Growing up, I was never taught the word “bisexual.” I knew that gay and lesbian people existed, but somehow nobody ever thought to keep the “B” in LGBT. It was my sophomore year of college when I started identifying with the label “queer.” To many people, the word “queer” means different things, but what I meant by this was I had an attraction to people of my gender and other genders. Later that year, my roommate mentioned in a casual conversation that she would be comfortable dating a bisexual man.
The state of public education in Minnesota is not looking good. According to data provided by the Minnesota Department of Education (MDE), in 2014 and 2015 more than half of 11th graders were not at grade level in math or reading. For those same years, the Minneapolis Public School District (MPS) showed no more than a third of 11th graders performed at grade level for either subject. For students of color, the numbers are even worse, giving Minnesota one of the largest achievement gaps nationally between students of color and their white peers.
There are many factors affecting why Black, Latino, Asian and Pacific Islander, and Native American kids don’t perform well here. But one key contributor is a belief gap that follows them into their classrooms, where they are viewed by predominantly white teachers as having less academic potential than their white peers.
Study abroad programs have been an international tradition for years, touted as a surefire way to expand global horizons and even change students’ worldviews. But ironically, they have a diversity problem – first and foremost, economically.
Minnesota is more than a thousand miles away from hip hop’s mainstays on either coast. Yet, Complex listed Minneapolis as one of the 15 best cities for hip hop fans in the United States, and Mic named the Twin Cities the “greatest hip-hop scene you’ve never heard of.”