The 5 Pillars of Educational Equity: An Overview
Over the last couple of years, I have embarked on a journey to better understand what the term “educational equity” actually means; it is much more elusive and abstract than simply defining the words. I have discussed this topic with students and colleagues, I have read the books and articles covering the movement, and I have reflected on what this means for educators, particularly those of us who are white or male or both.
I will add the disclaimer that I am still growing, and I admit that what follows might not be accepted by those who study educational equity academically. I do not have an Ed.D nor do I conduct large sociological experiments on student success and retention. I am a composition and literature professor at a community college. It is this fact that I believe makes the following relevant. It is a guide for other educators, who like me, lack the expertise in this area. In other words, this is the guide to equity for the masses. I hope it helps you reflect on your own teaching practices and helps you grow professionally.
The following are the “five pillars” of educational equity. I believe that all five are important for creating equity in our classrooms, in our offices, and around campus, and I have also listed them in a chronological order in what I believe the most meaningful way to reflect on this topic (and because I believe that one informs the next). Below are short summaries of each pillar, but you will find much more detailed explanations and reflections by clicking each one. Enjoy!
The Five Pillars of Educational Equity
Pillar 1: What is “educational equity” and why do we need it?
In any initiative, movement, or business, it is always important to start with the why? Simon Sinek, in his book Start with Why, describes the why as “a purpose, cause, or belief” that informs what and how you do things (in this case teach). But “educational equity” has proven to be a difficult concept, or why, to grasp. This essay attempts to both define “educational equity” and make a case for why educators should even care.
Pillar 2: Understand your privilege
Every professor has privilege in the classroom. The power dynamic between teacher and student is impossible to escape. However, some of us have more privilege than others, and recognizing our privilege can be difficult and uncomfortable. This essay discusses what privilege is, how we take off the “blinders” and see it, and why it is important that we check our privilege when working with students.
Pillar 3: Develop your capacity for compassion
Traditionally, emotions and caring have had no place in the objective universe of higher education. In fact, many educators’ capacity for caring is derived more from their passion for their discipline than a true commitment to their students’ success. There is a huge gulf between the educator who helps a student out of obligation alone and one who does it out of care or compassion. This essay differentiates between empathy and compassion and argues why we need to embrace the latter.
Pillar 4: Revise your curriculum
As our student demographics change, it is important to admit that our current curricula aren’t serving the interests of our diverse student bodies. Our course content is disengaging to so many students, which can often lead to disinterest in the course and sometimes in college altogether. This essay takes a look at higher education’s European roots and how this has manifested in a Euro-centric curriculum that is, at best, uninspiring and at worst, provoking and hostile for non-European students. This essay will also provide several tips for creating curricula that are more representative of our student demographics. Finally, we will look at a few of the different theoretical approaches to developing curriculum that mirrors our students’ values, experiences, and expectations.
Pillar 5: Collaborate and find support
Creating educational equity is a collaborative movement, not a solo endeavor. This is why I have started this website. After you have started your own pedagogical journey, make sure you share it with others. Evangelize a little bit. Brag about your successes. Ask questions after your setbacks. Encourage those who have not adopted an equity-centered pedagogy to look into it. Furthermore, once you start to adapt your teaching practices and curricula, you may find that you are “going against the grain.” Many of your colleagues may see you as a rebel, a rabble-rouser, or a more derogatory term. This can be exhausting. This essay also discusses self-care and identifying allies in order to battle fatigue.
On a final note: it is important to realize that educational equity is not an end goal. It is a journey. You’ll never “finish” each of the steps above. Instead, it is about continually growing as an educator and becoming more cognizant of the needs of your students, which are themselves always changing. In that way, these pillars are a change in thinking more than a change in being.