EDUC 2301 Dr. Nita Thomason Introduction to Special Populations

Chapter 1 Equity Influences: Are All Things Equal in Schools?

Equity Fairness – personal and social circumstances are not an obstacle to achieving educational potential Inclusion – basic minimum standards for ALL All – people from various cultures, from various socio-economic groups, different genders, from varying racial groups, people with special learning needs, those who speak different languages

Culture “Students who feel their culture is valued and understood by the school and the larger community tend to do better in school than those who feel it is rejected.” It is important that educators understand, respect, value, and embrace diverse cultural perspectives and ways of being in the world (Ashworth, 1992, p. 14).

Define culture. Culture, as the term is used in this text, refers to: “characteristic[(s)] of ([an)] individual’s society, or some subgroups within the society... ([it]) includes, values, beliefs, notions about acceptable and unacceptable behavior, and other socially constructed ideas that members of the culture are taught are true. Class Roll & Introductions: Introduce yourself on the basis of one aspect of this definition.

The Reality of Social Change Two major social changes affecting education are taking place: –Changes in demographics –Changes in social institutions Criteria for Successful Schools -Academically excellent -Developmentally responsive -Socially equitable, democratic and fair 6

Equality/Equity Equality of Opportunity Equity as Quality of Results Issues of Complexity –Problems may not be understood completely or perspectives differ about solutions –Political challenges –Takes years to understand, formulate policy, act and then the results aren’t predictable

Form Homogeneous Group of 6 based on two of the following characteristics Race Social Class Sex/Gender Disability Religious Affiliation Immigrant

Group Exercise In the same groups as you were in yesterday, discuss the following regarding the schools you attended: –a. Would you describe the school you attended as monocultural or multicultural? –b. What was the usual form of teaching? –c. What type of technology was utilized in classrooms? –d. What roles did adult men and women hold in the school? –e. What was the racial and/or ethnic composition of students in the school? –f. What was the racial and/or ethnic composition of employees in the school? –g. What religions were represented in the population of the school? –h. What types of family structures were represented in the school? –i. Was the school big or small? –j. What types of classes did you attend (e.g., math, death and dying, the wonders of Islam)? –k. What choices of classes were available to you and what choices would you like to have had? How are these things different in the classrooms you have observed recently?

Educational Funding and Equity Politics Legislative Branch Incentives Executive Branch Judicial Branch Interest Groups ©2012 Cengage Learning. All Rights Reserved.

Texas School Funding Proportional Funding Levels 1989 – Texas School Financing found unconstitutional 1995 – Edgewood versus Kirby –Recapture/redistribution (Robin Hood) 2009 American Recovery Act –Race to the Top $100 billion 2011End of Federal Cash Infusion and drastic cuts from the Texas Legislature 2013 Some of finances restored