Educators as "Equity Warriors." CEPA Working Paper No. 17-11

Autor/inn/en	Rochmes, Jane; Penner, Emily; Loeb, Susanna
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Educators as "Equity Warriors." CEPA Working Paper No. 17-11
Quelle	(2017), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Social Justice; Teacher Surveys; Elementary Secondary Education; Educational Responsibility; Educational Practices; Teacher Role; Achievement Gap; Individual Differences; Beliefs; Praxis; Urban Schools; School Districts; Attitude Measures; Teacher Attitudes; Empowerment; Preferences + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Erziehungsverantwortung; Bildungspraxis; Lehrerrolle; Individueller Unterschied; Belief; Glaube; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrerverhalten
Abstract	Despite the multifaceted causes of educational disparities, schools' responsibility for reducing inequality undergirds American ideals. Educators operate as street-level bureaucrats to accomplish this equalizing work. Surprisingly, we know little about how teachers think about inequality or enact strategies to combat it, even though their execution of this mandate is almost certainly mediated through pre-existing understandings. This paper provides a framework (applicable to other sectors) to examine educators' beliefs about inequality and their role in advancing equity. To progress, teachers need to believe that doing so is valuable, feel empowered to overcome disadvantage, and be willing to make tradeoffs in pursuit of equity goals. Our framework highlights the salience of individual differences between low and high achievers as a form of inequality that may divert teachers' focus from the structural inequality that is central to policy and sociological concern. We test this framework empirically using novel survey data from over 1,500 teachers collected in a diverse urban school district. Although most surveyed teachers believe addressing inequality is important and feel empowered to do so, many seemingly equity-minded educators do not endorse strategies aligned with closing racial and socioeconomic inequality--indicating an important barrier to reducing inequality. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01