Social Equity
PSEL 3: "strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being."
"Not everything that is faced can be changed, but nothing can be changed until it is faced." ~ James Baldwin
My experience with social equity concepts and practices has grown in the past year, as I believe it must have with much of the United States. For the first time I learned about Critical Race Theory, engaged in a book study of Courageous Conversations About Race, attended a professional development that included a presentation about microaggressions given by our high school's Asian Student Union where they shared their experiences. My husband and I also opened our home to an LGBTQIA+ student who was asked to leave their family's home. Each of these opportunities has shaped my understanding of what it means to be a leader for social justice and change.
Artifact 1
Participating in this book study with my colleagues was an eye opening experience. For the first time in my career, and maybe my life, I engaged in honest conversations with people whose race, ethnicity, and/or culture is different than mine about those differences and their experiences.
Prior to this, I believed I understood what it must be like to be non-white in America, but I had no idea of the experiences my colleagues and students endure on a regular basis. I didn't know what I didn't know.
Because of this book study, I am aware that I am still ignorant to the realities faced by many. However, now, my eyes are opened and I know there are things I don't know and I'm open to the opportunities to learn and grow.
Artifact 2
One question that has plagued me since working with students identified as gifted in the special education program is the under representation of identified black and brown students in gifted programs. After reading Courageous Conversations About Race, I began to look for additional opportunities to learn about how to address this systemic problem in K-12 education.
Through this conference, I learned more about how our identification process and implicit bias contribute to this problem. I took what I learned and engaged in conversations with our district's director of special services. We are still a long way from solving this issue of equity - but we are finally asking questions that matter.
Critical Race Theory and Educational Leadership - Julian.pdfArtifact 3
During ELPS 854 - Students In Society - we were challenged to write a research paper on a topic we learned about in this class. At the time I was taking this class, Critical Race Theory was a hot topic across the nation and in our local school board meetings.
Because of the trend towards denouncing this theory, I felt called to know more about the theory and why it was controversial.
Through my research on this topic, I learned about the history of the theory as well as the reason for the outrage across the country.
I chose this artifact because it represents my ability to think logically about controversial political ideas and trends. As a future administrator, it is essential that I keep on pace with issues that may cause frustration in the community I serve and how the issues impact my students.
Artifact 4
This year, our high school has empowered young people to share their experiences through a grievance form when they have experienced overt acts of racism or other discrimination.
There are QR Codes in the building to gain access to the form and students then email the form to their grade level principal. The principal then follows up with the student and takes appropriate action.
A few months ago, members of the Asian Student Union approached me to see if I thought it would be possible/appropriate for them to provide a presentation to the faculty about the microaggressions they experience in our school. I encouraged them to plan it and gave them access to a similar presentation I created a couple of years ago for a graduate school class.
In April, 4 officers from ASU delivered a powerful presentation on Microaggressions during a professional development. Hearing their experiences shocked many of our faculty. It is through relationships and conversations that people begin to see where change is necessary.