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Topic: Racial and Cultural Equity Training for Public School Board Members 

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Topic: Racial and Cultural Equity Training for Public School Board Members 

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Quanice G. Floyd
EDUC 815
Winter 2018
Drexel University
Email: qgf23@drexel.edu

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The purpose of this research is to survey school boards nationally to see how their experience in cultural equity impacts their decision making. Information from the research will be used to create a national standards in cultural equity training for school boards

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Just as towns and cities across the country are grappling with racial and ethnic tensions and divisions, schools and districts, too, are trying to figure out how to help students navigate these same conflicts (Zardoya, 2017). Beginning as early as preschool, race and gender are intervened with the way US schools mete out discipline (Gregory & Fergus, 2017). As the public education student population becomes more diverse, the need for inclusivity and equity in schools is vital. To achieve the equity mission of public schools, all school district employees have a role in coproducing education (Miles, 2013). Although, a lot of the pressure for equity weighs on the school district employees, school board members have a lack of training within the realm of educational equity.

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As a school population continued to become more culturally and racially diverse, public schools must become more and more intentional about breaking down systems that harm the students in which they are educating. Currently, there are plenty of trainings happening on a school and central office level but there is a lack of training in cultural and racial equity from the school board level.

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This study will contribute to the dismantling of systems within public education in the United States from the lens of the school board. The outcomes will be to create a framework around racial and cultural equity training for school boards.

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Just as towns and cities across the country are grappling with racial and ethnic tensions and

divisions, schools and districts, too, are

trying to figure out how to help students navigate

these same conflicts (Zardoya, 2017).

Beginning as early as preschool, race and gender are intervened with the way US schools mete out discipline

(Gregory & Fergus, 2017). As the public education student population becomes more diverse, the need for inclusivity and equity in schools is

vital. To achieve the equity mission of public schools, all school district employees have a role in coproducing education

(Miles, 2013). Although, a

lot of the pressure for equity weighs on the school district employees, school board members have a lack of training within the realm of educational equity.

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Racial Equity - “Racial equity is about applying justice and a little bit of common sense to a system that’s been out of balance.  When a system is out of balance, people of color feel the impacts most acutely, but, to be clear, an imbalanced system makes all of us pay.” - Center for Social Inclusion President Glenn Harris
Institutional Racism - intentional or unintentional combination of racial prejudice and power which results in systemic, specific institutional policies and practices that are manifested in different, disproportionate, and/or inequitable outcomes for different racial groups (Miles, 2013)

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Continue Research
Create criteria of school boards for surveying
Create board framework of training in cultural equity

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o   How can school board training in equity contribute to the dismantling of euro-centric public school ideals?

o   What are the effects of training equity to school board members to their decisions?

o   Can school board members be trained in equity?

o   By training school board members in equity, will this create further opportunities for school districts to create equitable practices?
o   What does racial and cultural equity training for school board members look like?

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As far as I have researched, this are no specific literature that addresses racial and cultural equity trainings in school boards. Most of the research I found examines racial equity from a school and district (central office) level.