e quity s ummit facilitated by veronica a. k. neal, ed.d

EQUITY SUMMIT

Facilitated by Veronica A. K. Neal, Ed.D.

BY THE END OF THIS WORKSHOP PARTICIPANTS WILL BE ABLE TO…

define equity and cultural humility and related skills for integration,

articulate more clearly your self-narrative and connections to behavior,

define cultural humility and its role within a larger equity framework,

practice equity mindedness and culturally humble engagement, and

begin identifying your shared and personal action steps for moving the work forward.

AGENDA Opening and Overview

Creating Shared Meaning: Activity Cultural Humility as a Path to Educational

Equity Identity Narratives: A prerequisite to cultural

humility  -LUNCH-

Equity Cognitive Frame Activity Next Steps and Personal Action Planning

Closing Comments, Appreciations, and Evaluation

PRINCIPLES TO GUIDE OUR LEARNING COMMUNITYSUMMARIZED BY MELANIE TERVALON, MD, MPH (2012)

 Agreements  • No blaming, no shaming• Confidentiality if stories are shared• Courage to interrupt if something is going

amiss or being left unsaid• Voices, thoughts, ideas, experiences

welcome• Pay attention to what moves you; use oops

and ouch

PRINCIPLES TO GUIDE OUR LEARNING COMMUNITYSUMMARIZED BY MELANIE TERVALON, MD, MPH (2012)

Expectations • Listen and learn• Be fully present: attentive to oneself and

others• Share what you can• Not everything will be covered• We are perfectly imperfect

FACILITATOR’S STARTING ASSUMPTIONS

There will be more questions than answers This is an ongoing learning process We are equals -peers- in this learning space,

working together for student success Our values, cultural identities, and past

experiences matter … They are in the room! Conflict is always possible, and conflict is OK

when addressed from the heart. We are all prejudiced; prejudice is learned

and can be unlearned. We are here to learn from each other

CONTRACTING: MAKING A COMMITMENT WITH YOURSELFStep 1. Select your equity-mirror (partner) for the

day. Share with them what brought you here

today and what you hope to contribute and take away.

Step 2. Take time to reflect on where you are in your

journey. Identify your learning goals for the day. Complete your personal contract (page 4).

BUILDING SHARED MEANING- REVIEW

Equity Equality

(Socially Just)Inclusion

Diversity

AN EQUITY FRAMEWORK AND LENS

BY CURTIS LINTON (2011)

The Equity Framework is based on the analysis and integration of an equitized culture, praxis, and

leadership approach. The framework, although very strongly encouraging critical, equity, and culturally

responsive pedagogies, argues that focusing only on these strategies comes at the expense of improving the culture and leadership within the educational institution.

Practices, Culture, and Leadership Are Equally Important and Need to be Equitized!

WHY AN EQUITY FRAMEWORK?

• “The Success of equity depends on the school and/or system’s ability to create an effective framework that guides all decisions, practices, and policies according to equity” (Linton, 2011 p.49).

• “Without a clear framework, few of these strategies can drive sustainable success… “closing the gap” strategies have little lasting impact because the framework defining why the work matters is never clearly articulated” (Linton, 2011 p. 52).

Educational Equity: Educators provide all students with the individual support

they need to reach and exceed a common standard (Linton, 2011; p.39).

Institutionalized Equity: Educational policies, processes, and practice that guarantee educators provide all students with the individual support

they need to reach and exceed a common standard or expectation (Linton, 2011; p. 87).

EQUITIZED EDUCATORS AND INSTITUTIONS

EQUITY LITERACY ABILITIES (ADAPTED FROM GORSKI, 2014)

1. Ability to RECOGNIZE biases and inequities, including subtle biases and inequities in self, others, curriculum, and school practices.

2. Ability to RESPOND to biases and inequities in the immediate term.

3. Ability to REDRESS biases and inequities in the long-term.

4. Ability to CREATE and SUSTAIN a bias-free and equitable learning environment.

5. Ability to APPLY a equity cognitive-frame to individual and institutional practices.

LINTON’S EQUITY LENS EquityLens Culture

Personal Strategies

Institutional Strategies

Professional Strategies

Practice Personal

StrategiesInstitutional Strategies

Professional Strategies

LeadershipPersonal

StrategiesInstitutional Strategies

Professional Strategies

APPLYING THE EQUITY LENS: EQUITY SUMMIT Culture: Personal, Institutional, and Leadership Considerations- Reflected on my personal beliefs and assumptions about

the needs of SCC (P)- Did my homework and set my intentions to be inclusive,

open-minded, and open-hearted (P)- Review Equity Plan, Educational Master Plan, and

Website (I)- Review Student Success Card (I)- Talk to folks from the community (I)- Connect with faculty, an administrator, or equity

coordinator to learn more about the needs. (L)- Create a program that will engage everyone and support

each person’s leadership roles and responsibility. (L)

APPLYING THE EQUITY LENS: SCC EQUITY SUMMIT Practice: Personal, Institutional, and Leadership Considerations - Integrate my starting assumptions, program intentions, strategies for staying mindful, and will stay in inquiry and open to changing in real-time. (P) -Will be transparent and will take needed time to establish our learning community for the day. (P)-Develop a program that will move the group through an intra, inter, and institutional dialogue. (I)-Confirm information about the demographics and made adjustments per institutional needs. (I)-Integrate C.H. strategies to optimize engagement and safety given status and power differences. (L)

APPLYING THE EQUITY LENS: SCC EQUITY SUMMIT Leadership: Personal, Institutional, and Leadership Considerations -Reflect on my beliefs about leading for equity… so I don’t get in my own way! (P)-Consider what I learned about and what tools might help deepen their equity work. (P)-Reflect on the planning conversation and the needs of the community to all LEAD for equity and have a shared toolkit. (I)-Develop a program that aligns leading thoughts on equity in education with the critical components of starting on the path of C.H. (I)-Develop a program that will empower everyone while holding administrators accountable for their unique institutional positionality. (L)

10 MINSTRETCH

BREAK

CULTURE IS NOT EQUITY… EQUITY EXISTS (OR NOT) WITHIN OUR CULTURAL FRAMEWORKS

CULTURAL HUMILITY: FOUR CORE PRINCIPLES 1. A lifelong commitment to self-evaluation and

self-critique2. Redressing the power imbalances in the

learner-educational leader relationship 3. Developing mutually beneficial partnerships

with communities on behalf of individuals and defined populations

4. Advocating for and maintaining institutional consistency

Cultural Humility is a PATH to Equity Reference: Tervalon M, Murray-Garcia J: “Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education, “Journal of Health Care for the Poor and Underserved 1998; 9(2):117-124.

CULTURAL HUMILITY STARTS WITH SELF-REFLECTION

Application Activity Page 11

LUNCHPLEASE CHECK-IN WITH YOUR EQUITY PARTNER

EQUITY AND COGNITIVE FRAMESCOGNITIVE FRAMES ARE CULTURALLY BOND AND LEARNED OVERTIME… BECOME EMBEDDED IN OUR NEURAL PATHWAYS… AND ORGANIZE OUR UNDERSTANDING OF LARGE AMOUNTS OF INFORMATION

AND EXPERIENCES

SHIFT FROM A DEFICIT-MINDED FRAME…

APPLYING AN EQUITY MINDSET: ACTIVITY – PAGE 14 Deficit-mindset:“African American students are often unprepared for college-level math because they come from underserved schools and just don’t like math.”

“Latino students don’t want to transfer because they prefer to stay close to home… There families values education less.”

Equity-mindset:“What systems do we have in place for our students who need additional academic support? Are we highlighting African-Americans in the Math and Sciences in our curriculum?”

“How are we reaching out to our Latino students to support their transfer aspirations? How are we reaching out to Latino families?”

Adapted from: Witham and Bensimon, 2012 

PULLING IT TOGETHER

Equity Cognitive Frame: How we

THINK about the work … ASK Questions of the DATA… MAKE

SENSE of our experiences and others

Cultural Humility: What we bring to the

work… WHO we are… Our way of being and orientation to the work at the personal,

interpersonal, and institutional level

Equity Framework/Lens: A Roadmap for how we DO the work… at the

personal, interpersonal, and institutional level

NEXT STEPS In small groups, consider your institutional location and what you can do to deepen your campus equity work…

1. What changes should be made?2. What resources or strengths already exist? 3. What can you do?4. What do you need? Who can support you? 5. Who can you support? Who can you serve

as an ally?

WHERE DO WE GO FROM HERE?

Visual By: http://www.saferpak.com/project_management_art1.htm

PERSONAL COMMITMENT TO EQUITY AND CULTURAL HUMILITY Reflect and discuss with your equity partner your personal action plan on page 18 in your participant manual.

Please exchange information and commit to supporting each other along your journey this academic year.

GO BE FABULOUS!

THANK YOU