DEI in schools: New acronym, same intent
Since the U.S. Supreme Court’s decision in Brown v Board of Education, schools have been recognized as places where children of all racial backgrounds are welcomed and able to learn. Initiatives to increase diversity and equity in schools are one contemporary response to Brown’s guarantee. While such initiatives have varied over time in their specific aim and scope, they have been part of educators’ work for many decades. The shorthand label of diversity, equity and inclusion (DEI) is intended to encompass all of these efforts, emphasizing our community’s commitment to supporting children from all backgrounds in our schools and classrooms.
As is the case with any complex subject, DEI can be misunderstood when first encountered. The Pennsylvania Department of Education (PDE) has helpfully explained some of these terms. Equity allows every student access to resources they need, with the understanding that students may need different types of supports to have the same type of access. Inclusion allows for the honoring of everyone with dignity and equal worth. PDE also offers B for Belonging to represent the need for children to be valued, accepted and treated fairly in our schools.
While DEI as a term may be new, our nation’s commitment to equity in schools is not. The Civil Rights Act of 1964 requires recipients of federal funding — like public schools and universities — to ensure there is no discrimination and equitable access to educational opportunity. For example, equity and inclusion means that students who don’t speak English must have additional supports that provide access to the same curriculum as English-speaking peers. More recently, as harassment toward Asian students was on the rise during the COVID-19 pandemic, the U.S. Department of Education reminded schools that they were required to take actions against any “hostile environment” that would interfere with a student’s ability to fully access the education that must be available to all students. Hispanic, LGBTQ, Jewish and especially African American students have also been subjected to hostile learning environments in recent years, and schools have a legal duty to protect them.
Beyond what is required by law, research also illustrates educational reasons for districts to implement DEI policies and actions. DEI approaches aimed at fostering students’ sense of belonging and positive perceptions of their academic abilities are related to numerous beneficial social and academic outcomes. The support of teachers is crucial for students’ sense of belonging, and is a reason that many DEI efforts have supported continued teacher professional development in this area. And while DEI initiatives are especially important for students from historically marginalized groups, the evidence is clear that welcoming school climates that promote equal status interactions between students benefit everyone.
In districts around the state, DEI initiatives have included reviewing books in the library and curriculum to ensure that students interact with texts that both help them feel represented and expose them to the perspectives of other groups. Many PA districts also implemented a range of efforts during the pandemic — providing food to all children under 18, offering Chromebooks and internet connectivity — to give students equitable access to schooling no matter their circumstances at home. Looking locally, the State College Area School District, joining districts around the country, has revisited social studies curriculum to be inclusive of diverse perspectives. SCASD also supports the Peer Advocates program, which trains high school students as peer advocates and leaders for diversity, equity and inclusion in their school and community.
Nationally there has been a resurgence of pushback around the diversity and equity efforts of public schools, especially this past fall. Though there have been many headlines, some of this backlash may have resulted from misunderstandings about what DEI efforts actually entail, especially when implemented in developmentally appropriate ways in K-12 schools. The legal and social scientific justifications for these efforts are indeed strong. While there is more that can and should be done here and elsewhere, districts’ commitment to DEI undoubtedly benefits students and their community, when many of today’s students become our community’s citizens, employees and leaders of tomorrow — with knowledge and skills to continue to strive for a more inclusive, equitable community and live in a multiracial democracy.