EQUITY SUMMIT
Facilitated by Veronica A. K. Neal, Ed.D.
BY THE END OF THIS WORKSHOP
PARTICIPANTS WILL BE ABLE TO…
 define
equity and cultural humility and
related skills for integration,
 articulate more clearly your self-narrative
and connections to behavior,
 define cultural humility and its role within
a larger equity framework,
 practice equity mindedness and culturally
humble engagement, and
 begin identifying your shared and personal
action steps for moving the work forward.
AGENDA
Opening and Overview
 Creating Shared Meaning: Activity
 Cultural Humility as a Path to Educational
Equity
 Identity Narratives: A prerequisite to cultural
humility
-LUNCH Equity Cognitive Frame Activity
 Next Steps and Personal Action Planning
 Closing Comments, Appreciations, and
Evaluation

PRINCIPLES TO GUIDE OUR
LEARNING COMMUNITY
SUMMARIZED
BY
MELANIE TERVALON, MD, MPH (2012)
Agreements
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•
•
•
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No blaming, no shaming
Confidentiality if stories are shared
Courage to interrupt if something is going amiss
or being left unsaid
Voices, thoughts, ideas, experiences welcome
Pay attention to what moves you; use oops and
ouch
PRINCIPLES TO GUIDE OUR
LEARNING COMMUNITY
SUMMARIZED BY MELANIE TERVALON, MD, MPH (2012)
Expectations
•
•
•
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Listen and learn
Be fully present: attentive to oneself and others
Share what you can
Not everything will be covered
We are perfectly imperfect
FACILITATOR’S STARTING
ASSUMPTIONS
There will be more questions than answers
 This is an ongoing learning process
 We are equals -peers- in this learning space,
working together for student success
 Our values, cultural identities, and past
experiences matter … They are in the room!
 Conflict is always possible, and conflict is OK
when addressed from the heart.
 We are all prejudiced; prejudice is learned and
can be unlearned.
 We are here to learn from each other

CONTRACTING: MAKING A
COMMITMENT WITH YOURSELF
Step 1.
 Select your equity-mirror (partner) for the day.
 Share with them what brought you here today
and what you hope to contribute and take away.
Step 2.
 Take time to reflect on where you are in your
journey.
 Identify your learning goals for the day.
 Complete your personal contract (page 4).
BUILDING SHARED MEANING- REVIEW
Equity
Equality
(Socially Just)
Inclusion
Diversity
AN EQUITY FRAMEWORK AND LENS
BY CURTIS LINTON (2011)
The Equity Framework is based on the analysis and
integration of an equitized culture, praxis, and leadership
approach. The framework, although very strongly
encouraging critical, equity, and culturally responsive
pedagogies, argues that focusing only on these strategies
comes at the expense of improving the culture and leadership
within the educational institution.
Practices, Culture, and Leadership Are Equally
Important and Need to be Equitized!
WHY AN EQUITY FRAMEWORK?
•
•
“The Success of equity depends on the school
and/or system’s ability to create an effective
framework that guides all decisions, practices,
and policies according to equity” (Linton, 2011 p.49).
“Without a clear framework, few of these
strategies can drive sustainable success…
“closing the gap” strategies have little lasting
impact because the framework defining why the
work matters is never clearly articulated” (Linton,
2011 p. 52).
EQUITIZED EDUCATORS AND
INSTITUTIONS
Educational Equity: Educators provide
all students with the individual support
they need to reach and exceed a common
standard (Linton, 2011; p.39).
Institutionalized Equity: Educational policies,
processes, and practice that guarantee educators
provide all students with the individual support
they need to reach and exceed a common standard
or expectation (Linton, 2011; p. 87).
EQUITY LITERACY ABILITIES (ADAPTED FROM
GORSKI, 2014)
1.
2.
3.
4.
5.
Ability to RECOGNIZE biases and inequities,
including subtle biases and inequities in self,
others, curriculum, and school practices.
Ability to RESPOND to biases and inequities in
the immediate term.
Ability to REDRESS biases and inequities in
the long-term.
Ability to CREATE and SUSTAIN a bias-free
and equitable learning environment.
Ability to APPLY a equity cognitive-frame to
individual and institutional practices.
LINTON’S EQUITY LENS
Equity
Lens
Culture
Personal Strategies
Institutional Strategies
Professional Strategies
Practice
Personal Strategies
Institutional Strategies
Professional Strategies
Leadership
Personal Strategies
Institutional Strategies
Professional Strategies
APPLYING THE EQUITY LENS: EQUITY
SUMMIT
Culture: Personal, Institutional, and Leadership
Considerations
- Reflected on my personal beliefs and assumptions
about the needs of SCC (P)
- Did my homework and set my intentions to be
inclusive, open-minded, and open-hearted (P)
- Review Equity Plan, Educational Master Plan, and
Website (I)
- Review Student Success Card (I)
- Talk to folks from the community (I)
- Connect with faculty, an administrator, or equity
coordinator to learn more about the needs. (L)
- Create a program that will engage everyone and
support each person’s leadership roles and
responsibility. (L)
APPLYING THE EQUITY LENS: SCC
EQUITY SUMMIT
Practice: Personal, Institutional, and
Leadership Considerations
- Integrate my starting assumptions, program
intentions, strategies for staying mindful, and will
stay in inquiry and open to changing in real-time. (P)
-Will be transparent and will take needed time to
establish our learning community for the day. (P)
-Develop a program that will move the group through
an intra, inter, and institutional dialogue. (I)
-Confirm information about the demographics and
made adjustments per institutional needs. (I)
-Integrate C.H. strategies to optimize engagement
and safety given status and power differences. (L)
APPLYING THE EQUITY LENS: SCC
EQUITY SUMMIT
Leadership: Personal, Institutional, and Leadership
Considerations
-Reflect on my beliefs about leading for equity… so I don’t
get in my own way! (P)
-Consider what I learned about and what tools might help
deepen their equity work. (P)
-Reflect on the planning conversation and the needs of the
community to all LEAD for equity and have a shared
toolkit. (I)
-Develop a program that aligns leading thoughts on equity
in education with the critical components of starting on
the path of C.H. (I)
-Develop a program that will empower everyone while
holding administrators accountable for their unique
institutional positionality. (L)
10 MIN
STRETCH
BREAK
CULTURE IS NOT EQUITY… EQUITY
EXISTS (OR NOT) WITHIN OUR
CULTURAL FRAMEWORKS
CULTURAL HUMILITY: FOUR CORE
PRINCIPLES
1. A lifelong commitment to self-evaluation and
self-critique
2. Redressing the power imbalances in the learnereducational leader relationship
3. Developing mutually beneficial partnerships
with communities on behalf of individuals and
defined populations
4. Advocating for and maintaining institutional
consistency
Cultural Humility is a PATH to Equity
Reference: Tervalon M, Murray-Garcia J: “Cultural humility versus cultural competence: a critical distinction in defining
physician training outcomes in multicultural education, “Journal of Health Care for the Poor and Underserved 1998;
9(2):117-124.
CULTURAL HUMILITY STARTS
WITH SELF-REFLECTION
Application Activity
Page 11
LUNCH
PLEASE CHECK-IN WITH YOUR
EQUITY PARTNER
EQUITY AND COGNITIVE FRAMES
COGNITIVE FRAMES ARE CULTURALLY BOND AND LEARNED OVERTIME…
BECOME EMBEDDED IN OUR NEURAL PATHWAYS… AND ORGANIZE OUR
UNDERSTANDING OF LARGE AMOUNTS OF INFORMATION AND EXPERIENCES
SHIFT FROM A DEFICIT-MINDED FRAME…
APPLYING AN EQUITY MINDSET:
ACTIVITY – PAGE 14
Deficit-mindset:
“African American students are often unprepared for college-level
math because they come from underserved schools and just don’t
like math.”
“Latino students don’t want to transfer because they prefer to stay
close to home… There families values education less.”
Equity-mindset:
“What systems do we have in place for our students who need
additional academic support? Are we highlighting AfricanAmericans in the Math and Sciences in our curriculum?”
“How are we reaching out to our Latino students to support their
transfer aspirations? How are we reaching out to Latino families?”
Adapted from: Witham and Bensimon, 2012
PULLING IT TOGETHER
Equity
Framework/Lens: A
Roadmap for how we
DO the work… at the
personal,
interpersonal, and
institutional level
Equity Cognitive
Frame: How we
THINK about the work
… ASK Questions of
the DATA… MAKE
SENSE of our
experiences and others
Cultural Humility:
What we bring to the
work… WHO we
are… Our way of being
and orientation to the
work at the personal,
interpersonal, and
institutional level
NEXT STEPS
In small groups, consider your institutional
location and what you can do to deepen your
campus equity work…
1.
2.
3.
4.
5.
What changes should be made?
What resources or strengths already exist?
What can you do?
What do you need? Who can support you?
Who can you support? Who can you serve as an
ally?
WHERE DO WE GO FROM HERE?
Visual By: http://www.saferpak.com/project_management_art1.htm
PERSONAL COMMITMENT TO EQUITY
AND CULTURAL HUMILITY
Reflect and discuss with your equity
partner your personal action plan on
page 18 in your participant manual.
Please exchange information and
commit to supporting each other along
your journey this academic year.
GO BE
FABULOUS!
THANK YOU