View or share this material in a Google Doc: The Problem with that Equity vs. Equality Graphic You’re Using
To define the terms equity and equality in the context of education to understand the intention of cultural responsiveness.
This activity is estimated to take 20–30 minutes.
Read This E-Text
On page 28 of the NYSED’s Culturally Responsive-Sustaining Education Framework, a teacher expectation bullet states: “Set professional goals related to CR-S practices.”
Before reading, Let’s start with defining the terms equity and equality in order to be in a position to set professional goals. Recall the learning and exploration in which you engaged in Module 1. What is the distinction between the two terms, and why is it important? Then, read the article “The Problem with That Equity vs. Equality Graphic You’re Using” from Cultural Organizing. As you read, jot down any insights, ahas, or questions you have.
Stop & Think
Key: (T — Teachers, SL — School Leaders, DL — District Leaders)
- How do you define equity now, based upon your engagement in these modules and your readings? What role does “fairness” have in your definitions of equity? (T, SL, DL)
- The article discussed “deficit thinking;” what impact does this have on remote and hybrid classroom instructional practices? (T, SL)
- Why is this important to address in remote and hybrid learning environments? (T, SL)
- The article discussed “deficit thinking;” what impact does this have on school and district leadership policies and processes? (SL, DL)
- Look back at your notes and your original definitions of equity and equality. What, if anything, has changed for you? (T, SL, DL)
In your grade-level, content, or faculty team, read through the two illustrations below.
- Read through this PDF of illustration about equity by Salomé Chimuku (mentioned in the above article).
- Then, review the imaging of equity from the University of Southern California’s Center for Urban Education.
Individually, compare and contrast the equity vs. equality graphics from above, along with what you read in the e-text. You may draw a Venn diagram to support your comparison.
Then, engage in a discussion using the collaboration protocols below.
Select a Timekeeper, Recorder, and a Protocol Promoter.
- Timekeeper: Manages the discussion by ensuring that the discussion stays within the given time frame.
- Recorder: Writes and captures the notes from the discussion on the “Reading Circle Reflection.”
- Protocol Promoter: Reads the protocol directions and ensures that the collaborators are following the guidelines and each is allowed to speak.
After the Protocol Promoter reads all the directions, engage in a discussion about the e-text and collaboration activity above for 15 minutes.
As you engage in the discussion, use the following guidelines:
- Everyone actively listens to the speaker.
- Participants acknowledge what others say with supportive or challenging comments, utilizing positive language.
- Each new comment is related to prior comments or introduces a new idea that will further the conversation.
- Be mindful of who is speaking and encourage all participants to offer their opinions.
After the discussion is over, take 10 minutes to consider:
- Before, I was thinking …
- Now, after the discussion, I am thinking/realizing …
View this activity on a Google Doc: The Problem with That Equity vs. Equality Graphic You’re Using