ADMIN/570
Equity, Diversity, and Access in Education
3 credits
Total credits
6 weeks
Course length
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Course level: EDU Graduate
This course provides candidates the opportunity to examine and to reflect upon equity, diversity, and access in education. In particular, the course focuses on the potential for contributions of students, families, teachers, and staff through equitable participation in school practices, programs, and curriculum. Candidates examine their personal beliefs, as well as issues regarding equity, diversity, and access, in the context of leadership. This course is not available for enrollment to residents of Arkansas, California, Connecticut, Georgia, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Minnesota, Missouri, New York, South Dakota, Utah, Washington, Wyoming, and individuals who reside outside the United States.
Prerequisites
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
What you'll learn
Course skills and outcomes
Week 1
- Identify major demographic and educational changes which have occurred from the mid-twentieth century through the present.
- Analyze the impact of demographic and educational changes on schools, curriculum, and instruction.
Week 2
- Describe the concepts of equity, diversity, and access.
- Explain the significance of and the issues concerning educating for democracy and equity.
- Examine personal beliefs and values regarding diversity and equity.
Week 3
- Investigate critical theory as it relates to the impact of class, race, power, gender, and privilege on education and learning.
- Analyze the implications of cultural capital and social capital for schools, instruction, and students’ academic success.
- Examine the diversity of students, teachers, administrators, and staff in a school and the implications of differences among groups.
- Examine examples of institutionalized bias in schools and school districts.
Week 4
- Examine the impact of culture on teaching practices and student learning.
- Propose strategies and resources that teachers and administrators can utilize to bridge cultural gaps that exist between school climate and students’ cultures.
- Describe key components of equity and access in a culturally responsive school.
Week 5
- Examine dispositions of culturally responsive teachers and administrators.
- Identify the elements of culturally responsive curriculum, materials, and instructional practices.
- Examine classroom organization and pedagogical practices that provide equal access to learning for all students.
- Evaluate ways of consolidating and using data from varied sources to address students’ individual learning styles and needs.
- Analyze strategies for differentiation of instruction and assessment to address students’ varied learning styles and specific learning needs.
Week 6
- Determine a plan for developing and implementing school practices with community members, families, and staff to create a more inclusive and culturally responsive school.
- Create professional development opportunities with teachers and other stakeholders to support growth towards a more culturally responsive school.
