Browsing by Subject "equity"

Now showing 1 - 10 of 21
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    Black Girls and Mathematics Learning
    (Oxford, 2020) Morton, Crystal; Tate McMillan, Danielle; Harrison-Jones, Winterbourne
    Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.
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    CEISL Teacher Network Concept & Design
    (2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, Gabrielle
    This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.
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    Central Indiana Senior Fund State of Aging in Central Indiana Report (SoAR) Newsletter No. 1
    (The Polis Center, Indiana University at Indianapolis, 2022-11) The Polis Center
    Older adults are the fastest growing demographic in Central Indiana. Approximately 20,000 individuals in Central Indiana reach the age of 60 every year. By the year 2030, one in every five residents will be over the age of 65. To enhance the ability of older adults to live and thrive in Central Indiana, it is important to understand the population trends and basic needs of the growing older adult demographic. The Central Indiana Senior Fund is partnering with The Polis Center at IUPUI to develop the State of Aging in Central Indiana Report, a trusted source of information about Central Indiana’s older adult population.
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    Decolonizing Benevolence: Can Faith Leaders Move the Mark Toward Equity to Create an Alternative to the White Savior Complex?
    (2024-05) Anglade, Anita Jean; Badertscher, Katherine; Konrath, Sara; Adamek, Margaret E.; Hayes, Cleveland; Hall, Ted
    This ethnographic research project identifies and explores the limiting ideology of the White Savior Complex to open pathways to develop and promote improved practices at individual, relational, and organizational levels. This qualitative research advances the narratives on how organizational leaders can identify, recognize, and dismantle systems of oppression by decolonizing benevolence assistance to individuals and communities seeking philanthropic support. Faith leaders were interviewed from two separate case study sites, both located in a midwestern city. This dissertation examines some of the language, themes, and conceptual frameworks behind how leaders can dismantle White Supremacy and hierarchical power structures in Christian benevolence assistance. By using grounded theory, this project contributes to scholarship on the development of new tools and strategies for how leaders undo racism, promote justice, and co-create equitable practices. At the individual level, findings suggest WSC is not unique to those who identify as White. Whiteness is a mindset that prescribes to toxic ideologies that reinforce power differentials. BIPOC can also find themselves maintaining hierarchical helping relationships that reinforce toxic charitable models. Racial deconstruction requires the development of new paradigms, ideas, and language. Transformative leaders must commit to the continuous development of critical consciousness by challenging dominant norms and power structures. At a relational level, findings suggest leaders are not bound to a role, therefore, transformational leaders must be willing to move outside of hierarchical structures to consciously shift and share power with others. Collaborative approaches to social service delivery, such as collaborative notetaking, can enhance ways to build trust and transparency. Effective liberatory leadership also requires an intersectional lens, which looks at people as individuals and uses person-centered language. At an organizational level, findings suggest the mission and values can compete with economic value. Organizational support networks build collective wisdom, rather than relying on one person to be a “savior.” Liberatory practices require intersectional analysis that trickles up and down power structures. The results of the study contributed to the development of a model that can be used as best practices for decolonizing work across all levels. This research adds to both theory and practice for scholars and practitioners.
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    Digital Education Hub Critical Trajectory
    (2021) Price, Jeremy F.; Magee, Paula; Santamaría Graff, Cristina; Hall, Ted; Moreland, Brooke; Waechter-Versaw, Amy
    This diagram is a representation of the trajectory that the Digital Education Hub project has developed for educators and community members to deepen practices, decision making, and dispositions to facilitate a more equitable and inclusive learning environment.
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    The Digital Education Hub Design Process
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, Brooke
    The Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.
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    Digital Education Hub Integrated Capacity Building Plan
    (2022) Price, Jeremy F.
    The Digital Education Hub (DEH) at the IU School of Education-Indianapolis at IUPUI seeks to build internal team and educator capacity to promote equity and inclusion as outlined by IDOE Educator Standards for Blended and Online Teaching. The DEH takes Standard 5 (Diverse and Equitable Instruction) as the filter through which the other Educator Standards are routed and then run through the DEH Areas of Focus to result in Capacity Building Activities.
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    Environmental Justice and Green Schools—Assessing Students and Communities’ Access to Green Schools
    (Wiley, 2019-10) Zhao, Shuang; Zhou, Shan; Noonan, Douglas S.; School of Public and Environmental Affairs
    Objective We investigate equity in the distribution of green schools, what kind of student populations they serve, and what kinds of communities host them. Methods Leveraging national school enrollment data (2000–2014), Leadership in Energy and Environmental Design data, and communities’ characteristics data from 2010 U.S. Census, we estimate logit models to examine the association between green schools and student and community demographics. Results Higher percentages of minorities in both student population and hosting neighborhood are associated with greater likelihood that new schools are green. New schools in more affluent and less educated communities are less likely to be green. Conclusion There is a lack of evidence for environmental injustice in students’ and communities’ access to new green schools in the United States. New schools serving lower‐income and minority families and children are more likely to be green, although environmental justice indicators such as education show somewhat “unjust” patterns.
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    Envisioning health equity for American Indian/Alaska Natives: a unique HIT opportunity
    (Oxford, 2019) Cullen, Theresa; Flowers, Jan; Sequist, Thomas D.; Hays, Howard; Biondich, Paul; Laing, Maia Z.; Medicine, School of Medicine
    The Indian Health Service provides care to remote and under-resourced communities in the United States. American Indian/Alaska Native patients have some of the highest morbidity and mortality among any ethnic group in the United States. Starting in the 1980s, the IHS implemented the Resource and Patient Management System health information technology (HIT) platform to improve efficiency and quality to address these disparities. The IHS is currently assessing the Resource and Patient Management System to ensure that changing health information needs are met. HIT assessments have traditionally focused on cost, reimbursement opportunities, infrastructure, required or desired functionality, and the ability to meet provider needs. Little information exists on frameworks that assess HIT legacy systems to determine solutions for an integrated rural healthcare system whose end goal is health equity. This search for a next-generation HIT solution for a historically underserved population presents a unique opportunity to envision and redefine HIT that supports health equity as its core mission.