advocating for equity and equity 101
TRANSCRIPT
Advocating for Equity in our
Schools and Locals
Welcome!
Think about the current state of “Equity Work” in your school and/or local…
Lenses of Equity
● race● gender● sexual orientation● socioeconomic status● ability● home or first language● religion● national origin● age● physical appearance
Focusing in… on RaceIndividually and collectively, we need to develop the skill, knowledge, and capacity to:
• come to deeper understandings about race in our personal and professional lives
• make visible, and actively work against, systemic racism
• exercise leadership to disrupt systemic racial disparities
Four Agreements
● Stay engaged● Speak your truth● Experience discomfort● Expect and accept non-
closure
Six Conditions
• Focus on the personal, local and immediate• Isolate race• Normalize social construction & multiple
perspectives• Monitor agreements, conditions and establish
parameters• Use a “working definition” for race• Examine the presence and role of “Whiteness”
Senge et al. (2002). Schools That Learn
As we experience the Iceberg we:
React to Events
Predict Patterns and Trends
Design Systemic Structures
Transform Mental Models
The Iceberg
8
Affirmative Involvement Plan: Human Rights Committee and EMAC
“Equity 101”
• Unconscious Bias• Privilege• Critical Race Theory• Microagressions
Understanding Privilege
• Privilege is defined as those conditions and circumstances enjoyed by a person because he/she is a member of the majority group in a society at any given point in time.
• Majority group refers to the largest group, while a minority group is a group with fewer members represented in the social system.
• For the purposes of a discussion about privilege, majority group also signifies the group that has historically held advantages in terms of power and economic resources.
• In an American context, it refers to able-bodied men of Anglo-Christian, heterosexual background.
Unconscious Bias• Refers to stereotypes about groups of people that
individuals forms outside their own consciousness• Replicates the social hierarchy and influences behavior• Results in decisions and actions based on perceptions of
people’s gender, race, class and other characteristics• Often completely incompatible with our values
Critical Race Theory
What does this documentary say about the interplay betweenour individuality and our membership in social groups?
How do we frame and discuss this video, in terms of education?
A Girl Like Me (2006), a short film by teen producer Kiri Davis. Online at http://www.reelworks.org/watch.php
• The ability to make increasingly more complex perceptual distinctions about one’s experience with cultural differences
• As a person’s experience of cultural differences becomes more complex, the ability to adapt behavior appropriate to a cultural context increases
• The ability to perceive - and therefore experience - cultural differences in more complex ways is the central dynamic of the DMIS theory
Intercultural Competence/ Sensitivity
Developmental Model of Intercultural Sensitivity
Denial DefenseReversal
Minimization Acceptance Adaptation Integration
Ethnocentrism Ethno-relativism
A theory-referenced inventory
Developmental Model of Intercultural Sensitivity
Denial DefenseReversal
Minimization Acceptance Adaptation Integration
Ethnocentrism Ethno-relativism
Developmental Model of Intercultural Sensitivity
Denial Defense/Reversal
Minimization Acceptance Adaptation Integration
ethnocentrism ethnorelativism
Characterized by polarized us/them distinctions
Cultural difference now has more reality
Needs to become more tolerant of differences
Tends to exalt other cultures and puts down own
Capacity for self-criticism
Needs to recognize all cultures have good and bad elements
Developmental Model of Intercultural Sensitivity
Denial DefenseReversal
Minimization
Acceptance Adaptation Integration
ethnocentrism ethnorelativism
Cultural differences are placed in familiar categories
Recognizes essential humanity of every person, common ground
Needs to learn to avoid projecting your culture onto everyone else’s experience
Developmental Model of Intercultural Sensitivity
Denial DefenseReversal
Minimization Acceptance Adaptation Integration
ethnocentrism ethnorelativism
Characterized by elaboration of categories of cultural difference
Recognizes cultural differences and sees value
Needs to develop capacity to “shift perspectives”
Achievement Gap Data
Achievement Gap Data
Watch the first portion of the video.
• Describe the dancer’s strengths.• Describe the dancer’s deficits.• Compare your lists.• Insights? Implications for learning and teaching?
Common Subjective Evaluations of Behavior
Hyperactive• Impulsive• Distractible• ___________• Inattentive• Unpredictable• ____________• Stubborn, irritable• Aggressive• ____________
Energetic• ___________• Creative• Imaginative• Global thinker with a wide focus• __________• Independent• Committed, sensitive• __________• Unique
What can you do?
Asset-mindset
Believing students have potential they can nurture also diminishes the stress (and its debilitating hormones) teachers experience from the feelings of incompetence or hopelessness that are precipitated by a constant focus on weaknesses. The stress hormones are replace by endorphins (pleasure hormones) stimulated by the observations of students’ potential, making teaching more gratifying. This feeling of gratification is then manifested in behaviors (receptivity, responsiveness, energy) that make the learning experience more pleasurable for the students as well.
Setting goals
Amplifying your voice by USING it.What does this look like?Over time?Large and small scale?EdMN and other resources…