EQUITY

There is a common misconception that the words equality and equity are interchangeable especially when discussing the challenges many community college students face within the education system. Although the words may be similar, their difference is crucial.

Equality suggests treating everyone the same way while equity suggests treating each and every person according to their individual needs. This difference is significant especially for educators who wish to implement equitable practices that assure individualized support for all students.

Community college students are more likely to come from underserved populations and are inclined to feelings of self-doubt in academic settings. Thus, it's imperative that instructors are ready and able to provide individualized support to students to help them achieve their goals. Students are more likely to succeed when their needs are accommodated and their concerns addressed.

Where I Was

Prior to enrolling in @ONE's Equity and Culturally Responsive Teaching (ECRT) class, I was generally aware of the issues surrounding the achievement gap in our country's education system. As an immigrant student, I've also dealt with the challenges that minority students face in schools.

However, as an instructor, I was passive in my approach to eliminating the achievement gap. Taking the ECRT class was a humbling and necessary experience. The class made me realize that a few of my teaching practices were perpetuating the gap in the learning environment I was cultivating. I realized that I carried my own cultural background into the classroom which led me to make certain assumptions about my students. Because of my culture I had the expectations that students must be respectful, mindful, attentive, courteous, and give deference to teachers. If students do not display these characteristics, I immediately assume that the student(s) will be problematic. However, this is not always the case because students come from different cultures and have different expectations (just like me). I also learned about my implicit biases and that some of my teaching practices may have contributed to the stereotype threat. Further, I learned that as an instructor, I emulated the established policies, practices, and academic mindsets I experienced as a student. However, those experiences do not necessarily contribute to success for students today.

Recognizing my role in the achievement gap was uncomfortable, but with that recognition arose my fervent desire to do and be better for my students.

Where I Am

I am committed and active in my approach to eliminating the achievement gap. Thanks to ECRT, I have redesigned and reframed my teaching practices as well as the learning environment I'm cultivating. I've replaced language in my syllabus and exams that may have contributed to stereotype threats by providing external attributions for difficulty as well as emphasizing high standards with assurances about capability for meeting them. Because ECRT helped me uncover my own implicit biases and stereotypes, I am more mindful of them which allows me to modify my teaching practices accordingly. I've replaced the rigid policies and practices to which I've been accustomed with ones that are inclusive, welcoming, encouraging, and empowering.

Where I'm Headed

The work continues; there is always room for improvement. Thus, I will continue to explore, research, and learn more about the different ways in which I can assist in eliminating the achievement gap. I'm resolute in my commitment to ensure that my classes and teaching practices do not include stressors that affect students socially, emotionally, and cognitively. I will continue to create a learning environment in which students feel a sense of belonging by designing courses and coursework that help them tap into their individual creativity. I'd also like to integrate contemplative pedagogy in my classes because research shows that it improves students' cognitive and academic performance. Contemplative pedagogy has also been shown to leverage the development of creativity, empathy, compassion, interpersonal skills, and self-awareness, all of which are helpful in boosting student self-confidence.