Latest Guides

Opinion & Columnists

Guest Opinion | Dr. Jerell Hill: Reopening of Schools: How Does Diversity Equity and Inclusion Show Up?

Published on Tuesday, March 23, 2021 | 12:07 pm
 
Dr. Jerell Hill

Plans to return to in-person instruction (reopening schools) coupled with the assumption revolving around learning loss could exacerbate the existing achievement gaps. Coming up on the anniversary of the COVID-19 Shutdown, levels of unfinished learning and social-emotional damage of spending part of a childhood being masked is a cause for concern. When Diversity Equity and Inclusion (DEI) practices do not show up, students will experience even more profound long-term consequences. The level of social isolation, challenges with remote learning contribute to the “Covid Slide.” The need to be creative and have freedom to rethink how schools provide learning opportunities through the DEI lens could bring out the best in our educational system. The use of a social movement as a frame for transformation encourages educators to create connections with their students to override differences by replacing them with possibilities.

There is a need to place importance on building relationships before rigor. Teachers can show levels of care but must recognize that the relationships’ quality during the pandemic is connected to the relationships post-pandemic. Having authentic conversations without imposing your own perspective on the listener allows students and teacher to share their stories. For instance, when schools create brave spaces, they can have courageous conversations about race, culture, and achievement. Being able to name the moment and the intervention utilizes equity by having stakeholders at the decision-making table and authentic conversation without fear. Creating brave spaces (Inclusion) where it’s more uncomfortable to stay silent than to speak up is the goal.

Instead of using diversity as a descriptor to count people (i.e., race, ethnicity, gender, etc.), how about making people count by valuable their cultural assets and perspectives empowers. Diversity, by default, tends to utilize familiar interactions because they are easy to understand. For example, diversity training tends to focus on diversity being a challenge rather than an opportunity to create thriving environments. Evaluating equity allows teachers and schools to work through their own biases by reviewing their own equitable practices and developing essential questions to address inequalities at multiple levels.

Yet, despite the attempts of remote learning, the digital divide may have suppressed students’ voices. A recent report found that 4/5 urban districts with high poverty levels will most likely experience greater learning loss. Research on race and student achievement has revealed that the salience of race places a significant factor in closing the achievement gap. A recent book, “ Why Race and Culture Matters in Schools,” reminded us that “the single most important act that can be done to reverse disparities of educational opportunities and outcomes is to ensure that all students have high-quality teachers in their classrooms” that are culturally competent. Being intentional about race means that DEI is much more than a diversity statement.

Teachers will have to pivot their pedagogy to an asset-based model that values the culture and experiences their students bring into the classroom while teaching with an empathy quotient since there is a fundamental difference between a handout and a hand-up. Educational justice scholars have noted that culture should be viewed and as a verb because it is dynamic, fluid, and ever-changing. The relentless pursuit of DEI and how it shows up will be something that schools will have to address within their own practices, beliefs, attitudes, and actions. With the potential of lower levels of learning and higher absenteeism, on the road to returning to in-person learning, I hope it will bring out the best of our humanity and produce multicultural educational reform that allows students to master skills to excel in a democratic society.

Dr. Jerell Hill has over 20 years of service as an educator. Hill is proud to have taught within many diverse populations and in a range of urban educational contexts, including special education, middle school, high school, undergraduate, graduate, and educational development and employment training programs. Additionally, he became a Principal, District Administrator, and Assistant Superintendent before working in higher education as a Dean. Dr. Hill has been a Keynote Speaker published curriculum for a workforce program and has led an academic mission for graduate students internationally.

References:

Dorn, E., Hancock, B., Sarakatsannis, J., & Ellen Viruleg. 2020. COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company Public Sector Practice. Retrieved from https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime

Gross, B., Opalka, A., & Gundapaneni, P., (2020). Getting Back to School: An Update on Plans from Across the country. CRPE Reinventing Public Education. Retrieved from https://www.crpe.org/publications/getting-back-school-update-plans-across-country

Howard, T. C. (2020). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.

Get our daily Pasadena newspaper in your email box. Free.

Get all the latest Pasadena news, more than 10 fresh stories daily, 7 days a week at 7 a.m.

Make a comment

Your email address will not be published. Required fields are marked *

 

 

 

buy ivermectin online
buy modafinil online
buy clomid online
buy ivermectin online