Equity in Science Education

      

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Last updated: May 31, 2007

Web Master EK Keller Career Brief

To achieve the goals of standards-based educational reform, attention must be focused on all aspects of the educational system. Without this focus, setting a higher achievement bar will only exacerbate an inequitable system of have's and have-not's. If the goal is to have a higher standard and greater numbers of students meeting or exceeding these standards, the educational system must evolve and change along with the content of the curriculum.

The National Alliance for Partnerships in Equity has identified ten essential system standards which are designed to help eliminate current inequities. Each standard has specific indicators to help educators and policy-makers examine and improve the total educational system. The system-building standards address variables in the areas of:

• The Educational Environment.
• Issues of Governance and Policy.
• Preservice and inservice teacher education.
• Teaching Practices.
• Assessment Practices.
• Evaluation of Personnel and Curricular Materials.
• Individualized Educational Planning.
• The Allocation of Financial Resources.
• Data Collection and Accountability.
• Partnership Building with the Community, with Business, and with Parents.
• Statement on Standards.
• Definition of Standards Based Educational Reform.

There is increased concern about improving the quality of education. A call to raise standards in education is being heard across the country. A major goal is to prepare our youth for today's highly complex and diverse society. Demographic changes and the demands of a post-industrial, knowledge-based economy, require that all students reach as high levels of academic excellence as possible. To help all students reach high levels of attainment a variety of standards that relate to content and academic learning are being developed across the country.

Such reform must also respond to the challenge of improving schools and other educational institutions so students from diverse groups may have equal opportunity for educational success, economic self-sufficiency, and community responsibility. Profound inequities create barriers to educational excellence for many students in schools across the United States (Hammond, 1996). One in four students does not complete high school (Council of Chief State School Officers, 1987). This disturbing trend of school failure is further reflected in lower average achievement scores, higher teen pregnancy and expulsion rates, and widely documented incidences of gender bias and harassment in classrooms (American Association of University Women, 1992; National Coalition of Educational Equity Advocates, 1994). In addition, schools with large concentrations of minority and low income students are often funded inequitably and staffed by teachers who are least likely to possess the skills needed to work successfully with diverse students (Hammond, 1996). Clearly, school improvement efforts can no longer ignore the issue of equity. School improvement must focus, not only on what students should know and be able to do, but on the fair and equal success of a diverse student population (Hammond & Sclan, 1996).

• A Statement on Equity

Equitable educational systems foster the maximum development of individual potential. A commitment to equity ensures that all students develop the knowledge and skills needed to participate effectively in community life as workers, citizens, parents, leaders, and role models for future generations. To assure educational excellence for all students, schools must address the diversity that students bring to the learning environment and organize schools and classrooms to support the academic achievement and success of all students (Hammond and Sclan, 1996).

The National Alliance for Partnerships in Equity believes:

• Equity is an integral part of the school improvement process and applies to all programs within a school
• Equity must be viewed as inseparable from quality in the measure of educational excellence
• Equity helps to ensure that all students experience the highest levels of academic success possible, economic self-sufficiency, and social mobility
• Educational environments need to be created that honor diversity and respect the individual.

INDICATORS:

• Diversity and human difference are openly and sensitively discussed in the school and community both informally and as part of the formal curriculum.
• School personnel understand how student learning is influenced by individual experience, gender, talents, and prior learning, as well as language, culture, family, and community values.
• Policies are in place to ensure that schools and school personnel respect diversity. Clear procedures exist for resolving discrimination and harassment complaints of students and school personnel.
• Acceptable behavior, language, and dress standards are clearly identified and non-discriminatory. Disciplinary policies are clear and penalties are equal for all students.
• Published documents, informational brochures, school-wide displays, and visual materials portray females and males of varied racial, ethnic, age, and ability groups in a variety of roles.
• Respectful behavior is modeled and reinforced so students develop positive views of themselves and their futures.
• Inclusive language is used by all those in the educational environment including students and staff.
• Resources are allocated to provide safety for all students. Programs are established that reduce incidents of fighting, battery, and weapons use (e.g., natural helpers, peer mediation, anger management).
• Educational leaders must assure equity in governance.

INDICATORS:

• An identified individual or group (e.g., administrator and/or experienced faculty) takes leadership for ensuring equity is an integral part of daily school life and all educational processes.
• School personnel, especially those from under represented groups, have the opportunity to influence formal and informal decision-making at all levels.
• All school committees contain members who are knowledgeable about equity issues and are representative of the diversity of the educational community.
• Leadership roles (e.g., department chairs and chairs of special committees) reflect the gender and ethnic make-up of the educational community.
• Administrators are evaluated on their support and incorporation of equity standards.
• School resources are targeted at addressing equity and diversity issues including making time available to staff members to collaborate and improve their own skills and knowledge regarding student diversity.
• Preservice and inservice workshops equip faculty, administrators, and staff with the skills needed to teach and work with diverse student populations and communities.

INDICATOR:

• Regular inservice education is offered to help educational staff identify and overcome bias and to confidently meet the needs of a diverse classroom/school.
• Information is provided to educational staff regarding local, regional, and national workshops, conferences, and professional development opportunities related to diversity and equity issues. Equitable support is provided for participation in those activities.
• Teachers increasingly indicate they feel prepared to meet the needs of diverse students and understand the profession in the context of our diverse society.
• Preservice teacher education links content knowledge, experience, and diversity with instructional strategies that enhance student achievement.
• Preservice practicms and/or student teaching experiences provide teachers and administrators experience in working with a wide variey of students.
• Curriculum standards for professional programs emphasize the integration of theory and practice as related to diversity and utilize performance assessment and field experience to support learning.
• Curriculum standards for professional programs emphasize all aspects of subject content and include the contributions of diverse populations.
• Fair and impartial teaching practices are equitable incorporated into classrooms to facilitate the academic achievement of all students.

INDICATORS:

• Teachers positively reinforce the abilities and interests of all students when interacting with students, parents, or school personnel.
• Teachers hold high expectations and standards for all students
• Teaching strategies and methods address the learning styles of each student.
• Teacher interactions are structured to provide maximum interaction with every student.
• All classroom procedures and patterns, including seating, lines, activity areas, academic, and athletic groups are gender, ability and race inclusive.
• Students are taught to understand and value diversity through both the formal and informal curriculum.
• Heterogeneous grouping is predominately used to promote social understanding and enhance opportunities for success in a wide variety of social settings.
• Alternatives to tracking are explored especially where data indicates that tracking leads to lower achievement and aspirations for students.
• Inclusive language is modeled in teaching.
• Fair and impartial assessment practices are incorporated into classroom laboratories, research, field trips, and assessment programs.

INDICATORS:

• Educational progress and/or student achievement is based on multiple forms of assessments that include authentic assessments such as performance-based or portfolio assessments.
• Assessment strategies are sensitive to how students learn (e.g., written, verbal kinesthetic, and/or visual) and are administered in a manner that permits individual students to demonstrate mastery of content.
• Assessment strategies are subject to continuous review and improvement.
• Accommodations in assessments are made and are based on the students' need. Accommodations do not give the student an advantage over other students and do not change the nature of what is being tested.
• All students are provided with alternatives for earning credit through challenge exams and performance tests.
• Curricula and personnel are evaluated to ensure that issues of equity are consistently addressed.

INDICATORS:

• Equitable teaching strategies are included in teacher and administrator evaluation and accountability.
• Teacher-student interaction patterns are studied to promote equitable involvement with every student.
• Curriculum materials appeal to and are relevant to the interests and needs of a diverse student audience (i.e. students see an accurate and consistent reflection of themselves including gender, race, abilities in the materials they study); if not, supplemental materials are consistently utilized or materials are developed.
• A process is in place to regularly screen curricula and instructional materials, including computer software, for potential bias and stereotyping.
• Inclusibe language is used in the classroom and in curricular and learning materials including computer software.
• Data on student achievement and programs is collected and evaluated to ensure that all groups benefit from equitable educational practices and policies.

INDICATORS:

• A data collection system clearly identifies the educational progress of all students; information is disaggregated to identify performance of all population groups.
• Class enrollment trends are monitored relative to gender, ethnicity, ability, and other socio-cultural factors.
• The number of underrepresented students completing high level courses increases, especially in the areas of math, science, and technology, until they match or exceed their representation in the general population.
• The number of underrepresented students who meet state and local performance standards increases until they match or exceed that of the general population.
• Data reflecting student achievement is evaluated and used to provide direction for systemic change and improvement.
• The percentage of underrepresented students who earn a high school diploma, postsecondary certificate or diploma, or certificate of final achievement increases until the percentage matches or exceeds that of the general population.
• Underrepresented, disabled, and at-risk students have increased success and lower drop-out rates.
• The entire curriculum is available to all students through comprehensive, individualized planning and course selection.

INDICATORS:

• Students are integrated in all programs without regard to gender, race, disability, and/or national origin to enhance their potential for future success.
• Master schedules encourage gender fair enrollment (e.g., a traditionally female class is not scheduled at the same time as a traditionally male class).
• Computer technology is available to all students including equitable access to up-to-date equipment and software that is free of stereotyping and bias.
• Underrepresented groups are recruited and encouraged to enroll in advanced math, science, and technology courses and programs as well as other programs where gender imbalance exists (e.g. young men in family-related programs, advanced languages, etc.)
• Mentoring and support groups exist for students who enroll in non-traditional classes.
• All students have the opportunity to earn college credit and take advanced standing courses prior to graduation from high school.
• A career development process is available to help students identify traditional and nontraditional career options, understand occupational trend projections for high wage and high skilled careers, and to develop individualized educational and career plans.
• Support services exist, where needed, to ensure participation in educational programs (e.g., child care needs for teen parents; transportation needs for students without economic availability of personal transportation; tuition, textbooks, or tools for students who demonstrate financial need; and accommodations for learners with disabilities and second language learners).
• Financial resources, facilities, and staffing are allocated in ways that provide opportunity and success for all students.

INDICATORS:

• Equity issues are considered when educators are recruited (e.g., teachers of ethnic minorities, teachers with disabilities, male elementary educators, female math and science educators, nontraditional occupational teachers, qualified teachers for rural areas).
• Data on staffing patterns is collected and analyzed to ensure the educational workforce reflects the ethnic and gender make-up of the school.
• Incentives are developed for those who accept more challenging teaching assignments (e.g., working with high need students).
• School funding policies recognize that differing needs and circumstances require different interventions and incur different costs.
• Financial support is allocated for special needs of students (e.g., adaptive equipment, child care, large print materials, and transportation).
• Resources are allocated to provide equitable facilities and learning environments for all students.

• Parents/caregivers, community organizations, business/industry, and schools work together as partners to promote academic achievement and inclusive learning environments.

  INDICATORS:

• Outreach activities (e.g., newsletters, open houses, workshops) empower parents, partners, and caregivers to become involved in the student's education.
• Parents are aware of the effects of stereotyping and bias and its impact on educational achievement.
• Data is collected which shows the number of families involved in the school community and the growth in involvement, especially of traditionally underrepresented families.
• Schools are sensitive to work schedules and work demands of parents and create schedules to accommodate working parents (e.g., flexible scheduling of conferences, open houses, and special programs).
• Schools and social service agencies collaborate to provide services (e.g., parenting education, early childhood services, and comprehensive health and health education programs) to decrease poverty-connected inequities that may reduce a student's readiness to learn.
• Successful strategies that reduce inequities are publicized throughout the community.
• Partnerships are established between schools and all facets of the community to enhance home-to-school-to-work transitions and to ensure that all students find appropriate educational and employment opportunities.
• Community members, organizations, and businesses provide opportunities to promote equity, especially for nontraditional and underrepresented students, by serving as field trip hosts and/or becoming involved in job-shadowing and/or mentoring programs.

• Related Student-Content Standards:
• Students know how to work and relate effectively across genders, cultures, and abilities.
• Students possess knowledge of laws, ethics, and dynamics related to discrimination, bias, prejudice, and stereotyping in the learning environment and workplace that are age and developmentally appropriate.
• Students exhibit positive attitudes toward self, especially as it relates to their gender, demonstrating confidence in their ability to learn and accept personal responsibility.
• Students identify societal attitudes about gender roles for men and women.
• Students address societal attitudes about gender roles for men and women to promote and reflect fairness.

• Student-Related Content Standards:
• Students identify the relationship of changing demographics of the workplace related to gender and diversity to career planning, career decision-making, and realities in the workplace.
• Students describe the impact of gender role expectations on the development of life skills (e.g., puctuality, appropriate emotional expression, time management) and their importance in managing the dual roles of work and family.
• Students identify the benefits for both males and females in acquiring skills in math, science, technology, reading, and writing and the benefits of educational achievement for all students.
• Students identify the impact of socio-cultural roles and expectations in their decisions related to education, career planning, and course selection.

  The above is abstracted from a Publication of the National Alliance for Partnership in Equity.

  References

  American Association of University Women. (1992). Shortchanging girls: Shortchanging America. Washington, D.C. American Association of University Women.

  Council of Chief State School Officers (1987, November). Assuring school success for students at risk: A policy statement of the Council of Chief State School Officers. Washington, D.C.: Council of Cheif State School Officers, One Massachusetts Ave., Suite 700, Washington, D.C. 20001.

  Hammond, L. (1996). Inequality and access to knowledge. In J. Banks (ed.), Handbook of Research on Multicultural Education, (pp. 465-483). New York: Macmillan.

  Hammond, L., & Sclan, E. (1996). Who teaches and why: Dilemmas of building a profession for twenty-first century schools. In J. Sikula (Ed.), Handbook of Research on Teacher Education, (pp. 67-101). New York: Macmillan.

  National Coalition of Educational Equity Advocates (1994). Educate America: A call for equity in school reform. Chevy Chase, Md.: The Mid-Atlantic Equity Consortium.

  State Education Improvement Partnership (1996, November). Measuring results: Overview of performance indicators. Washington, D.C.: P. Michell.

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