Diversity, Equity, and Inclusion

Create inclusive educational ecosystems by examining structures, systems, and beliefs informed by race and identity

About Diversity, Equity, and Inclusion

Topics:

  • Equity and Access

  • Systemic Racism in Schools

  • Anti-racism Fundamentals

  • Anti-racist Instruction for K-8

  • Disrupting Deficit Narratives

  • Bias and Privilege

Overview:

We live in a country in which structural inequities manifest themselves in many ways, and in which the public education system has contributed to and continues to perpetuate those inequalities. Marginalized students, students experiencing poverty, and students of color in the United States have been explicitly and implicitly held to lower expectations and denied access to high-quality educational opportunities, which has resulted in unequal opportunity and access. Education is the way to change this narrative and promote a more equitable society, yet our educational system continues to perpetuate the status quo.  Only by first embracing and acknowledging that every student is a complex and unique expression of their identities, experiences, and values, can we begin to build diverse and inclusive schools. Additionally, we can begin to build equitable schools by ensuring that all students have the resources and conditions to succeed, given their particular strengths and needs. By reflecting on and enacting changes to the educational system that focus on examining structures, systems, and beliefs, we will be able to embrace our diversity and put equity into action through inclusive education. 

What We Believe:

We believe that all educators need opportunities to develop their own cultural competence (e.g., skills, strategies, mindsets, and dispositions) so they are better prepared to design and sustain culturally responsive learning environments that facilitate the development of culturally competent students.

We believe that all students--of all races, ethnicities, genders and socioeconomic backgrounds--must receive an education that will equip them to thrive emotionally, academically and professionally. To do so, we believe that educators must employ anti-racist practices and disrupt deficit narratives through examining their own biases, advantages, and practices, and supporting their students to do the same. 

We believe that it is essential that teachers expose and acknowledge both the historical and ongoing implications of racism as a foundational step toward developing students' commitment to and ability to take action against social injustice.

Featured Strategies

Being culturally responsive involves learning about your own perceptions of students & then creating equitable learning experiences for them
Being culturally responsive involves learning about your own perceptions of students & then creating equitable learning experiences for them
Teachers and school leaders can use the social discipline window as a tool to determine how often they are restorative or punitive
Teachers and school leaders can use the social discipline window as a tool to determine how often they are restorative or punitive
Students need to see themselves in the curriculum and learn about others in order to understand and appreciate multiple perspectives
Students need to see themselves in the curriculum and learn about others in order to understand and appreciate multiple perspectives

Outcomes

BetterLesson's coaching and workshops are focused on specific topics.
I can identify gaps in equity and access for my students and identify concrete steps in order to improve equity in my classroom.
I can identify examples of systemic racism by auditing my classroom and school systems in order to enact change.
I can identify and understand fundamental anti-racism practices in order to develop critical consciousness for myself and my students.
I can develop anti-racist instruction for K-8 students by evaluating systemic gaps and creating a plan to address these gaps in daily instruction.
I can disrupt deficit narratives by identifying micro aggressions, mindsets, false narratives, and/or systems of injustices in order to develop a plan of execution to pursue equity.
I can identify my bias and privilege through engaging in self-reflection.

Additional Reading

BL Blog Posts

Additional Resources:

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