Equity in Education

The district where I am employed is providing equity training to all staff and the discussion of race has been the main point of discussion. Questions like: “What were your experiences when you were high school students?” and “When was a moment you felt discrimination?” were posed. I listened to some of my colleagues share their experiences. Two colleagues explained the moment they were discriminated against because of their race and religion. I was intrigued and enjoyed this type of discussion because I finally felt included. I could speak on MY experience for a change and have a conversation with those at my table. I didn’t feel excluded or overlooked and could provide perspective.

The principal has a monthly committee meeting where concerns/complaints are brought to his attention. The principal responds and the questions and responses are always made anonymous and accessible for everyone in the school to read. Three months after our first equity training, an anonymous colleague reported a complaint regarding the training. It read as follows:

"Why has our equity training focused solely on race? Can we expand the conversation to include gender and social equity issues as well? Could we also look to get a broader representation from the staff so that it is not always the same presenters? We have such amazing diversity within our school, and we need to include all in these conversations as well as creating usable tools for engagement between staff, faculty and students."

I was really offended by this complaint for various reasons which I will list.

1. You cannot discuss equity in education without discussing race, racism, and prejudices within education.

2. Just because you have the rainbow coalition in your classroom does not mean you are well versed and aware. We are all ignorant of something.

3. Our presenters are two black women who have been trained to offer the presentation and follow district policy and guidelines while presenting. They do not go off script. What broader representation is needed and being suggested?

4. If we are going to discuss gender and social equity issues, there must be intersectionality. For example, if you want to talk about issues that men and women face, make sure conversations are had regarding the experiences of those in the LGBTQ community. Be inclusive. (I’m sure that the person who made the complaint is not knowledgeable about intersectionality or they would not have made the complaint.)

5. Once again, I was excluded…

As a black woman and English teacher, my experiences are different from my white colleagues. Often, we are considered to be the disciplinarians. I have been sought to handle discipline issues as though all black teachers are monolithic. Since I am black, of course I should be able to relate and correct the behavior of black students...WRONG. I have witnessed a teacher send her misbehaving students to a black teacher and said, “I just can’t get them to listen. They don’t listen.” To which my black colleague responded, “it’s not my job to correct their behavior.”

I have a good rapport with all my students. Yes, I do identify with my black and brown students on a different level, but I am not their saving grace. I do not treat them better than I would a white student. I give all my students the same tough love, guidance, and respect. Our minority students sometimes struggle with school not necessarily because of a lack of skills, but because of a lack of knowledge and, unfortunately, ignorance from some of their teachers. Do you take the time to ask students how they are doing? Do you give students the opportunity to express themselves beyond curriculum content? Do you take the time to listen and learn from your colleagues who do not look and act like you?

I am not the resource for “the black experience,” but I am a teacher who is a vital resource. I want to be treated as such and respected. I not only want that from my students, but my colleagues as well. This training provides an opportunity for dialogue and various perspectives to be shared. If some of the adults in the building are unwilling to listen to other adults express their challenges, how can they possibly listen to a student express their challenges?