We have equity Gaps … Now What?
Chapter 3, part 2, is a continuation of our last book session where “Equity-Minded Sensemaking” was introduced. See below for Liz’s outlined definition of “Equity-Minded Sensemaking” for a refresher.
Equity Talk to Equity Walk (ET2EW) encourages us to move beyond data to identify equity gaps. “Equity-Minded Sensemaking” goes beyond examining data and noticing equity gaps in outcomes. It involves interpreting the equity gaps as a signal that practices are not working as intended.” EW2ET p. 61
The ET2EW suggests the practice of utilizing “equity-minded” questions to guide discussions regarding equity gaps in data. “Using data to generate questions is important because it underscores that equity gaps are ties to policies and practices that could be intentionally designed to support better the students who experience equity gaps.” ET2EW p. 62.
Equity- Minded questions include the following.
- Keeps focus on the inequity within practices rather than blaming students for inequities.
- Encourages a “Culture of Inquiry” stead of jumping to conclusions regarding equity gaps. EW2ET
- emphasizes if there is a need for additional data collection to close the equity gaps
Some examples of Open-Ended questions from ET2EW included from p.61
- What patterns do you notice in the data?
- Which racial groups are experience inequities?
- What are your equity goals?
- What equity-minded questions might you pursue with further inquiry?
Question: How do you or your institution “foster a culture of inquiry” while addressing equity gaps? Do you use equity-minded questions to guide your discussions regarding equity gaps? Please share your experiences.
Communicating Data to Advance Equity - This section discusses strategies institutions have employed to advance equity through the use of data. Some examples used in EW2ET include effective strategies, including Data Dashboards. One problematic strategy discussed is predictive analytics. P.75
Question: What effective and ineffective strategies have you or your institution used in the effort to advance equity?
Recap from Liz’s previous blog post referencing “Equity-Minded Sensemaking.”
Data is not “self-acting” - the value of data depends on how it is used. The Center for Urban Education (CUE) describes Equity-Minded Sensemaking as
The process of critical reflection, contextualization, and meaning-making
And says that it
Goes beyond examining data and noticing equity gaps in outcomes
Interpreting equity gaps as a signal that practices and not working as intended and asking equity-minded questions about how and why current practices are failing to serve students experiencing inequities