Why Equity Matters in Education

Equity is defined as the quality of being fair or impartial. In math education, it is known as also providing “reasonable and appropriate accommodations as necessary” for students so they can achieve academic success (NCTM, 2000). Through equity, teachers are given the ability to provide instruction that is clear and cohesive. This benefits each student so that they have a sense of direction in regard to where instruction is heading. Further, it provides teachers with a plan for how to utilize tools given to them to provide equitable instruction and access for all learners. In this blog, we will discuss how equity also brings representation, helps students with self-confidence and enhances a sense of belonging, which are all key factors for academic achievement for students.

Equity Brings Representation

        Representation is defined as the action of speaking or acting on behalf of someone or the state of being so represented. It is known in the world of education as having physical representation of various ethnicities and genders in the classroom, curriculum, resources and learning environment. For instance, having a leader from various ethnicities is beneficial when aiming for implementing equity and representation on a school campus or within a school district. A survey regarding teacher demographics provided by Ed. Week noted that in 2017-18 , the survey estimated that 79.3 percent of public school teachers are White and 9.3 percent are Hispanic, 6.7 percent  are Black, 2.1 percent are Asian, 1.8 percent are of Two or more races, 0.5 are American Indian/Alaska Native, and 0.2 are Native Hawaiian/ Pacific Islander . This is compared to previous results in 2011-12, when nearly 82 percent of public-school teachers were White and 7.8 percent were Hispanic.

       However, student population was listed in 2018 as the following: 2017-18 , the survey estimated that 47 percent of public school students are White and 27.2 percent are Hispanic,15.1 percent are Black, 5.3 percent are Asian, 4.1 percent are of Two or more races, 1 percent are American Indian/Alaska Native, and 0.4 are Native Hawaiian/ Pacific Islander . So hence, students of color make up for more than 50% of student population in the United States.  In order to help assist teachers with students of color, proper supports must be established. To assist with these supports, having a blended representation of faculty and leaders in the classroom and within the district will benefit all students.

Further, representation helps with language barrier and a lack of diversity that exists in particular public settings. For example, Ed Week found that in regard to teacher preparation for teaching students with special needs, ELL leaners and diverse learners, that in terms of taking trainings and courses for preparation, 65 percent of teachers took training in serving students from diverse economic backgrounds, and only 41 percent in teaching English-language learners. It is certain that with the present demographic census of teachers and students in the U.S., there must be resources in place that can support teachers learning about various ethnicities and cultures. Teachers will need these supports as they connect with students with backgrounds different from theirs.

Equity Helps with Self- Confidence

When student see leaders that they can relate to, they get excited about learning. When students have equitable representation in the classroom, they are motivated about what they can become. Far too often, students of color feel isolated, underrepresented or mistreated, which leads to lower graduation and higher dropout rates. Studies have shown that having leaders and teachers of color in the classroom and within school districts can increase student achievement. For instance, studies have shown that Black and Latino male educators, specifically, comprise of approximately 2% each of the teaching population.

Due to the lack of representation within leadership, students of color cannot see themselves in many classroom settings, and hence are not motivated to achieve. For example, studies also show that many students of color in high-poverty areas are educated by novice teachers with minimal classroom experience. Therefore, not only does this impact their motivation, it also affects their level of academic performance and the instruction they are receiving each day. Students need motivation from leaders of color to help boost their self-confidence. Some school leaders implement school-wide PBIS initiatives and mentoring programs to assist them with supports needed to reach learners who lack motivation. These equitable initiatives and practices are a great step forward for school leaders to provide a quality educational experience for their students.

Equity Enhances Sense of Belonging

         Every student wants to feel accepted and know that they are included in the classroom. Students are like walking sponges, waiting for affirmation from their teachers. They want to know that they are valued and cared for by their teachers. It’s not enough for an educator to passionately teach students without making connections with them. Teachers should be intentional about connecting with each student every day. Whether through eye contact, fist bump, compliments on their performance or in classroom discussion, teachers need to remain proactive about making the relationship bond stronger with each student in their class.

         Teachers must continue to work on the art of time management as they make time for each student. If not, a lack of structure can interfere with truly enjoying students and having cohesion throughout the day. Therefore, sometimes teachers must go back to getting to know their students as mentioned in Harry Wong’s First Days of School book for teachers.  Teachers can find ways to connect with students so they can win them over through various resources including Sanford Harmony, Kagan group strategies,  Check-In Check Out mentoring programs, and other  equitable and socio-emotional learning supports. From finding ways to celebrate them, taking an interest in what interests them, and even sharing personal stories about how they once struggled but overcame are great tools teachers can use to help establish a sense of belonging with learners from all backgrounds. Once they have established trust, and have convinced their students that they are valuable, accepted and are needed in the classroom, a sense of belonging can be established.

Conclusion

To conclude, having equity in the way of work for education is essential. It is through equity that students of all languages, ethnicities and backgrounds will thrive. Through equitable practices in the classroom, there is representation in leaders, an increase in the self-confidence of students along with a sense of belonging. As leaders and educators continue to keep an open mind about how to teach students equitable while implementing the tools and information provided to them at their schools, they will see their equitable works pay off and students will achieve noticeable gains. May each teacher and leader that is in the trenches making it happen have the best success as they continue to prove why equity matters in the classroom.