2. EQUITY

As a sociologist I was definitely aware of institutional and structural inequities. I was aware that our students are the ones in the greatest need of what the community colleges and dedicated professors offer. But, my training did a great job of saying hey, 'social problems are out there. They exist, here's the contours and dimensions of the society that creates them.' But not much in the way of how to address them. Especially not at the level of what I could do in my classroom. This course really helped me see what I could do on the micro level, my classroom.

As a gradual trend in my teaching over the years, I have moved away from the rigid professor model. It was never who I was as a person or professor anyway (I had just inherited it from my predecessors).

I realized that doesn't help anyone. I did away with the 'no late assignments' policy entirely. I realized this was the policy in name only and I always, every semester, made exceptions for students with 'good excuses'. But this ended up only further reinforcing the privilege of those students who knew how to speak with their instructors. Why not remove the hurdle? If a student comes to me wanting to complete an assignment and I want them to learn the material (ad the assignment helps them do that) why would I not allow it? It didn't make any sense with my own teaching philosophy!

It dawned on me that the students who most needed empathy were the ones being most disadvantaged by the policy. A policy of 'equality' was not an equitable one.

My policy now is basically 'let me know what's going on'. I make lots of exceptions. All the time. It's more work for me but it's truer to who I am and what is best for my students.

I added throughout my course, but especially in the syllabus a note about microaggressions. If nothing else, validating students experiences as genuine and important goes a long way.

I added an opportunity for students to create and share their own quiz questions based on the module content and connecting it to their own lives.

The 'Check for Understanding's and discussions are all opportunity that explicitly ask students for their own cultural input. For example, in my first discussion in all of my classes exploring the sociological imagination I ask students to situate themselves within the societal context. We practice it there for the first time and several more later on. It lets students know that they have knowledge to draw upon that'll isn't extraneous to college but central to it.

There is much to be done for me in all areas. I want to make a introductory video to my students about me at some point. Telling them my story. I think students like to know who their professors are, but more than just the humanzing component it helps reduce equity gaps as part of a demystifying process. I went to a California Community college and transferred to a Cal State. I think that is good for my students to know. My father did the same thing as a first generation college student from a single mother on the G.I. Bill.

My biggest goal however, is to include more opportunities for students to tell their stories and connect the material to their own lives.