Racial equity can be defined as "the condition that would be achieved if one's race identity no longer influenced how one fares." (from "Awake to Woke to Work: Building a Race Equity Culture" by Equity in the Center). This collection focuses on racial equity and also includes works that explore the larger diversity, equity, and inclusion (DEI) framework. Our aim is to raise awareness about funding for racial equity efforts as well as activities in the social sector meant to realize racial equity. The collection is part of Candid's Funding for racial equity special issue website.

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Power Beyond Measure: Reshaping the Research and Evaluation Landscape for Boys and Men of Color

January 1, 2021

Power Beyond Measure: Reshaping the Research and Evaluation Landscape for Boys and Men of Color is a new research agenda that outlines six strategies for advancing equity and opportunity for Boys and Men of Color (BMOC) in the U.S. These strategies and recommendations lift up ways to ensure their voices and perspectives are reflected in research and funding; to promote power and capacity-building in their communities; and to build more equitable, anti-racist research and evaluation systems.

SEL and Racial Equity

October 14, 2020

Social-emotional learning (SEL) is the process by which young people and adults build skills to understand and manage emotions, work toward positive goals, feel and demonstrate empathy for others, and establish and maintain positive relationships. This policy brief provides a non-exhaustive investigation of social-emotional learning policy and how it can contribute to evidence-based, in-school racial equity strategies.

Thriving, Robust Equity, and Transformative Learning & Development: A More Powerful Conceptualization of the Contributors to Youth Success

July 1, 2020

This new conceptualization of youth success draws from more than 180 sources and makes an argument for new definitions to propel practice and policy that addresses educational and racial equity. The paper:Introduces a formula and a rationale for addressing thriving, equity, and learning and development together that helps us better focus on actionable social factors;Summarizes prevailing definitions of thriving, equity, and learning and development (and related terms);Takes a deeper dive into the dimensions that contribute to individual and collective thriving;Offers powerful and aligned conceptualizations of thriving, equity, and learning and development;Describes the opportunities and conditions required to ensure that efforts to create "equitable educational outcomes" or "equitable learning and development opportunities" are as powerful and inclusive as possible.

Moving it Forward: The Power of Mentoring, and How Universities Can Confront Institutional Barriers Facing Junior Researchers of Color

October 2, 2018

While there are numerous barriers to career advancement for scholars of color, the Foundation believes that many of these can be mitigated through strong mentoring relationships that address issues of difference. But the power of effective mentoring will only be realized when the institutions in which these relationships exist begin to change. The guide, which was developed in collaboration with the Forum for Youth Investment is derived from interviews with grantees and consultants who participated in the Foundation's mentoring program for junior researchers of color.

Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action

May 9, 2018

Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing. To accomplish this requires examining issues of race directly; this can be difficult and uncomfortable, but we cannot avoid race and let the challenges go unacknowledged and, therefore, inadequately addressed.

Toward the Future of Arts Philanthropy: The Disruptive Vision of Memphis Music Initiative

February 28, 2018

In Toward the Future of Arts Philanthropy, you'll find:- A review of the historic landscape and lack of equity in arts funding;- An overview of MMI's disruptive philanthropic approach rooted in equity; and- A discussion of opportunities and challenges in implementing a disruptive philanthropic approach.

Changing the Odds: The Race for Results in Atlanta

June 18, 2015

Race has undeniably shaped the city's landscape, giving rise to two very different Atlantas that underscore the fact that the place where children grow up affects their opportunities in life. This report examines the city through its 25 neighborhood planning units (NPUs) -- the resident advisory councils that make zoning and other planning recommendations -- to explore how race and community of residence erect persistent barriers that keep kids from reaching their potential. They also keep the city from fully harnessing its economic power: Metro Atlanta's economy stands to gain an additional $78.6 million annually by promoting racial equity, according to a recent study.This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included.

Black Girls Matter: Pushed Out, Overpoliced and Underprotected

February 4, 2015

This monumental report explores the disproportionate impact of zero tolerance policies and the criminalization of school discipline on Black girls and other girls of color. Against the backdrop of the surveillance, punishment, and criminalization of youth of color in the United States, Black Girls Matter: Pushed Out, Overpoliced, and Underprotected seeks to increase awareness of the gendered consequences of disciplinary and push-out policies for girls of color, and, in particular, Black girls. The report developed out of a critical dialogue about the various ways that women and girls of color are channeled onto pathways that lead to underachievement and criminalization.

Race Equity And Inclusion Action Guide - Embracing Equity: 7 Steps To Advance And Embed Race Equity And Inclusion Within Your Organization

January 8, 2015

Advancing race equity and inclusion can sometimes seem daunting and often leaves many wondering how and where to start. One way to achieve social change in an organization is to incorporate race equity and inclusion at every stage of work. The seven steps in this guide provide a clear framework for undertaking this important work. This tool adds to the resources already created by partners who have been working in the field. It works by demonstrating how a race equity lens can be adopted by foundations or other organizations that work directly with systems, technical assistance providers and communities.

Interventions to Address Racialized Discipline Disparities and School "Push Out"

May 1, 2014

T he value of education for youth in the K–12 system is generally undisputed. We recognize education as a key societal structure that facilitates opportunity in both the short and long term. Despite this shared interest in students' educations, unfortunately some school discipline policies, notably zero tolerance policies, can serve as a barrier to this pathway to opportunity.

New and Developing Research on Disparities in Discipline

March 12, 2014

This briefing paper describes the results of new research in the area of disciplinary disparities, and identifies remaining gaps in the literature that can guide researchers and funders of research. The brief is organized into two sections:1) What Have we Learned? Key New Research Findings describes research from leading scholars across the nation commissioned by The Center for Civil Rights Remedies at UCLA's Civil Rights Project with the support of the Collaborative, findings from projects supported by the Collaborative Funded Research Grant Program, and other new research on disproportionality in school discipline in the peer-reviewed literature.2) Future Research Needs describes gaps that remain in the research base. Although there has been considerable new knowledge generated in recent years, significant gaps remain, especially in identifying and evaluating intervention strategies that reduce inequity in discipline for all students.

Eliminating Excessive and Unfair Exclusionary Discipline in Schools Policy Recommendations for Reducing Disparities

March 12, 2014

All schools must be safe places for all members of the learning community. Schools have the right and indeed the responsibility to develop safe school climates to protect the safety of students and teachers, as well as the integrity of learning Yet the data indicate that it is relatively rare for students to pose a serious danger to themselves or others.In states like Texas, serious safety concerns trigger a "non-discretionary" mandatory removal, but these represent less than 5% of all disciplinary removals from school. While exclusion on grounds of safety is infrequent, students are routinely removed from school for minor offenses like tardiness, truancy, using foul language, disruption, and violation of the dress code.Of course, public school educators are also responsible for ensuring the integrity of the learning environment and attend to misbehavior that does not raise safety concerns. There is no question that there are circumstances where removing a student from a classroom is helpful to de-escalate a conflict, or to pursue an intervention outside the classroom with the support of an administrator, a counselor, parent(s) or community members. However, too many of our nation's public schools have moved away from reserving school exclusion only for the most serious offenses, and as a measure of last resort. Excessive suspensions and expulsions threaten educational opportunity, thereby undermining our national goals for closing academic achievement gaps for all children.