2016 Summer Seminar: Diversity in Education, June 13-16, 2016, University of Puerto Rico, Río Piedras.

1. Jan Perry Evenstad, Ph.D.
Associate Professor
Metropolitan State University of Denver
June 14, 2016

2. › 1. What piece of the 1964 Civil Rights legislation protects students from
discrimination based on race, color, and national origin?
› 2. One way disparate patterns of race plays out in schools is:
› 3. Language discrimination in schools is also covered by?
› 4. List three ways bias shows up in classrooms.
› 5. How can teachers still use materials that may be biased in teaching?
› 6. Why was Title IX of the 1972 Education Amendments passed?
› 7. In what way can bullying become a civil rights issue?
› 8. What piece of legislation has been passed that can protect transgender
students?
› 9. Have you been informed on your campus about the policy and procedures
needed in reporting sexual assault?
› 10. Do you know who your school or district Title IX Coordinator is?

3. ›Who you are?
›Who I am?
› Jan Perry Evenstad, Ph.D.
› Associate Professor Secondary Teacher
Education
› Metropolitan State University of Denver

4. Pre Assessment
Who is here?
Objectives
Overview of Civil Rights Obligations
Activity: Startling Statements (about civil rights legislation and GESA)
How Civil Rights Legislation can help to create an equitable and ethical multicultural classroom
What the current research says about inequities in classroom (GESA)
What teachers can do (GESA Overview)
Activity: Bingo
Reviewing materials for bias
How reviewing materials for bias can promote multiculturalism in classrooms
Post Assessment
Questions, Answers, and Comments

5. › Participants will be able to identify civil rights laws that
promote equity in schools
› Participants will be able to identify how bias and inequities
show up in classrooms (GESA)
› Participants will be able to identify ways to evaluate
materials for bias
› Participants will be able to identify famous Puerto Rican
Women

6. › Civil Rights Act 1964
› Bilingual Education Act 1968
› Title IX 1972
› Lau v. Nichols 1973

7. › Title VI and Race, Color and National Origin
Discrimination
› Title VI of the Civil Rights Act of 1964 protects people from
discrimination based on race, color or national origin in
programs or activities that receive Federal financial assistance.
› Title VI states that:
› No person in the United States shall, on the ground of race, color, or
national origin, be excluded from participation in, be denied the benefits
of, or be subjected to discrimination under any program or activity
receiving Federal financial assistance.

8. › Race discrimination involves treating someone (an
applicant, employee, or student) unfavorably because
he/she is of a certain race or because of personal
characteristics associated with race (such as hair texture,
skin color, or certain facial features).
› Color discrimination involves treating someone unfavorably
because of skin color complexion.
› http://www.eeoc.gov/facts/fs-race.html

9. › National origin discrimination involves treating
people (students or employees) unfavorably
because they are from a particular country or
part of the world, because of ethnicity, the
language they speak, an accent, or because
they appear to be of a certain ethnic
background (even if they are not).
› Title VI of the 1964 Civil Rights Act protects
you
› http://www.eeoc.gov/laws/types/nationalorigin.cfm

10. › Bilingual education focuses on instruction in two
languages, including the student’s home language as well
as English. Bilingual education provides instruction in
students’ native languages while simultaneously helping
them to achieve English proficiency or bilingual fluency.

11. › The Court decided that since the students could not read
or speak English proficiently, the SFUSD had denied them
their right to equal educational opportunities as required
by Section 601 of the Civil Rights Act of 1964. Consistent
with the Court’s approach of seeking to avoid
constitutional grounds in reviewing disputes, Section 601 of
the Civil Rights Act was the sole basis on which it resolved
Lau. According to Section 601, individuals may not be
discriminated against based on race, color, or national origin
in any program or activity receiving federal financial
assistance.

12. › The failure of some school districts to provide equal educational
opportunity for national origin minority students who have a limited
proficiency in English.
› The discriminatory assignment of minority or students of color to
classes designed for students who are mentally disabled.
› Number of students of color or because of race have been
disproportionally disciplined, suspended or expelled
› http://civilrights.findlaw.com/discrimination/race-discrimination-in-education.html#sthash.RiKSOQ3d.dpuf

14. The College Board (2000) has defined Education Equity
“True educational equity is not the same as equality. It is
much more. In decisions regarding educational equity the
following must be met:
Access – an equal opportunity to gain entry
Process – a state beyond nondiscrimination that is
characterized by fair and just, but not identical treatment
Outcome – all students are provided educational experiences
that ensures the achievement of certain uniform goals and
objectives.”
Equity exists when there are no systematic differences in
the distribution of conditions, practices, and results based
upon race/ethnicity, gender, English-language proficiency,
socioeconomic status, or any other relevant characteristic.

15. › Incorporates the idea all students regardless of their race,
gender, sexual orientation, social class, ethnicity or cultural
characteristics should have _equal opportunity to learn in
schools. And schools must reform to make this possible.
James Banks

16. When you hear Title IX

17. 17
› No person in the United
States shall, on the basis
of sex, be excluded from
participation in, be denied
the benefits of, or be
subjected to
discrimination under any
education program or
activity receiving Federal
financial assistance

18. › Admissions
› Access to courses
› Recruitment
› Financial aid
› Counseling & guidance
› Discipline rules & policies
› Classroom assignment
› Grading
› Vocational education
› Recreation/Co-curricular
› Physical Education
› Athletics
› Housing
› Pregnant & parenting
› Employment
› Sexual harassment
› Transgender
TITLE IX
› Admissions
› Access to courses
› Recruitment
› Financial aid
› Counseling and guidance
› Discipline
› Classroom assignment
› Grading
› Vocational education
› Recreation
› Physical education
› Athletics
› Housing
› Employment
› Harassment (race & national origin)
TITLE VI

19. 19
Self-Evaluation
Remedial and Affirmative Action
Designation of a Responsible Person
Development of Grievance Procedure
Dissemination of Policy
Policy Announcement of Compliance

20. 20
Do you know who your
district Title IX
Coordinator is?

21. 21

22. 22
›Preventive
›Promotional
›Eliminating Bias
›On-going

23. 23

24. 24
Sex (Title IX)
Race
National Origin
Disability
Age
Harassment (race, gender, national origin, disability)
Sexual Orientation

25. › Are protected under Title IX
– Gender identity
– Gender non-conformity
– Gender harassment
– Facilities (locker rooms and bathrooms)
May 13, 2016 Dear Colleague Letter
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-
title-ix-transgender.pdf

26. 26

28. What is Generating Expectations
for Student Achievement (GESA)?

29. › 1. During the average class session ____% of students receive no instructional contact
or interaction from the teacher. (Instructional Contact)
› 2. Do males or females have more instructional contact with the teacher? _____
(Instructional Contact)
› 3. Who is more likely to be identified for special education programs? Males or
females? ____ (Grouping and Organization)
› 4. What is the amount of time a teacher usually waits for a student to answer a
question? ____ seconds or minutes (Wait time)
› 5. Who receives the most referrals to the office for disciplinary infractions? Males or
females _____ (Discipline/reproof)

30. › 6. Who is more likely to repeat a grade? Males or females (Self-esteem)
› 7. Who takes more math and science courses in high school? Males or females ____
(Self –esteem and grouping and organization)
› 8. Overall, who receives higher scores on college entrance examinations like the ACT or
SAT? Males or females _____ (Evaluation & performance)
› 9. On average, who receives better scores in reading and writing at the elementary
level? Males or females _____ (Evaluation & performance)
› 10. Who is your district Title IX Coordinator __________________ and why do you need to
know this?

31. › Reduce disparity in teacher-student interactions
› Increase student achievement
› Increase use of non-stereotypical behaviors, materials, and
activities

32. › GESA was conceived by Dr. Dolores Grayson and Dr. Mary
D. Martin in 1977. The program was researched and
developed over a 6-year period from 1977-1983. GESA was
piloted in five L.A. country school districts during the 1983-
84 school year.

33. › 1. People’s expectations about themselves and others
shape their expectations for themselves and others
› 2. Perceptions and expectations combine to determine
how people act in any given situation.
› 3. An influential person’s perceptions, expectations, and
behaviors (words and actions) have a direct impact on
achievement, success, and/or productivity

34. › In your small group, list the behaviors teachers
use with students they expect the most of.

35. Achievement
Success
Productivity
Behaviors
Perceptions Expectations

37. Most exciting and consistent findings:
› All students gain
› The students identified in greatest need are the students
who gain the most; consequently, the learning gap between
specific groups narrows

38. Persistent problem areas:
› Issues pertaining to education equity are not perceived to be
of critical concern to large numbers of educators,
researchers, and policy makers
› There is a lack of willingness to invest the time, money and
effort needed to implement an effective approach to
achieving success for all students

39. › GESA is designed to extend over several months
› GESA is basic classroom action research
› GESA focuses on specific, observable teaching behaviors
(peer coaching model)
› Observations are a major component

40. › Changing deep seated attitudes is difficult
› Doing is more effective than talking
› Teachers can reinforce each other in the change process
› Teachers can learn from observing and being observed by
their peers

41. › P
› E
› R
› C
› E
› N
› T
› I
› L
› E
100
90
80
70 16 point
gap
60 25 point
gap
50
40
73
48
67
1984 - 1985 1989 - 1990
Source: GESA (Prince George’s County, MD. Dr. Daniel Saltrick)
83

42. › Paying attention to instructional interactions vs behavior
modification
› Using Wait Time with everyone, now count, 1 thousand 1, 1
thousand 2….to 5!
› Use physical closeness (arms length away) with everyone
for positive reinforcement and behavior correction

43. › Room arrangement, switch it up, and create cooperative
learning groups
› Reflective listening, use to affirm what you have heard from
students
› Use higher level questioning (Bloom’s taxonomy) with
everyone, not just the students you expect to have the
answer

44. › Use constructive or analytical feedback, why was the
answer good, what else should they consider in order to
make it a good or better answer
› Allow students to reflect and assess their own work
›
› Review your materials for bias
› Know the diversity of who is in your classroom

45. › Invisibility
› Stereotyping
› Imbalance and selectivity
› Unreality
› Fragmentation and Isolation
› Linguistic Bias
› Cosmetic Bias
Handout!

47. › In your group now look at the materials you have
been given and using the 7 forms of bias handout,
decide which ones may apply.
› Please choose a person or persons who present the
information to the rest of the group.

48. › Some famous Puerto Rican Women

49. 49

51. Muchas Gracias