• Summary
  • Contents
  • Subject index

Help a culture of equity grow and thrive in your school! This second book in the groundbreaking Equity 101 series takes on culture: the cultures we come from as individuals and the culture we foster in our schools. With students and educators from so many different backgrounds, how do we create a school culture of equity in which everyone succeeds? Discover the actions teachers and administrators take to do just that. Using real-life success stories as models, you'll start • Recognizing inadvertent cultural biases and increasing educators' cultural competency • Overcoming institutionalized factors that limit achievement • Implementing equitable practices that ensure individualized support for all students Featuring chapter-specific implementation exercises that take you from ideas to action, plus a dedicated online community with videos and discussion groups, this book is the next step on your path to true equity in your school! “Creating, nurturing, and sustaining an educational culture where individual differences are affirmed, and instruction is continuously tailored based on these differences, is essential to enhancing student achievement. This book is your practical how-to guide.” —David Freitas, Professor Indiana University South Bend

Equitable Culture: Rigor
Equitable culture: Rigor

Rigor provides the skills and learning the student needs to succeed.

Rigor is not about difficulty of the curriculum, nor is rigor about the toughness of the educator. In an equitable school, rigor places the learning within stretchable reach of each and every student—a rigorous learning culture optimizes student engagement so that individual students learn what they personally need to progress and accelerate academically. In traditional equity discussions, rigor is addressed abstractly as necessary for the achievement of students of color and other marginalized students. In courageous conversations about equity, rigor expands to include “refocusing schooling on the children's educational needs rather than on the personal needs of the adults who inhabit the buildings” (Singleton & Linton, 2006, p. 228). ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles