The Big “E”
Equity That Is
EQUITY IN EDUCATION COMMITTEE
Starting Assumptions:
• All students deserve the best possible education we can
provide, regardless of:
– Socioeconomic status or class
– Gender
– Religion
– Citizenship status
– (Dis)ability
– Race or ethnicity
– Sexual Orientation
– Etc.
EQUITY IN EDUCATION COMMITTEE
Startling Facts:
• Black students are suspended and expelled at three times the rate of
white students.
• Black students are more than four times as likely as white students — and
Latino students are twice as likely — to attend schools where one out of
every five teachers does not meet all state teaching requirements.
• While more than 70 percent of white high school students attend schools
that offer a full range of math and science courses, just over half of all
black students have access to those courses.
• Black, Latino, American Indian and Native Alaskan students are three
times as likely as white students to attend schools with higher
concentrations of first-year teachers.
• In nearly a quarter of school districts with at least two high schools, the
teacher salary gap between high schools with the highest concentrations
of black and Latino students and those with the lowest is more than
$5,000 a year.
EQUITY IN EDUCATION COMMITTEE Adopted from: http://www.nytimes.com/2014/03/21/us/schooldata-finds-pattern-of-inequality-along-racial-lines.html
EQUITY IN EDUCATION COMMITTEE
The Faces of Inequity:
• Societal Inequity:
– preexisting bias and prejudice
– conscious and unconscious
discrimination
• Socioeconomic Inequity:
– income outcome correlation
– educational aspiration
– college preparedness
• Cultural Inequity:
– Immigrants and refugees
• Familial Inequity:
– dysfunctional/abusive
households
– educational support
– first generation
• Programmatic Inequity:
– developmental education
– cycle of low expectation
– disciplinary action
• Staffing Inequity:
– diversity representation
– experience and skill
• Assessment Inequity:
– “standardized” testing
– learning (dis)abilities
• Linguistic Inequity:
– English for Speakers of
Other Languages
– segregation
EQUITY IN EDUCATION COMMITTEE
Adopted from: http://edglossary.org/equity
Dimensions of Equitable Education
1. What our students
bring to the classroom
2. What we
bring to the
classroom
4. Pedagogy
3. Curriculum content
6
Adapted from the work of Maurianne Adams and Barbara J. Love
Things to Consider…
• The “achievement gap” is not as much an “achievement
gap” as an “opportunity gap.”
• Opportunity gap refers to inputs—the unequal or
inequitable distribution of resources and opportunities—
while achievement gap refers to outputs—the unequal or
inequitable distribution of educational results and
benefits.
• One person, event or initiative cannot undo systematic
inequities in higher education.
• Reform can be achieved only through a critical analysis of
systems of power and privilege.
• Equity is the process; equality is the outcome.
EQUITY IN EDUCATION COMMITTEE
Achievement/Opportunity Gaps
• Product of lack of access and lack of resources
• This gap effects a variety of populations based on
gender, race, SES, etc..
• Societal values/practices impacting gender roles
EQUITY IN EDUCATION COMMITTEE
Best Practices in Equity
• The leadership for equity in education must be from
the top. Core education leadership must commit to
equity as a key strategy at every level of the education
system.
• Race and gender equity consciousness should be at the
point of decision making and reflect an analysis of
racial, cultural, and economic impacts before
implementation.
• There should be an authentic inclusion of stakeholders,
by actively engaging underrepresented groups to look
for their ideas on how to improve equity.
Adopted from: http://www.oaproject.org/sites/default/files/OAP_REPP_2-final.pdf
EQUITY IN EDUCATION COMMITTEE
Discussion Questions:
• With regard to educational equity, what is the proper
role and purpose of higher education institutions? Do
institutions exist to maintain society or improve it?
• Imagine you have a chance to walk a mile in the shoes
of another race or underrepresented gender group.
How might this affect your perception of equity?
• How can institutions properly address issues of
privilege, including racial, gender, cultural, or
socioeconomic privilege?
• How can I contribute to ensuring equitable student
outcomes within my institution?
EQUITY IN EDUCATION COMMITTEE
Education + Experience =/ Equal Pay
• Women have gained
employment in historically
male dominated careers, they
Adopted from US News 10/2014
have outpaced men in
• CEA estimates that
educational attainment at the
increasing the wages of
undergraduate and graduate
working women by 10
level, they have increased the
percent would lift nearly 1.3
hours worked, and decreased
million individuals out of
the gap in tenure. “Despite
poverty and close the
this progress, women have not
gender wage gap by 8
reached parity with men in
cents.” Adopted from Family Work Facts 2014 occupational choice,
particularly in the most highly
compensated fields.”
• “Women More Likely to
Graduate College, but Still
Earn Less Than Men”
EQUITY IN EDUCATION COMMITTEE
So What? Higher Ed
College/University Registrars
College/University Presidents
•
•
•
Based on our stats gathered across
the U.S. 20% of Registrar, College Or
Universities were males while 80%
were females. These numbers are
based on averages across all states
combined. Some individual states
may have a much different ratio
however.
The median salary across the nation
was $40,470/year. The range was
$28, 400 – 69,200.
Women are significantly
underrepresented among higher
education presidents. Today, only 26%
of the college presidents in the U.S. are
women while more than 57% of the
students in colleges and universities are
women.
Adopted from:
http://www.forbes.com/sites/lucielapovsky/2014/04/1
3/why-so-few-women-college-presidents/
•
•
Adopted from http://jobstat.net/jobs/registrar- collegeor-university/
Despite the growing number of women
in the presidency, many of the new
women presidents feel very visible on
their campuses.
“Everyone has noticed that I’m the first
woman and first African American
woman,” says Joanne Berger-Sweeney,
the new president of Trinity College in
Hartford, Ct.
Adopted from:
http://www.gse.harvard.edu/news/14/08/growingnumber-women-college-presidents
•
According to salary.com the median
salary was $254,100. The range was
$134,100 – 448, 100.
EQUITY IN EDUCATION COMMITTEE
Role of Higher Education
As Admission Professionals
As Registrars – Academic Services
• How are viewing
potential students?
• Engaging females about
male dominated majors?
• Assumptive
characterization based
on gender/other?
• How are we viewing
struggling students?
• How are we gauging
student ability to correct
academic weaknesses?
• Where can registrars
impact students?
EQUITY IN EDUCATION COMMITTEE
Statistics
Unites States Workforce
Ages 25 - 64
57.7% of Women
make up the
workforce
7.9%
Unemployment
Asian: 6.1%
White: 7%
Hispanic: 10.9%
Black: 12%
70.2% of Men
make up the
workforce
8.2%
Unemployment
United States Workforce Ages 25 - 64
59% of married
74.6% of married
women are
men are employed
employed
66% of divorced
68.4% of divorced
women are
men are employed
employed
75.8% of
unmarried
mothers are
employed
68.5% of married
mothers are
employed
70.9% of mothers with children 18 and
under are employed
EQUITY IN EDUCATION COMMITTEE
Statistics
Educational Attainment 25 – 64 (Women)
Less than High
7%
School Diploma
College Degree
38%
Occupation by Industry
Management, professional, or related
occupations 52% women
Software
20%
Development
Lawyers
31%
Accountant/Auditor 61%
Elementary/Middle 81%
School Teacher
Higher Paying Management (Women)
Asian
47%
White
Black
Hispanic
43%
34%
26%
Lower Paying Service Positions
Hispanic
Black
Asian
32%
28%
22%
White
20%
EQUITY IN EDUCATION COMMITTEE
Statistics
Median Weekly Wages and Salary
Women 25 and older – Full Time
High School
$561 (80% of
Diploma
those with 2 yr)
Associates Degree $697 (56% of
those with 4 yr)
Bachelors Degree $1,001
Highest Median Weekly Wages and
Salaries
Pharmacists
$1871
Chief Executives
$1730
Lawyers
$1636
Median Weekly Earnings by Race & Gender
Men
Women
$854
$691 (81% of Men’s
earnings)
Asian $770
White $710
Black $599
Hispanic $510
Earning Ratios (Women to Men) by Race
Black
90% ($.90: $1.00)
Hispanic
88% ($.88: $1.00)
White
81% ($.81: $1.00)
Asian
73% ($.73: $1.00)
EQUITY IN EDUCATION COMMITTEE
This table points
out that males are
earning between
12%-27% more
than women, on
average, even after
attaining a
bachelor’s degree
Adopted from:
http://chronicle.com/blog
s/data/2014/10/20/meas
uring-humanities-degreesmisses-much-of-theirvalue/
EQUITY IN EDUCATION COMMITTEE
Gender Based Gaps
•
•
Employment
Salary
“Social scientists believe that gender
•
differences …are a product of
socialization, prejudice, discrimination,
and other forms of social control.”
•
Some research attributes choice of
major, women traditionally choosing
lower paying majors
•
– These majors are generally lower
on the pay scale because
historically, women held these
positions
– Occupational sex segregation:
women continue to dominate
traditionally female occupations
despite educational and
occupational gains
Research concludes a 77 cent/hour
difference in salary between men
and women
Devaluation of women’s work,
higher societal value is placed on
men than on women
Gender based stereotypes are
reinforced through the family,
school, peers, and the media with
images of what is appropriate
behavior for men and women
EQUITY IN EDUCATION COMMITTEE
Women and Education
• Rates of women attending post-secondary institutions exceeds that
of men
– Undergraduate
– Graduate
• Translation between higher education, full-time employment and
equitable wage is not realized
• Intervention needs to occur prior to higher education, though those
working in higher education could spearhead the efforts
EQUITY IN EDUCATION COMMITTEE
Impact associated with Inequities
The body of research on hiring and promotion makes it
increasingly clear that there are in fact structural impediments
for women. Men and women are judged
by different criteria, they are expected to perform differently,
and they are rewarded differently for the same
accomplishments.
Reference: http://curt-rice.com/2011/11/13/there-are-only-3-reasons-women-dont-make-it-to-the-top/
EQUITY IN EDUCATION COMMITTEE
The problem that won’t fix itself,
not even with time.
You owe it to yourself and your organization to ask these
questions:
• Are there disproportionately fewer women at the highest
level of our institution?
• Is that because women are less capable of doing the job?
• Is it because they don’t want the job?
• Or is there something else that gets in the way?
Reference: http://curt-rice.com/2011/11/13/there-are-only-3-reasons-women-dont-make-it-to-the-top/
EQUITY IN EDUCATION COMMITTEE
Discussion Questions:
• How does the inequity in education impact future
success, especially for populations at higher risk?
• Does the field of higher education provide the
opportunity to correct gender gaps? If so, what are such
remedies? How are they implemented?
• If the availability of education for women appears to be
equitable to the benefit of women, why the disparity in
employment, position, and income?
• Considering my position in higher education, what is my
role in alleviating inequitable outcomes for women?
EQUITY IN EDUCATION COMMITTEE
John Squires & Angela Boatman of
insidehighered.com, summarize the point
nicely…
“In conclusion, overcoming racial, ethnic, and
income achievement gaps should be a goal of all
American colleges. We cannot achieve equity until
we are able to identify and address inequity. Simply
acknowledging achievement gaps does not close
them. Putting forth models that have actually
closed these gaps, complete with details and data,
will help to get us there. Using data to illuminate
and address gaps in student opportunity and
achievement should be the focus of the national
conversation and reform efforts in developmental
education going forward.”
EQUITY IN EDUCATION COMMITTEE
MACRAO Equity in Education Committee
Tiara Wair, Chair
Multicultural Recruiter and Faith Based Coordinator
Lansing Community College
517.483.9627
wairt@lcc.edu
Betsey Konieczki, LLMSW, Co-Chair
Assistant Director - Office of Admissions
University of Detroit Mercy
University Center: 313.962.7152
koniecba@udmercy.edu
Eric Smith, Member
MBA and Transfer Recruiter
Cleary University
810.232.8600
esmith@cleary.edu
Wendolyn Davis, Member/Past Chair
Assistant Director of Admissions – Transfer Student Services
Central Michigan University
248.526.2621
davis1wd@cmich.edu
EQUITY IN EDUCATION COMMITTEE
•
•
•
•
•
•
•
•
References
Cain Miller, C. (2014, April 23). Pay Gap Is Because of Gender, Not Jobs. Retrieved October 1, 2014, from
http://www.nytimes.com/2014/04/24/upshot/the-pay-gap-is-because-of-gender-notjobs.html?_r=0&abt=0002&abg=1
Chu, A., & Posner, C. (2013, September 1). The State of Women in American: A 50-State Analysis of how
Women Are Faring Across the Nation. Retrieved October 1, 2014, from
http://cdn.americanprogress.org/wp-content/uploads/2013/09/StateOfWomen-4.pdf
Donovan, K. (2013, April 4). The Education Gap's Impact Could Eliminate the Gender Pay Gap. Retrieved
September 1, 2014, from http://www.forbes.com/sites/85broads/2013/04/04/the-education-gaps-impactcould-eliminate-the-gender-pay-gap/
Equity (2014, August 29). In S. Abbott (Ed.), The glossary of education reform. Retrieved October 7, 2014,
from http://edglossary.org/equity
Leon-Guerrero, A. (2014). Gender. In Social Problems: Community, Policy, and Social Action (4th ed., p.
103). Thousand Oaks, CA: SAGE Publications.
Newman, J. (2014, May 18). Women Are Underrepresented as College Chiefs but May Get Higher Pay.
Retrieved November 3, 2014, from http://chronicle.com/blogs/data/2014/10/20/measuring-humanitiesdegrees-misses-much-of-their-value/
Rich, M. (2014, March 21). School Data Finds Pattern of Inequality Long Racial Lines. The New York Times.
Retrieved October 1, 2014 from http://www.nytimes.com/2014/03/21/us/school-data-finds-pattern-ofinequality-along-racial-lines.html
Squires, J., & Boatman, A. (2014, June 2). Mind the Gap. Retrieved October 8, 2014, from
https://www.insidehighered.com/views/2014/06/02/essay-says-achievement-gaps-are-often-left-outremedial-reform-discussions
EQUITY IN EDUCATION COMMITTEE