# data[].attributes.headline
Principles of Inclusion, Diversity, Access, and Equity

# data[].attributes.subject
Principles of Inclusion, Diversity, Access, and Equity

# data[].attributes.body
Jouranl Article on Inclusion, Diveristy, Access and Equity

# data[].attributes.attachment_link.readable_text
Steven Covey, the author of The 7 Habits of Highly Effective People, wrote that "[s]trength lies in difference, not in similarities" [a 1]. Over the last several decades, there has been a major effort made to initiate changes in policy, practice, and programs that address persistent gender disparity and other issues related to the sociocultural context of the practice of medicine [ 1]. Consider that, in 1960, only 1044 women applied to US medical schools and that, of these, 600 were accepted. Women composed 7.3% of applicants and 7.0% of accepted students. Since 1972, when Title IX of the Education Amendments became law, prohibiting discrimination on the basis of sex for educational programs that received federal funding, including postsecondary programs [ 2], medical schools have been close to gender parity at the student level, but women physicians continue to remain underrepresented in certain specialties and subspecialties, in healthcare leadership positions, and in the higher ranks of academia, despite the fact that over one third of the physician workforce (36%) is composed of women [ 1, 3-6].

Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) healthcare providers and healthcare providers with disabilities continue to face multiple specific challenges and general work-related stressors and biases. These biases include being passed over for promotion, tenure, and leadership opportunities; being denied referrals from heterosexual colleagues; social ostracism; and subjection to derogatory comments and behaviors in the workplace from both coworkers and patients [ 7-12]. To address some of the biases and disparities encountered by disabled healthcare providers and LGBTQ+ healthcare providers and patients, many healthcare institutions and medical schools have started to implement formal diversity training and LGBTQ+ health education into their curriculum; however, information on the impact of this training remains largely unknown [ 10, 13-16].

In recent years, diversity has been embraced as a core value and fundamental priority across the different fields of medicine, science, and technology. In 2016, in a presidential memorandum, President Barack Obama stated that "[r]esearch has shown that diverse groups are more effective at problem solving than homogenous groups, and policies that promote diversity and inclusion will enhance our ability to draw from the broadest possible pool of talent, solve our toughest challenges, maximize employee engagement and innovation, and lead by example by setting a high standard for providing access to opportunity to all segments of our society." This resulted in the creation of the Diversity, Equity, and Inclusion in Science and Technology: Action Grid, a collection of key actions and sample strategies on how to promote diversity and inclusion in the science and technology workforces, through the White House Office of Science and Technology Policy [ 17-19]. Even though diversity in the healthcare, science, and technology workforce has been recognized as critical for the advancement of patient care and scientific research agendas, there continues to be a significant lag in the areas of inclusion, equity, and access, especially for women, underrepresented minorities, LGBTQ+ persons, and persons with disabilities.

There are many definitions and principles of inclusion, diversity, accessibility, and equity (IDA&E); however, the establishment of IDA&E within an organization is not a one-size-fits-all approach, and the definitions and principles that are adopted need to reflect what works for that organization. The Infectious Diseases Society of America (IDSA) comprises almost 12 000 active members, the majority of whom also represent membership in the sister societies of the HIV Medicine Association, the Pediatric Infectious Diseases Society (PIDS), and the Society for Healthcare Epidemiology of America. To be a leader in the field of infectious diseases, the IDSA (including its sister societies), needs to be committed to the full integration and practice of the principles of IDA&E at all levels of the organization. Below are definitions and principles of IDA&E and some reasons that they are important to the mission of IDSA.

INCLUSION

Inclusion refers to the intentional, ongoing effort to ensure that diverse people with different identities are able to fully participate in all aspects of the work of an organization, including leadership positions and decision-making processes. It refers to the way that diverse individuals are valued as respected members and are welcomed in an organization and/or community. Verna Myers stated that "[d]iversity is being asked to the party. Inclusion is being asked to dance" [ 20].

Respecting and celebrating the diverse and rich pool of talent that the members of IDSA bring to the organization and promoting the participation of these individuals at all levels of IDSA will strengthen the organization. This will occur by using the talents and skill sets of its members, fostering collaboration with other societies, and creating a welcoming environment to attract the best and the brightest to the field of infectious diseases. IDSA needs to work on addressing gaps in its membership data and focus on obtaining information in areas for which data is lacking (eg, LGBTQ+ members, members with disabilities, and underrepresented minorities). This will provide information about areas where work is needed as well as more accurate information regarding membership demographic characteristics. The goal is to have all members being "asked to dance."

DIVERSITY

Diversity is defined as the presence of differences within a given setting. This may include gender, race, ethnicity, religion, nationality, sexual orientation, place of practice, and practice type. It is the way people are different and yet the same at the individual and group levels. Organizational diversity requires examining the makeup of a group to ensure that multiple perspectives are represented.

Recognizing the power that a diverse membership brings to an organization and implementing this diversification at all levels of IDSA will allow for increased creativity and innovation, promotion of leadership opportunities, and enhancement of opportunities for growth. IDSA needs to focus on further diversifying its membership by partnering with other healthcare societies whose practitioners are specialized in infectious diseases (eg, advanced practice nurses, pharmacists, clinical microbiologists, and foreign medical societies). This will allow IDSA to lead the way forward as a medical society that embraces and uses the talents of its membership to ensure that the most culturally competent and highest-level care is provided to the diverse patient communities that its members are privileged to serve, as well as to maintain the highest ideals and standards in the performance of all areas of research.

ACCESS

Access/accessibility refers to giving equitable access to everyone regardless of human ability and experience. It refers to how organizations encompass and celebrate the characteristics and talents that each individual brings to the organization. It is about representation for all.

By consciously providing access to all opportunities among its membership, IDSA will be able to harness the incredible pool of talent that its members bring to the organization. This will eliminate real and perceived barriers and cultivate, develop, and advance the talent pipeline.

EQUITY

Equity refers to an approach that ensures that everyone has access to the same opportunities. It recognizes that advantages and barriers exist and that, as a result, everyone does not start from the same place. It is a process that begins by acknowledging that unequal starting place and works to correct and address the imbalance. Equity ensures that all people have the opportunity to grow, contribute, and develop, regardless of their identity. Basically, it is the fair and just treatment of all members of a community. It requires commitment and deliberate attention to strategic priorities, resources, respect, and civility, with ongoing action and assessment of progress toward achieving specified goals.

Intentionally recognizing and celebrating the diverse strengths of our membership and the incredible advantages that this holds, IDSA must be committed to cultivating and promoting equal opportunity for all its members to contribute to its growth and development.

IDSA is a proven leader and staunch advocate for the highest standards in the practice of infectious diseases. For IDSA to continue to grow as an organization and advance the field of infectious diseases, the principles of IDA&E need to be consciously and intentionally implemented at all of its levels. The field of infectious diseases, the research agendas, and the communities of patients to which we provide care are broad and diverse in multiple different facets. Hence, the members of IDSA and the missions and goals of the organization should reflect this diversity.

Notes

Supplement sponsorship. This supplement is sponsored by the Infectious Diseases Society of America.

Potential conflicts of interest. Author certifies no potential conflicts of interest.

All authors have submitted the ICMJE Form for Disclosure of Potential Conflicts of Interest. Conflicts that the editors consider relevant to the content of the manuscript have been disclosed.

References

# data[].attributes.attachment_link.title
Principles of Inclusion, Diversity, Access, and Equity

# data[].attributes.attachment_link.description
Steven Covey, the author of The 7 Habits of Highly Effective People, wrote that "[s]trength lies in difference, not in similarities" [a 1]. Over the last several decades, there has been a major effort made to initiate changes in policy, practice, and programs that address persistent gender disparity and other issues related to the sociocultural context of the practice of medicine [ 1].

# data[].attributes.headline
Taking Advantage of Diversity within the Classroom

# data[].attributes.subject
Taking Advantage of Diversity within the Classroom

# data[].attributes.body
Journal Article on of understanding and Taking Advantage of Diversity!! Students are to read this peer-reviewed article on Diversity

# data[].attributes.body
Teachers may also create strategies that encompass the whole school community. For example:

Parade of Nations: Students will be encouraged to come to school in the native dress of their country and march in a parade carrying their country’s flag.

World Culture Day: This day is  devoted to learning about different countries and their cultures. In this activity, classes will visit a selection of the countries offered and learn about their culture.

Show and tell: Students share some information about their countries. They may talk about their language and its components using language based games, construct a model of an item associated with their country, play a cultural game, sing a song or make or play an instrument native to the country, or share traditional food.

# data[].attributes.body
In this activity, students will define respect and explore its relationship to definitions and examples of prejudice, bias, racism and stereotype.

1. Ask the students if any of them can curl their tongue. (The ability to curl the tongue is a genetic trait) Show the students who are able to curl their tongue that you are impressed and respectful of their ability. Then, ask them how they feel about your obvious bias toward people with this trait.

2. Write the word respect on the board. Tell the students that respect can apply to one's self, to others, and to the environment. In this lesson, they will be learning aspects of self-respect and respect to others.

3. Under the word "respect," construct a table with two columns. Column heads should read "Looks Like" and "Does Not Look Like." Ask the students to brainstorm words or phrases to complete the table. For example, bias, prejudice, stereotype, and racism go under "Does Not Look Like”.

4. Divide the class into small groups and give each group dictionaries. Assign each group one of the four words. Ask the group to write down a definition using their own words, and to decide if any other words or phrases from the table might fit their word's definition.

5. Allow students to share their findings. Encourage them to come up with examples of prejudice, stereotype, racism, and bias.

# data[].attributes.body
Use a globe or flat map on a daily basis to help your class understand how big the world is. Take a cue from Jules Verne's Around the World in Eighty Days and take your class on a pretend trip around the world. Discuss the various landforms you'd have to cross to get to each destination, and create a thematic unit for each country "visited." Because Around the World in Eighty Days is a long, advanced book, it may not be suitable for younger children, but your school's librarian can recommend a variety of age-appropriate travel books for your class.  The key is to stimulate your students' interest in exploring the world and its various cultures.

# data[].attributes.body
Consider serving different types of bread as a snack in your classroom to promote cultural awareness and food experimentation. This is a simple introduction to global food studies. While you're eating croissants, pitas, tortillas, matzo, and dark breads, have a class discussion about who eats these breads and where they're most popular. Then, enlist the help of your parents in putting together a globally inspired potluck lunch. Students should bring a dish or dessert that represents their heritage. Discuss the origins of each dish as you partake in this feast. Collect the recipes from each family after the potluck, compile them, and send a multicultural cookbook home with each child.

# data[].attributes.body
Begin every morning with a multicultural greeting to my students. Every month choose a simple phrase from a new language and greet the class with it. Repeating these phrases for the month is a fun way for students to learn a bit of a foreign language.

Examples:

August: "Hello" (English)

September: "Buenos dias" (Spanish)

October: "Bonjour" (French)

November: "Shalom" (Hebrew)

December: "Jambo" (Swahili)

January: "Huanying" (Chinese)

February: "Guten tag" (German)

March: "Konnichiwa" (Japanese)

April: "G'Day mate" (Australian English)

May: "Goed dag" (Dutch)

# data[].attributes.body
Post Ten Pictures that describes you and your family

# data[].attributes.body
All the family and friends Come out to share with Gadsden City as we partake in the Hispanic Heritage Festival!!!!!

# data[].attributes.headline
12 Things Equity-Focused Teachers Should Be Saying to Students this School Year

# data[].attributes.subject
12 Things Equity-Focused Teachers Should Be Saying to Students this School Year

# data[].attributes.attachment_link.title
12 Things Equity-Focused Teachers Should Be Saying to Students this School Year

# data[].attributes.headline
Promoting equity in K-12 for school leaders

# data[].attributes.subject
Promoting equity in K-12 for school leaders

# data[].attributes.attachment_link.readable_text
What is equity?

Though they sound like synonyms, equity and equality are not the same. While every student should have equal access to resources, communication outlets, and services, equity presents itself as a more complex goal.

"Should per-student funding at every school be exactly the same? That's a question of equality. But should students who come from less get more in order to ensure that they can catch up? That's a question of equity."

"Equality means giving everyone the same resources, equity means giving each student access to the resources they need to learn and thrive."

This popular graphic offers a somewhat fair representation of equity, though it is important to that the image implies that students in low-income and marginalized communities need more resources in their schools because they are inherently less academically capable.

"But that is not why the so-called "achievement gap" exists. As many have argued, it should actually be termed the ' opportunity gap ' because the problem is not in the abilities of students, but in the disparate opportunities they are afforded. It is rooted in a history of oppression, from colonization and slavery to ' separate but equal ' and . It is sustained by systemic racism and the country's ever-growing economic inequality . This metaphor is actually a great example of deficit thinking - an ideology that blames victims of oppression for their own situation."

Equity focuses on closing achievement and opportunity gaps and fighting implicit bias. Equity means recognizing that power imbalances exist within both historical and modern contexts of race, ability, gender, sexual orientation, financial background, upbringing, etc., and accounting for these difference in order to improve the education and daily life of the maximum number of students. This means accounting for and better supporting individual differences because some students do need extra attention or allowances to overcome setbacks in their personal life and/or long-standing systems of oppression.

Rules such as a blanket punishment for tardiness or absence or equal one-on-one time with a teacher can be inequitable when taking into account students' potential individual reasons for needing extra support. Meanwhile, practices like dress codes (including hairstyle) that present a double standard based on race, gender, or body type can, by definition, be discriminatory.

Let students and staff feel free to share

It is important to establish equity as a consistent annual goal and to hire teachers who come from diverse backgrounds and are able to relate to and work with all types of students. When equity is part of a school's mission and strategic plan, it becomes easier to brainstorm, share, and unravel its many layers.

The best leaders value , promote discussion, and treat everyone with respect. While this seems like obvious common courtesy, equity leaders know that they must truly hear, not just casually accept, other people's' stories and work as allies to bring their neighbors into positions of power. Equity involves giving a voice to marginalized groups or individuals. This means allowing discussion, dissent, and even anger to be expressed. While one person may feel briefly uncomfortable when confronting their , another has felt excluded, unheard, unsafe, judged, and/or objectified in minor or major ways, for years.

Fighting for equity does not mean just representing minority voices, but holding the door open for adults and students to advocate for themselves and relate their own experiences. It means diving into self-reflection and societal issues in order to offer solutions that outpace well-meaning but ultimately unhelpful statements such as "I don't see race/gender," "LGBTQIA students don't need special treatment because gay marriage is legal/we are all the same," or "we don't need feminism because women have equal rights."

Principals should serve as a model

Have an everyday commitment to equity, making sure to swiftly and responsibly address issues like bullying, racial and gender stereotypes, unique individual financial challenges, and housing instability, as well as the variety of personal backgrounds that staff and students bring with them to school, ranging from trauma and mental health concerns to unique immigrant experiences. Acknowledge that it may have taken a lot of courage for someone to speak up. Provide platforms such as town halls to encourage discussions with parents, stakeholders, students, and staff. Celebrate diversity while steering clear of sculpting a culture that demands assimilation.

"At its foundation, school leadership for equity is grounded in efficacy, action, and reflection... Leaders for equity are educators who gracefully stand for others, demonstrate courage, and take risks to forge improvement. They are grounded by the confidence that they are doing the right thing. They participate in reflection on their practice in accord with others. Leaders for equity are focused on the significance of their work and are motivated by learning in action."

Address differences and answer questions

Students and staff have a right to study and work in an environment free of discrimination and harassment, but equity goals might sometimes be misunderstood as striving for "political correctness." Education leaders should know how to confront common and basic misconceptions.

For example, someone may argue that equity is divisive. You can answer that it creates an understanding, inclusive environment where people are encouraged to speak up about unique experiences, from which others can learn patience, understanding, and compassion. Honest discussion, especially for older students, allows participants to break long-held silences on unpleasant truths and systems of oppression that may be overlooked or ignored by those who do not experience their repercussions firsthand and/or seek to uphold a status quo. If disagreements arise, they should be treated as a learning tool; conflict is a natural part of the discourse.

It is also important to create support networks for students who have faced bullying and/or allow students to form groups like Black student unions or LGBTQ clubs, where students can more exclusively discuss shared concerns. This source points out that

"there is an important difference between being surrounded by people who share your experience and being surrounded by people who are simply open to, or accepting of it. The criticism of closed or designated spaces almost always ends up prioritizing privileged perspectives and feelings. Real allyship means accepting that sometimes you are not wanted or needed, and taking direction from the people you are committed to supporting rather than prioritizing your own interests or comfort."

Foster a community where students and staff feel free to bring up nuanced histories and build solutions.

What can ACSA regions do to support the work around equity and diversity?

Be familiar with the strategic plan as well as the equity action plan.

Ensure that equity is an ongoing agenda item through articles, data, and best practices.

Ensure an effective level of communication amongst all region members to share best practices.

Frequently review and discuss by-laws to ensure that equitable practices are being carried out for all members.

Create networking events that foster relevant PD and networking opportunities for leaders of color as well as leaders who serve students of color. Due to the barriers stemming from stereotypes and implicit bias, leaders of color often need allies to stand shoulder to shoulder in the trenches and be a voice to enlighten others about their experience.

Provide scholarships to members to attend ACSA PD and training sessions on equity topics.

Develop a strong student charter to enable a systematic process for future ACSA leaders.

Ensure legislative advocacy among region leadership to increase the involvement of members in order to influence "real" change in educational policy for students.

Encourage members' involvement in committees and councils.

Bring acquaintances and peers to ACSA events for more new perspectives on equity issues.

It is imperative for district leaders to provide staff with access to training that focuses on equity and on helping communities reach their full potential of becoming fully safe environments where personal and individual growth is valued, while injustice, discrimination, distrust, and violence are put down.

Some necessary initiatives:

Provide support for improving the capacity of teacher education programs. Teachers need to know how to provide rigorous, relevant, hands-on, and responsive instruction to low-income students of color and English Language Learners.

Provide funding for at least 10 days of professional development each year. As all high achieving nations do, the U.S. federal and state governments should fund learning time for teachers. Schools should have the flexibility to determine how to use this time.

Support high-quality professional development in the specific areas in which teachers need to be effective. This includes increasing support for sustained, curriculum-focused professional learning institutes as well as coaching models that help teachers put ideas into practice.

Support training for professional development providers and mentors to ensure they learn about successful methods of teaching students of color and English language learners. Such training should include teachers helping other teachers acquire these skills.

Provide time for planning and collaboration so that teachers can develop coherent, high-quality curriculum and learn from one another... Principals need to know how to plan PD, redesign school organizations, and manage a change process. In addition, they need to know how to organize staffing and teacher time to reduce class size, create teams, incorporate advisory systems, and provide time for collaboration and professional learning opportunities. Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T. (2007).

There is more to discover about equity goals and issues that will not be solved overnight. Perhaps you agree that the role of education is to give children experiences that are within what they are able to accomplish with assistance, as opposed to without, thereby maximizing their individual learning; this is theZone of Proximal Development theory. You can also read this article on competency education and equity, andthis article for 6 ways teachers can promote equity in their classroom. ACSA is dedicated to providing K-12 administrators with relevant content and building events that focus on today's most important school administration issues. Become a member and join us for our world-classLeadership Summit , Every Child Counts Symposium, professional development events, one-on-one mentorship program, ongoing Equity Project, statewide advocacy efforts, members-only, and much more. You can find ACSA's equity mission, services, and more on this webpage . On , you can watch ACSA video stories, keynote speaker interviews, and event recaps all about equity. ACSA has recently partnered withGeneration Ready to create monthly EdEquity Twitter chats. Join us by using #EdEquity to participate in real-time interviews with equity experts who will be answering relevant questions and sharing their knowledge.

# data[].attributes.attachment_link.title
Promoting equity in K-12 for school leaders

# data[].attributes.attachment_link.description
What is equity? Though they sound like synonyms, equity and equality are not the same. While every student should have equal access to resources, communication outlets, and services, equity presents itself as a more complex goal. "Should per-student funding at every school be exactly the same? That's a question of equality.

# data[].attributes.headline
Why is diversity important in education?   

# data[].attributes.subject
Why is diversity important in education?   

# data[].attributes.body
Students will write one paragraph explaining what diversity means to them