From chores to choices: Practical ways to build independence with your child

Practical strategies to encourage independence in children include giving age-appropriate responsibilities and letting kids navigate challenges on their own. Trust and guidance help them thrive.

Photo: Volant/Unsplash

Want to raise confident, capable kids? Children learn self-sufficiency through everyday opportunities. These experiences strengthen confidence, emotional resilience, and decision-making.

by Casey Cartwright
Contributor Writer

Children grow up so fast, as every parent is painfully aware. One moment your baby is babbling on the sofa, and the next they’re out the door on their way to their last day of school. Along the way, they become the person they’re meant to be, and you play a huge role in supporting their healthy development. Specifically, fostering independence in your child is a great way to set them up for confidence, resilience, and success later in life. You’re probably already doing more than you think to support this growth. But if you want to go even further, we’re here to help.

This article explores some practical ways to encourage independence in your child. We will discuss age-appropriate opportunities that help children develop problem-solving skills, self-confidence, and the ability to handle challenges. These small steps create a foundation that will serve them well as they grow. The best part of going through this process is that you’ll strengthen your relationship with your child. When kids feel capable and trusted, they’re more likely to come to you when they truly need guidance.

So where should you start? Well, think about your daily routines. What do you currently do for your child that they could also handle? For instance, if you pick out your child’s outfits, maybe they can take over that task. To make it easier but still foster their independent decision-making, you can let your child choose between two outfits that you lay out the night before.

Giving your child freedom in their free time is an important aspect of helping them feel trusted.

Now, turn your attention to the bathroom. Your kid’s independence in the space develops naturally when you make the room more accessible to them. Put a step stool by the sink and a toothbrush within their reach. Teach them how to wash their hands, then let them practice without hovering over their shoulder, counting to 20. Let them comb their hair each morning. These small tasks are usually manageable for small children, and they instill daily confidence through autonomy.

Aside from what your child needs to do to take care of themselves, consider what they can do to help out around the house. That’s right—chores. No kid likes chores. In fact, very few adults like chores. However, these tasks are golden opportunities for teaching your child to be independent because they foster practical skill development. Maybe they can set the table for dinner, pick up the living room each night, feed and water the dog, or put items on the grocery list when they run out. These are things every person must know how to do if they are to be truly self-sufficient, and teaching the jobs early gives your child a head start.

Then, there’s independence in recreation. Many parents want to watch their children like hawks at the playground or playdates, but it’s important that you prove to your little one that you trust their judgment. Let them pick their friends, say yes to sleepovers, have them decide their hobbies, and encourage all healthy interests, from painting to soccer. Naturally, you should be mindful of their safety and set boundaries when it’s necessary. But giving your child freedom in their free time is an important aspect of helping them feel trusted, which translates to a more independent mindset.

If you want to start small in this area, Christmas is coming up, and it’s a great time to give your child a gift that shows your confidence in their self-sufficiency. For instance, ride-on cars are great winter gifts for kids because the toy is mature yet safe. Your child can feel uniquely independent as they drive around the yard and neighborhood in a mini Jeep, and you can peacefully observe their safety from a distance.

You should teach your kid that independence includes asking for help when they need it.

Now, as your kid navigates these big and small opportunities for independence, they will probably run into problems. How you encourage them to overcome these obstacles is a valuable part of the process. When your child faces a minor challenge, pause before jumping in to fix it. For example, a puzzle piece that won’t fit can be a learning opportunity. Wait to see if your child figures it out. If they’re stuck, ask questions instead of providing solutions. You might inquire, “What happens if you turn it around?” Only step in with the answer if your child makes a thoughtful attempt before requesting your help. In doing so, you let them know that you trust their capabilities and that you are a resource, not an omniscient, overbearing problem-solver.

Frustration is an expected part of this process. Your kid will probably get very annoyed and even start to cry when they face problems. This is always distressing to see as a parent, and it makes many guardians immediately jump to the rescue with a quick fix and coddling. But that’s not going to teach your child how to handle challenges for themselves. After all, emotional intelligence is inextricable from true independence.

When your child melts down over a broken crayon, acknowledge their feelings. Say, “You’re really upset about your crayon breaking.” Then, guide them toward solutions without laying them out on the table. Ask, “What could help you feel better?” and help your child workshop.

Likewise, letting children experience natural consequences builds essential emotional resilience. If they forget their jacket despite you reminding them again and again, feeling chilly could be what they need to learn the lesson. Of course, be reasonable in what consequences you let your child endure. They don’t need to be rescued from manageable discomfort, but pain and authentic distress are not appropriate. In these cases, you should teach your kid that independence includes asking for help when they need it. Teach your child that requesting assistance with truly difficult tasks or outcomes shows wisdom, not weakness. This prevents them from entering or staying in dangerous situations.

Start small, stay consistent, and trust the process.

A final important consideration is knowing when your child is overwhelmed by self-sufficiency. Some kids latch on to every freedom and thrive, while others are much more hesitant to leave any part of the nest. You might encounter resistance as you encourage them to do things on their own, and this is normal. However, it might signal a need for more attention, not less freedom or more support. Remember to frame setbacks within the context of the bigger picture. On the whole, if you do your part to trust and empower your kid, they will grow up to be a confident, autonomous adult.

In the end, encouraging independence in your child will create an adult who can handle challenges, make good decisions, and maintain healthy relationships. The patience you invest now in letting your child struggle reasonably with age-appropriate tasks pays dividends in the years to come. Start small, stay consistent, and trust the process. Your child’s growing independence reflects your excellent parenting, not your decreasing importance in their life. You’re raising a capable human being who will always need your love and guidance—just in evolving ways.

Casey Cartwright is a passionate copyeditor highly motivated to provide compelling SEO content in the digital marketing space. Her expertise includes a vast range of industries from highly technical, consumer, and lifestyle-based, with an emphasis on attention to detail and readability.

Tags: how to teach kids independence, fostering independence in children, raising self-sufficient kids, age-appropriate chores for children, building confidence in children, helping kids solve problems, promoting emotional resilience in kids, parenting tips for independence, encouraging responsibility in kids, guiding children to be confident and capable

Guest Commentary |
AI in daily life: Intimacy, disruption, and what it means for humanity

From personal assistants to algorithmic influence, AI challenges human autonomy and highlights the need for education, ethics, and regulation.

by Nabajyoti Narzary
Guest Commentary

The trouble with living in 2025 is that the future doesn’t knock politely anymore — it barges in, makes itself at home, rearranges the furniture of our lives, and leaves us wondering when we agreed to let it in.

Artificial intelligence isn’t arriving tomorrow; it has already moved into our lives, humming in our pockets, inboxes, the search engine that finishes our sentences, the navigation app that anticipates our destination, and even in the dreams of people who think they’re immune to “tech trends.”

The world’s unease about AI is nothing new. We’ve always had a complicated relationship with inventions. History shows that every great leap begins with astonishment and ends with adjustment. In the 15th century, Gutenberg’s printing press shook society. Monks who spent their lives copying manuscripts became irrelevant. Scholars fretted over unverified knowledge, and political authorities feared pamphlets that could bypass approval. Printed words, they argued, lacked the sanctity of handwritten ones. In time, the press spread falsehoods — but it also ignited the Renaissance, transformed education, and democratized the written word. It was both liberating and destabilizing.

Einstein once argued that education should be about ideas, not just facts.

AI stands in a similar place today. The difference is that this time the machine isn’t confined to a factory or lab. It is intimate, personal, pervasive — helping your child with homework, curating your playlist, reminding you to drink water — and possibly selling those data points to someone you’ve never met. It follows our movements, records our preferences, and learns our habits until it can predict them with disquieting accuracy.

We call this “personalization,” but it is really a mirror showing how predictable we’ve become. Free will, so cherished as a human ideal, begins to resemble a carefully staged performance in which the lines are gently suggested by algorithms. The printing press gave control of ideas to the many; AI could reverse that, shifting influence back to those who design the systems. If free will was ever a pristine thing, algorithms now have smudged the glass. Nietzsche declared “God is dead,” and humanity took his place. Now our own creations, “powered by code instead of commandments,” test how it feels to dethrone us.

Its impact on education shows its paradox. Teachers admit that essays, lab reports, and even poetry assignments arrive in prose too polished for a sleep-deprived teenager. The deeper question isn’t cheating; it’s the gradual outsourcing of thought. If a machine can generate a flawless answer in seconds, what exactly is the student supposed to learn? Einstein once argued that education should be about ideas, not just facts. In the AI age, that principle is urgent: machines will always store and retrieve better than we can; what they cannot do is cultivate judgment, empathy, and context. Those are the skills education must protect.

Left entirely to the pursuit of profit, it will entrench the disparities it claims to solve.

Half-literacy in the digital age is more dangerous than illiteracy ever was. A person who can read but cannot discern misinformation, or who can navigate a device but cannot question its intent, is more vulnerable than one who lacks access. As AI advances, truth and fabrication will blur with greater sophistication. The challenge will not be finding answers but knowing which questions are worth asking.

What makes AI’s rise feel different from earlier technological revolutions is its intimacy. We don’t just use it; we confide in it. Chatbots have become companions to the lonely, brainstorming partners to the overworked, and sometimes more rewarding than speaking to another human. The machine never interrupts or takes offense. But comfort has a price. Time saved is rarely spent on rest or reflection; it is reinvested into more screen time, dependence, and anxiety about being left behind.

Meanwhile, tech companies frame this as empowerment — “democratizing knowledge,” “upskilling communities,” “bridging the digital divide.” Sometimes these initiatives are genuine, other times akin to the colonial “free railways” — convenient for the empire, less so for the colonized.

The danger isn’t only in surveillance or job loss. It is in the erosion of inefficiencies that make us human. Progress is messy, contradictory, full of detours. A society optimized to perfection may function better, but it would lose the unpredictability that sparks art, discovery, and change.

We now see the appetite for ranking people with algorithmic “merit scores” — a digital caste system where privilege and productivity are weighed and tagged. The Gold Class gets the plum opportunities; the Bronze Class is told it’s still “included” while quietly excluded from anything that matters. Technology, we’re told, is the great equalizer. In practice, it magnifies the inequalities it claims to erase. Facebook’s “Free Basics,” meant to connect the unconnected, was accused of enabling propaganda and deepening divides. AI could do the same — faster, more precisely, and harder to catch in the act.

Photo: Markus Spiske/PEXELS

AI is a powerful tool with the potential to expand education, healthcare, and access to marginalized voices, but unchecked profit-driven use could worsen inequalities. The key is cultivating wisdom to guide it through strong regulation, public literacy, and discernment about when machine learning is appropriate. Ultimately, its impact depends on how responsibly society steers its development.

Yet to see AI only as a threat is to miss its potential. Like the printing press, it is a tool, not a destiny. Used with transparency, accountability, and imagination, it could extend education to the remotest villages, deliver healthcare to those without doctors, and give voice to silenced communities. Left entirely to the pursuit of profit, it will entrench the disparities it claims to solve.

The real question is whether we can cultivate the wisdom to steer it. That means regulation as ambitious as the technology, public literacy campaigns beyond “how to use” guides, and the humility to admit that not every problem needs a machine-learning solution.

Human history is a long conversation with our inventions. At first, they astonish us. Then we adapt. Eventually, we forget who began the conversation, and the creation becomes background, like wallpaper we no longer notice. The printing press, steam engine, light bulb — each began as a wonder and ended as something ordinary.

AI will follow the same arc unless we choose otherwise. What feels extraordinary today will be mundane tomorrow, but in this brief in-between moment, we still have the chance to decide the terms of our partnership with it. The future is shaped not only in public breakthroughs but in what we accept, automate, and what we stop questioning. If we surrender those choices to the machine, it will not need our consent. It will keep speaking long after we have stopped listening.

Nabajyoti Narzary works in administration, where he explore the intersection of people and institutional systems at the grassroots level, uncovering untold stories of governance and everyday resilience. Writing is his sanctuary, flowing from daily observations and reflective moments, often captured in a personal diary and complemented by long evening walks with their dog, Nia. A college trip to Serbia sparked a lasting interest in Eastern European culture and history, inspiring a deep appreciation for the region’s complex tapestry shaped by centuries of conflict, coexistence, and cultural evolution.

Tagged: AI in daily life, AI and education, artificial intelligence 2025, future of work and AI, AI ethics and regulation, technology disrupting society, human free will and AI, AI and digital literacy, AI opportunities and risks, living with artificial intelligence

5 ways students can think about learning so that they can learn more - and how their teachers can help

by Jerrid Kruse
Drake University

Beyond growth mindset, five powerful beliefs help students embrace complexity, effort, time and diverse sources of learning.

During my years teaching science in middle school, high school and college, some of my students have resisted teaching that educators call higher-order thinking. This includes analysis, creative and critical thinking, and problem-solving.

For example, when I asked them to draw conclusions from data or generate a process for testing an idea, some students replied, “Why don’t you tell us what to do?” or “Isn’t it the teacher’s job to tell us the right answers?”

In other words, my students had developed a strong preconceived notion that knowledge comes from authority. After investigating, my colleagues and I concluded that these beliefs about learning were influencing how they approached our lessons – and thus what they were able to learn.

Photo: Annie Spratt/Unsplash

All students come to class with a range of beliefs about what it means to learn. In the field of education, perhaps the most sought-after belief is what we call having a growth mindset. Students with a growth mindset believe they can improve and continue to learn. In contrast, students with a fixed mindset struggle to believe they can become more knowledgeable about the topic they’re studying. When students say, “I’m bad at math,” they exhibit a fixed mindset.

As teachers, we not only try to help students understand the topic at hand but also aim to instill accurate beliefs about learning so nothing interferes with their ability to take in new information.

Other than the growth mindset, I argue that five other beliefs are particularly important to promote in classrooms to help students become better learners and more prepared for the modern world.

Learning is understanding

Some students and teachers equate learning to memorizing.

While memorization has a role in learning, deep learning is about understanding. Students will be well served recognizing that learning is about explaining and connecting concepts to make meaning.

Why is an explanation more useful than just an answer?

Too much focus on memorizing can hide gaps in learning.

For example, I was once working with a preschool student when they proudly demonstrated their ability to recite the numbers 1 through 20. I then asked the student to count the pencils on the desk. The student did not understand my request. They had not connected these new words to the number concept.

To help students recognize the importance of understanding for learning, teachers and parents might engage students in questions such as, “Why is connecting a new idea to an old idea better than just trying to memorize the answer?” or “Why is an explanation more useful than just an answer?”

Learning is complex and requires challenge

Students’ belief that learning is akin to memorization may reflect a related belief that knowledge is simple and learning should be easy.

Instead, educators want students to embrace complexity and its challenges. Through wrestling with nuance and complexity, students engage in the mental effort required to form and reinforce new connections in their thinking.

When students believe knowledge is simple and learning should be easy, their engagement in higher-order thinking, which is required to embrace complexity and nuance, suffers.

To help students who are struggling grasp a complex idea, teachers and parents might ask questions that help students see why learning is complex and requires challenge.

Learning takes time

When students believe learning is simple and easy, educators should not be surprised they think learning should be fast as well.

Instead, students ought to understand that deep learning takes time. If students believe learning is quick, they are less likely to seek challenge, explore nuance or reflect and make connections among ideas. Unfortunately, many curricula pack so much intended learning into a short amount of time that beliefs in quick learning are subtly reinforced.

Kids learning in a classroom environment

Photo: CDC/Unsplash

While teachers can get creative with curricular materials — and spend more time challenging students to explore complexity and make connections — just spending more time on a concept may not be enough to shift a student’s beliefs about learning.

To help students shift their thinking about the speed of learning, I ask them to discuss questions such as, “Why do you think understanding complex concepts takes so much time?” or “Why would only covering this concept for one lesson not be enough?” With these questions, my colleagues and I have found students start to recognize that deep learning is slow and takes time.

Learning is ongoing

Students should also recognize that learning doesn’t end.

Unfortunately, many students believe learning to be a destination rather than an ongoing process. Yet, because knowledge contains an inherent level of uncertainty, and increased learning often reveals increased complexity, learning must be continuous.

To help students reflect on this belief, teachers and parents might ask their students, “How do you think your knowledge has changed over time?” and “How do you think your learning will change in the future?”

Learning is not only from teachers

I remember one high school student telling me that “teachers are supposed to tell us the answers, so we know what to put on the test.”

This student had apparently figured out the “rules of the game” and was not happy when their teacher was trying to engage them in higher-order thinking. This student was holding onto a transmission model of learning in which learning comes from authority figures.

Instead, students should recognize that learning comes from many sources, including their experiences, their peers and their own thinking, as well as from authority figures.

While teachers and parents may hesitate to undermine their own authority, they do students a disservice when they do not prepare them to question and go beyond authority figures.

... helping kids develop more robust beliefs about learning just might be the most important thing teachers can do...

To help students shift their thinking, teachers might ask students to consider, “Why might learning from multiple sources help you better understand the complexity and nuance of a concept?”

Building better beliefs about learning

Often, teachers and parents believe opportunities to engage in higher-order thinking are enough to help their students develop better beliefs about learning.

But such beliefs require explicit attention and must be planned for in lessons. This is done by asking reflective questions that target specific beliefs, such as the questions noted in the final sentence of each of the previous sections.

In my experience, the conversations I’ve had with students using the questions noted above are highly engaging. Moreover, helping kids develop more robust beliefs about learning just might be the most important thing teachers can do to prepare students for the future.

Jerrid Kruse, Professor of Science Education, Drake University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Area union members earn nationally recognized teaching certification

Chris Baker, of Gifford, and Nate Shubert, of Monticello, graduated from the United Association’s Instructor Training Program, completing a rigorous five-year program.

Photo provided

Local 149 Business Manager Charlie Deakin, Nathan Shubert, Christopher Baker, Local 149 Business Agent Kevin Sage, Local 149 Training Director Derek Reedy pose for a photo after the awards ceremony.

URBANA - Two longtime members of UA Local 149 have earned certification to train future generations of skilled workers after completing a rigorous five-year program.

Chris Baker, of Gifford, and Nate Shubert, of Monticello, recently graduated from the United Association’s Instructor Training Program, a nationally recognized course held in Ann Arbor, Mich.

UA Local 149 represents hundreds of plumbers, pipefitters and HVAC professionals across the region. Baker completed his certification to instruct in medical gas systems, plumbing fixtures and plumbing underground installation. Shubert earned credentials to teach rigging and industrial rigging.

The two men now join the ranks of certified instructors who are qualified to pass on specialized trade skills to apprentices entering the industry. Their recognition highlights the union’s ongoing role in workforce development and training across Illinois.

UA Local 149 instructor training program graduates, Chris Baker Gifford plumbing instructor certification, Nate Shubert Monticello rigging instructor union training, United Association apprenticeship instructor program Ann Arbor, Skilled trades union training Illinois plumbers pipefitters HVAC

Recognized for his contributions and dedication, Kermit Esarey is inducted into the 2022 SJO Hall of Fame

ST. JOSEPH -- St. Joseph-Ogden High School will introduce four new inductees to the St. Joseph-Ogden Hall of Fame during the Spartan football team's Homecoming game against Nokomis. The distinquished group includes 1960 graduate Dee Evans, former three-sport athlete Brandi Carmien Burnett, veteran teacher Kermit Esarey, and The Gary Olson Family.

Below is a short biography and highlights about Kermit Esarey provided by the high school.

Kermit Esarey

Kermit was born and raised in southern Illinois. He graduated from Mt. Carmel High School in 1940.

He attended the University of Illinois, College of Agriculture, majoring in Agricultural Education. He was drafted into the Army after his junior year as a 2nd Lieutenant. He returned to the U of I after his release from the military and received his Bachelor’s degree.

He began his teaching career at Scotland High School where he taught for one year. He then taught at Cisne High School for four years. He moved to St. Joseph and started teaching at St. Joseph High School in 1952. He completed his Master’s degree that same year from the U of I and continued his teaching career at what is now St. Joseph-Ogden High School until his retirement in 1982. He was also the FFA advisor while teaching at SJO.

Kermit was married to his wife, LaDema for 73 years. She preceded him in death in 2017. They had one daughter, Gail, who lives in Arlington, Texas with her family. After Kermit’s retirement, he and LaDema moved to Texas to be closer to their family. While they resided in St. Joseph, Kermit and LaDema were active members of the St. Joseph Methodist Church. Kermit was also a member of the local Lion’s Club and the IAVAT.

Kermit was awarded the Honorary State FFA Degree in 1979 as well as an honorary membership in the Alpha Tau Alpha fraternity. Kermit supervised more than 20 student teachers during his career at SJO. He would often say that some of his greatest satisfactions in life were to visit with former students and encourage them to become successful in ag related fields.

In 2020, his daughter Gail established a scholarship at the U of I in his name to be awarded to a student majoring in the agricultural field. Kermit passed away in 2019 at the age of 97. Kermit was the oldest of four brothers. We are honored to have several members of his family here with us tonight to receive this award in his name.

Thank you to Kermit Esarey for your dedication to the SJO school! Congratulations once again to Kermit Esarey and his family for the induction into the St. Joseph-Ogden High School Hall of Fame.

College scholarships available for future Illinois teachers

Photo: Janko Ferlic/Pexels

Do you like working with young children or have an interest in pursuing a degree in the education field?

The Early Childhood Access Consortium for Equity (ECACE) is offering college scholarships to students and daycare professionals that plan to teach or become administrators in the early childhood care and education field in Illinois once they have earned their degree. The scholarship is available for students studying at any one of 63 colleges and universities in the state.

If you currently work or have worked in the early childhood education field and want additional credentials like a 2- or 4-year degree, you may be eligible for the scholarship. The award is designed to help cover college costs for an academic year - including a summer session - after financial aid from other sources has been received by the applicant.

"The program was created to address the shortage of qualified early childhood educators by encouraging the pursuit of credentials and advancement of already-held degrees in early childhood education, with an aim toward building a strong, well-prepared workforce," according to scholarship announcement on the isac.org.

The application deadline for the upcoming academic year is March 1. For more information and to apply, follow this link: ECACE Scholarship Program.

ViewPoint | African-American Children Are Brilliant in Mathematics

by Dr. Kirk Kirkwood, Ed.D.

African-American Children Are Brilliant in Mathematics: Why Don't the Numbers Agree?

Unfortunately, African-American K-12 students have become familiar with the achievement gap narrative, suggesting there are disparities in their ability to learn math compared to their non-African-American peers. Further, they are more likely to be taught by underprepared teachers who often struggle with Mathematics Common Core Standards, specifically how to teach the content in a relevant and engaging way.

Many African-American students arrive home from school seeking additional mathematics support. They often encounter parents/caregivers who have developed a phobia (and trauma) around mathematics due to similar classroom experiences. In some regards, African-American communities perceive an inherent deficiency in math abilities, specifically in the K-12 context—this is absolutely untrue.

Although a year-end mathematics assessment does not indicate a students' capacity to succeed in college or life, it provides some insight into how formalized K-12 classroom settings support them. Among all subgroups (e.g., Asian, Asian/Pacific Islander, Hispanic, Native Hawaiian/Other Pacific Islander, Two or More Races), African-American fourth and eighth-graders performed the lowest in mathematics National Assessment of Educational Progress (also known as the Nation's Report Card).

The overall score equates to below basic level of understanding of mathematical content. If these patterns continue, roughly 80% of African-American students attending public schools will require some form of intervention to succeed in entry-level college coursework after high school.

It is essential to note implicit biases in curricula developed primarily by white males who have little to no connection with the students reading their textbooks. Year-end assessments (including how questions are framed), emphasizing individual knowledge rather than collective/collaborative efforts to engage the content, continue to baffle African-American students. Furthermore, instructional practices are often mundane and offer minimal enjoyable moments.

Collectively, we can shift the paradigm for African-American students.

Math classrooms have become hostile learning spaces. African-American K-12 learners resent their teachers, loathe the subject matter, and look forward to activities and courses to thrive and realize how the content can be beneficial for them both now and in the future. So, how do we revisit and begin to reconceptualize how African-American children perceived their mathematical abilities?

As African-American students experience math, parents/caregivers, communities, and schools must acknowledge (repeatedly) that African-American students are brilliant. They deserve constant encouragement and a reminder of their rich history with mathematics.

The first mathematicians were African. Northern Africans created the first innovative mathematical tool (the Ishango Bone), Katherine Johnson, Mary Jackson, and Dorothy Vaughan (African-American women featured in the movie Hidden Figures) elevated NASA to innovative technological advancements unseen.

Parents/caregivers, communities, and schools must collaborate to empower students to realize their gifts. Robert Moses, the Algebra Project creator, adopted the 1960s political community organizing a framework to promote mathematics literacy for students. It involved a collective response to an emerging challenge; therefore, he offered a practical guide to mathematics, including manipulatives, games, and drumming to engage students in math learnings.

Games such as Dominoes, Spades, and Uno are favorites among African-American families, and they require advanced Number Sense. Why not have a game night to showcase how parents/caregivers have thrived in these activities. Additionally, fantasy leagues, e.g., points per game, rebounds per game, assist, and free throws, provide enjoyable opportunities to showcase the appreciation of numbers.

In collaboration with Drs. Ernest Black, Fred Uy, and Patrice Waller, the California State University system, and CalStateTEACH have developed a Math Literacy Project to support Elementary School teachers' efficacy and ability to offer students culturally rich learning opportunities. Currently, partnering with over 200 educators at ISANA Academies to enhance their math instructional practice. The outcome will lead to African-American students' greater affinity and appreciation of math.

Collectively, we can shift the paradigm for African-American students.

They are too gifted and precious to allow the disdain for math to continue. Let's take action, strengthen our resolve, and become active in our intent to support them. If we let them down, we face an uncertain future. However, if we lean in to ensure that they are empowered, the Hidden Figures of the past will rise again as conscientious contributors of a math affirming environment for African-American children.

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Dr. Kirk Kirkwood is the Southern California Regional Director of CalStateTEACH, the California State University System's statewide credential program. He is also Executive Director at Village Life Education. He earned his PhD in P – 12 Educational Leadership from California State University, Fullerton.

Photo by Matthew Henry/Burst

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