The Peralta Online Equity Rubric is a way to review your course or course content for equity, such as representation of identities, access to technology, human bias, and more! The rubric items are designed to be used in conjunction with, and not separate from, the California Virtual Campus- Online Education Initiative (CVC-OEI) Course Design Rubric.
When applying to an academic job, you may be asked to submit a written statement about your commitment to diversity, equity, and inclusion (DEI). Sometimes this statement is called a Diversity Statement or a DEI Statement. This statement tends to be a 1-2 page document that describes your experience in, commitment to, and vision for diversity, equity, and inclusion in a university or college setting. We describe DEI statements, their purpose, and why your DEI efforts matter.
Understanding that structural problems have created many of the systems which facilitate inequities in our communities is an important acknowledgement. However, many of us feel stuck and unable to change the policies and procedures which are part of our daily lives. It is worth pointing out that there is no silver bullet, and the work to be done is ongoing and takes all of us. If we are each able to make small changes, the work can come together to make big impacts. To this end, we’ve created a resource document with ideas on how you can work within your own community to push back on the status quo and to create an inclusive and equitable space for those around you.
Objectives
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Understand how a teacher’s own culture can influence his or her teaching
- Describe what it means to provide culturally responsive instruction
- Recognize how linguistic diversity may influence school outcomes for students
- Understand the importance of family involvement in school
Source: Vanderbilt University IRIS Center
The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors' personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.