Equity In Education
by Rasheda Kelley & Talitha Batts
The use of intersectionality is a great way for educators to get students to recognize that everyone has encountered a unique experience with bias or discrimination. Intersectionality, a term created by American scholar Kimberle Crenshaw, shows hot factors such as race, gender, and socioeconomic class interconnects. In research from Artiles (2019), teachers can implement practices of intersectionality as learning tools in classrooms. The interconnection of social relationships such as race, gender, and socioeconomic class can help progress the efforts of diversity and equitable outcomes in education. Promoting equitable outcomes in education can be achieved in several ways. The following steps are recommended to encourage intersectionality as a learning tool.
Examine your school’s environment.
Take an in-depth look at your school’s environment, and consider factors such as school policies and curriculum, as well as classroom practices and teacher expectations. It is also important to consider the resources available to students, such as access to technology, and ensure that all students have equal access. Additionally, involving the community in creating solutions and providing support can help to ensure equity in your school’s environment.
Be an active listener.
Being a good listener shows students their voices are being heard and acknowledged. According to Grant and Zweir (2011), educators learn and comprehend more about diversity with the knowledge of intersectionality. Teachers can implement listening sessions on intersectionality discussion for students to convey their experiences with bias.
Open your door to communication.
Students want to be heard. The practice of open communication or open-door policy provides students with an inclusive structure for feedback. Educators who practice open communication display a comprehension of intersectionality and how it is interconnected with race, gender, and socioeconomic status.
Get creative with coursework.
According to new research (Intersectionality and School Psychology: Implications for Practice, n.d.), educators should be creative to ensure equitable outcomes for students. Creative coursework can be implemented with practices such as providing historical facts on all cultures regardless of race or gender. Teaching students the history of different cultures gives them a sense of belonging in a community.
Intersectionality is the interconnected relationship to social factors such as race, gender, and socioeconomic status. Each student can relate to intersectionality as it provides a unique pattern of experiences of bias and discrimination. The teaching of intersectionality as a learning tool will help teachers understand their students and promote equitable outcomes in education.
References
Artiles, A. J. (2019). Understanding Practice and Intersectionality in Teacher Education in the Age of Diversity and Inequality. Teachers College Record: The Voice of Scholarship in Education, 121(6), 1–6. https://doi.org/10.1177/016146811912100612
Grant, C. A., & Zwier, E. (2011). Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning. Multicultural Perspectives, 13(4), 181–188. https://doi.org/10.1080/15210960.2011.616813
Intersectionality and School Psychology: Implications for Practice. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/intersectionality-and-school-psychology-implications-for-practice
