What First-Generation Equity Professionals Need to Learn 1 Estela - - PowerPoint PPT Presentation

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What First-Generation Equity Professionals Need to Learn 1 Estela - - PowerPoint PPT Presentation

Dec 08, 2022 12 likes •377 views

What First-Generation Equity Professionals Need to Learn 1 Estela Mara Bensimon Deans Professor in Educational Equity Director of Center for Urban Education University of Southern California Recommended Citation for the ideas and content

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SLIDE 1

What First-Generation Equity Professionals Need to Learn

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Estela Mara Bensimon

Dean’s Professor in Educational Equity Director of Center for Urban Education University of Southern California

Recommended Citation for the ideas and content provided in this presentation. Bensimon, E.M. (2019). “What First-Generation Equity Professionals Need to Learn.” Keynote Address at the Bill and Melinda Gates Foundation Postsecondary Learning, Washington D.C., May 1, 2019.

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SLIDE 2

Please Note: The required citation for these slides is as follows:

Bensimon, E.M. (2019). “What First-Generation Equity Professionals Need to Learn.” Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California

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SLIDE 3

Equity in 2019.

James Gray F irst-Generatio n E quity Prac titio ner Co mmunity Co llege o f Auro ra

USC ROSSIER SCHOOL OF EDUCATION | CENTER FOR URBAN EDUCATION

@Center4UrbanEd

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SLIDE 4
  • Co

Pro fe sso r Jo hn

  • De g re e fro m to p re se a rc h

unive rsity lle g e e duc a te d pa re nts

  • T

e a c he s a t unive rsity vying fo r to p tie r se le c tivity

  • Unive rsity a lso ha s a hig h

pro po rtio n o f first-g e n, lo w inc o me Me xic a n Ame ric a n stude nts

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SLIDE 5

ywutsronmlihgedba zyxwutsrqponmljihgfedcbaZYVUTSRQPNLIHGFEDCA “T ha t is a re a l inte re sting q ue stio n.” “T he wa y tha t we ’ ve b e e n trying to do it, is simply b y

te lling the m that what the y’re do ing is no t right

a nd te lling the m, yo u kno w

this is the way yo u sho uld be do ing it.” “How do you he lp the m?”

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SLIDE 6

Pro fe sso r Jo hn

First- Ge ne ration ‘E

quity’ Prac titione r

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SLIDE 7

So urc e s o f Pro fe sso r Jo hn’ s K no wle dg e

T he o rie s o f Stude nt Suc c e ss I nsti tuti

  • nal

Cul tur e

Pr

  • fessi
  • nal

I denti ty and S ense of S el f E ffi c ac y

De pa rtme nt Culture I mplic it T he o rie s o f Cha ng e Co nc e ptio ns

  • f Ra c e
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SLIDE 8

zyxwutsrqponmljihgfedcbaZYVUTSRQPNLIHGFEDCA

zyxwvutsrqponmlkjihgfedcbaYVUTSRQPONMLKJIHGFEDCBA

CUE Sta ff

V A N ESA FUEN TES

RESEA RC H A SSISTA N T

D A N IELA C RUZ

P RO J EC T & FIN A N C E C O O RD IN A TO R A SSISTA N T

USC ROSSIER SCHOOL OF EDUCATION | CENTER FOR URBAN EDUCATION

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SLIDE 9

CUE F a c ilita tors

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SLIDE 10

About the Center for Urban Education 20 Years of Research and Action on and for Racial Equity

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SLIDE 11

Equity in 2000.

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SLIDE 12

Equity in 2019.

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SLIDE 13

Invoking Equity, Omitting Race, Inability to see

  • 1. “ALL” students is the preferred term.

‘Racialization’

  • 2. Treating interventions and innovations as

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equal opportunity

  • 3. Reporting accomplishments without reporting

racial implications

  • 4. Avoiding whiteness

cue.usc.edu @Center4UrbanEd

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SLIDE 14

committing edvcational malpractice.'

l I '-" I I I( '·" l I JU\ \" I I )l C;AI I()'-"

  • Thomas Jefferson put up 150 slaves as collateral to build Monticello.
  • In 1781, George Washington signed the order that fugitive slaves had

to be returned to their owners

  • Abraham Lincoln wanted to send blacks back to Africa.
  • Slavery lasted 450 years during which time 36,000 slave ships

crossed the Atlantic Ocean

  • 12.5 million Africans were forced into the transatlantic slave trade
  • The White House was built by slaves
  • Our great universities were built by slaves.
  • The U.S. economic prowress was made possible by the great profits

derived from unpaid, indentured labor

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SLIDE 15

THE PROBLEM

  • Higher education practitioners

are not expected to be racially literate.

  • Higher education practitioners

have learned to view academic failure as evidence of student deficiencies.

  • Higher education institutions are

not naturally self-reflective therefore do not ask: Why are our ways of teaching not working for minoritized students?

  • AND, academic organizations,

have learned to sweep their failures, sins, crimes…under the rug, rather than facing up to them.

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 16

The Racial Justice Meaning of Equity

cue.usc.edu @Center4UrbanEd

Corrective Justice* For the educational debt owed** to the descendants of enslaved people and other minoritized populations willfully excluded from higher education. Anti-Racist Project To confront overt and covert racism embedded in institutional practices, structures, and policies.*** Make Whiteness Visible To magnify whiteness as a characteristic of processes, as a defacto standard of quality, and as a source of power to define reality.

* Lionel McPherson / ** Gloria Ladson-Billings / *** Mica Pollock

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E QUIT Y ha s a n a c c ounta bility dime nsion a nd a c ritic a l dime nsion.

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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zyxwutsrqponmljihgfedcbaZYVUTSRQPNLIHGFEDCA

E QUIT Y

A C C O UNT A BIL IT Y DIM ENSIO N C RIT IC A L DIM ENSIO N

E g . Pr

  • por

tiona l r e pr e se nta tion of histor ic a lly ma r g ina lize d g r

  • ups in

e duc a tiona l outc ome s (e .g ., a c c e ss, r e te ntion, de g r e e c omple tion) a nd pa rtic ipa tion in e nric hing e xpe rie nc e s

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 19

EQUITY as ACCOUNTABILITY: Outcomes in College Level Math

56% White Students 32% Latinx Students 56% White Students 32% Latinx Students

=

Math Equity Started in Math 101 Earned an A in Math 101

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 20

Asian Black Latinx

Non-resident Alien

Pacific Islander White

Two or More Races Native American / Alaska Native

EXAMPLE COURSE SUCCESS RATES

Aggregated Data

Total

CUE.USC.EDU @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 21

EQUITY

ACCOUNTABILITY DIMENSION CRITICAL DIMENSION

Failure to recognize that institutional racism is an entrenched characteristic

  • f colleges and

universities that has to be dismantled with strategies that are color conscious, informed by critical theories of race, including whiteness.

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Non-resident Alien

EXAMPLE COURSE SUCCESS RATES

Disaggregated by Race/Ethnicity

Native Two or

Total Asian Black American / Latinx Pacific

More

White

Alaska

Islander Races

Native

CUE.USC.EDU @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 22

Non-resident Alien

EXAMPLE COURSE SUCCESS RATES

Disaggregated by Race/Ethnicity

Asian Black Latinx Total Pacific Islander White

Two or More Races Native American / Alaska Native

CUE.USC.EDU @CENTER4URBANED | CENTER FOR URBAN EDUCATION

What ‘hunches’ do you hear people put forward to explain why racial/ethnic inequities exist?

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SLIDE 23

WHICH OF THESE RING TRUE?

When you and your colleagues see data like this, how do you make sense of it:

  • We say that students are underprepared
  • We say that they lack the “right stuff”
  • We say that racism makes it difficult for minoritized students to do well
  • We say that white students feel at home
  • We say this is what happens when admissions standards are lax
  • We talk about inequality without saying “black” “Latinx” “white”
  • We say, “they don’t fit in because of their culture.”

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION 23

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SLIDE 24

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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E QUI T Y

E QUAL I T Y DI VE RSI T Y

CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 26

Equity-Minded Competence

@ebensimon

USC ROSSIER SCHOOL OF EDUCATION | CENTER FOR URBAN EDUCATION

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Race-conscious and aware of racial identity. Reflects on racial consequences of taken-for-granted practices. Exercises agency and actively self-monitors practice to produce racial equity. Views institutional processes (like hiring) and spaces (like classrooms) as racialized.

Building a hiring committee with equity-minded competence And hiring an applicant with equity-minded competence

The competencies that demonstrate equity-mindedness

Uses disaggregated data to identify racialized patterns of outcomes

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SLIDE 28

Cognitive Frame:

Determines:

  • What questions are asked
  • What information is collected
  • What is noticed
  • How problems are defined
  • What course of action should be taken

A mental map of attitudes and beliefs a person maintains to make sense of the world

CUE.USC.EDU @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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89 CUE

’ s Appro a c h to wa rd the de ve lo pme nt o f a n e q uity-minde d c o g nitive fra me

USC ROSSIER SCHOOL OF EDUCATION | CENTER FOR URBAN EDUCATION

@Center4UrbanEd

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WHAT IS INQUIRY?

Why does this situation exist?

Institutional policies and practices

Mapping the Hiring Process

Why are things done in this particular way?

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CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

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SLIDE 31

Artifacts Object Subjects Rules Division of Labor Outcome

Conceptual Underpinnings of Learning to be Equity-Minded

System Level Data Reports Website Institutional Level Data Faculty Hiring & Evaluation Syllabi

Community

cue.usc.edu @Center4UrbanEd * Adapted from Engeström’s (1987, 2001) Structure of Human Activity Settings

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Ac tion Re se arc h Proje c ts

Co lo ra do Ma th E q uity Pro je c t:

  • De nve r, Aims, F

ro nt Ra ng e , Pue b lo , Re d Ro c ks, Pike s Pe a k

  • 30 Ma th F

a c ulty, pre do mina ntly white

  • Ac tio n Re se a rc h o rg a nize d a s “Cha ng e L

a b s”:

  • Co urse -L

e ve l Da ta

  • Sylla b i Re vie w
  • Ob se rva tio ns
  • Gra de Bo o k Co ding
USC ROSSIER SCHOOL OF EDUCATION | CENTER FOR URBAN EDUCATION 33
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SLIDE 34

Equity Partnership Math Faculty Teams

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SLIDE 35
  • 4. AA
  • 5. H/L
  • 6. H/L
  • 7. H/L
  • 8. Wh
  • 9. Wh
  • 10. Wh
  • 11. Wh
  • 12. Wh
  • 13. Wh
  • 14. Wh
  • 15. Wh

Pro g re ss Ma pping

Assignment

#1

Assignment

#2

Assignment

#3

  • 1. As
  • 2. As

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CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION

  • 3. As

STEP SIX: Look for any patterns:

Look across the rows:

  • Who’s struggling? Who’s succeeding? Are

there patterns by race/ethnicity?

  • Are there patterns in absences, by

race/ethnicity?

Look down the columns:

  • Are there particular assignments that

produce greater or lesser success?

  • Are there patterns for when students are

absent?

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SLIDE 36

“Rarely do we find men who willingly engage in hard, solid thinking. There is an almost universal quest for easy answers and half-baked

  • solutions. Nothing pains

some people more than having to think.“ Rarely do we find institutional stakeholders who willingly engage in hard, solid thinking about their practices and how they contribute to racist

  • utcomes. There is an

almost universal quest for structural solutions that leave whiteness untouched.

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