Jan Perry Evenstad, Ph.D.Associate ProfessorMetropolitan State
University of DenverJune 14, 2016The legal obligation and ethical
heart: Multicultural education
1.What piece of the 1964 Civil Rights legislation protects
students from discrimination based on race, color, and national
origin?2.One way disparate patterns of race plays out in schools
is:3.Language discrimination in schools is also covered by?4.List
three ways bias shows up in classrooms.5.How can teachers still use
materials that may be biased in teaching?6.Why was Title IX of the
1972 Education Amendments passed?7.In what way can bullying become
a civil rights issue?8.What piece of legislation has been passed
that can protect transgender students?9.Have you been informed on
your campus about the policy and procedures needed in reporting
sexual assault?10.Do you know who your school or district Title IX
Coordinator is?
Pre Assessment: Startling Statements
Who you are?
Who I am?Jan Perry Evenstad, Ph.D.Associate Professor Secondary
Teacher EducationMetropolitan State University of DenverWho is
here?
Pre AssessmentWho is here?ObjectivesOverview of Civil Rights
ObligationsActivity: Startling Statements (about civil rights
legislation and GESA)How Civil Rights Legislation can help to
create an equitable and ethical multicultural classroomWhat the
current research says about inequities in classroom (GESA)What
teachers can do (GESA Overview)Activity: BingoReviewing materials
for biasHow reviewing materials for bias can promote
multiculturalism in classroomsPost AssessmentQuestions, Answers,
and Comments
Agenda
Participants will be able to identify civil rights laws that
promote equity in schoolsParticipants will be able to identify how
bias and inequities show up in classrooms (GESA)Participants will
be able to identify ways to evaluate materials for biasParticipants
will be able to identify famous Puerto Rican WomenObjectives
Civil Rights Act 1964Bilingual Education Act 1968Title IX
1972Lau v. Nichols 1973
Key Pieces of Legislation
Title VI and Race, Color and National Origin DiscriminationTitle
VI of the Civil Rights Act of 1964 protects people from
discrimination based on race, color or national origin in programs
or activities that receive Federal financial assistance. Title VI
states that:No person in the United States shall, on the ground of
race, color, or national origin, be excluded from participation in,
be denied the benefits of, or be subjected to discrimination under
any program or activity receiving Federal financial
assistance.TITLE VI OF THE CIVIL RIGHTS ACT OF 1964
Race discrimination involves treating someone (an applicant,
employee, or student) unfavorably because he/she is of a certain
race or because of personal characteristics associated with race
(such as hair texture, skin color, or certain facial features).
Color discrimination involves treating someone unfavorably
because of skin color complexion.
http://www.eeoc.gov/facts/fs-race.htmlDefining Race and
Color
Discrimination based on race and color can start out as teasing
but can quickly escalate to harassment when it become severe,
persistent, and pervasive. When the behavior interferes with the
students ability to access and partake in the educational program
offerings it can raise to the standard of harassment. 8
National origin discrimination involves treating people
(students or employees) unfavorably because they are from a
particular country or part of the world, because of ethnicity, the
language they speak, an accent, or because they appear to be of a
certain ethnic background (even if they are not).
Title VI of the 1964 Civil Rights Act protects you
http://www.eeoc.gov/laws/types/nationalorigin.cfmDefining
National Origin
Discrimination based on national origin can be not only teasing
the student or employee because of their ethnicity or accent, can
quickly escalate to harassment when it become severe, persistent,
and pervasive. When the behavior interferes with the students
ability to access and partake in the educational program offerings
it can raise to the standard of harassment. In some cases this has
resulted in inappropriate testing and diagnosis for placement in
special education or not being identified for gifted and talented
based on the students inability to speak English.9
Bilingual education focuses on instruction in two languages,
including the students home language as well as English. Bilingual
education provides instruction in students native languages while
simultaneously helping them to achieve English proficiency or
bilingual fluency.Bilingual Education Act 1968
The Court decided that since the students could not read or
speak English proficiently, the SFUSD had denied them their right
to equal educational opportunities as required by Section 601 of
the Civil Rights Act of 1964. Consistent with the Courts approach
of seeking to avoid constitutional grounds in reviewing disputes,
Section 601 of the Civil Rights Act was the sole basis on which it
resolved Lau. According to Section 601, individuals may not be
discriminated against based on race, color, or national origin in
any program or activity receiving federal financial assistance.Lau
v. Nichols 1973
The failure of some school districts to provide equal
educational opportunity for national origin minority students who
have a limited proficiency in English.
The discriminatory assignment of minority or students of color
to classes designed for students who are mentally disabled.
Number of students of color or because of race have been
disproportionally disciplined, suspended or expelled
http://civilrights.findlaw.com/discrimination/race-discrimination-in-education.html#sthash.RiKSOQ3d.dpufAreas
of Where Title VI Has Been Violated
12
New Publication
The College Board (2000) has defined Education Equity
True educational equity is not the same as equality. It ismuch
more. In decisions regarding educational equity thefollowing must
be met:
Access an equal opportunity to gain entryProcess a state beyond
nondiscrimination that ischaracterized by fair and just, but not
identical treatmentOutcome all students are provided educational
experiencesthat ensures the achievement of certain uniform goals
andobjectives.
Equity exists when there are no systematic differences inthe
distribution of conditions, practices, and results basedupon
race/ethnicity, gender, English-language proficiency,socioeconomic
status, or any other relevant characteristic. Educational Equity
Defined
Incorporates the idea all students regardless of their race,
gender, sexual orientation, social class, ethnicity or cultural
characteristics should have _equal opportunity to learn in schools.
And schools must reform to make this possible. James Banks
Defining Multicultural Education
When you hear Title IXWhat comes to mind?
17No person in the United States shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any education program or activity
receiving Federal financial assistanceTitle IX: The Law
JANLets begin with the law. Please follow along as I read it to
you. What has been my experience over the years when I mention
Title IX is I have had people say to me Oh! Thats that girl law.
Now in looking at the words I just read to you, I didnt say girl or
boy, nor did I say its only for girls athletics. There is
misunderstanding of this simple yet powerful piece of legislation.
It was passed a long time ago, way back in 1972 and school
districts and institutions of higher education were to be in
compliance with the law by 1978. Do you know how many institutions
are in total compliance today? I personally have not heard of the 1
that is. So the number is most likely ZERO.
17
AdmissionsAccess to coursesRecruitmentFinancial aidCounseling
& guidanceDiscipline rules & policiesClassroom
assignmentGradingVocational
educationRecreation/Co-curricularPhysical
EducationAthleticsHousingPregnant & parenting EmploymentSexual
harassmentTransgender
Title IXAdmissionsAccess to coursesRecruitmentFinancial
aidCounseling and guidanceDisciplineClassroom
assignmentGradingVocational educationRecreationPhysical
educationAthleticsHousingEmploymentHarassment (race & national
origin)
Title VIAreas Covered
19Self-EvaluationRemedial and Affirmative ActionDesignation of a
Responsible PersonDevelopment of Grievance ProcedureDissemination
of PolicyPolicy Announcement of ComplianceTitle IX: Regulation
Requirements
Go through one by one:
19
20Do you know who your district Title IX Coordinator is?Audience
Participation!
POLL
20
21
Title IX Coordinator
What we have found as we do Title IX trainings across the
region, is that the person who has been identified on paper as the
Title IX Coordinator at a district and/or school level may not even
know that he/she is the coordinator, let alone what they are
suppose to do as the coordinator. So lets find out.
21
22PreventivePromotionalEliminating BiasOn-going
Role of the Title IX Coordinator
The implementation of Title IX is the shared responsibility of
all members of the education community. The regulations require
that at least one employee be identified and designated as the
Title IX Coordinator of the school district. The role of the Title
IX Coordinator is first to assist in preventing discrimination
based on gender and sex. Overall the Title IX Coordinator is
responsible for: ensuring that the procedural requirements of the
Title IX law are being met; developing and or implementing the
grievance procedures and policies of Title IX; monitoring
compliance efforts, record keeping, providing technical assistance
to district personnel; program development of in-service training
to eliminate sex discrimination. The contact information of the
Title IX Coordinator should be widely publicized where the name,
title, office address, telephone numbers and e-mail is made
known.
22
23
Grievance Procedures
Lets look at some components that should be in a grievance
procedure. First off, you dont have to have a separate procedure
for sexual harassment and Title IX. However, your other civil
rights grievance procedures must identify that it also covers Title
IX.
23
24Sex (Title IX)RaceNational Origin DisabilityAgeHarassment
(race, gender, national origin, disability)Sexual OrientationOne
Grievance Procedure Can Cover Many:
You may already have in place one procedure that not only
addresses sex discrimination and sexual harassment but covers race
discrimination, national origin discrimination, disability
discrimination, age discrimination, harassment based on sex, race,
national origin, disability and sexual orientation.
24
Are protected under Title IX Gender identityGender
non-conformityGender harassmentFacilities (locker rooms and
bathrooms)
May 13, 2016 Dear Colleague
Letterhttp://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-title-ix-transgender.pdf
Transgender Employees and Students
26Questions?
26
BREAK!!!!!!
What is Generating Expectations for Student Achievement
(GESA)?
1.During the average class session ____% of students receive no
instructional contact or interaction from the teacher.
(Instructional Contact)
2.Do males or females have more instructional contact with the
teacher? _____ (Instructional Contact)
3.Who is more likely to be identified for special education
programs? Males or females? ____ (Grouping and Organization)
4.What is the amount of time a teacher usually waits for a
student to answer a question? ____ seconds or minutes (Wait
time)
5.Who receives the most referrals to the office for disciplinary
infractions? Males or females _____ (Discipline/reproof)So Whats
GESA Anyway?
6.Who is more likely to repeat a grade? Males or females
(Self-esteem)
7.Who takes more math and science courses in high school? Males
or females ____ (Self esteem and grouping and organization)
8.Overall, who receives higher scores on college entrance
examinations like the ACT or SAT? Males or females _____
(Evaluation & performance)
9.On average, who receives better scores in reading and writing
at the elementary level? Males or females _____ (Evaluation &
performance)
10.Who is your district Title IX Coordinator __________________
and why do you need to know this?So Whats GESA Anyway?
Reduce disparity in teacher-student interactions
Increase student achievement
Increase use of non-stereotypical behaviors, materials, and
activities
GESA Program Objectives
31
GESA was conceived by Dr. Dolores Grayson and Dr. Mary D. Martin
in 1977. The program was researched and developed over a 6-year
period from 1977-1983. GESA was piloted in five L.A. country school
districts during the 1983-84 school year.How GESA Began
32
1. Peoples expectations about themselves and others shape their
expectations for themselves and others
2.Perceptions and expectations combine to determine how people
act in any given situation.
3.An influential persons perceptions, expectations, and
behaviors (words and actions) have a direct impact on achievement,
success, and/or productivity
GESA is based on these research premises:
33
In your small group, list the behaviors teachers use with
students they expect the most of.Pair and Share
Achievement Success
ProductivityBehaviorsPerceptionsExpectations
GESA
Most exciting and consistent findings:
All students gain
The students identified in greatest need are the students who
gain the most; consequently, the learning gap between specific
groups narrowsGESA
37
Persistent problem areas:
Issues pertaining to education equity are not perceived to be of
critical concern to large numbers of educators, researchers, and
policy makers
There is a lack of willingness to invest the time, money and
effort needed to implement an effective approach to achieving
success for all studentsGESA
38
GESA is designed to extend over several months
GESA is basic classroom action research
GESA focuses on specific, observable teaching behaviors (peer
coaching model)
Observations are a major component
Essential Elements of the GESA Approach
39
Changing deep seated attitudes is difficult
Doing is more effective than talking
Teachers can reinforce each other in the change process
Teachers can learn from observing and being observed by their
peersGESA is based on the following assumptions about professional
development:
40
P E RCENTILE
Reduction in Gap100 90 80 70 16 point gap 6025 point gap 50
40
734867
1984 - 1985 1989 - 1990 Source: GESA (Prince Georges County, MD.
Dr. Daniel Saltrick)83
Paying attention to instructional interactions vs behavior
modification
Using Wait Time with everyone, now count, 1 thousand 1, 1
thousand 2.to 5!
Use physical closeness (arms length away) with everyone for
positive reinforcement and behavior correctionSome Key Strategies
and Behaviors
Room arrangement, switch it up, and create cooperative learning
groups
Reflective listening, use to affirm what you have heard from
students
Use higher level questioning (Blooms taxonomy) with everyone,
not just the students you expect to have the answerSome Key
Strategies and Behaviors
Use constructive or analytical feedback, why was the answer
good, what else should they consider in order to make it a good or
better answer
Allow students to reflect and assess their own work Review your
materials for bias
Know the diversity of who is in your classroom Some Key
Strategies and Behaviors
InvisibilityStereotypingImbalance and
selectivityUnrealityFragmentation and IsolationLinguistic
BiasCosmetic BiasReviewing Materials for BiasHandout!
In your group now look at the materials you have been given and
using the 7 forms of bias handout, decide which ones may
apply.Please choose a person or persons who present the information
to the rest of the group.Materials and Bias
Some famous Puerto Rican WomenBingo
49Questions?
49
Post Assessment
Muchas Gracias
