Looking inward Before a school or district can take action toward race equity, it’s vital to first take a critical look at the structural challenges impeding positive change. “You can have these multicultural equity boards, but if they are not effervescing in their actions, not engaging in critical self- reflection about whether they harbor biases, that’s where we have an issue,” said Stormer. “It’s hard to change your disposition or critically check yourself and say ‘I am wrong about this.’” Examining biases, owning up to systemic racism and listening to those who have been marginalized is a vital first, and ongoing, step. As part of the launch of its new inclusivity committee, Deer Creek Public Schools sent a parent survey over the summer to provide an opportunity for families who have been marginalized to express those experiences and feelings. “A lot of times people, and educators can be the worst, just want to jump in and fix something,” said McCoy. “But we need to take a step back and listen.” The district’s new committee plans to review district and board policies and procedures and explore how the academic and extracurricular experiences, as well as curriculum, can be more equitable, among other initiatives. Forbes, who is bilingual and openly gay, brings an international perspective in his first year in Deer Creek after teaching throughout the world for more than a decade, and his desire is to create safe spaces for families to speak their needs and then to incite action to meet those needs. “We have to use our positions to empower those around us, students just as much as parents or teachers,” said Forbes. “This is personal for me.” After a year of meeting monthly, learning together from speakers, listening to the varied perspectives of staff, parents and community members and pouring over data, Norman’s Diversity Enrichment Council developed a list of initial recommendations to improve equity. Williams began her new position with that roadmap in place, poised to take action based upon careful introspection. “We can all sit down and have discussions about race and equity, but there has to be action beyond conversation,” said Williams. The OKCPS equity committee and department were first inspired by Ruth Veales, the district’s longest serving board
member, a nod to the importance of district administration and board investment to achieve true change.
don’t understand the student’s culture or household, how can you properly teach the student?” One of Williams’ top priorities is to equip NPS educators to be culturally responsive, starting with discussion about bias. “An internal assessment of where you are on your journey is important for our staff,” said Williams. “We will help them navigate that piece so when in the classroom, they are better equipped to serve their students.” Rather than a one-and-done approach, professional development on race equity should provide consistent opportunities to learn, discuss and practice antiracism skills. Prior to the start of the school year, Deer Creek Schools received training about recognizing their own biases, and McCoy and Forbes hope that kind of professional development becomes embedded throughout the school year. “We first have to model how we are going to reflect on our own prejudice and biases,” said Forbes. “This has to be a lifelong learning situation.” Herron presents professional development on race equity regularly, and it can be both invigorating and taxing. “When I go home, I’m exhausted from carrying the burden, being the voice and talking about race all day long,” said Herron. “It’s lonely work. But it also feels great because of the feedback we get.” Changing curriculum Listening to students of color and ensuring they’re represented in classwork is a key step toward race equity and teaching in a culturally-aware manner. “Once you know who [your students] are and where they come from, that equips you as an educator to foster that in activities and assignments you give,” said Williams. “It’s important for me that my daughter is able to pick up books in the library or classroom with other little brown girls on them.” Knowing students deeply invites more cultural proficiency among educators and an atmosphere where students can request to learn more about a culture, individual or topic. “At some level, there’s no excuse to not educate yourself about what the needs are,” said Forbes, who adds that any requests by students can likely be satisfied through a Google search or collaboration with other
OKCPS’s 80-person committee is made up of 10 subgroups, each representing a dimension of educational equity, such as Teaching Quality and Diversity. Each is co-chaired by a community member and OKCPS representative, and all new members receive training each January. Subgroups can request and evaluate district data to uncover inequities and develop procedures for change. change the system. If we continue to view antiracist work as a problem for Black and brown folks then what’s going to change? It’s an issue that white people have to begin to address within themselves and their communities. We have to be able to be allies for people that don’t look like us or believe the same things we do because that’s how we make the world a better place.” Stephanie Price “It takes white allies to be able to start to really
Professional development
As Daughty has taught the next generation of educators and administrators, he’s realized some white student teachers have never had students of color. “For me to help prepare you to be the best administrator you can be, you have to be culturally aware,” said Daughty. “If you
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