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“Equity”is not the same as formal equality. Formal equality implies sameness. Equity, on the other hand, assumes difference and takes difference into account to ensure a fair process and, ultimately, a fair (or equitable) outcome. Equity recognizes that some groups were (and are) disadvantaged in accessing educational and employment opportunities and are, therefore, underrepresented or marginalized in many organizations and institutions. The effects of that exclusion often linger systemically within organizational policies, practices, and procedures. Equity, therefore, means increasing diversity by ameliorating conditions of disadvantaged groups.
“Diversity”Diversity can be defined as the sum of the ways that people are both alike and different. Visible diversity is generally those attributes or characteristics that are external. However, diversity goes beyond the external to internal characteristics that we choose to define as ‘invisible’ diversity. Invisible diversity includes those characteristics and attributes that are not readily seen. When we recognize, value, and embrace diversity, we are recognizing, valuing, and embracing the uniqueness of each individual.
“Inclusion” means an environment in which all individuals are treated fairly and respectfully; are valued for their distinctive skills, experiences, and perspectives; have equal access to resources and opportunities; and can contribute fully to the organization’s success.
Create a Culture of Belonging! Strong cultures help people support one another, share their passions, and achieve big goals. And such cultures of belonging aren't just happy accidents - they can be purposefully cultivated, whether they're in a company, a faith institution or among friends and enthusiasts.
"Equality in Education: Fairness and Inclusion" is a scholarly call to action. As the book reminds us, governments come and go and in doing so they busy themselves with policy to mark their patch. Inequality and exclusion remain stubborn foes that are proving to be somewhat impervious to glossy policy pronouncements.
This book goes beyond the numbers to examine the issues facing those members of academia with non-dominant gender identities. The authors analyze higher education structures from a range of perspectives and offer recommendations at individual and institutional levels to encourage activism and advance equality in academia.
From one of the world's leading experts on unconscious racial bias come stories, science, and strategies to address one of the central controversies of our time How do we talk about bias? How do we address racial disparities and inequities? What role do our institutions play in creating, maintaining, and magnifying those inequities? What role do we play?
Given the constantly changing student demographics in our public schools, teacher educators are tasked with preparing teacher candidates with reflective and critical teaching insights for reaching the needs and identities of all of our students. The authors contend that teacher educators can use controversial case study narratives to help encourage reflective thought on the ethical decision-making teachers face in complicated and sensitive issues.
The author uses ethnographic, biographical and documentary research to show how whiteness 'works' in education. The book also considers policy issues, and discusses how critical whiteness studies might function in anti-racist practice, shows how 'white supremacy' continues to dominate educational discourse and practice and discusses how this can be resisted.
By Kelly A. Hogan and Viji Sathy. April 08, 2020.
As you lead a class discussion or a meeting on Zoom, it’s all too easy to lose people in the process. But the principles of inclusive teaching can help you reach students in a virtual classroom, just as in a physical one.
By David Gooblar February 20, 2020.
Lately, when I think about the persistent gap in graduation rates by race and ethnicity, I’m reminded of the opening line from a recent book on an equally intractable topic: "Nearly everything we understand about global warming," writes Nathaniel Rich in Losing Earth, "was understood in 1979." The same could be said of one of the most persistent and damning problems facing higher education in the United States: the gap in college completion between white undergraduates and their fellow students from underrepresented minority groups.
by Dr. Miguel A. De La Torre
Several years ago, during a tenure-track search, I asked two questions – two questions which I ask of every scholar applying for a position with our institution. The first is innocent enough: “How important is racial/ethnic diversity in your scholarship and teaching?” Not surprisingly, all enthusiastically answer in the affirmative. Then I ask my second question: “Which scholars and/or books from racial and ethnic minorities do you include on your syllabus and why?” Here is when the squirming begins, revealing the candidate’s lack of academic rigor.
More than 80 journal articles that provide original, peer-reviewed scholarly arguments on such complex topics as the notion of a post-racial society and the long-term efficacy of Reconstruction.
Contains biographies of such famous political and social figures as W.E.B. DuBois, Barack Obama, Frederick Douglass, and Mary McLeod Bethune as well as such fascinating contemporary figures as Amiri Baraka, Muhammad Ali, Drake, and Oprah Winfrey. Primary and secondary sources, including the complete WPA Slave Narratives collection, speeches, court cases, quotations, advertisements, and statistics. Also contains photographs, maps, and other images.