Re[2]: Equity strategies?

Marty Henry (
Mon, 11 May 98 10:22:39 -0700

It comes only after their own realization that they are not equitible
in their practice. Any strategy the promotes self reflection on their
own practice is a start. Reflection on videotapes of their teaching,
feedback from students, charting interactions with students (Sadker),
colleague observations and feedback. Once they have the data in their
hands...with the knowledge of what equity looks like in a can begin to affect change.

An interesting closing activity from a graduate introductory class in
gender equity comes from a course taught by Kathy Phillips on this
list. This video activity gave insight into the growth of the teachers
in the class and data on change. Perhaps she will share it with the

Marty Henry

______________________________ Reply Separator _________________________________
Subject: Re: Equity strategies?
Author: <> at Internet-Mail
Date: 5/8/98 9:12 PM

In a message dated 5/5/98 6:45:18 AM, you wrote:

<<>From: JenPiazza <>
>I have a question I have been thinking about and wanted to get opinions from
>the rest of you. If you could sit down and talk to elementary, secondary and
>post-secondary teachers about thier curriculum, instruction, and assessment
>decisions as they relate to gender equity, what would you say to them?>>

I thank everyone for all of the wonderful responses to my question. I have
been off the computer for a few days and am just reading some of them.
However, when I posed this question, it was not because I wanted to know
myself what to say to these teachers (although that has been a wonderful
plus), but I noticed that on this listserv there is much talk about what
teachers need to do, change, etc. to promote equity. So I posed the above
question. I am sorry for the misunderstanding, however, the responses have
been wonderful! I have noticed that many of the responses several of the
respondents have suggested aim to take the teachers to a point of awareness.
In my work with preservice and inservice teachers, they can "get to" the point
of awareness and then to the belief, "All people are equal, therefore I am
equitable." Sadly their practice (nor mine for that matter) does not take
that next step into action. How might we move teachers to act
differently/more equitably going beyond awareness?

Jenny Piazza

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