I believe that an organization that prioritizes diversity, equity and inclusion creates an environment that respects and values individual difference along many varying dimensions. Addition, inclusive organizations foster cultures that minimize bias and recognize and address systemic inequities, which, if unaddressed, can create a disadvantage for certain individuals. This is not a human resources issue, it is a strategic issue. These efforts should be reflected in organizational mission, vision, and values; incorporated into strategic plans; and cascaded throughout the organization.

There is abundant research supporting the expectations for identifying and addressing the inconsistencies leading to potential bias, inequality, lack of inclusive practices all while fully supporting the diversity in our society (and community).

Many folks are likely very familiar with the graphic that depicts children standing along the wall watching the baseball game:  

In order to reassure the equity – each of the students are provided the necessary resources (boxes) in order to see the game.  In this simple case, not everyone has the “same” resources . . . but rather the necessary resources for success.  

In another simple example, here is a graphic that suggests the difference between equity and equality:  providing students with sneakers is equality; providing students with sneakers that fit is equity.

Dr. Peter DeWitt’s Finding Common Ground blog shares some thoughts on the topic”. Why is the Relationship Between ‘Learning Culture’ and ‘Equity Culture’ So Lopsided?”  As the blog suggests, schools have made significant progress in the area of improving school’s learning culture.  Unfortunately, this is not the case with regard to equity culture.  “Changing the culture of schools toward continuous improvement is the key to better learning. Gradually, many institutions worked to develop collaborative cultures within and across their schools that has positively affected student learning for the better. Much of the research has focused on the nature of the work, the relationship among teachers, the engagements of students, and the depth and impact of learning.  Understanding that gains have been realized with deep learning, but trying to achieve greater equity through only changing "the learning culture" will always be limited because of the existence of "the culture of inequity" that privileges certain groups while underserving others.”  See the full article link below. http://blogs.edweek.org/edweek/finding_common_ground/2019/11/why_is_the_relationship_between_learning_culture_and_equity_culture_so_lopsided.html

In the District, we have begun exploring the topics of Equity, Equality, Diversity, Bias, and Inclusion . . . and what impact has the discrepancy between the ‘learning culture’ and the ‘equity culture’ played with the Liverpool Schools?  How can we find a balance between the two dimensions? And, what can we learn from our students and their families in addressing this “inequity”?