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This webpage provides practical strategies, emphasizing building positive relationships, differentiated instruction, and a safe environment to support at-risk students' academic success and well-being in the classroom.

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores). One particular group of students that requires much thought, planning, and attention are the at-risk students. What is an at-risk student, what are the challenges they face, and what are some ways to support at-risk students in the classroom?

What is an At-Risk Student?

The term 'at-risk students' is frequently used to describe students who are academically struggling in the classroom. They have a higher probability of failing their daily work and tests or dropping out altogether. The term also encompasses students who face circumstances that contribute to their struggles, such as homelessness, parents in prison, health issues, violence, learning disabilities, or disciplinary problems. These learning-related factors can adversely affect the educational performance and overall success of students. Additionally, there are many other challenges that at-risk students face other than failing their classwork ( edglossary).

Challenges At-Risk Students Face

At-Risk students face many challenges throughout their school years, even on as regular as a daily basis. Instructionally, they don't always understand the whole group lessons. They need small group time where the teacher can scaffold the learning goals and re-teach them at the level the students are at. Listening to whole class lessons can leave students feeling overwhelmed, confused, and defeated. Because of this, at-risk students also need their confidence boosted. They need to know that they can get to the goal if they work hard and keep trying. They need to know their teacher believes in them and feel supported through their mistakes. There are many other ways that teachers can support their at-risk students.

Ways to Support At-Risk Students in the Classroom

Prioritize Relationship Building

Building relationships with at-risk students can impact the student more than imagined. For many at-risk students, most of their interactions with teachers and administrators are negative. This loses their trust in their teachers and makes the school environment a negative one for them. Instead, teachers should put a significant amount of time into fostering positive relationships. Get to know that student on a personal basis; what do they like to do outside of school, who makes up their family, what do they do for fun? Equally share these same things back with the student, so they can get to know you as a person and not just you as a teacher.

Incorporate a Democratic Classroom Model

One way to let students know that their opinions matter and their voices are heard is by using a democratic classroom model. This means that students get a say in building the classroom rules and consequences, get choices in how they show their learning, and may even help design the layout of the classroom. By giving students ownership in these areas, they are more likely to abide by the rules and accept the consequences, put forth more effort in their assignments, and enjoy the classroom space they helped design. Shareholders care more about their environment when they feel they were a part of the creation of it.

Use a Check-In/Check-Out System

The check-in/check-out system is designed to decrease disruptive behaviors by building a relationship with another adult in the school building (someone other than their current classroom teacher). How it works is that students typically check-in with this adult when they arrive at school. The adult helps set their day up for success by going over a predetermined goal sheet with them; talking about areas they may have had difficulty with the day before (think PE, transitions, independent work time, etc.), asking how their night at home was, and building their confidence that they can have a great day. Each check-in may take anywhere from 1 to 10 minutes depending on the age and needs of the student. At the end of the day, the student returns to this same adult to go over how their day went and send them home with something to reflect on, but also with something positive to think about. Most importantly, the check-in/check-out system should be personally designed to best meet the needs of the individual student.

Communication Log with Parents

Having an open communication log with parents can be another great way to support at-risk students in your classroom. This keeps parents in the loop about day to day events and lets the student know that everyone involved in their education is aware of their days. A communication log can come in a variety of formats. It could be the same goal sheet that is used for check-in/check-out. You can send that goal sheet home and have parents sign the bottom of it to show you they saw it. If an incentive is needed, reward the child with something small for bringing it back signed.

A notebook with quick notes about the day is another great communication tool. Jot down things that went well or things that can be worked on in just a few sentences (or have the students write down their thoughts as you help guide them in this reflection process). Leave space for the parent to comment or ask questions. This back-and-forth journal is a great way to communicate and can be easier than getting into a game of phone tag.

One of the biggest challenges teachers face is finding ways to support the at-risk students in their classroom. These students may struggle academically, socially, and behaviorally and it can be difficult to find what works to help these students excel. By prioritizing relationship building, using a democratic classroom model, incorporating a check-in/check-out system, or having a communication log with parents, it can greatly help set these students up for success and make them feel like contributing members of their classroom community.

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How to Support At-Risk Students in Your Classroom - TeachHUB

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores).

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This webpage offers guidance on supporting at-risk students to succeed by providing insights and strategies tailored to their unique needs and challenges.

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Approximately 1.2 million students drop out of high school annually in the United States. That averages to 7,000 a day. At-risk students were formerly considered a minority across student populations. However, the recent global pandemic forced the entire academic system to move to online learning for a period of time.

But as students moved back to a physical classroom, it became apparent that even many students who may have thrived pre-pandemic are now struggling. These reasons have led to a massive increase in at-risk students. As a result, most students are now considered at-risk, leaving educators and parents questioning how they can help these students succeed.

Help At-Risk Students Succeed

The following methods can be used to help these at-risk students succeed in an educational setting:

Focus on relationships: Many at-risk students view teachers or administrators negatively based on previous encounters. Changing this mindset can be transformational, and research demonstrates that this is best accomplished by fostering strong one-on-one relationships. Reframing the student-educator and student-parent relationship can be achieved by focusing on three key categories:

Communication - to ensure students can express themselves, create connections, and set consistent and clear expectations for the required work.

Support - to implement rules and discourage negative behaviors, demonstrate an interest in the student's lives, and provide a positive model of kindness and courtesy.

Engagement - break up lessons and instruction styles to foster interest, create flexibility in accomplishing tasks, and integrate technology for interactive instruction.

Create an environment where the student's voice matters: Many public school classrooms operate according to a syllabus created by the educator. The teacher selects the tasks or lessons outlined in the rubric to fulfill the requirements. While many topics cannot be open for negotiation regarding education, some can.

It has been shown that many at-risk students respond favorably to a democratic classroom model that allows room for their opinions. This style shows students that their voice matters, rather than simply telling them it does. And when they have the responsibility for making decisions in the classroom, they often gain exposure to real-world challenges that allow them to practice problem-solving, communication, and meeting expectations set by fellow students.

This model also supports positive interactions by empowering at-risk students rather than making them feel powerless in the education setting.

Set realistic goals: Many students who dropped out of high school did it because completing the requirements seemed unrealistic. The thought of meeting everything may be impossible for many students. But when you break it down into small, digestible chunks, you can create a pathway to achieving the goal.

You can also help these students develop realistic goals related to their personal development and career goals after finishing high school. In addition to assisting them in identifying significant goals and the smaller tasks required to achieve them, creating reachable goals can be a great motivator.

Once a student begins to achieve these smaller goals, they become motivated to continue, and as time passes, these small achievements turn into academic successes.

Provide positive reinforcement: Engagement is critical to academic success, but many at-risk students do not feel engaged by their school or community. When students get positive recognition for positive contributions, teamwork, and learning, they often feel more engaged in the educational setting.

Once engaged, students see the value in what they are doing at school every day and can serve as a source of pride and a sense of belonging.

While these methods work well for in-person academic settings, they can also be effective for students pursuing online learning or learning in non-traditional settings. Educators in these settings can also clearly communicate expectations and requirements for success while providing positive reinforcement and a democratic classroom model.

It is also crucial to remember that not all at-risk students will respond to the same conditions. Each unique student's ability to succeed is impacted by four categories - school-related, student-related, community-related, and family-related factors. In addition, each student will have a unique blend of circumstances across these four categories that may impact how well they do in any learning setting.

As a teacher or administrator, the goal is to ensure all students can be successful. Therefore, providing extra support and resources for at-risk students who may have significant personal barriers to academic success is imperative. Once these elements are in place, many at-risk students will begin to flourish.

Along this journey, educators and parents have the opportunity to build up the at-risk student's sense of competence and confidence, both of which are the key to setting them up for continued success.

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We have compiled a list of ways to help at-risk students succeed in an educational setting. At-risk student numbers have increased since the pandemic. Read on.

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This webpage discusses the issue of gender disparity in education, highlighting various factors contributing to the imbalance and proposing strategies for addressing this important issue.

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Understanding the Concept of Gender Disparity in Education

Gender disparity in education refers to the unequal access and opportunities for education between males and females. It involves differences in enrollment rates, completion rates, quality of education, and subject choices. This disparity has deep-rooted historical origins and continues to persist today, posing challenges to achieving gender equality and inclusive education.

Gender disparity in education is a multifaceted issue affecting individuals, communities, and societies. It encompasses the differences in enrollment rates and the barriers hindering girls and women from accessing quality education. These barriers include cultural norms, discriminatory practices, lack of funding, and societal expectations.

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Definition of Gender Disparity

Gender disparity in education is characterized by the differences in educational opportunities, outcomes, and experiences between males and females. It encompasses disparities in enrollment, dropout, literacy, academic achievement, and access to tertiary education.

Enrollment rates, one aspect of gender disparity, reflect the number of individuals from each gender enrolled in educational institutions. In many parts of the world, girls and women face significant challenges in accessing education, resulting in lower enrollment rates than their male counterparts. This disparity affects individuals' personal development and has broader societal implications, including economic growth and social progress.

Dropout rates, another dimension of gender disparity in education, refer to the number of students who leave school before completing their education. Dropout rates often disproportionately affect girls and women due to factors such as early marriage, pregnancy, financial constraints, and cultural norms prioritizing boys' education over girls'. These factors perpetuate gender disparities and hinder girls' and women's personal and professional growth opportunities.

Literacy rates, a crucial indicator of educational attainment, also reflect gender disparities. In many parts of the world, women have lower literacy rates than men, limiting their access to information, opportunities, and empowerment. Addressing this disparity requires improving access to education and addressing societal attitudes and norms perpetuating gender inequalities.

Academic achievement is another aspect of gender disparity in education. While girls and women have made significant strides in academic performance in recent years, there are still disparities in certain subjects and fields. Stereotypes and biases can influence subject choices, leading to the underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields. Promoting gender equality in education requires challenging these stereotypes and creating inclusive learning environments to encourage girls and women to pursue their interests and talents.

Access to tertiary education, such as universities and colleges, is another area where gender disparities persist. In many parts of the world, women face barriers such as limited opportunities, financial constraints, and societal expectations that discourage them from pursuing higher education. Closing this gap requires addressing systemic barriers and promoting policies that ensure equal access and opportunities for all.

Historical Overview of Gender Disparity in Education

Throughout history, gender disparity in education has been prevalent. Societal norms and cultural beliefs have often reinforced traditional gender roles and restricted females' access to education. For centuries, girls and women have faced barriers such as limited access to schools, discriminatory practices, lack of funding, and societal expectations to prioritize household responsibilities over education.

However, it is important to acknowledge the progress in addressing gender disparity in education over the years. Efforts to promote gender equality and inclusive education have increased access to education for girls and women in many parts of the world. Initiatives such as scholarships, girls' education campaigns, and policy reforms have played a crucial role in narrowing the gender gap in education.

Despite these advancements, challenges persist, particularly in developing countries and marginalized communities. Poverty, conflict, cultural norms, and lack of infrastructure hinder girls' and women's access to education. Addressing these challenges requires a multi-faceted approach that involves collaboration between governments, international organizations, civil society, and local communities.

Furthermore, achieving gender equality in education goes beyond increasing enrollment rates. It requires addressing the underlying factors perpetuating gender disparities, such as gender-based violence, early marriage, and unequal distribution of resources. Creating safe and inclusive learning environments, promoting gender-sensitive curricula, and empowering girls and women is essential to sustainable change.

In conclusion, gender disparity in education is a complex issue that requires comprehensive and sustained efforts to address. It is not only a matter of equal access to education but also about challenging societal norms, promoting gender equality, and empowering girls and women to reach their full potential. Investing in inclusive education systems can create a more equitable and just society for all.

The Current State of Gender Disparity in Education Globally

Although progress has been made in promoting gender equality in education, significant disparities persist globally.

Gender equality in education is a fundamental human right and key to social and economic development. It is essential for achieving the Sustainable Development Goals set by the United Nations, particularly Goal 4: Quality Education, which aims to ensure inclusive and equitable education for all.

However, despite efforts to bridge the gender gap in education, substantial disparities still need to be addressed.

Gender Disparity in Primary and Secondary Education

Gender disparities in primary and secondary education vary across countries and regions. In some nations, males have a higher enrollment rate, while females face greater barriers to accessing education in others.

These disparities can be attributed to a multitude of factors. Cultural biases play a significant role, as societies may prioritize boys' education over girls. Limited investment in girls' education is another contributing factor, as resources and opportunities are often directed toward male students.

Early marriage is also a major obstacle to girls' education. In some communities, girls are forced into marriage at a young age, preventing them from continuing their studies. This perpetuates a cycle of gender inequality and limits their prospects.

The lack of school infrastructure is another challenge that disproportionately affects girls. Many schools lack proper sanitation facilities, making it difficult for girls to attend school, especially during menstruation. This not only hinders their education but also puts their health at risk.

Furthermore, gender-based violence is a pervasive issue affecting girls' education access. In some societies, girls face physical and sexual violence on their way to or at school, creating a hostile and unsafe learning environment.

Gender Disparity in Higher Education

While enrollment rates have improved for females in higher education, gender disparities still exist. Females often face challenges accessing certain disciplines, such as science, technology, engineering, and mathematics (STEM), and are underrepresented in leadership positions within academic institutions.

Discrimination plays a significant role in perpetuating gender disparities in higher education. Women may face biases and stereotypes that discourage them from pursuing certain fields of study or hinder their career advancement. Socio-cultural norms also contribute to these disparities, as traditional gender roles may limit women's educational opportunities.

The lack of role models is another factor that affects women's participation in higher education. When women do not see other women succeeding in their chosen fields, it can be discouraging and make them question their abilities and potential.

Additionally, limited financial resources pose a significant barrier for women seeking higher education. Higher tuition fees, lack of scholarships, and limited access to financial support often make it difficult for women to pursue advanced degrees.

Addressing gender disparity in education requires a multi-faceted approach. It involves challenging cultural norms and biases, increasing investment in girls' education, promoting gender-responsive school environments, and providing targeted support and resources for girls and women in their pursuit of education.

By ensuring equal access to education for all, regardless of gender, we can empower individuals, communities, and societies to thrive and contribute to a more equitable and sustainable world.

Factors Contributing to Gender Disparity in Education

The causes of gender disparity in education vary across regions and contexts. Understanding these contributing factors is crucial for developing effective strategies to address the issue.

Gender disparity in education is a complex issue influenced by various factors. Let's explore some additional details to gain a deeper understanding of this important topic.

Socioeconomic Factors

Socioeconomic factors, such as poverty, play a significant role in perpetuating gender disparities in education. Limited financial resources often result in families prioritizing the education of male children over females. This preference stems from the belief that investing in a son's education will yield better returns for the family.

However, it is crucial to recognize that girls from disadvantaged backgrounds face additional hurdles. They contend with limited financial resources and lack access to clean water, sanitation facilities, and electricity. These challenges make it even more difficult for girls to pursue education.

Furthermore, early marriages are prevalent in many societies, especially among impoverished communities. Girls are often forced into marriage at a young age, disrupting their educational journey. Additionally, socioeconomic pressures compel girls to engage in income-generating activities, limiting their access to education.

Cultural and Religious Factors

Cultural and religious norms and beliefs heavily influence gender disparities in education. Societal expectations, traditional gender roles, and gender stereotypes restrict educational opportunities for girls. In many cultures, girls are expected to prioritize household chores and caregiving responsibilities over their education.

Early marriage practices, often rooted in cultural and religious traditions, significantly hinder girls' education. When girls are married off at a young age, their educational aspirations are curtailed, perpetuating the cycle of gender inequality.

Moreover, gender-based violence remains pervasive, hindering girls' access to education. Fear of violence and harassment on the way to school or within educational institutions deters girls from pursuing their studies.

Policy and Institutional Factors

The lack of appropriate policies, gender-responsive education systems, and institutions negatively impacts gender equality in education. Insufficient funding for education, especially in developing countries, leads to inadequate resources and infrastructure, disproportionately affecting girls' access to quality education.

Furthermore, the absence of targeted interventions addressing gender disparities in education perpetuates the problem. Without specific measures to empower girls and ensure their equal participation in education, the gender gap continues to widen.

Discriminatory practices within educational institutions also contribute to the gender gap in education. Gender bias in curricula, textbooks, and classroom interactions can reinforce stereotypes and limit girls' educational opportunities. It is essential to create inclusive learning environments that challenge gender norms and promote equal opportunities for all students.

By understanding the multifaceted nature of the factors contributing to gender disparity in education, we can work towards implementing comprehensive strategies that address these challenges. Achieving gender equality in education is a matter of human rights and a social and economic development catalyst.

The Impact of Gender Disparity in Education

Gender disparity in education has far-reaching consequences for individuals, communities, and societies. It hinders social and economic development, perpetuates inequality, and limits individuals' opportunities.

When discussing the impact of gender disparity in education, it is crucial to consider its effects on economic development. The exclusion of females from educational opportunities results in a significant loss of human capital. Societies are wasting their potential and talent by denying girls access to education. This hampers economic growth and perpetuates a cycle of poverty and inequality.

Investing in girls' education has proven to yield positive economic outcomes. Providing girls with equal educational opportunities reduces poverty, improved labor force participation, and increased productivity. Educated women are more likely to secure higher-paying jobs, contribute to the economy through entrepreneurship, and become financially independent.

However, the impact of gender disparity in education extends beyond economic development. It also has profound effects on social development. Unequal access to education perpetuates gender norms and stereotypes, limiting opportunities for girls and women to contribute to society and participate fully in decision-making processes.

When girls are denied education, it reinforces the notion that their role is confined to domestic responsibilities and diminishes their potential to become leaders, innovators, and agents of change. This perpetuates a cycle of gender inequality and restricts the overall progress of society.

On the other hand, when girls receive an education, it has a transformative effect on society. Educated females are more likely to have healthier families, make informed choices regarding reproduction, and contribute to community development. They become empowered individuals who can challenge societal norms and advocate for gender equality.

Furthermore, educated women are more likely to raise educated children. By breaking the cycle of illiteracy and ignorance, they create a ripple effect that benefits future generations. This improves the overall well-being of families and strengthens the social fabric of communities.

In conclusion, gender disparity in education has wide-ranging economic and social development impacts. By investing in girls' education and ensuring equal access to educational opportunities, societies can break the cycle of inequality, empower women, and foster sustainable development for all.

Case Studies of Gender Disparity in Education

Examining specific case studies helps shed light on the diverse challenges and experiences related to gender disparity in education.

Gender disparity in education is a complex issue affecting developing and developed countries. While the nature of the problem may vary, the impact is significant and requires attention.

Gender Disparity in Education in Developing Countries

In many developing countries, gender disparities in education are pronounced. Poverty, cultural norms, limited resources, and societal biases contribute to these disparities.

For example, in some rural areas of Sub-Saharan Africa, girls face multiple barriers to education. These barriers include long distances to schools, lack of proper sanitation facilities, early marriage, and cultural beliefs prioritizing boys' education over girls'. These challenges perpetuate a cycle of gender inequality and hinder progress toward achieving universal education.

Efforts to address this issue include targeted interventions, scholarships, public awareness campaigns, and infrastructure improvements. Non-governmental organizations, international agencies, and governments collaborate to provide scholarships to girls, build schools closer to communities, and promote the importance of education for all children regardless of gender.

Moreover, public awareness campaigns aim to challenge cultural norms and address societal biases perpetuating gender disparities in education. These campaigns highlight the benefits of educating girls, such as improved health outcomes, reduced poverty rates, and increased economic growth.

Gender Disparity in Education in Developed Countries

While gender disparities in education are less prevalent in developed countries, challenges still exist. Females sometimes face barriers in accessing certain disciplines or pursuing leadership roles within educational institutions.

For instance, women are underrepresented in science, technology, engineering, and mathematics (STEM). This underrepresentation can be attributed to various factors, including stereotypes, lack of female role models, and unconscious biases. These barriers limit women's opportunities to pursue careers in STEM fields and contribute to a gender gap in these industries.

Promoting gender-inclusive curricula, equal opportunities for career advancement, and dismantling institutional biases are vital for addressing this disparity. Educational institutions are implementing initiatives encouraging girls' participation in STEM, such as mentorship programs, outreach activities, and scholarship opportunities. Additionally, organizations and companies are working towards creating inclusive workplaces that value diversity and provide equal opportunities for career growth.

It is crucial to recognize that gender disparities in education are not limited to developing countries. By addressing these disparities globally, we can create a more inclusive and equitable educational system that benefits individuals, communities, and societies.

Strategies to Address Gender Disparity in Education

Addressing gender disparity in education requires comprehensive strategies at various levels, including policy, institutional, and community-based interventions.

Gender disparity in education is a global issue affecting millions of girls and women worldwide. While progress has been made in recent years, there is still a long way to go in achieving gender equality in education. Governments, non-governmental organizations (NGOs), and local communities must work together to implement effective strategies to bridge this gap.

Government Policies and Interventions

Governments are crucial in reducing gender disparities by implementing policies promoting equal education access. This includes eliminating discriminatory laws, increasing funding for girls' education, and adopting gender-responsive education systems.

One example of a government policy that has successfully addressed gender disparity in education is the "Girls' Education Initiative" implemented by the government of a developing country. This initiative focused on providing scholarships for girls from low-income families, ensuring they access quality education. Additionally, the government also implemented a gender-responsive curriculum that aims to challenge traditional gender roles and stereotypes.

Furthermore, governments can also collaborate with international organizations and donors to secure additional funding for girls' education. This funding can be used to build schools in rural areas, provide educational materials, and train teachers on gender-responsive teaching methods.

Role of Non-Governmental Organizations

Non-Governmental Organizations (NGOs) and civil society organizations contribute significantly to addressing gender disparities in education. They provide support through initiatives like girl child scholarships, mentorship programs, awareness campaigns, and advocating for policy reforms.

One notable NGO that has significantly addressed gender disparity in education is "Education for All." This organization provides scholarships to girls from marginalized communities, ensuring they receive a quality education. In addition to financial support, Education for All also provides mentorship programs, where girls are paired with successful women who serve as role models and provide guidance.

NGOs also play a crucial role in raising awareness about the importance of girls' education. They organize campaigns and events to highlight the benefits of educating girls for the individual and the entire community. NGOs can help change mindsets and break down barriers that prevent girls from accessing education by engaging with local communities.

Community-Based Initiatives

Engaging local communities is essential for tackling gender disparities in education. Initiatives such as parent-teacher associations, community awareness programs, and empowering local leaders can help change cultural norms and promote equal educational opportunities.

In many communities, traditional gender roles and stereotypes are deeply ingrained, making it difficult for girls to access education. However, community-based initiatives can challenge these norms and create an environment where girls are encouraged to pursue their education.

One successful community-based initiative is the establishment of parent-teacher associations in rural areas. These associations bring together parents, teachers, and community leaders to discuss and address girls' challenges in accessing education. Parents can voice their concerns through these associations and work with teachers and community leaders to find solutions.

Furthermore, community awareness programs can change mindsets and attitudes toward girls' education. These programs can include workshops, seminars, and awareness campaigns that highlight the benefits of educating girls and the negative consequences of gender disparities in education.

Empowering local leaders, especially women leaders, is also an effective strategy to address gender disparity in education. When women hold positions of power and influence in the community, they can advocate for girls' education and work towards dismantling barriers preventing them from accessing education.

The Future of Gender Disparity in Education

It is vital to anticipate future trends and challenges in addressing gender disparity in education.

Predicted Trends and Challenges

Rapid technological advancements, changing job markets, and evolving societal norms present opportunities and challenges in promoting gender equality in education.

Economic disparities, conflicts, climate change, and global health crises can exacerbate gender disparities and hinder educational progress.

Potential Solutions and Innovations

To overcome future challenges, innovative solutions are required. This includes leveraging technology to expand educational access, promoting STEM education for girls, strengthening partnerships between various stakeholders, and integrating gender equality into education policies and curricula.

Investment in scalable and sustainable interventions, supported by research and data-driven approaches, can drive progress toward achieving gender parity in education.

Conclusion

Examining gender disparity in education reveals the complex web of factors influencing females' access to and quality of education. It is an issue that requires continuous attention and concerted efforts from governments, NGOs, communities, and individuals.

By addressing the root causes, promoting gender-responsive policies, and ensuring equal opportunities for all, societies can unlock the full potential of individuals, foster social and economic development, and pave the way for a more inclusive and equitable future.

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Gender Disparity in Education: An In-Depth Examination

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Explore the complex issue of gender disparity in education, its impact on individuals and societies, and strategies to bridge the gap. Learn more here.

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This webpage explores the impact of gender disparities on classroom learning, examining how biases and societal expectations influence student experiences and proposing strategies to create more equitable learning environments.

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How Gender Disparities Affect Classroom Learning

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Schools have the responsibility to model, teach, and create conditions in which each child’s gender diversity is accepted and nourished.

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This webpage provides insights from psychological research on the impact of socioeconomic status (SES) on education, offering strategies to address disparities and promote academic success among students from diverse socioeconomic backgrounds.

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Education and Socioeconomic Status Factsheet

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The impact of socioeconomic status on educational outcomes and reducing slow academic skills development, low literacy, chronic stress and increased dropout rates.

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This webpage offers resources and insights to enhance awareness of socioeconomic diversity in educational settings, promoting inclusivity and equity within the academic community.

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Examples

An instructor includes classroom policies in the syllabus that underscore respect, attentive listening, civil dialogue, honesty, and patience, regardless of background or appearance. The instructor addresses these policies on the first day, emphasizing that human worth informs intellectual exploration in class.

A mathematics instructor actively includes a diversity statement in her syllabus which acknowledges the various SES of students in class and reaffirms the value of diverse experiences for the learning environment.

A philosophy instructor provides pop-cultural examples and various revisions and representations to clarify sections of a dense philosophy text.

Rather than hold voluntary office-hour meetings which low SES students often avoid, a biology instructor requires one-on-one meetings with each student to discuss learning progress and personalized strategies for improvement.

Rather than assume students know how to succeed in the course, an art history instructor establishes clear class-participation norms, states explicit assessment expectations, and provides recommended resources/steps to improve performance.

Rather than ignore SES, a psychology instructor reminds students to measure, report and control for SES in research activities related to academic achievement.

A sociology instructor encourages students to contribute to the body of research on the educational and societal barriers experienced by students from various SES communities and the impact of these barriers on academic achievement and psychological well-being.

An English instructor allows for multiple paper rewrites and resubmissions so that students can focus on developing their writing skills.

Recommendations

Establish an Open Door Policy - Instructors can explicitly state, in class policies and in class, their willingness to support student learning outside of class. Instructors may structure out-of-class and in-class time to work with students, offer open office hours, or require students to meet at least once in office hours to make individual connections and affirm their commitment to each student's growth.

Variegate Representation - For many disciplines that involve the study, thought, or expression of human beings (history, English, philosophy, anthropology), traditional or canonical bodies of text and practice can remain culturally or economically homogenous while continuing to hold sway in the discipline. Instructors can integrate diverse cultures and peoples into curriculum content, ensuring that a variety of perspectives and representations are available in readings, case studies, and class examples. This approach can help all students recognize and imagine themselves within course content.

Variegate Difficulty - Instructors can consider offering popular, simplified, and varied language to explain important concepts. While learning styles have been proven to be a popular myth, offering several approaches to difficult content can improve student comprehension while meeting various levels of SES and academic preparedness.

Clarify Grading Expectations - Instructors can make expectations for performance, grading, and assessment clear in the syllabus, on the first day of class, and throughout term, by covering the syllabus and classroom policies, providing a rubric, and mixing formative and summative assessments. Doing so can obviate usual student complaints, while illuminating academic procedure for less familiar students.

Clarify Classroom Expectations - In addition to covering syllabus and classroom policies (see first bullet point), instructors can emphasize respect and the value of all earnest student opinion and commentary by moderating effective class discussion. Effective expectations and moderation protect all variety of student comments, from the "simple" to the "overly complicated," while helping all students improve their reasoning and articulation. A set of modules from Harvard's Instructional Moves provides techniques for responding to student comments.

Promote Collaborative Work - Instructors can activate diverse perspectives and experiences in class by staging collaborative projects and activities that get students engaging with each other. Group work, case studies, and team-based learning all provide opportunities for students to learn from each other via the zone of proximal development, to practice communication, and to consider other perspectives from their own.

Protect Emotion - Instructors can consider how to incorporate students' personal responses into course discussions. This tactic enables student honesty, reveals valuable insight, and enriches academic discussion with personal experience. Reading logs, reflective essays, careful moderation, and turn-based presentation can invite and protect individual student responses to class discussion.

Additional Resources

Australian Government Office for Learning and Teaching. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff.

Devlin M and O'Shea H. (2011). Teaching students from low socioeconomic backgrounds: A brief guide for University teaching staff. Higher Education Research Group (HERG) Deakin University.

References

American Psychological Association. Education and Socioeconomic Status.

Spencer B. and Castano E. (2007). Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals. Social Justice Research 20(4): 418-432.

Stephens N., Hamedani M., and Destin M. (2014). Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition. Psychological Science.

Yee A. (2016). The Unwritten Rules Of Engagement: Social Class Differences in Undergraduates' Academic Strategies. The Journal of Higher Education 87(6): 831-858.

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Examples An instructor includes classroom policies in the syllabus that underscore respect, attentive listening, civil dialogue, honesty, and patience, regardless of background or appearance. The instructor addresses these policies on the first day, emphasizing that human worth informs intellectual exploration in class.

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This webpage explores the impact of cultural differences on education, highlighting language barriers as a significant challenge that may hinder effective learning for students from diverse cultural backgrounds.

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Cultural differences affect a lot more than we like to let on. In some situations, those differences can mean life or death, and in others, the impacts are less dramatic. For example, people's cultural differences can affect how others converse with them. For some, it affects the way they're treated in a luxury store. The education system is one place where cultural differences can have a serious impact on students' experiences and outcomes.

High School Culture

The most immediate example I think of is high school History class. The information was one-sided, and the lessons were taught from the white European perspective. From war battles to slavery, all of it came from my Caucasian counterparts' viewpoint. While I understand that even our teachers weren't properly educated on these topics, it still baffles me that we lived in a time when history was taught in such a one-sided way. There is so much more to the story than the History books told us. From the different torture techniques used to the experiences slaves went through, we missed out on important facts due to cultural bias in the education system.

Why must Black Americans and people of other cultures seek out that information on their own? We're left to search Google articles and old history books just to see the other side. As instructors, we should remove our feelings and personal biases from our lessons. It's not our job to create or shape the narrative. It's our job to provide all information and allow our students to form their own opinions.

If a professor does decide to include both sides of the story, they need to know enough to thoughtfully answer questions. There is nothing worse for a student than a professor who is not well versed in their specialty. It prohibits the student from gaining more information and encourages them to tune out. If you were getting information from a seemingly untrustworthy source, would you pay attention?

Language Barriers

Language barriers are another example of how cultural differences impact education. Some professors don't put much effort into working with students who aren't as fluent in English. This barrier can also prevent the student from learning effectively. My son is a senior college student-I asked him his thoughts, and he agreed wholeheartedly. To me, that proves it's a common phenomenon in higher education.

Obviously, educators are not perfect. We must constantly adapt to different teaching methods while keeping our students invested. My hope is that more faculty realize how these cultural differences affect students in different ways. It is now your job as an educator to take the initiative. Take the initiative to recognize the impacts cultural differences and become cognizant of them as you teach and interact with students. Reflect on your own biases and consider asking your students what they think. Make the effort to create a comfortable learning environment for your students.
Find ways to be more culturally responsive and inclusive in your courses with these webinars from our Empowered Educator series.

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How Cultural Differences Impact Education - The Cengage Blog

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A discussion on cultural differences in education and what instructors should consider when teaching students from different backgrounds.

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This webpage delves into strategies and approaches for effectively supporting culturally and linguistically diverse students in educational settings, emphasizing the importance of culturally responsive teaching practices.

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Honoring the mandate to provide all students with an equal education requires adaptation. Shifting demographics in the United States have dramatically altered the ethnic and racial makeup of student populations, and a growing number of students do not speak English fluently. These changes present significant challenges for educators, requiring them to rethink their curricula and teaching strategies.

Examining the growing need for diversity and exploring ways to modify behavior in the classroom constitute a critical step toward creating linguistically inclusive and culturally sensitive learning environments.

The Growing Need for Diverse Teaching Strategies

US school districts are required to provide equal educational opportunities to language minority students, but meeting that standard has become more challenging as the number of students classified as an "English language learner," or ELL, has grown.

Generally, the term "English language learner" describes a student who is learning English in addition to their native language. Exact definitions of ELL vary, as do delineations between ELL and ESL (English as a second language), but by any measure, the number of students for whom English is not their first and primary language is growing as a percentage of all students enrolled in US public schools.

An average of 10 percent of students in US public schools are English language learners, according to the National Center for Education Statistics (NCES). In cities, the average is close to 15 percent. (NCES defines ELL students as those being served by programs of language assistance, including ESL, high-intensity language training, and bilingual education.) Among ELL students in the US, Spanish is the most common language spoken at home (75 percent), followed by Arabic (3 percent).

The increase in ELLs in public schools reflects a larger demographic shift. The percentage of non-white students in US public schools has increased significantly over the last decade, from 48 percent in 2010 to an estimated 54 percent in 2020. The percentage of Hispanic students enrolled in public schools grew from 23 percent to 28 percent over the same period.

While addressing diversity in the classroom largely consists of focusing on ELL students, cultural and linguistic divides are not exclusive to that segment of learners. In 2018, 47 percent of students and 79 percent of teachers in US public schools were white. This contrasts starkly with the student-teacher ratio for Hispanics (27 percent of students, 9 percent of teachers), Blacks (15 percent of students, 7 percent of teachers), and Asians (5 percent of students, 2 percent of teachers). Such disparities in representation of races and ethnicities among educators constitute a longstanding issue in US public schools.

Teaching Strategies for Culturally and Linguistically Diverse Students

The first step in addressing cultural and linguistic diversity is to be aware. The very act of considering culture and language skills when developing curricula and activities makes it more likely that lessons will be inclusive. Teaching culturally diverse students entails the following additional steps:

Learn about your students' cultural backgrounds and demonstrate appreciation of those cultures. Teachers show students how to embrace different cultures by modeling respect and acceptance.

Learn more about students' lives outside of the classroom, and let that information inform lessons. For example, try to find examples that are relevant to students with different cultures and backgrounds.

Embrace diversity in teaching styles. Making an effort to accommodate different communication preferences, cognitive styles, and aptitudes results in lessons with a greater chance of reaching all students.

Encourage students to relate the benefit of a lesson to their own lives.

Bring diverse guest speakers into the classroom.

Educators can also benefit from the following tips for teaching linguistically diverse students:

Develop a relationship and work closely with an ESL teacher or interpreter.

Incorporate more group work. This allows students to practice their language skills in a more personal, less intimidating setting than the front of the classroom.

Make things as visual as possible by writing on the board, diagraming, and using pictures.

Allow ELL students to preview materials before a lesson when possible.

Understand that some students may experience a silent period. Students learning a new language commonly go through a period of several weeks or longer when they are taking in the new language but do not yet speak it.

Efforts to better serve culturally and linguistically diverse student populations are not limited to the classroom. Developing responsive curricula and teaching strategies is critical, but a holistic approach that includes families and the larger school community promises better outcomes.

Working With Parents

Positive parent-teacher relationships can influence any student's success, but they can be particularly important for students whose culture or dominant language differs from that of the majority of their classmates. Developing a relationship with the parents of ELL students or any student who is outside the dominant cultural or ethnic group, or whose culture or ethnicity differs from that of the teacher, builds a sense of trust and acceptance among students and their families. Making the effort to build such relationships can be challenging for teachers, and in cases where there is a language barrier, it may be necessary to engage with a language instructor or interpreter for support.

Support From Schools

Schools can address linguistic and cultural diversity by working to recruit teachers of color and instructors who can teach and tutor in languages other than English. Demonstrating support for student diversity is also crucial. Measures such as providing school signage in different languages, encouraging students to speak their first language at school, and displaying non-English books and materials creates an environment of acceptance and appreciation that benefits all students.

Schools can also play a role in supporting more training designed to mitigate implicit bias. Research has shown that teachers are just as likely to have a racial bias as non-teachers.

Create Inclusive Classrooms

American University's Online EdD in Education Policy and Leadership prepares educators to shape education policy and create more inclusive learning environments.

The degree program provides future teachers and education leaders with the tools they need to transform the education system to benefit all learners. With a focus on building equitable learning environments, the curriculum emphasizes systems change, personal leadership, social justices and anti-racism, and policy and research.

Learn more about American University's Online EdD in Education Policy and Leadership.

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Teaching Culturally and Linguistically Diverse Students | American University

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Students in US schools are increasingly diverse. Learn more about teaching strategies that address culturally and linguistically diverse students.

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This webpage discusses pervasive ethnic and racial disparities in education, highlighting the challenges faced by minority groups compared to Caucasians and other Asian-Americans.

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Pervasive ethnic and racial disparities in education follow a pattern in which African-American, American Indian, Latino and Southeast Asian groups underperform academically, relative to Caucasians and other Asian-Americans.

These educational disparities

Mirror ethnic and racial disparities in socioeconomic status as well as health outcomes and health care.

Are evident early in childhood and persist through K-12 education.

Are reflected in test scores assessing academic achievement, such as reading and mathematics; percentages of those repeating one or more grades; dropout and graduation rates; proportions of students involved in gifted and talented programs; enrollment in higher education; as well as in behavioral markers of adjustment, including rates of being disciplined, suspended and expelled from schools.

Psychological science offers an understanding of educational disparities and strategies to redress them. Developmental psychologists have identified how differences in early childhood education and childcare are associated with academic performance and school readiness for ethnic and racial minority children prior to their entry into K-12 schools.

Psychological science examining second language acquisition has produced important findings about how linguistic minority children function, identifying the resources they need to perform commensurate with their cognitive abilities. Psychological theory informs our understanding of how immigration is related to educational disparities and explains why some Asian-American groups do well educationally compared to Latinos, despite both groups having large segments born outside the U.S. and a home language that is not English.

The organization of schools and how students are engaged in their learning are of critical importance for the educational achievement of students across ethnic and racial groups. Educational disparities are evident in markers of low academic performance and graduation rates, as well as the underrepresentation of students of color in gifted and talented educational programs, and psychological theory speaks to how to cultivate academic talent across the range of students in schools.

The psychology of individual and group differences can inform our understanding of the educational implications of important forms of human difference and exceptionality in educational systems.

Recommendations emerging from the task force's work include:

Advocacy

1. Advocate for wider access to high quality, early childhood education programs, which have been shown to help redress disparities associated with poverty in early childhood.

2. Empower immigrant families to be informed consumers of the U.S. educational system by providing information about how their children can be successful in U.S. schools, including prerequisite skills for elementary, middle and high schools, as well as in higher education.

3. Promote expansion of access to high-quality bilingual education that provides linguistically competent education to children.

4. Educate the public and policymakers about the consequences of increasing ethnic and racial segregation to the educational experiences of ethnic and racial minority children.

5. Promote allocating resources for increasing the capacity of teachers to deliver evidence-based, gap-closing instructional and learning strategies.

Educational Practice

1. Identify and promote the cultural competencies of service providers in early childhood education.

2. Train and consult with educators to capitalize on the generally high educational aspirations and valuing of education that immigrant students tend to bring with them to school.

3. Educate prospective and in-service educators about supports to ethnic and racial minority boys and to inoculate children against stereotyping.

4. Introduce prospective teachers and in-service teachers on how culture, identity and context interact, and interventions that have been demonstrated to increase achievement in ethnic and racial minority students.

5. Build on the social, cultural, linguistic, experiential and intellectual assets that students from diverse backgrounds bring with them into classrooms.

Research

1. Adopt a broad definition of educational disparities to include those differences that (a) overlap with social class; (b) reflect bias and differential treatment in the educational system; and (c) are based on different responses to the educational system.

2. Study the significant challenges faced by children of parents who hold undocumented immigrant status in the U.S.

3. Identify psychological factors associated with immigrant status that have contributed to academic success as well as educational factors associated with school environments that have been successful at cultivating academic achievement on the part of immigrant children and youth.

4. Examine the factors that contribute to the success of ethnic and racial minority students who participate in selective academic programs.

5. Investigate the teacher-student dynamics that are associated with discipline and academic achievement gaps.

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ethnic and racial disparities in education

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Ethnic and Racial Disparities in Education

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Ethnic and racial disparities in education follow a pattern in which African-American, American Indian, Latino and Southeast Asian groups underperform academically, relative to Caucasians and other Asian-Americans.

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This webpage addresses the significance of race and ethnicity in education, emphasizing the importance of acknowledging and addressing the impact of these factors on student experiences and outcomes.

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Given the shameful differences in the academic outcomes and graduation rates of students of color compared to many Asian and white students, one would expect policies and practices related to students' race and ethnicity to be high on the reform agenda. Of course, there is widespread discussion of the "minority achievement gap," but solutions on the public agenda are invariably color-blind. It is widely assumed that what works for white and Asian American students will work for students of color-if only we did it more often.

We need, however, to recognize an inconvenient truth-that when it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter. Race and ethnicity influence teaching and learning in two important ways: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn and how much students are capable of learning.

Being more conscious of race and ethnicity is not discriminatory; it's realistic. Research on race- and ethnicity-related dispositions suggests that almost all of us, regardless of our skin color, are biased against, or at least relatively uncomfortable with, people whose race and ethnicity are different from our own (Greenwald, Pohlman, Uhlman, &amp; Banaji, 2007). Moreover, people of different races and ethnicities see the incidence of discrimination and the availability of educational and economic opportunity differently (McIntosh, 1988; Nieto & Bode, 2008; Sleeter, 1994).

Clarifying Terms

We use the expression race- and ethnicity-responsive rather than more comfortable terms like diversity or cultural responsiveness to draw attention to the importance of addressing issues related to skin color in improving students' learning opportunities. Also, when we focus on race alone, we sometimes see only black and white, neglecting the wide range of ethnicities in our schools and society.

Effective implementation of race- and ethnicity-responsive approaches to school improvement that benefit all students requires that educators take three steps.

Step 1: Understand how race affects teaching and learning.

Commitment to race- and ethnicity-conscious strategies for school improvement begins by understanding the influence of race and ethnicity on behavior and on attitudes about racial and ethnic differences.

There are three important lessons in this regard. First, differences among people to whom we assign racial and ethnic identities have no biological bases and are, instead, the product of socially constructed beliefs. When these beliefs disadvantage one group more than another, we can change them through social action. For example, one study found that teachers who became active in antiracist projects broadened their understanding and were able to use their new skills in creating affirming learning environments for all their students (Donaldson, 2001).

Second, most of us are not fully aware of our dispositions toward people of races and ethnicities different from our own (Ayres, 2001). Thus, we do not understand how others see our behavior or the extent to which latent beliefs shape our actions. Learning how to question our beliefs is essential.

Finally, despite progress in race relations, many people of color see their opportunities as limited and fear they will experience discrimination. Given years of neglect and discrimination in public education, these perceptions are neither surprising nor unwarranted. Nevertheless, communities of color have, in general, great faith that education is their best hope for improving their children's life chances.

Examining Some Common Nonproductive Beliefs

This first step involves looking at some common beliefs about teaching and learning that often undermine students' opportunities to learn but which we sustain because they seem sensible and are, in many cases, well-meaning.

To be fair to all students, one should be color-blind and ignore racial differences. To acknowledge that focusing on students' race or ethnicity affects how one should teach is to acknowledge that racial and ethnic discrimination has been, and continues to be, a significant influence on what and how students learn. This is not a comforting thought in a nation whose public stance is one of equity and fairness for all. Indeed, it is quite common to hear educators say that they are color-blind, as though this were a positive value. Although color-blindness is a good thing when it means that people do not discriminate on the basis of race, it can have negative consequences when educators refuse to see their students' racial, ethnic, cultural, and linguistic differences. Instead, teachers need to respect and build on differences to foster student learning.

One can build student self-esteem by reducing academic rigor. This particularly harmful belief leads to lowered expectations and, inevitably, to lower academic outcomes. Compelling evidence shows that when teachers hold high expectations for students who have been -alized by their schooling experiences, student learning is enhanced, as long as high expectations are linked to greater resources and support (Ferguson, 2004). Without appropriate support in place, the often-stated "all students can learn" is an empty slogan.

Teaching should be adapted to students' learning styles. A simplistic understanding of learning styles often leads to stereotypes about students from particular backgrounds, as though all students from a shared background learn in exactly the same way. Not only do students learn in different ways, but also students of color are often more dependent on school for learning howto learn than are more economically advantaged students who may have had more varied learning opportunities. Although differentiating instruction is important, ultimately teachers' misuse of the term learning styles may limit the cognitive development of students from disadvantaged groups.

Students must have good basic skills before teachers can engage them in more complex learning activities. This belief belies the reality that even the youngest students can learn complex material while at the same time developing basic skills. For example, in her thought-provoking book about her work with 1st and 2nd graders from culturally diverse backgrounds, Mary Cowhey (2006) shows that while the students were learning to read, write, add, and subtract, they were also having conversations about philosophy, learning about the civil rights movement, and even engaging in a successful voter registration drive-activities that not only are cognitively demanding but that also make the curriculum more pluralistic and engaging.

Step 2: Use race- and ethnicity-responsive teaching practices.

Despite the research-based and commonsense proposition that the key to effective schools is effective teaching-particularly in racially and ethnically diverse schools-public policy focuses more on teacher qualifications than on teaching quality. Efforts to improve teaching are often generic ("good teaching is good teaching") and typically are based on the idea that what works for one student works for another. A concomitant belief is that struggling students just need more of the same. Unfortunately, most measures of good teaching do not deal explicitly with culturally relevant pedagogy, in spite of the fact that research has documented that this approach to teaching can be effective with all students (Gay, 2010; Ladson-Billings, 2009; Murphy & Alexander, 2006).

Numerous researchers have investigated the kind of teaching that makes a difference, particularly for students whose culture, race, and language differ from the majority (Garcia, 1999; Gay, 2010; Haberman, 1988; Ladson-Billings, 2009; Michie, 2009; Nieto, 2003). The following practices illustrate the interdependence of good instructional practice and of caring and trustful relationships among students and teachers:

Respecting and being interested in students' experiences and cultural backgrounds.

Supporting higher-order learning (for example, engaging students in complex problem solving while developing basic skills).

Building on students' prior knowledge, values, and experiences.

Avoiding stereotyping of students.

Using ability grouping flexibly and sparingly.

Adapting instruction to students' semantics, accents, dialects, and language ability.

Applying rules relating to behavior fairly and sensitively.

Facilitating learning of challenging material by knowing how to deal with stereotype threat, that is, some students' beliefs that cultural myths about racial differences in abilities may be valid.

Engaging families directly in their children's learning.

Looking at School Culture

School structures, processes, and cultures affect student dispositions and their opportunities to learn. Under the best of situations, these racially and ethnically responsive conditions are aligned and reinforcing. The source of this coherence is a belief shared by teachers, administrators, and school staff that they have both the ability and the responsibility to significantly influence student learning, regardless of students' backgrounds.

We call such coherent sets of understandings and commitments race- and ethnicity-responsive school cultures. School practices in such cultures include targeted and flexible grouping for instruction; access to and support for learning high-level content (such as advanced placement courses); inclusive and affirming curriculums; and fair disciplinary rules and processes.

In schools with race- and ethnicity-responsive school cultures, teachers and administrators demonstrate respect and affirmation for their students' identities and experiences and make it clear that drive, or what Jaime Escalante called ganas -the desire and motivation to succeed-can overcome even brutal structural inequalities. Numerous studies have found this to be the case. For example, in a three-year investigation of academic achievement among Mexican American students in a Texas high school, Valenzuela (1999) located the problem of student underachievement not in students' identities or in family culture or poverty, but rather in uncaring school-based relationships and ineffective organizational structures.

Seeing Assets, Not Deficits

All students bring cultural values and experiences to their education, yet schools frequently disregard them, particularly teachers who are unfamiliar with their students' cultures. Gonzalez, Moll, and Amanti (2005) show teachers how to investigate, document, and use students' funds of knowledge -their experiences, skills, and competencies-through home visits and interviews with families. Teachers have found that families' competencies range from medicinal know-how to skills in arts and crafts to literary expertise to entrepreneurial knowledge, yet these funds of knowledge are frequently overlooked simply because of families' social class, ethnicity, or race.

A belief in students' identities also includes knowing something about their cultural and historic experiences. Working with a group of Latino and African American incarcerated young men, artist-educators Patty Bode and Derek Fenner developed a study of public murals and street art in the United States. They initiated the unit with Aaron Douglas's Harlem Renaissance era murals. Making authentic cultural connections to the artists and their work supported the young men's academic achievement; they expressed their learning in vibrant paintings, collages, and documentaries (Bode & Fenner, 2010).

But there is a danger in over-generalizing about cultural effects. What is needed instead is knowledge and awareness of the history and valued practices of students and their communities (Gutierrez & Rogoff, 2003). Therefore, it makes sense for teachers to learn about the students in their classrooms as well as about their families, prior experiences, cultural practices, and values.

Honoring Youth Culture

Many young people, regardless of their ethnicity or race, relate to today's youth culture; affirming this part of their identity is also a way of demonstrating a belief in students' identities.

For instance, in their research with high school students, Morrell and Duncan-Andrade (2002) used students' involvement with hip-hop culture to transform their curriculum and pedagogy and successfully engage students in literacy learning. At the same time, these researcher/ practitioners have taught urban high school students such texts as Beowulf, The Canterbury Tales, Othello, Macbeth, Hamlet, and the Odyssey because they believe that all students should engage with demanding material whether it is based on urban and popular culture or on canonical texts that can-and indeed must-be made relevant and exciting for students.

Teachers and schools can also show respect for students by involving them in classroom-based research. Using participatory action research as a pedagogical approach, researcher Jason Irizarry (in press) and a group of high school students with whom he was working conducted a two-year ethnographic study examining the policies and practices that affected their education experiences. Irizarry and his students created a curriculum that focused on learning about Latinos' historic struggle for equal education and on developing the skills needed to conduct research relating to Latinos' education experiences and academic outcomes.

Demonstrating skills that schools purport to be important-such as the ability to analyze information and use data to construct written and oral persuasive arguments-students presented the findings of their research as well as recommendations to inform school reform efforts at various conferences and professional meetings. Recommendations to teachers included holding students to high standards and providing supports for students to meet them, honoring students' cultural and linguistic diversity, and building mutually edifying relationships with students and families. Most notable, Irizarry and his students share this experience in The Latinization of U.S. Schools (in press), a book they wrote to inform the work of educators and policymakers.

Developing a Responsive School Culture

Changing a culture requires changing more than just attitudes and beliefs-it requires changing behaviors. Schools can accomplish this by focusing on the following practices.

Targeted Professional Development

People seldom believe in practices they don't know how to implement. It follows that urging teachers to have high expectations for themselves and students, without enhancing their expertise, is not only inadequate but may be counterproductive (Ferguson, 2004).

School-based professional learning communities can improve teaching and learning and lead to a fundamental change in teachers' work. To enhance their learning, teachers can, for example, shadow students during the day and do collaborative inquiry (Zemelman & Ross, 2009). By shadowing students, teachers can learn which content and activities most motivate students as well as how and with whom students prefer to learn. As a result, teachers could investigate what it would mean to create culturally responsive learning environments for particular students. Administrators could support teacher collaborative inquiry by providing needed resources, such as books and other materials, time before or after school, or simply moral support for teachers' work.

When schools examine data on student achievement, they invariably look at differences among racial groups-although they may not look beyond superficial categories of racial difference, such as Asian American or Latino. But, ironically, proposals for improvement seldom suggest that student difficulties could be related to race or ethnicity. Nevertheless, instruction that is unresponsive to such differences and to ethnicity-related tensions in schools and classrooms may partially explain low achievement.

Most schools are not characterized by open discussions of issues related to race and ethnicity. Educators may believe that focusing on race and ethnicity could be divisive and that strategies to enhance the achievement of students of color will undermine other students' learning opportunities. Yet such discussions are essential to a race- and ethnicity-responsive school culture.

Professional learning communities can provide the structure, shared respect, and trust needed for collaboratively addressing these issues. Although many teachers and administrators may be reluctant to focus on the thorny issues of racism and privilege, most students are eager to begin the conversation. One helpful resource for surfacing these issues in the classroom is Mica Pollock's Everyday Antiracism (New Press, 2008), which includes insightful essays by more than 60 researchers who each propose a single action that educators can take to counteract racism in schools and society. These include such actions as challenging cultural messages about who can and cannot do science and using photography to wrestle with questions of racial identity.

Witnessing Effective Practice

Seeing is believing. Teachers need opportunities to witness diversity-responsive practices. By closely and openly examining evidence on student performance, schools can identify teachers who are more effective than others with students of diverse backgrounds. In some cases, teachers will be more effective with students of one race than with students of another. School districts can identify people from whom and places in which others can learn, and they should provide time and resources to do so.

Engaging with Families

The families of students of diverse racial and ethnic backgrounds often feel unwelcome and uncomfortable in schools and can be reluctant to engage in the kinds of activities that schools sanction. As a result, teachers and other educators may conclude that these families do not value education. In fact, in general, African American, Latino, American Indian, and Pacific Island families have a great deal of respect for education and view it as the best way out of poverty and hopelessness (see Bouffard, Bridglall, Gordon, & Weiss, 2009).

Family involvement strategies that are responsive to racial and ethnic diversity reject the idea that language or cultural differences are insurmountable barriers. They encourage educators to

Learn about their students' families by communicating with them consistently and respectfully.

Learn about the communities in which they teach by becoming familiar with the community resources.

Learn to speak at least one of the native languages of the students they teach.

Learn how to engage families in their children's education in ways that enrich the curriculum, family support for learning, and teachers' knowledge of students.

Listen to what the families need and want for their children (Hildalgo, Sui, & Epstein, 2004).

Good for All

Often, schools -alize special efforts to meet the needs of students of racially and ethnically diverse backgrounds, treating them as actions that take time away from the central tasks of improving academic achievement.

But there is no zero-sum game here. Indeed, it is ironic that policies and practices that are particularly responsive to the needs of students of color are likely to be the best things we could do to enhance the learning of all students.

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Another Inconvenient Truth: Race and Ethnicity Matter

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Race and ethnicity affect how students respond to instruction and their opportunities to learn.

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This webpage underscores the pivotal role of digital inclusion in providing equitable access to technology for students, offering strategies for schools to address digital inequities and advocating for collaborative efforts among educators, policymakers, and communities to bridge the digital divide and foster equitable learning environments.

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The digital divide has long existed, but the global pandemic has illuminated this divide. In 2020, Common Sense Media and Boston Consulting Group reported that 15-16 million students lacked sufficient internet access or devices to participate in remote or online learning.

While we often focus on adequate internet access and devices, the digital divide encompasses more than equitable access to high-speed internet and powerful computing devices. It goes beyond this to include Digital Inclusion.

What is digital inclusion? The Digital Equity Act of 2021 defines it as:
The activities necessary to ensure that individuals have full access to and use of affordable information and communication technologies, including reliable broadband internet service; internet-enabled devices that meet the individual needs of the user; access to digital literacy training; and the applications and online content that enable and encourage self-sufficiency, participation, and collaboration.
Digital inclusion can not stand alone without digital equity; it takes equity a step further into digital literacy training and an individual's engagement utilizing the tools needed to fully participate in their classroom, school, and community. In other words, digital inclusion may be viewed by educators as the "teaching and learning" aspect of digital equity. As a district sets its vision for student success, digital equity and digital inclusion must be integrated into that vision to fully realize an equitable education for all students. When there are gaps in either of these areas, it creates a digital divide. This divide exists across the country for many students and their families.

Ensuring that digital access is available, leaders must also communicate a shared understanding around the possibilities for student learning. A clearly defined vision for how devices and expanded broadband access should augment and broaden students' learning opportunities helps district leadership teams to gain buy-in and support from stakeholders, including teachers, families, students, local officials, and the broader community. So what are the possibilities when it comes to full digital inclusion? It is when leaders move beyond boxes and wires and engage in conversations about TEACHING & LEARNING.

On its own, access to connectivity and devices does not guarantee access to engaging educational experiences or quality education. Without thoughtful intervention and attention to the way technology is used for learning, the digital use divide could grow even as access to technology in schools increases. (USDE Office of Ed Tech, https://tech.ed.gov/netp/learning/

As we look more closely at digital inclusion, the recent pandemic has highlighted students' need for devices that meet their learning needs and a skill set that includes the ability to engage in learning in new ways. Inside digital inclusion, we also see the need for educators to be well versed in utilizing digital tools to engage their students. So let's take a closer look at digital inclusion as we examine the teaching and learning aspect and explore what district leaders need to look for and include in their vision for student success.

TEACHING
As we work to get devices in the hands of students and ensure that there is adequate broadband coverage for them to participate in learning meaningfully, we must go beyond the devices and connectivity and look towards our instructional practices. Closing the digital equity gap isn't just about devices or connectivity; it is as much about teaching as it is about technology.

Educators skilled in technology integration are essential because technology can help teachers personalize instruction and engage students in more meaningful ways. In addition, district leaders must understand and value the digital integration and acknowledge the following as they craft their vision:

1. Training is often needed to support a teacher's expertise to integrate technology into learning effectively. Giving teachers time to explore the available technology resources in collaboration with their colleagues and how to utilize them plays an essential role in digital inclusion.

2. Teachers should be skilled and proficient at determining when technology will support learning and when it is not needed for a learning goal or impedes the learning process.

A few questions that a leader can begin with as you examine the teaching that is taking place in your district to determine your teachers' needs might include:

Do you have a district-wide LMS? If so, what training is available to support teachers in using it effectively?

Do you have feedback loops to gather information from teachers on their use of the LMS and their needs related to its use?

Do our teachers have training opportunities to grow their ability to utilize technology to teach both in-person and online effectively?

Foundational skills - using technology

Effectively blending technology into instruction, transforming pedagogy

Are digital tools being used in equitable ways? Do all students have equitable access to high-quality digital learning tools? (Are students just consuming information with the technology, or are they using technology to produce content and create products to showcase their learning?)

In addition, the ISTE Standards for Educators provide good support for leaders who want to identify the teachers' skills needed to engage students in meaningful ways with technology.

LEARNING
Closing the digital divide doesn't stop with access, robust devices and teachers who can effectively integrate technology into their instruction. Students should experience curriculum-rich opportunities that are meaningful and offer options that empower them as learners.

Accessibility: We must ensure that all members of school communities, including those that need additional support, can access essential learning experiences. This access includes but is not limited to students with disabilities and those who might need more help accessing and fully utilizing digital tools and software available to them.

Digital Literacy: Students must be supported to develop the digital literacy skills to navigate virtual learning environments.

Digital equity and inclusion ensure that students have the knowledge and skills to use technology for learning, frequently interact with robust and accessible content and programs, see their identities represented in and by the technologies they use and experience meaningful opportunities that empower them as learners.

The ISTE Standards for Students can also help educators understand and articulate the skills students need and the types of learning opportunities they must experience to close the digital divide. Finally, school leaders must consider how these standards align with their vision for teaching and learning or their portrait of a graduate profile.

To see how digital inclusion is prioritized within a school district, look at this video from Vancouver Public Schools in Vancouver, Washington. As you watch this video, look for the aspects of digital inclusion that include teaching and learning and observe Vancouver's work to close the digital divide for its students.

CoSN has additional Digital Equity resources at https://www.cosn.org/edtech-topics/digital-equity/

Nancy Magnum
CoSN Subject Matter Expert, Digital Equity

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Digital Inclusion: Key to Student Learning for All | CoSN

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The digital divide has long existed, but the global pandemic has illuminated this divide. In 2020, Common Sense Media and Boston Consulting Group reported that 15-16 million students lacked sufficient internet access or devices to participate in remote or online learning. While we often focus on adequate internet access and...

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This webpage discusses the significance of digital inclusion in education and emphasizes its importance in providing equitable access to technology for all students, offering insights into the benefits and challenges of fostering digital inclusion in schools.

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Equity in the experiences they have is an important element of education that's missing for too many K-12 students. Despite all of the advances in technology and the ability to seemingly create it for students more easily, many of them still suffer from a lack of inclusion when it comes to digital education-something that was also greatly exacerbated with remote instruction. As information and communications technology (ICT) continues to dominate the workforce, the resulting need for skills has become more urgent in education. That starts with improving digital inclusion and equity in the classroom. We need to do more to slim the starting with making digital inclusion a right, not a privilege.

Among all the technologies that help prepare students for the future, access to the Internet is probably the most important. It has obviously become the backbone for how individuals, companies, communities, and even the economy function optimally on a day-to-day basis. And, students can develop skills to maximize their efficiency by drawing on the power of the Internet. They also need assurance that they'll have access to this tool, which isn't always a given. Efforts to improve digital inclusion have been in the works for quite a while now, however. Most aim to address both digital literacy issues and that lack of access to ICT tools. Simply put, all students (and adults) should be able to access and use the ICT tools that are available.

Digital inclusion is important because it helps to ensure that all members of school communities, including any who might be at more of a disadvantage, are able to access key learning experiences. Digital inclusion should involve affordable and strong Internet service, Internet-connected devices, and even digital literacy training. Other elements that can help ensure true digital inclusion are quality technical support and online content that encourages self-sufficiency. Our reliance on these digital tools isn't going to drop off and this, of course, means that educational leaders need to do everything possible to equip K-12 students with the skill sets to contribute in a global society.

Once these plans are in place, school leaders then need to act on them with concerted integration efforts. Access to the Internet is the biggest digital inclusion need for students. So many school leaders, especially in rural areas, have had success with turning to mobile hotspots in some instances rather than overhauling their existing networks. These are key in schools or libraries because they help to provide that access 21st century students need. Besides that, another trend is the modernization of both school and public libraries. This enables them to offer free and reliable computer access to anyone in their community. In recent years, libraries have obviously become hubs for content creation, digital exploration, and even manufacturing. So, for educators looking to ramp up digital inclusion, focusing on the school library is a logical place to start.

As implementation unfolds, school leaders and educators quickly need to begin thinking about measuring its performance and impact. To do this, they need access to relevant data so they can see what's working, what's improved, and what may not be worth pursuing. For school purposes, it's very helpful to get an idea of how much time students can spend on the Internet. This sheds light on how much they rely on it in order to complete assignments. Finally, those at the forefront of digital inclusion efforts must deliver a consistent message about its importance. This helps make sure everybody has bought in to the improvement efforts. And, that sense of community can ensure that students and teachers consistently have digital needs met.

Essentially, we bring this up because we think that teachers could leverage some of the values the Maker Movement promotes in the same way when they try to maximize digital inclusion. The Maker Movement is for everyone-just like access to digital technology should be. If somebody can't find a natural way to join the Maker Movement, it's members of that community who help. Not that it's entirely up to them to ensure they have the tools to complete assignments and prepare for the future, but children do have a voice when it comes to their learning experiences. If students who can't always access technology discover a realistic solution, then that's great. In any case, utilizing the tools that they do have to create a solution is the ideal outcome and one of the principles of the Maker Movement.

Despite the general spirit of the Maker Movement, those with more means can access more innovative and powerful technologies. This is consistent with digital tools in school systems, too. Leaders from the affluent areas can provide better digital tools and more effective digital learning for their students. But, the question remains-money concerns aside-how school leaders can adopt those principles of the Maker Movement when they're unable to provide the best digital learning. Can they get by with simply promoting the values of creative thinking and innovative problem solving? Possibly. But, that will likely only get things so far. So, education leaders can perhaps find motivation from makers to discover a creative solution. We know that it's tough, but maybe there's a way in your school or district to try something inventive.

Digital equity isn't always solvable despite being pretty simple for many students, parents, and teachers to recognize when it's occurring. Unfortunately, some students fall behind in tech skills development because they don't always have access to the right technology. True digital inclusion, if we're being honest, involves more than just student access. Teachers need access to digital technologies as well. They might be behind in developing digital fluencies in various technologies, which we attempt to prevent from happening among students, and it could be for the same reason. Despite knowing these technologies can help their students, not all teachers have equal access. They may also need PD on how to properly use them in instruction.

On the other hand, if trying a BYOD program, be mindful that not all students have a device. Being one of the only students to show up without a device can make students feel insecure and cause them to regress socially and emotionally. As we alluded to, maker education could help students build up key skills and feel included-with or without technology. Everybody has the same ability to be creative and they could start to see this through the hands-on work. Finally, educators should keep in mind that some students may not be able to use a computer or the Internet to complete homework assignments. This is something they need to know about, which they can do by sending home surveys to parents. This also helps educators to be more mindful of how they teach and what they say in the classroom.

One of the reasons true digital inclusion across the board is this tough is because students are so diverse. This means that the pedagogical methods teachers use are often intended to embrace this diversity, which is tricky to accomplish. For educators to understand how each student will navigate their learning process and arrive at desired learning outcomes, they'll need to first understand their learning characteristics. Kids may have some experience using digital media, though that experience will vary. Some of them might only get it in school, so much of their digital media exposure may be educational. Others may only access it at home, so much of their exposure could be, well, the exact opposite of educational. Finding a balance and helping students realize that they could be using technology for learning is one road to take.

Studies show that certain factors contribute to some children having lower amounts of digital literacy than their peers. They are generally made up of things they can't control, like gender and geographical location. We don't want to stereotype, but it's logical that students who live in more densely populated or rural areas won't have as much exposure to technology outside school. This could lead to them coming to school with lower levels of technology fluencies while peers are at higher levels. Different groups of children will always interact differently with technology, which is important for educators to recognize. The optimal pedagogical approaches and an up-to-date understanding of each students' comfort levels helps teachers to use where their students are as a starting point. From there, they can build on these proficiencies until their classroom reaches true digital inclusion.

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Digital Inclusion: Why Is It So Important In Education?

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Digital inclusion has become increasingly vital and, when not equitable, it's extremely noticeable. Here's why it's key and how to attain it.