theories.” The New York Times, 13 Aug. 2021.

Digest #163: LGBTQ-Inclusive Education

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Digest #163: LGBTQ-Inclusive Education

 

1.       Life in Scotland for LGBT Young People 2022, Dr Kathleen Cronie (@KathleenCronie) from LGBT Youth Scotland (@LGBTYS). 

This is a report based on a large-scale, longitudinal study (conducted over the course of 15 years) that surveyed over 1000 young people from the LGBT community about their perceptions and experiences in relation to education, work, health, and other areas. Particularly the experiences of LGBT young people in schools and related bullying paint a worrisome picture. The full report is worth a read and can be used as a basis for in-class discussions. While this piece of research focusses on a Scottish population, the findings are likely to reflect circumstances in other countries as well.

 

2.       Educational Supports: Teacher’s Resources, LGBTEducation.Scot 

On this page, teachers can access a wide range of materials that they can use in their classroom to start their LGBTQ-Inclusive teaching journey. There are posters, infographics, notes, and more. Learn and teach about LGBTQ+ history and famous people, but there are also resources to help raise awareness for homophobic language. All materials are freely available and nicely designed for classroom implementation.

 

3.       LGBTQ-Inclusivity In The Higher Education Curriculum: A Best Practice Guide, University of Birmingham (@unibirmingham). 

This resource offers a framework for LGBTQ inclusivity in Higher Education. It also nicely highlights what inclusivity looks like in different disciplines (e.g., Art and Humanities, Social Sciences, Law, STEM) and comes with many practical tips.

23 On-Demand Webinars for Teachers

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23 On-Demand Webinars for Teachers

Are you interested in using multimedia to reach a diverse group of learners? In finding authentic audiences for your students’ writing? Would you like to better connect your curriculum with current events and issues?

If so, we can help. We try to meet all three of those goals every school day via the range of cross-curricular resources we publish for teachers and students. Below, in 23 free webinars featuring guest teachers and Times journalists, we explain how.

Each webinar can be viewed on-demand and at your own pace. Together they offer scores of practical strategies and activities you can use immediately — as well as inspiration for exploring The Times on your own to find the articles, images, podcasts, videos, graphics and photos that can help your students connect what they’re learning in your classroom with the world today.

Would you like to use more Learning Network resources in your classroom next year? This webinar series will walk you through our daily and weekly features, like our Picture Prompts, What’s Going On in This Graph?, our lesson plans and more.

You can begin with the introductory webinar that provides an overview of everything we offer — or jump right into a feature of your choice.

Are you reworking your writing curriculum for the coming year? We have our own free, flexible, eight-unit writing curriculum that includes lesson plans, writing prompts, mentor texts and related student contests. This webinar series explores how we weave the work of Times journalists into lessons and activities that can teach students to hone their skills with narrative, persuasive and informational writing, all with the goal of writing for authentic audiences.

Looking for even more ways to teach with The Times? Choose from these four on-demand webinars that focus on topics our audience told us they’d like to learn more about.

AIU Slides: Generation Z

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AIU Slides: Generation Z

The Winners of Our 9th Annual Student Editorial Contest

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The Winners of Our 9th Annual Student Editorial Contest

Victor Xu, age 14, The Crescent School, Toronto: “Our Educational System Should Better Serve Introverted Students”

Sanjana Yasna, age 16, Stuyvesant High School, New York, N.Y.: “Let’s End the Period of Shame”

Sarah Yee, age 15, Granite Bay High School, Granite Bay, Calif.: “Open Your Eyes to See Mine Are Not Your Trend”

Hanna Zhao, age 14, John Jay High School, South Salem, N.Y.: “Makeup’s Skeleton in the Closet: Mica Mining”

A PDF of all the winners and 150 more great editorials that made it to Round 4.


From The New York Times Opinion section: Cornelia Channing, Michelle Cottle, Alex Ellerbeck, Rollin Hu, Alex Kingsbury, Phoebe Lett and Sue Mermelstein

From The New York Times: Erica Ackerberg, Kirsten Akens, Isaac Aronow, Edward Bohan, Elda Cantú, Patricia Castillo, Dana Davis, Gabriela Del Paso, Sarah Diamond, Alexandra Eaton, Vivian Giang, Robyn Green, Emma Grillo, Aimee Harris, Kari Haskell, Michaella Heavey, Miya Lee, Anastasia Marks, Kathleen Massara, Andy Newman, Amelia Nierenberg, Sona Patel, Anushka Patil, Ken Paul, Raegen Pietrucha, Juanita Powell-Brunson, Robin Redfearn, Jaclyn Reiss, Steven Rocker, Kristina Samulewski, Juliette Seive, Ana Sosa, Annam Swanson and Mark Walsh

Mentoring with E-Learning (Q/A)

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Mentoring with E-Learning (Q/A)

A lot of people think coaching is the same as mentoring, and that by having coaching in their learning system or buying a coaching platform will suffice for their employees. What if though, they are missing the bigger picture? What if they are unaware that they are two different modalities, with one truly empowering employee development more so than the other?

After reading the “Art of Mentoring“ by Dr. Ravishankar Gundlapalli, the founder of MentorCloud,I reached out to see if he was open to some questions around mentoring and employee, customer and even student development.

Response(s) have been slightly edited for clarity and length.

The format is Q/A, with my question in italics and bolded.

Q: Can you explain the difference between “Coaching” and “People Development powered by Mentoring”?

A: Tapping into an employee’s genius is Coaching. Tapping into a leader’s wisdom is Mentoring. Mentoring is catalyzing human-to-human transfer of wisdom, from experts and senior leaders to other employees who need that wisdom to develop their skills, become productive at work and also grow personally.

To be a coach requires extensive training and certification as not everyone has the deep skills to extract the genius of the other individual. Within an organization, anyone with experience can be a mentor as they are merely tapping into what they already know. With simple training on mentor best practices, any senior leader and expert can be molded into a great mentor.

Q: What do you say to people who are selecting a coaching platform and think it aligns as a better use case, compared to mentoring? What will their employees be missing in the short term and long-term for their development?

A: When companies buy coaching platforms, they are looking for external coaches to help unleash the genius of their employees.

But when employees lack certain contextual skills, how to close deals, how to innovate, how to have empathy, how to manage teams, coaching doesn’t help. Someone who has this wisdom in the context of the organization needs to be tapped into for sharing that wisdom with the rest of the organization.

Let’s say I am a big fan of mentoring but I can’t see the use case for my employees, beyond someone helping someone else at my company.  Or I like mentoring, but for my employees what they have today is sufficient.  Why would either of these use cases be erroneous, when it comes to people development powered by mentoring?

Employees getting help and wisdom from senior leaders is not a small thing. It is fundamental to productivity, skills development, creating a sense of belonging, strengthening your human fabric and providing opportunities for your employees to grow.

If someone doesn’t see the value of human-to-human learning as a way to develop their people, then we should just move on. This is like someone questioning why they should exercise and why eating moderately is not enough?

People development with the help of your own people is the smartest and cost-effective way. You don’t need to hire expensive external coaches. You don’t need to send your people to expensive training seminars. Just tap into the gold you already have, and let that gold be better utilized. That gold is ‘collective wisdom’ of your experts.

Q: Do you believe that mentoring is limited only to employees?  Can it be for say students at a university or customers of a client or even members of an association?

A: Absolutely yes. Mentoring by definition is transfer of wisdom.

So, wisdom of corporate professionals will be super valuable to students getting ready for their careers; wisdom of serial entrepreneurs will be super valuable to first-time entrepreneurs; experience of senior members within an association will be super valuable to other new members.

Q: Has there been any research done that shows that mentoring will do or does a better job at people development within a company or organization? 

A: Yes. I recommend reading this datasheet on mentoring (from National Mentoring Day).

Mentoring is a human-to-human relationship. People within organizations as humans have a lot to offer.

LMS, LXPs and Learning Platforms focus on content. But the real applicability of that content to produce quick and measurable results happens when that content is matched with the context of the organization.

Q: As an expert, what are the three most common misconceptions around mentoring, that you have come across?

1 – It cannot be scaled with technology (this is exactly what was said about most things in life e.g. dating, buying books online, renting spaces)

2. It takes a lot of time

Anything if not done well takes time, like trying to cut a vegetable with a blunt knife. When you let people see the humanistic aspect of mentoring that it is nothing but sharing what you know with a sense of care, then all boundaries vanish.

3. There is no ROI

When your people are sharing and learning from each other, magic happens in terms of productivity, innovation, engagement, happiness and collaboration. Just like a fan helps to direct a volume of air that is already available, a well-designed mentoring program directs the human-to-human power towards measurable business outcomes.

Q: Finally, what is your opinion on where the market will go with platforms that tap into people development by leveraging mentoring in a way that is a necessity rather than a “just have”? 

Imagine Slack on Steroids where people that need to connect and share wisdom get connected and get the work done.

Bottom Line

Due to upcoming travels to the UK and Denmark there will be no blog post next week or the week thereafter. The next blog post thus will be July 11th.

E-Learning 24/7

How I Went From Working At A Pub To Junior Full Stack Developer

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How I Went From Working At A Pub To Junior Full Stack Developer
How I Went From Working At A Pub To Junior Full Stack Developer

Learning to code so that you can land a job in tech can feel daunting. That’s why we’re sharing inspiring stories from Codecademy’s community — to show how people like you (yes, you!) can embark on a learning journey and end up with a totally new career. We hope these stories serve as a reminder that there’s no single path to a more fulfilling work life.

Today’s story is from Gwen Bradbury, a 32-year-old Junior Full-Stack Developer at Bunches living in Nottingham, U.K. Read more stories from Codecademy learners here — and be sure to share your story here.

Why I chose to learn to code

“It sounds really awful, but I was bored! I was looking for something else to do, so I started a course at a bootcamp that focused on Python and JavaScript. And then I was looking for the next thing. I got a job that worked with PHP and TypeScript, but I didn’t know any PHP, I didn’t know any TypeScript, my SQL was rusty at best, and then I found Codecademy! I’ve done the PHP course and the React course. I’m currently through the Typescript course and moving on to SQL after, but I absolutely love it.”

How I made time to learn

“Looking back, I have no idea how I did it, to be honest. I was homeschooling my son then as well. It was difficult. I think I was enjoying it so much that it wasn’t a chore to do. It was like a reward for me. I’d put my son to bed and get a couple of hours in, and I’d get up early and do a couple of hours in the morning. Between homeschooling and working at the pub, I’d sneak an hour here and a half hour there. Since it’s all in bite-size chunks, it was manageable to just do a section at a time.”

How I saved up enough money to switch careers

“I continued working at the pub while doing my courses. I handed my notice in at the pub the weekend before I started my new job at Bunches, a flower delivery company in the U.K.”

How long it took me to land a job

“One year from when I started learning.”

How I got in the door

“After I finished the bootcamp course and started the Codecademy ones, I just kept building things and trying out different projects. Straight out of my course, I applied to a couple of places and wasn’t successful. I was expecting to have to gain more experience, but the company I work for is absolutely amazing.”

How I nailed the interview

“By showing a willingness to learn. They appreciated that I took initiative to immediately start applying to positions, even though I had just completed the course two weeks prior. I was constantly looking for a new way to learn. That’s what coding is about: constantly learning because technology changes that quickly — which is perfect for me! I love to learn.”

How I evaluated the offer

“One really great sign was that they have this thing called Learning Fridays. On Friday afternoons, starting at around lunchtime, everyone spends the rest of the day learning something new. It still has to be coding-related, but I really liked that. And then on Mondays, we all discuss what we worked on the previous Learning Friday.”

How day one & beyond went

“It was overwhelming, but everyone was really nice and very supportive. I made friends, and it was really, really nice.”

What I wish I knew before I started learning

“Impostor syndrome is annoying as hell. But, having a really supportive group of people to help pull you through that definitely helps. Just because you’ve completed a course and you’re in the industry doesn’t mean impostor syndrome can’t get you. It’s hard. If it were easy, everyone would be doing it. But go easy on yourself. Don’t beat yourself up, ask for help, and don’t be afraid to break things. You need to make mistakes in order to learn.”

Learn like Gwen

See the courses and languages that helped them most.

Not sure where to start? Check out our personality quiz! We’ll help you find the best programming language to learn based on your strengths and interests.

Want to share your Codecademy learner story? Drop us a line here. And don’t forget to join the discussions in our community.


Web Development Courses & Tutorials | Codecademy

Web Development is the practice of developing websites and web apps that live on the internet. Whether you’re interested in front-end, back-end, or going full-stack, the content in our Web Development domain will help you get there.

Finding Traces of Harriet Tubman on Maryland’s Eastern Shore

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Finding Traces of Harriet Tubman on Maryland’s Eastern Shore

Of the many feats Harriet Tubman accomplished, none awe me more as an historian than the estimated 13 trips she made to Maryland’s Eastern Shore. Each time, she stole family and friends from enslavement much in the way Tubman first secreted herself away to freedom in 1849. Born on the Eastern Shore, Tubman grew into a fearless conductor along the perilous routes of the Underground Railroad, guiding enslaved people on journeys that extended hundreds of miles to the north, ending on the free soil of Pennsylvania, New York and Canada.

This year commemorates the 200th anniversary of her birth and tributes to Tubman abound, including those set in the landscape of her native Dorchester County. I headed to the Eastern Shore to learn how people there remember this Black American freedom fighter, only to discover that the rising waters of climate change are washing away the memories of Tubman that are embedded in the coastal marshland she knew so well.

During each rescue, precious human cargo in tow, Tubman waded into marshes of tall grass and maneuvered through forests dense with pine and oak. Moving under cover of night, Tubman was guided by the constant stars. Angela Crenshaw, a Maryland State Park Ranger, described her as “the ultimate outdoors woman,” someone who made the region’s terrain her ally as she defied slave patrols and a system that held Black Americans as mere chattel.

The historian in me knows that Tubman’s time here is long past. She escaped to free soil in Pennsylvania more than a century and a half ago, only returning to the Eastern Shore for the rescues of enslaved people. Still, like a visit to an old family homestead, I hoped that returning to Tubman’s land might allow me to better understand how her past can inform our present.

Until her death in 1913, Tubman committed to securing America’s best ideals — freedom, dignity, equality — in the face of its worst sins, including slavery and racism. While no precise record of Tubman’s birth survives, historians and the National Park Service say that she was born Araminta Ross, likely in March 1822. When she was not yet 30, she launched her career as a conductor of loved ones, freedom seekers, along treacherous routes. Her reputation for heroism in challenging slavery was already well-established when the Civil War broke out in 1861. Legally still enslaved, Tubman risked capture by joining the Union’s front lines to defeat Confederate rebels and win slavery’s abolition.

Her service as a nurse, a relief worker among enslaved refugees, a scout and a spy was partly rewarded decades later with a pension. Settling in upstate Auburn, N.Y., Tubman established a home for aging and indigent Black Americans, many of whom, like her, had little means of support during their last years. Tubman never wholly retired and, amid early 20th-century Black struggles against segregation and lynching, she promoted efforts to win votes for Black and white women up until her death.

Tubman is now an icon celebrated for how she effectively made good trouble on so many fronts. Among those who admit their debt to her is Georgia’s Stacey Abrams, the voting rights organizer and two-time candidate for governor. In her book “Lead from the Outside,” Abrams credits Tubman with inspiring her own efforts to raise the political consciousness of Americans. Still in the works is the 2016 plan to replace the face of President Andrew Jackson on the $20 bill with a portrait of Tubman. Americans may have the chance to carry Tubman’s likeness with them as a reminder that the nation’s prosperity was made possible by women and men who, like Tubman, had so little and yet contributed so much.

In March, I decided to make a pilgrimage to the place where Tubman’s life began. From the state capital of Annapolis, I drove across the four-mile-long, low-slung Chesapeake Bay Bridge that carries visitors from the mainland, across the open jaw of the bay, to the Eastern Shore. I then headed a short way south on two-lane roads to Tubman’s native Dorchester County, winding past small farms, jagged waterways and modest Main Streets.

No place better remembers Tubman than her birthplace, which sits on the Delmarva Peninsula (that’s short for Delaware-Maryland-Virginia). Her life centered in Dorchester County, where slaveholders shuttled a young Tubman between work in fields, waterways, yards and homes, often separated from her family.

In Dorchester, Tubman’s story is told on the walls of two visitor centers, each structure designed to blend into the grays and browns of the natural landscape. At the Blackwater National Wildlife Refuge, established in 1933, the U.S. Fish & Wildlife Service tells her story through its 28,000 acres of wetlands, forest and open fields. Nearby, the story of Tubman’s life and times is recounted at the Harriet Tubman Underground Railroad Visitor Center, opened in 2017, and operated by a partnership between the National Park Service and the Maryland Park Service. To introduce guests to Tubman’s life and work on the Eastern Shore, the visitor center invites them to discover how she knew intimately the land that is today the Blackwater refuge and its environs. Her epic rescues of scores of enslaved people were possible because Tubman knew how to navigate the region’s contours and trails, depths and denseness, flora and fauna, the seasons, sun and stars.

Tubman’s heroism is a point of pride to Black Marylanders in Dorchester. The struggle against slavery and racism has deep roots there. Among the locals are those descended from Tubman’s family and others who lived and labored alongside them. On my first visit in 2013, I called on Donald Pinder, a local businessman who took a leading role in safeguarding Tubman’s memory and who died last year. To begin, Mr. Pinder walked me through the Harriet Tubman Museum and Educational Center, set up in a downtown storefront in the small city of Cambridge. On the walls of the long narrow space, epic history and local memory mix. I learned how Tubman’s life has been celebrated by generations of Black Maryland farmers, mariners and rural families who have grown up far from cities like Baltimore and Washington, DC.

Mr. Pinder encouraged me to get outdoors to better imagine the trials Tubman faced as she steered loved ones across the rugged landscape and out of bondage. Though a city person, I mustered enough trust to follow his directions to Fork Neck Cemetery. Set on land long tilled by Black farmers, a cluster of headstones was visible from the narrow country road. Still worried about trespassing, I confirmed that it was indeed Mr. Pinder’s own family graveyard and then discovered why he sent me there. Among the weathered markers were those that dated back to Tubman’s days on the Eastern Shore. They paid tribute to Black Marylanders who had been Tubman’s neighbors, but never joined her freedom train. To recall Tubman here is to learn how the past and the present are in fact companion tales.

Back then, when I first visited Dorchester County, a Park Service site dedicated to Tubman was still a plan in the making. Encountering a single roadside marker, the only sign of what is today the Harriet Tubman Underground Railroad National Historical Park, left me wondering how in this vast, sparsely developed place, Tubman’s story would be told. Returning this year, I learned that the answer is through the land. Today the Park Service encourages even casual visitors to know the natural world that was so central to Tubman’s work.

Inside the Tubman Park visitor center, carefully crafted exhibits place her in the habitat of muskrats — as an enslaved girl separated from her family, Tubman tended their traps. We’re introduced to the arduous labor Tubman did alongside her father in the timber fields; there she learned how to navigate the Eastern Shore’s forests and waterways. Faith also figures: Tubman credited her direct connection to God with her survival and her success. Maps trace a 120-mile-long route called the Tubman Byway, which charts the journeys Tubman made, encouraging visitors to trace them by foot, bicycle or car.

Under the gloom of an overcast sky, I trekked along a gentle walking path that wends around the visitor center and its outbuildings. Just the sound of my feet crunching against the gravel attuned me to how sounds fill the vast space — bird songs mixed with the rustle of trees. There was scratching in the low brush, though I couldn’t figure out its source. I heard my own breath. And even though I was within ear shot of the park rangers, I listened for human voices, wary of encountering strangers in the woods. In Tubman’s days, I know, she, too, kept her ears tuned for the sounds of people approaching: slave catchers intent on thwarting her freedom missions.

When I told a Friends of Blackwater volunteer that I was interested in understanding Tubman’s experience, he recommended a slow car ride along the four-mile-long Wildlife Drive, which runs through the refuge’s marshland. There, I began to experience how Tubman’s travels included the smart and studied company of other inhabitants who, like her, survived by understanding the terrain and one another. I was not at a loss for company. A lone red-winged blackbird kept up a steady chatter as we both lingered above the wetlands on a raised observation platform. Fox squirrels and deer foraged while a statuesque white great egret stepped gingerly through a shallow inlet in search of lunch. I kept an eye out for the resident red fox, which I regard as a predator, but local eagles regard as a meal.

Today, it is arresting to witness how climate change along the Eastern Shore is all too quickly remaking the terrain that was the site of Tubman’s earliest exploits. The transformation gripped me when I encountered the ghost forests that dot Blackwater’s landscape. Decaying trees — devoid of foliage and branches, weathered to an eerie gray — stand tall in the brackish waters where the bay’s salt is overtaking inland sweet waters. Vestiges of a past or harbingers of the future, the skeletons of once mighty oaks and elegant loblolly pines defy efforts to wholly preserve Tubman’s memory on these lands.

I felt emboldened — perhaps Tubman’s courage was fueling my own — and ventured farther off the beaten path out to Parson’s Creek and a thread of water that was known as Stewart’s Canal in Tubman’s time. I stood alone on a short bridge that crosses the wetlands and saw a deep scar left by the enslaved laborers who long ago cut a canal that serviced timber production. Grasses are slowly claiming it. All I could hear was the wind rushing, but underneath were ancient echoes of the effort that Tubman, still enslaved, exerted alongside free men like her father, Ben Ross, as they felled, chopped and wrestled trees along these waterways. Time is rendering the scenes of Tubman’s grueling manual labor almost bucolic.

Walking in Tubman’s country had a ritual quality that felt nearly spiritual, even if I didn’t hear the voice of God that she said guided her journeys. It was here on the land that Tubman discovered her purpose. Today, Black women trek in her name as a tribute, as told in Selina Garcia’s documentary film, “A Walk in Her Shoes.” In 2020, not long after the killing of George Floyd by police in Minneapolis, the jazz artist Linda Harris, along with seven friends, traced Tubman’s trail, walking a total of 116 miles. Alone, on my much shorter walk, I quietly recited short poems, hummed to myself, even if off tune. I discovered that the trek was not simply about clocking miles. It was a chance to keep company with my own thoughts, for my mind to gather itself.

The Underground Railroad routes Tubman followed were a patchy network of allies, secret passages and safe houses that began operation in the early decades of the 19th century. To foil the patrols and slave catchers that policed the Eastern Shore, Tubman deployed quick, strategic thinking to, for example, quiet a crying baby who might give her location away. Still, I imagined her with moments to contemplate her world and sharpen a sense of her place in it.

Surely, Tubman, ever the activist, would encourage those who arrive in Dorchester County to discover her memory to also take time to discover how much more difficult that will be by 2050 when it is estimated that 50 percent of the lower Eastern Shore’s high marshes will be gone. Satellite images from the U.S. Geological Survey show how land has already been lost to rising tides. Gone are some spots where a century ago migrating birds regularly stopped over as they traveled north and south.

Two centuries after her birth, Tubman’s story continues to point toward the nation’s highest ideals. These include older lessons about the man-made world where aspirations for freedom, dignity and equality remain a high bar. Newer is what Tubman’s story reveals about the natural world, the land she knew so intimately. On the Eastern Shore, the Tubman Park and the Blackwater refuge are two chapters of the same story. We can walk in Tubman’s 19th-century footsteps on the very land where she struggled against slavery. Along the way, we may also discover our own footing in the climate challenge of our time.


How ‘Don’t Say Gay’ Diminishes Same-Sex Parents and Their Children

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How ‘Don’t Say Gay’ Diminishes Same-Sex Parents and Their Children

This essay, by Lucas Cohen-d’Arbeloff, age 17, from Harvard-Westlake School in Los Angeles, is one of the Top 11 winners of The Learning Network’s Ninth Annual Student Editorial Contest, for which we received 16,664 entries.

We are publishing the work of all the winners and runners-up over the next week, and you can find them here as they post.


How ‘Don’t Say Gay’ Diminishes Same-Sex Parents and Their Children

As a rosy-cheeked nine-year-old, I beamed as I walked down a grassy aisle blanketed with flower petals. Serving as a ring bearer for my two dads’ wedding in 2014, I had spent months crafting handmade ring pillows to celebrate my parents. I felt proud to be a part of history.

But today, trouble is brewing. Stories like mine could become off-limits in schools in light of a recent wave of hateful legislation. Gov. Ron DeSantis of Florida signed House Bill 1557 — dubbed the “Don’t Say Gay” bill by opponents — on March 28. The bill stipulates that classroom instruction on sexual orientation or gender identity “may not occur in kindergarten through grade 3 or in a manner that is not age appropriate or developmentally appropriate for students,” according to The New York Times. Similar bills have been introduced in more than a dozen states.

These bills’ vague language calls into question how they will be applied: Who gets to decide what is “appropriate” for a particular age group? Opponents of Florida’s bill have rightly pointed out the danger this ambiguity poses to L.G.B.T.Q. students. But less discussed is how the children of same-sex parents will fare as a result of “Don’t Say Gay.”

Kids with L.G.B.T.Q. parents may grow up without their teachers acknowledging their families. It’s not far-fetched to imagine lawsuits from bigoted parents seeking to use these laws to shut out any L.G.B.T.Q. presence in the curriculum. Even progressive teachers may steer clear of recognizing same-sex parents in class out of fear of losing their jobs. Paula Stephens, a first-grade teacher in Florida, said she now does not know how to proceed with her usual curriculum. This is probably the most sinister aspect of “Don’t Say Gay”: In trying to navigate such deliberately vague language, teachers may have to choose between their own livelihoods and treating their students humanely.

Some same-sex parents have already taken a stand against this injustice, including Lourdes Casares and Kimberly Feinberg, a Floridian couple who mounted a legal challenge to “Don’t Say Gay” on March 31. If laws are passed in other states, other families should follow their lead. We must also compel state and local officials and their corporate supporters to take a stand against this hate.

Planting the Next Chapter of Farming

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Planting the Next Chapter of Farming

This essay, by Aimee Choi, age 17, from Seoul International School in Seongnam, South Korea, is one of the Top 11 winners of The Learning Network’s Ninth Annual Student Editorial Contest, for which we received 16,664 entries.

We are publishing the work of all the winners and runners-up over the next week, and you can find them here as they post.


Planting the Next Chapter of Farming

Ask a Gen Zer about his or her dream job. The answer will likely be anything but “a farmer.”

Younger people have pursued urban opportunities without a second thought in recent decades, deepening a generational distance from rural life. The result is a dwindling and aging population of farmers worldwide. The farming population in South Korea hit a record-low in 2019, with nearly half the farmers being 65 or older; young rural Africans are leaving their small farms at “alarming rates”; and the rural population in the United States has declined for the first time in history, with over 100,000 small farms disappearing in the past decade.

Our world needs farmers more urgently than ever, and Generation Z is the only sprout of hope.

Farmers are wilting in a world where food demand only rises. In a New York Times article, author Ana Swanson details the mounting load of challenges modern farmers plow through each day, ranging from droughts and storms intensified by climate change to supply chain disruptions from the coronavirus pandemic. Coupled with countless international conflicts that ravage farmland, the farming sector approaches a looming demise.

Turning a blind eye to this issue is not an option. Not only is agriculture the foundation of global food security, but the growth of its sector can also be twice as effective in reducing poverty than that of other sectors. The preservation of local and global biodiversity — the key to strengthening resilience to climate change and other crises — also depends on heeding farmers’ rich set of traditional agricultural knowledge.

If the urgency for a greater pursuit of farming is so crystal clear, why does our generation remain so distant from it? The problem is our perception. Young people view farming as an archaic, unprofitable and unskilled occupation, the International Fund for Agricultural Development explains.

This notion couldn’t be further from the truth: The future of farms shines with bountiful innovations and technological upgrades. Satellite technology is being integrated into crop monitoring, vertical farms with highly-controlled environments are making efficient use of space and resources, and sensors, robots and drones are facilitating farming with unprecedented precision. The time is ripe for any blossoming environmentalist, physicist, biologist or engineer to make invaluable contributions to a new, sustainable farming system.

It’s time for us to steer the wheel of farming. As Gen Zers, we are more than familiar with technology, we understand the gravity of the global food crisis, and we have a knack for navigating our way through hardship.

So, start searching up some cool agricultural technology or visiting a nearby farm. Every small effort you make is a step closer to planting a promising chapter of agriculture ahead of us.

Works Cited

“Agriculture and Food Security.” United States Agency for International Development, 3 Feb. 2022.

Booth, Amy. “The Reason We’re Running Out of Farmers.” BBC.

Johnson, Kenneth M. “Rural America Lost Population Over the Past Decade for the First Time in History.” University of New Hampshire Carsey School of Public Policy, 22 Feb. 2022.

Kim, Yon-se. “46% of Farm Population Aged 65 or Over in Korea.” The Korea Herald, 7 March 2021.

Semuels, Alana. “‘They’re Trying to Wipe Us Off the Map.’ Small American Farmers Are Nearing Extinction.” Time, 27 Nov. 2019.

Swanson, Ana. “Food Prices Approach Record Highs, Threatening the World’s Poorest.” The New York Times, 3 Feb. 2022.

“Why Are Rural Youth Leaving Farming?” United Nations, April 2016.