“Equity” muttered with an eye roll is an unfortunate side effect of Diversity and Equity Inclusiveness (DEI) efforts over the past few years. I have heard frustration expressed by those across the political spectrum with DEI’s performative aspect, its ineffectiveness, and the polarizing nature of large-group equity conversations. During doctoral research on increasing equity in gifted identification, I read broadly on organizational DEI efforts and found that this type of frustration is not unique to this place and time. It is in part linked to employees’ negative experiences with professional development (PD) (for examples in a gifted context see Kettler et al., 2017 and Novak & Jones, 2021) and in part linked to the defensiveness connected to discussing moral sociological issues such as racism and privilege. Nonetheless, negative responses do not, of course, dismiss the need for DEI training. However, being that the goal is to address social inequities, among other ills, the main question should be if DEI work is effective in its efforts to improve the experience and opportunities for all members of our communities.
In the August 2023 Gifted Child Quarterly, authors Hertzog, Lamb and Balatico note that, “Gifted programs are noted as some of the most segregated learning environments in schools today” (p. 1). To explore the reasons behind this gap, they set out to interview 32 superintendents (or their designees) to learn more about the various DEI efforts to improve access to advanced academic programs. The purpose of the study is to determine those initiatives which are being undertaken rather than their efficacy, which could lay the groundwork for a future study on which decisions had a positive impact.
While this entire paper from Hertzog et al. has valuable information on the process and consideration behind equity initiatives, three topics should be recognized at the outset: (1) consideration of the timing of PD; (2) improving cultural and social-emotional learning for students; and (3) the systemic issues faced by administrators seeking to improve equity.
PD – When? Teachers’ schedules are packed from first to last bell, and participants found that offering optional or after-hours PD was not well received. However, when offered during school hours, administrators expressed that the training was essential and productive for improving educators’ understanding of equity for the classroom.
Curriculum – What? Participants expressed their commitment to providing more opportunities for all students to access Highly Challenging Programs (HCP). One superintendent pointed out that equity would mean that no one would be able to predict the diversity ratio of any classes, including academically advanced options such as an Advanced Placement (AP) course.
Systemic Barriers – Why? Superintendents and others responsible for the HCP decisions and equity initiatives shared that it was not enough to offer DEI programs or open AP classes to any student. Instead, underlying structural barriers blocking specific demographic subgroups must be identified in each institution, they suggest. Administrators are consistently facing barriers outside of their sphere of influence, such as a lack of teachers who share the student population’s demographics, and a lack of funding to support resources to meet student learning needs. Nonetheless, they continued to work within their own context to address the need for change.
For further discussion: “Equity requires additional support, and, in some cases, this is where some of the rub comes with this community and the board. That means an unfair distribution of resources to address needs of some versus others.” (Superintendent, 6985)” (p. 6)
Resource:
Hertzog, N. B., Lamb, K. N., & Balatico, A. J. (2023). School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862231186669
Kettler, T., Oveross, M., & Salman, R. (2017). Preschool Gifted Education. Gifted Child Quarterly, 61(2), 117–132. https://doi.org/10.1177/0016986217690228
Novak, A. & Jones, K. (2021). Gatekeepers in Gifted: A Case Study of the Disproportionality of Gifted Black Youth in Elementary Programs. The Journal of Cases in Educational Leadership, 24(2), 64–80. https://doi.org/10.1177/1555458920976736
Gifted Weekly 