What Does the CROWN Act Mean for Schools?

By Angle Miles Nash, PhD

6 min read

Policy Protections

The groundswell of support for the Creating a Respectful and Open World for Natural Hair Act continues to result in positive policy changes at municipal and state legislative levels. Affectionately known as The CROWN Act, this movement has become law in 14 states and 30 cities and towns across the nation to date.  Rooted in the purpose of protecting people from discriminatory practices in education, employment, and housing practices, the CROWN Act has inclusively improved how race is defined in existing legislation, including education codes. Specific language in some CROWN Act-related state bills include amendments that expand on the basis of “traits historically associated with race, including, but not limited to, hair texture and protective hairstyles” (CA SB 188). Examples of protective hairstyles include, but are not limited to, “braids, locks, and twists” (NY SB 6209A).  The resulting expansions in education law inform how school districts and leaders support and uphold the protection of K-12 students. Accordingly, it remains essential that educators learn about new and emerging safeguards put in place to shield students from discriminatory practices based on the style and texture of their hair.

Educators’ Responsibilities

As CROWN Act legislation across the United States continues to burgeon, it remains educators’ responsibility to enforce the law as it is written in their particular locale. District leaders and school site administrators should review existing policies to locate and remove any language that counters CROWN Act mandates that have been passed. Administrators should replace existing language with language that reflects the updated laws that practically include and welcome students’ hair texture and styles that they wear to express and protect it in its natural state. Equally importantly, classroom teachers and school counselors should develop and implement culturally responsive instruction and programming that support students’ understanding of the richness and beauty in hair texture and style differences.  These types of opportunities and pedagogical approaches can include academic and social-emotional curricula that embolden students to explore hair as a positive dimension of their identity. For example, educators can develop content and scaffold assignments that teach students about hair from historical perspectives, through STEM disciplines, and via the use of arts and humanities. Coalescing instruction focused on positive explorations of hair can further support students’ understanding and pride in the unique features of hair.  

How You Can Help

At a time when children and the educators who nurture, protect, and teach them are enveloped in challenges concerning the freedom to include race-based topics in curricula, it remains important that communities support inclusion, acceptance, and belonging for all students. Therefore, honoring the historicity of hair traditions, styles, and expressions, and speaking up for them when possible, is a tangible contribution anyone can make to supporting the students whom The CROWN Act aims to protect. Consider contacting your local legislators, both at the municipal and state level, to determine if there are ways you can support the passing of The CROWN Act near you. 

References

CROWN Act, California SB 188 § 1-2 (2019).

CROWN Act,  New York 6209 §  1-3 (2019).

Angel Miles Nash is an Assistant Professor writing in southern California. Her research and writing center Black girls’ lived experiences in schools and communities, and the integration of the study of hair-related topics in STEM educational opportunities.