Racial Equity Glossary

The ways that we each live our lives, including values, language, customs, behaviors, expectations, ideals governing child-rearing, the nature of friendship, patterns of handling emotions, social interaction rates, notions of leadership, etc. Culture is how the brain makes sense of the world (Hammond, 2015).

The belief and dominance of one race over all others, manifested in practices, beliefs, social relations, phenomena, institutions, structures, and systems. The reproduction and maintenance of a racial hierarchy and social structure that yield superiority, power, resources and privilege for some, and discrimination, exploitation, and oppression for others. In the US, this racial hierarchy has White people (“Caucasians” or “people of European heritage”) at the top (Lorde, 1992; Marble, 1992; Solorzano & Yosso, 2002; Perez-Huber, 2010; Bonilla-Silva, 2001; Dubois,1999; Roediger,1999; Cole 2019).

The interpersonal manifestations of racism, whether overt or covert, that include expressions of hate or discrimination, or support the reproduction of a racial hierarchy (Government Alliance of Racial Equity, 2016; Aspen Institute, 2016; Marble, 1992; Solorzano & Yosso, 2002).

Policies, practices and procedures within and across institutions that, intentionally or not, yield better outcomes for White people than for People of Color (Government Alliance on Racial Equity, 2016; Aspen Institute, 2016).

The historical and current system in which public policies, institutional practices, cultural representations, and other norms work to reinforce a racial hierarchy that distributes privileges associated with “whiteness,” leading to adverse outcomes and conditions for Communities of Color (Government Alliance of Racial Equity, 2016; Aspen Institute, 2016; Tuck & Yang, 2012).

Acceptance of negative attitudes, beliefs, ideologies, and stereotypes perpetuated by the White dominant society as being true about one’s racial/ethnic group. (Molina & James, 2016).

One who supports racism through action or inaction. One who expresses an idea stemming from racism or acts in accordance with racism. Being racist is not always a fixed state (Kendi, 2019).

Lending disproportionate weight in favor of or against one thing, person, or group compared with another. Biases are not always negative, but are cognitive shortcuts that can distort the nature or impact of our actions, and can lead to rash decisions or discriminatory practices. Keeping biases in check requires a delicate balance of self-awareness and deliberate action. See 7 Forms of Bias.

Providing people what they need to achieve a desired outcome. In light of equity, the desired outcomes can be debated, but what is indisputable is that people bring different assets and require different supports to achieve it. This calls for targeted universalism. (Rose, 2020)

When race can no longer be used to predict outcomes. This is what a genuinely non-racist society would look like (Government Alliance for Racial Equity, 2016; Aspen Institute, 2016).

Providing access to opportunities, resources, and support for each and every child by intentionally recognizing and eliminating historical and current barriers, as well as the predictability of personal and academic success based on race, background, and/or circumstance. 

A strategy that addresses everyone’s needs by focusing resources on those with the highest needs first. In education, targeted universalism addresses all students' learning and flourishing by focusing resources on the highest need students and historically marginalized students, and addressing these needs first (Powell, 2009).

Those students, families, and community groups impacted by the proposed policy, program, or budget decision. A commitment to racial equity requires BPS to center the voices and priorities of those whose lives are most impacted by the decision, namely Black/Latinx students and families.