The document discusses advocating for equity in schools by examining different social identities and lenses of inequity, focusing on developing understanding of racial inequities and engaging in uncomfortable conversations, as well as exploring concepts like unconscious bias, privilege, and critical race theory to work towards more equitable systems and mindsets. It provides frameworks for analyzing equity issues and achieving intercultural competence through increasing complexity in perceiving cultural differences.

1. Advocating for
Equity in our
Schools and Locals

2. Welcome!
Think about the current
state of “Equity Work”
in your school and/or
local…

4. Lenses of Equity
● race
● gender
● sexual orientation
● socioeconomic status
● ability
● home or first language
● religion
● national origin
● age
● physical appearance

5. Focusing in… on Race
Individually 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

6. Four Agreements
● Stay engaged
● Speak your truth
● Experience discomfort
● Expect and accept non-
closure

7. 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”

8. 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

9. Affirmative Involvement Plan:
Human Rights Committee and EMAC

10. “Equity 101”
• Unconscious Bias
• Privilege
• Critical Race Theory
• Microagressions

11. 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.

12. 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

13. Critical
Race
Theory

14. What does this
documentary say about
the interplay between
our 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

15. • 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

16. Developmental Model of Intercultural
Sensitivity
Denial Defense
Reversal
Minimization Acceptance Adaptation Integration
Ethnocentrism Ethno-relativism
A theory-referenced inventory

17. Developmental Model of Intercultural
Sensitivity
Denial Defense
Reversal
Minimization Acceptance Adaptation Integration
Ethnocentrism Ethno-relativism

18. 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

19. Developmental Model of Intercultural
Sensitivity
Denial Defense
Reversal
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

20. Developmental Model of Intercultural
Sensitivity
Denial Defense
Reversal
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”

21. Achievement Gap Data

22. Achievement Gap Data

24. 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?

25. 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

27. What can you do?

28. 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.

29. Setting goals
Amplifying your voice by USING it.
What does this look like?
Over time?
Large and small scale?
EdMN and other resources…