Equity Literacy in Science
What is equity literacy? How can we as science teachers accomplish equity literacy?
Equity Literacy: The skills and dispositions that empower, support, and position individuals to recognize, respond to, and redress conditions that deny some students access to quality educational opportunities received and enjoyed by their peers, and in doing so, thus sustains equitable learning environments for all students and their families (Gorski, 2014)
Hi my name is Breanna, I am a graduate student at the University of Arizona studying to become a Middle School science teacher. The main focus of the M.Ed program offered by the UofA is on ensuring that the teachers that graduate from the program are equity literate, but what does that mean? Well you can look up the definition for equity literacy however there is not an exact definition that can sum up everything that entails equity literacy, thus below I have provided some of the information that I have found on the matter and how a science teacher can ensure they are Equity literate.
Equity literacy in a science class can seem as a bit of an abstract concept purely because the information and content that is taught tends to be very factual and matter of fact. So how do we address the equity literacy implications we face in the science classroom? Well the answer is not as clear and concise as a science teacher would like however the basic principles below can help point you in the right direction!
The information below was provided by the Equity Literacy Institute.
1. Ability to Recognize even the subtlest biases and inequities
notice subtle bias in learning materials and classroom interactions;
show curiosity about ways school policy and practice might disadvantage some students in unintentional (or intentional) ways; and
reject deficit views that outcome inequalities (like test score disparities) are the result of the cultures or mindsets of students of color, students experiencing poverty, or other marginalized-identity students.
2. Ability to Respond to biases and inequities in the immediate term
develop the facilitation skills and content knowledge necessary to intervene effectively when biases or inequities arise in a classroom or school;
cultivate in students the ability to analyze bias and inequity in classroom materials, classroom interactions, and school policies; and
foster conversations with colleagues about equity concerns in their schools.
3. Ability to Redress biases and inequities in the long term
advocate against inequitable school practices like racially or economically biased tracking and advocate for equitable practices;
never confuse celebrating diversity with equity, such as by responding to racial conflict with cultural celebrations; and
teach about sexism, poverty, racism, ableism, transphobia, and heterosexism
4. Ability to Create and Sustain bias-free and equitable classrooms, schools, and institutional cultures
express high expectations for through higher-order pedagogies;
consider how they assign homework and communicate with families, understanding that students have different levels of access to resources like computers and the Internet; and
prioritize consideration of the needs, challenges, and barriers experienced by students who are from marginalized groups in each discussion and each decision about classroom, school, or district policy and practice.
Additional resources on Equity Literacy in Science are provided below.
EQUITY AND DIVERSITY IN SCIENCE AND ENGINEERING EDUCATION
Ten Commitments for Equity-Literate Educators
Toward a Transformative Approach to Equity
Beyond Celebrating Diversity: 20 Things I Will Do to Be an Equitable Educator
20 Ways to Bring More Equity to Your Literacy Instruction