As I read Dugan's article, the overall resonating theme was that achieving equity is a district/community-wide effort without a one-size-fits-all solution. I reflected on examples of traps or tropes I have witnessed in the various school districts I have worked for. I have seen examples of the "spray-and-pray equity" in which a district hires a trainer to help be the equity fix. Or the "navel-gazing equity" trap in which teachers participate in equity training, but leave the learning in the workshop.
Outside of the examples I have seen, the examples I haven't seen also struck me. One example is the "tokenizing equity" in which a position of "culture" is created. It made me think of the diversity statistics in New Hartford, according to a report in US News our district is comprised of about 85% white students and 15% identifying as Asian, Latino, or Black. I wonder if the diversity of our staff mirrors this 85:15 ratio with the ideology of "mirrors" for students?
Outside of the examples I have seen, the examples I haven't seen also struck me. One example is the "tokenizing equity" in which a position of "culture" is created. It made me think of the diversity statistics in New Hartford, according to a report in US News our district is comprised of about 85% white students and 15% identifying as Asian, Latino, or Black. I wonder if the diversity of our staff mirrors this 85:15 ratio with the ideology of "mirrors" for students?