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Despite the fact that one-in-five people in America has a disability and the Americans with Disabilities Act (prohibiting discrimination based on disability) has been law of the land for nearly 30 years, people with disabilities are not fully welcomed, respected, accepted or included in our work and communities. This is true even in the places where you think they would be – at foundations and nonprofits.
Nonprofits and foundations are full of good work and good will. Nearly three-quarters (72 percent) of people who work in the social sector say their organizations have a made a public commitment to Diversity, Equity, and Inclusion (DEI) and have policies that prohibit the group from denying people with disabilities equal opportunity to participate in services and activities. This new study, "Disability in Philanthropy & Nonprofits: A Study on the Inclusion and Exclusion of the 1-in-5 People Who Live with a Disability and What You Can Do to Make Things Better," examines the current landscape of disability inclusion in nonprofits and foundations, as well as what is working, what helps, and how we can all do better.
The inaugural three years (2015-2018) of the Creative City pilot program supported artists of all disciplines to reimagine places for art in Boston, engage public imagination, and inspire community members to share in civic experiences. With acknowledgement of the Barr Foundation's funding and thought partnership, NEFA is excited to share the learnings through the Creative City Report and video series featuring the inspiring stories of the pilot program grantee work and the transformative power art can play in civic life.
Community Development Project at the Urban Justice Center;
On April 26, 2019, CDP and Flanbwayan Haitian Literacy Project (Flanbwayan) released "Left Out: The struggle of newly arrived Haitian immigrant youth enrolling in New York City high schools through Family Welcome Centers." When immigrant high school students arrive in New York City, their high school admissions are processed through Family Welcome Centers, offices set up by the Department of Education to provide transition services for immigrants and others who are new to New York City. This process is fraught with challenges, and often gives young people little, if any, choice in what school they attend. The report, based on over 150 surveys conducted by Flanbwayan, details the experiences of Haitian youth who enrolled in high schools though Family Welcome Centers. The research reveals significant barriers to education for Haitian immigrant students in New York City. Findings from the report include that Haitian students enrolling in school through Family Welcome Centers are not being asked about their academic preferences and interests, are being placed in schools that are incompatible with their needs and are faced with a lack of information to make informed choices about their academic futures. The report offers policy recommendations and reforms to address the systemic challenges faced by immigrant students enrolling through Family Welcome Centers.
New York City Environmental Justice Alliance;
Hurricane Maria's devastation of Puerto Rico and other coastal communities in 2017 was a sobering reminder that climate change is happening now, and that the impacts hit hardest in low-income communities, communities of color, and communities historically overburdened by an extractive economy built on fossil fuels. For Latinx communities across the United States, the threats of climate change compound existing inequalities, including poverty, discrimination, proximity to environmental hazards, and challenges in immigration status during this malicious current federal administration.
UN Environment Programme (UNEP);
Human life depends on the benefits the ocean provides for health, well-being and economic growth. But we are using the ocean's resources faster than they can naturally recover. There is a widening gap between the declining health of the ocean and the growing demand for its benefits. Securing healthy oceans and coasts to contribute to sustainable development requires widespread changes in how we manage our activities in and around coastal and marine areas. The need for change is clear as the impacts of over-exploitation, pollution, coastal development and climate change on oceans and coasts become increasingly visible.
Marine protected areas offer one of the best options for maintaining or restoring the health of ocean and coastal ecosystems, particularly when they form part of holistic policy and integrated management systems.
Strong governance that influences human behaviour and reduces impacts on marine and coastal ecosystems is essential for marine protected areas to be truly effective. This Guide provides evidence-based advice on how to use the governance of marine protected areas to promote conservation and share sustainable marine resources. It has been developed using 34 marine protected area case studies from around the world. It provides a governance framework and highlights key issues in order to address specific governance situations.
The Sustainable Development Goals and targets on oceans recognize the need to combine biodiversity conservation and sustainable use, with a clear role for people and the equitable sharing of costs and benefits.
The Guide shows how integrated governance can combine the roles of national governments, local communities, and market schemes to enhance the effectiveness of marine protected areas. There is no "one size fits all" solution. This guidance therefore provides a flexible approach to governance that can be relevant to any marine protected area.
The case studies used in the Guide cover a variety of marine protected area types, including no-take, multiple-use, small, large, remote, private, government-led, decentralized and community-led protected areas. They highlight different governance approaches, challenges faced, and solutions implemented to achieve conservation objectives. Further details can be found in the Case Study Compendium that supports the guide.
Global in scope, the guide recognizes the essential aspects of gender, class and ethnicity-related equality as fundamental factors to achieving sustainable development goals and delivering effective and equitable governance of marine protected areas.
People who can benefit from this Guide include planners, decision-makers and practitioners engaged in marine protected area development and implementation, or those who have a general interest in protected area governance.
Ultimately, governing the oceans in a sustainable way could see marine protected areas as a driver - not a limit - for the vital economic and social benefits that we derive from the global ocean.
Funding for adolescent girls has been gaining traction in recent years. While feminist funders have traditionally focused on women and young people, there has been a drive to put more flexible funding in the hands of girl-led and girl-centered organisations.
This evaluation reviews and assesses the With and For Girls Collective, the With and For Girls Award and the awards journey with a view to drawing out lessons from the Collective's experience to help encourage funders to increase flexible funding and other resources to girl-led and girl-centered organisations globally.
Asia Centre for Social Entrepreneurship and Philanthropy (ACSEP) in National University of Singapore, The;
This exploratory paper examines giving and philanthropy in Singapore's grassroots community when the "Pioneer Generation" was young.
Follow their journey from settling in Singapore, struggling through the Japanese Occupation, and onwards to building a new Singapore just before nationhood.
With little money and many mouths to feed, pioneers and their parents still gave generously. They helped families in their old homelands survive while building new communities in Singapore. How did they manage?
Join ACSEP Senior Research Associate Yu-lin Ooi for a discussion on the place of giving in Singapore's traditional Asian societies; how it is deeply embedded in our sense of self; and how philanthropy became part of grassroots life in Singapore.
What Are We Doing to Middle School English Learners: Research ReportEXECUTIVE SUMMARYMiddle school students who are English Learners (ELs) quickly run out of time to develop the academic uses of English and the critical skills that will enable them to succeed in the 21st century. What are schools doing during these crucial years to promote ELs' accelerated access to academic language and grade-level, standards-based instruction? How will these students catch up and be able to compete in high school, in college, and on the job market? This study concludes that middle school programs for English Learners in California are failing students and limiting their futures in profound ways. Conducted by researchers in the Quality Teaching for English Learners program at WestEd, the study was funded by the William and Flora Hewlett Foundation. Interviews with 13 school districts with the highest concentration of English Learners in the state and 64 middle schools in those districts found incoherent EL programs across districts and from school to school within districts. The use of below-grade-level materials was found to be widespread in English Learner programs, remediation rather than acceleration was common, and some schools purposely decelerated students' progress through already below-grade-level materials. On California's five-level assessment of English Learners, the California English Language Development Test (CELDT), most students (56 percent) do not progress a single level in a year's time and some even regress (California Department of Education, 2008). School districts in the study identified inadequate teacher preparation for working with English Learners as the primary challenge to these students' academic success. Yet most districts did not provide professional development that would even begin to address teachers' needs. The study also found that schools did not have mechanisms for addressing challenges that they identified. Schools identified teachers of ELs' and EL students' lack of motivation as primary challenges, yet, only six schools reported a focus on student engagement as a support they offered; none reported having a focus on teacher engagement and motivation. Similarly, lack of parental involvement was identified as a major challenge by school interviewees, but only two schools reported having a focus on involving parents. Case studies were developed from classroom observations and interviews in five middle schools that were selected by triangulation of student data (substantially higher than average EL performance on standardized measures), survey responses, and district nominations. These case studies contextualize the study findings— the major challenges schools still face and the promising practices that were found. Practices in one school especially were notable, a small, autonomous district school organized with a focus on targeted grade-level support for students, concerted outreach to parents, and ongoing collegial professional development for teachers.
Social IMPACT Research Center;
Poverty does not treat everyone equally. Women, children, gender minorities, and people of color are often the hardest hit. And while women in poverty experience the same issues that all people in poverty experience—income inequality, unemployment, poor health, violence, trauma, and more—the odds are often uniquely stacked against them in gendered ways.
There are 6.5 million women. and an estimated 50,000 trans people living in Illinois. They are a driving force in our economy and care for our children, sick, and elderly, and yet continue to face discrimination and inequitable opportunities. This year's annual report on poverty in Illinois shows how gender, gender identity, and gender norms shape experiences of poverty for women and gender minorities—and how women who have other marginalized identities experience even more inequity. If we want to dramatically reduce poverty, improving the well-being of women— particularly women of color—would deliver the biggest return.
This report aims to make a small contribution to the above challenge by compiling practical cases of marine and coastal management from different regions that have integrated a gender perspective in their design, implementation and evaluation, at community, project and policy levels. The report aims to draw out practical lessons and recommendations from the case studies that can be useful for policy makers and project managers involved in integrated coastal and marine planning.
Carsey School of Public Policy at The University of New Hampshire;
This brief examines demographic trends in rural America, a region often overlooked in a nation dominated by urban interests. Yet, 46 million people live in rural areas that encompass 72 percent of the land area of the United States. "Rural America" is a simple term that describes a remarkably diverse collection of people and places. It encompasses vast agricultural regions that are among the most productive in the world; sprawling exurban areas just beyond the urban fringe; successful ultra-modern industrial, energy, and warehousing complexes strung along rural interstates; regions where coal, ore, oil, gas, and timber are extracted, processed, and shipped; struggling factory towns facing intense global competition; and fast-growing recreational areas situated near scenic mountains and lakes.
Building Movement Project;
This report reveals that women of color encounter systemic obstacles to their advancement over and above the barriers faced by white women and men of color. Education and training are not the solution—women of color with high levels of education are more likely to be in administrative roles and are more likely to report frustrations about inadequate and inequitable salaries. BMP's call to action focuses on systems change, organizational change, and individual support for women of color in the sector.