The renaming of Campbell Hall (which now houses the Academic Advancement Program which has, over the years, served thousands of students of color) would offer at least a small gesture of respect towards Carter and Huggins, two promising young Black activists cut down in their prime. They died while working toward a future for Black students on campus. Since their deaths and the university's continued deafening silence on the issue, UCLA has not widened the "circle of we" to include Black students. Today only 3.0% of UCLA students are Black. Of those, 65% of Black male students are athletes. Had Bunchy Carter and John Huggins lived and had the upheavals of the 60s and 70s yielded the kind of radical correction which they were fighting for, the University would be a very different place today. It is time to finally acknowledge these students and Say Their Names!

The Cultural New Deal for Cultural and Racial Justice is a call for us to transform our personal, institutional, and global thinking. We believe that culture moves before policy. We believe that culture endures beyond politics. We wrote this Call because our work in culture and arts is inextricably linked to larger social movements for change. We invite you to adopt and adapt this Call to your specific contexts to hold leaders, policy-makers, and institutions — and ourselves — responsible, accountable, and transparent in achieving equity and justice. In these unprecedented times, as justice movements converge, many of us have asked ourselves what the stakes are for the culture we want to advance. We concluded that we needed to change the conditions under which we artists and culture bearers labor and live. The Cultural New Deal for Cultural and Racial Justice points us toward new understandings of how we together can build a culture that is inclusive, sustainable, and leads us toward justice and freedom for all. We urge timetables that are immediate and demonstrate change that is not aspirational, but concrete, measurable and visible within 1-3 budget cycles. We offer this Call in the spirit of advancing accountability and collective responsibility, and urge you to activate these ideas within your work and our shared future. // El Nuevo Trato Cultural para la Justicia Cultural y Racial es una convocatoria para que transformemos nuestro modo de pensar personal, institucional y global. Creemos que la cultura cambia antes que la política. Creemos que la cultura perdura más allá de la política. Escribimos este llamado porque nuestro trabajo dentro de la cultura y las artes está inextricablemente entrelazado con los movimientos sociales para el cambio. Les invitamos a adoptar y adaptar este Llamado para sus contextos particulares para responsabilizar a líderes, creadores de políticas e instituciones, al igual que nosotres mismes, por lograr la equidad y la justicia de forma responsable y transparente. En estos tiempos sin precedentes, conforme convergen los movimientos por la justicia, muches de nosotres nos hemos preguntado qué está en juego para la cultura que queremos avanzar. Hemos concluido que tenemos que cambiar las condiciones bajo las cuales nosotres les artistas y portadores de cultura trabajamos y vivimos. El Nuevo Trato Cultural para la Justicia Cultural y Racial nos dirige hacia nuevos entendimientos sobre cómo, juntos, podemos crear una cultura que es inclusiva, sustentable y que nos lleva hacía la justicia y la liberación para todes. Exigimos cronogramas que son inmediatos y que demuestran un cambio que no es aspiracional y que, más bien, es concreto, medible y visible dentro de 1 a 3 ciclos presupuestarios. Ofrecemos este Llamado en aras de avanzar la transparencia y la responsabilidad colectiva y urgimos que activen estas ideas dentro de su trabajo y dentro de nuestro futuro compartido.

We are members of the Northeastern University (“NU”) and Fenway, Roxbury and Boston communities who are outraged at the continuing systemic violence against Black, Brown, and Indigenous people. We stand against the manner in which systemic racism, racial violence, and white supremacy is institutionalized at Northeastern University including through NU’s investment in and operation of a private police force. The fight against institutionalized racism requires that we divest from organizations and systems that harm Black, Brown, and Indigenous people. We must rebuild our institutions to engage in life-giving practices. In this vein, we support the #BlackatNU platform’s call to build sustainable alternatives to policing, to fund efforts to end systematic oppression of Black people, to terminate interagency agreements with public law enforcement agencies, and to demilitarize and disarm Northeastern University Police Department. Further, we endorse #BlackVoicesMatterNEU’s demands regarding financial support to retain students of the African diaspora, increasing access to health insurance and hiring Black health practitioners and therapists, observation of Black historical celebrations, diversity and cultural competency training, and recurring town hall meetings on anti-Black racism. Undoing racism inherent in the function of our institutions requires that we understand and confront the harms that our systems create. Accordingly, we seek transparency from the Northeastern University Police Department.

Anti-Blackness and white supremacy undergird the very foundation of the United States. The vestiges of settler colonialism, chattel enslavement, Jim Crow segregation, mass incarceration, and racial apartheid continue to influence the cultural, educational, legal, political, and social institutions of our society. There is a long documented pattern of anti-Blackness at Cal State LA that has created an unwelcoming environment for Black students, faculty, staff, and community members. Many Black people and others at this campus continue to lose confidence in the University leadership’s professed commitment to social justice, equity, and inclusion. The current national tragedies of institutional anti-Blackness, are not isolated from this institution. This University must not only reflect on its success, but also its failures. Touting the success of launching the second College of Ethnic Studies while Black faculty, staff, and students are denied equal treatment and the benefit of a welcoming campus is a travesty. We cannot allow the selling of a false narrative. Instead of the boldness shown by many campuses who are owning up to the systemic biases at their institutions, we have experienced disregard, delay tactics, empty platitudes, and rhetoric. During this #BlackLivesMatter movement-moment of national uprisings against racial injustice and state-sanctioned violence, we call upon Cal State LA to take immediate, concrete steps to eradicate all manifestations of anti-Blackness on campus. Administrators must end the practices that have allowed institutionalized racism to function—overtly and covertly—in the day-to-day operations of the University. For example, over the past decade, there has been a precipitous decline in the percentage of Black students attending Cal State LA, with no coherent plan of action by administrators to address the problem. Currently, the Black student population on campus has dropped to roughly 3%, which is three times smaller than the percentage of Black students in LAUSD. Upper administrators have also forestalled the potential appointment of Dr. Melina Abdullah as the inaugural dean of the College of Ethnic Studies despite her long history of fighting for the expansion of Ethnic Studies in K-12 and higher education. She was told in no uncertain terms that they would not appoint her due to her unapologetic opposition to all expressions of anti-Blackness on campus and in the community. We believe Dr. Abdullah is the only person capable of leaning into the role of Dean on day one to help stabilize the fledging, new College of Ethnic Studies. Melina has the humility, integrity, and visionary insight necessary to navigate the CoES during the global COVID-19 pandemic, budgetary crisis, and nationwide uprising against police violence. The College urgently requires a leader who will be responsive to the needs of students, faculty, staff, and the community, and who will contest the entrenched manifestations of academic neoliberalism and anti-Blackness so prevalent at Cal State LA. Therefore, in solidarity with the Black Student Union, Black Faculty and Staff Caucus, Black Lives Matter-Los Angeles, California Faculty Association, the Department of Pan-African Studies, the Latin American Studies Association, LatinxFaculty4BLM, and El Movimiento de Estudiantil Chicanx de Aztlan, the students, faculty, staff, and community of Cal State LA recognize the urgency of this movement-moment and call on President William Covino and campus administration to make Black Lives Matter and build a Freedom Campus by meeting the following demands: Appoint Dr. Melina Abdullah as the inaugural dean of the College based on the collective demand of students, faculty, staff, and community. For the entire list of Freedom Campus demands, please visit the following link: https://forms.gle/UQWd4EZyLCpdA4rWA

The National Interstate Council of State Boards of Cosmetology is not promoting the highest standards for consumer safety and does not encourage competency in the practice of cosmetology when it chooses to focus only on certain hair textures. A licensed cosmetologist in any state, should know how to wash, detangle, blow out, and style multi-textured and highly textured hair, the same as is required for straight or wavy hair textures. It is not enough to only require knowledge about relaxers. The standards of beauty culture education have changed, and the NIC has a duty to change along with them. It is imperative that you promote and support opportunities for equality, diversity, and inclusion.

The most impressionable time for a student is during their years of mandatory education. These years should be centered and catered towards providing the absolute best educational experience that is based on accurate, factual information in a safe and comfortable learning environment. This cannot be accomplished with the use of police on campus and anti-Blackness systemically perpetuated in the curriculum. The removal of police officers from campus as well as reformed curriculum that addresses racism in its actuality will foster the growth necessary on FCUSD campuses. For more information, contact us at: Instagram: @genup.fcusd & @cordovahighbsu Facebook: GenUp FCUSD If you have a testimony in regards to your experience with racism, discrimination, or police on campus, don’t hesitate to leave a comment as you sign the petition.

Sodexo is a billion-dollar company operating internationally, despite being infamous for taking advantage of marginalized and isolated populations in countries around the world. Sodexo hires impoverished people and offers no benefits, wages as low as 33 cents, harmful work conditions, among many other human rights violations. Most shockingly, Sodexo profits off private prisons and immigration detention centers. Large corporations in America often profit from prisons by using prisoners for FREE LABOR. This means, our form of punishment is making criminals drive our capitalistic society. “For every person who is in prison, companies get money,” said Dr. Marilou Marcillo, business ethics professor, “If a prison’s profit derives from the number of people who are incarcerated, they’re going to look for ways to incarcerate more people, not rehabilitate them.” The Prison Industrial Complex (PIC) sums up the narrative that companies view mass incarceration as opportunity. The PIC means people with racial, social, and economic privileges will remain at the top while lower classes will remain in endless cycles of poverty and incarceration. Students at Scripps College thoroughly researched Sodexo and held their college accountable, resulting in Scripps terminating its contract. The following is a website created by the students detailing the issue and their initiative: https://dropsodexo.wordpress.com/ge/ Using local vendors can provide higher quality food that can actually save the college money, as outlined in this study detailing the steps Pomona College took to shift from Sodexo to “self-operated dining services”: https://tsl.news/news1733/ Sodexo Justice Services, a subsidiary of Sodexo, controls the total operation of five prisons in England and Scotland. (source: https://uk.sodexo.com/home/your-industry/justice/services-in-prisons.html) This source details the repeated cases of abuse, neglect, and torture in prisons operated by Sodexo: https://investigate.afsc.org/company/sodexo The investigation also reveals that as of 2017 Sodexo’s website revealed that it had operations in 22 prisons across eight countries. These operations often included “community corrections”, a vague title for operations that should have been conducted by the prison, instead of an outside company. These issues are not solely prevalent abroad, as Sodexo workers in the US typically live below the poverty line. For instance, after working in the cafeteria at Tulane University in New Orleans for forty years, one Sodexo worker still makes less than $10.00 per hour. ‘I’m a proud woman, so I’m going to do my job no matter what they tell me to do,’ she says, ‘but this isn’t fair.’” More examples of Sodexo's corrupt prisons: https://www.dailymail.co.uk/news/article-3910000/Living-bars-Inmates-binge-alcohol-drugs-cell-party-shocking-video.html#ixzz4XkGV2866 http://www.thepauwwow.org/news/inside-sodexo-s-relationship-with-the-private-prison-system/article_9517c1b4-fb55-11e9-b226-1797ad91a09a.html Examples of its human rights violations: • Awful and unsafe factory conditions • Failure to accommodate worker's medical conditions • Separate and unequal treatment • Severely underpaid workers ($0.33/hour) • Not paying workers for all hours worked • Inaccurately labeling workers as seasonal to avoid providing benefits • Prohibits worker’s Right to Association (ability to form unions) Around the world, Sodexo’s workers argue that its employment practices violate their human rights. Sodexo routinely hires poor and undereducated workers who are often geographically isolated, pays them low wages, and at times, reportedly fails to pay in full for hours worked including overtime pay. Sodexo employees reported being denied breaks during the day as well as being docked pay for meals they cannot eat due to an immense workload. The business model Sodexo employs keeps workers poor and locks their communities into seemingly endless cycles of poverty. This study details all the issues outlined above through employee interviews conducted nationally: http://news.emory.edu/special/workforce_and_labor/documents/transafrica_report.pdf Feel free to ask me any questions or contact me if you want to get more involved: [email protected]

Students are anxiously preparing to return to LMU, yet our academic, living, & social environments remain uncertain. LMU has firmly stated there will be no tuition adjustments for the upcoming academic year. As a result of LMU's indifference toward students' needs, we are forced to bear the financial burden of full-tuition amid an economic recession caused by a pandemic that inevitably restructures our educational experience. Students have unacknowledged concerns about the value of LMU’s ’20-’21 academic year. Despite students having expressed discomfort, disappointment, & anxiety about our fall semester, the university has dismissed our voices & neglected to make any adjustments to the exploitative price. Students & parents are left in a vulnerable position during this burdensome time. We are forced to choose between making a critical financial decision & staying on track with our degree and career paths. This burden is not reflected within tuition as it does not account for the hindered access to resources. There will be drastic alterations & limitations to student resources such as the ARC, in-person office hours, library resources (librarians, study rooms, WiFi, laptop rentals), Disability Student Services, Student Health Services, Student Psychological Services, on-campus jobs, admission to events on campus, club meetings, affinity groups, greek life, recreational facilities, transportation services, equipment/tools/technology, living conditions, dining options, & more. EVERYTHING IS CHANGING EXCEPT FOR THE PRICE TAG Loyola Marymount University has a responsibility to its student body to ensure that the term balance is reflective of the quality of education we receive. Regardless of in-person, online, or hybrid style classes, the current global pandemic will inevitably restructure the living & learning environment.

Sign this petition if you support Black and brown students and want to be on the RIGHT side of history.

The University of Washington prides itself on diversity which barely exist at the institution. After numerous conversations between President Ana Marie Cauce and the Black Student Union about our experiences and how we can better improve the diversity at this university, President Cauce has overlooked our experiences and refuses to take the actions necessary to making BIPOC students feel safe and welcome on campus. We have had enough. Thus Black Students will work together with faculty, allies and local activist to ensure that our demands are met. Below are brief descriptions of each demand: 1. BREAK ALL TIES WITH SPD. Both formal and informal in the form of contracts, agreements, and MOUs. We suggest taking the following steps: a. Immediately stop handing over people detained by UW Police Department to SPD custody b. Stop using SPD to respond to public safety needs, including referrals for welfare checks under the Safe Campus program. c. Stop using SPD for additional security for any events, including sporting events, concerts, and ceremonies. 2. DISARM AND DIVEST FROM UWPD. Arming UWPD officers is excessive and unnecessary. Black students are already traumatized by the violence perpetrated to Black individuals by the hands of police. Arming the UWPD only puts Black individuals in constant fear, worry and frankly more at risk. The use of police dogs must be banned. Many communities of color in the US associate police dogs with the terror of state violence. We need to divest from UWPD and reallocate those funds into our community 3. ALLOCATE FUNDS TO BLACK RSO’S AND THE AMERICAN ETHNIC STUDIES DEPARTMENT. Instead of spending a ridiculous amount of money on UWPD, the University of Washington should invest in departments/resources that cater to the needs of its black students. It should not be students' jobs to spend out of pocket money to make students more comfortable, and or raise money for scholarships for its students. There also needs to be an increase in funding for the AES departments. This would not only help students have more resources and to help expand their learning, but increase the pay for the faculty who work in those departments. 4. HIRE MORE BLACK FACULTY. According to the Diversity Metrics Data Book by the Board of Regents, as of 2018, 68% of faculty is white, while 1.7% is Black. This statistic is embarrassingly low for an institution that prides itself on diversity and equity. The demand for more Black faculty dates back to 1968, with the first year of the Black Student Union here at the University of Washington. Today, 52 years later, this demand has not only been ignored, but is still necessary with the growing population of the UW. The lack of representation of Black faculty not only prevents students from having role models who they can relate to, but it sends a subtle message that only white people are capable of teaching at a higher level, which is simply, untrue. 5. INCREASE THE DIVERSITY CREDIT REQUIREMENT AND MAKE AFRICAN STUDIES A MAJOR. The current diversity requirement for UW students is 5 credits. Again, for an institution that prides itself on diversity, this is embarrassingly low. One 5 credit class will not provide students with enough historical background to enter the world an anti-racist. Students must be exposed to the atrocities that have been committed upon Black and brown folks, and how these communities are impacted to this day. Finally, African Studies should not only be an option for a minor, but a major. It is unjust that there is a major for Asian Studies, European Studies, and Latin American Studies, but not African Studies. 6. REMOVE STATUES OF RACIST FIGURES. Statues in place at the University of Washington are preservers of our dark past. The George Washington statue, in particular, symbolizes a man who owned over 300 Black slaves and profited from their labor. This is not a history that should be glorified and celebrated as it perpetuates white supremacy and preserves its historical imposition. Thus, the George Washington Statue, along with all others that symbolize racist figures, should be removed from the University of Washington. 7. FUND AND EXPAND MENTAL HEALTH RESOURCES FOR UW STUDENTS. Currently, the waiting time to talk to a mental therapist can be more than 3 consecutive weeks. For Black students, the detriment of such a long waiting time is exacerbated by the severe lack of Black therapists, who tend to understand and empathize with our experiences. It's been shown that Black students feel more comfortable talking with Black therapists as opposed to non-black ones; how can one Black therapist be enough for the population of Black students at UW and why should we have to wait for urgent mental issues? In addition, the students are limited from accessing mental health services as they are often costly and require insurance coverage, which may not be affordable for students. Thus, the University of Washington should expand and fund affordable services, along with hiring more Black therapists. #DownWithWashington #KeepThePressureOn #DisarmUWPD

MDCPS is the nation's fourth largest school board district, with over 350,000 students, and is the largest employer in the county. In the midst of a pandemic and economic crisis, we all know public schools will be one of the worst hit, with severe budget cuts concurrent with over-policing policies. Join Power U in demanding that schools be sites of support and holistic student development.

In 2014, the College Board shifted from a five-page course outline for APUSH to an extensive outline containing over a hundred pages that went far more in-depth regarding the standards that the course should cover. The new coverage received heavy backlash from conservatives across the country, calling it “unpatriotic” and “biased”, despite being factual. Unfortunately, the College Board caved after only a single year with the new standards and lightened the document’s tone regarding slavery and racism, releasing a newly revised document that is still in use today. Examples of changes made include the removal of references to the European and colonial beliefs in white supremacy in Period 1, as well as the removal of lines referring to “anti-black sentiments” when describing the Antebellum era. In light of the recent spike in anti-Black violence, the College Board ought to not only bring back the original tone utilized by the 2014 version of the outline when discussing racism but also expand the required course content to cover the modern-day ramifications and continuations of racist and anti-Black sentiment. Nowhere in the document are policies like redlining, the war on drugs, and mass incarceration mentioned, despite their huge role in oppressing BIPOC people. On a broader level, most mentions of modern injustice to marginalized groups are covered only as a subsection of the civil rights movement - we’re only learning about the injustices as a subset of the calls for justice, rather than learning about the injustices themselves. For instance, the lesbian and gay communities are only brought up once in the entire text, and that’s when broadly referring to the various civil rights movements - not a single other LGBTQ+ group is mentioned throughout the text. Furthermore, the language utilized by the AP curriculum ought to shift as well - for example, "slave" should be replaced by "enslaved person", as the former reduces the people who were enslaved to nothing more than their status, while the latter emphasizes their humanity and the fact that those enslaved were still people. The words used to refer to the Indigenous peoples of America are controversial, and there’s little agreement on what word to use - however, referring to groups of Indigenous peoples by their nations is almost universally agreed upon, yet not a SINGLE Indigenous tribe/nation is mentioned by name. One of the greatest examples of eurocentrism comes from this quote: “French, Dutch, British, and Spanish colonies allied with and armed American Indian groups”. Each of the European nations are all specified by name, but not a single one of the Indigenous nations were. There’s also a significant lack of coverage regarding post-WWII immigration - for instance, deportation never once shows up throughout the text, despite being arguably one of the most significant policies affecting Hispanic workers and undocumented immigrants to this day. The course content more or less completely ignores the barriers that immigrants (especially Hispanic and Southeast Asian) faced. As the organization responsible for the education of millions of history students, it is vital that the College Board acknowledges its role in shaping our nation’s future. A strong understanding of history requires a complete understanding of history - one that includes and embraces the analysis and comprehension of centuries of government policy dedicated to subjugating Black, BIPOC, and marginalized communities. News Coverage: https://www.newsweek.com/newly-revised-ap-us-history-standards-take-softer-tone-racial-history-america-358537 2014 Course Standards: https://time.com/wp-content/uploads/2015/02/ap-us-history-course-and-exam-description.pdf Current Course Standards: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf