Diversity, Equity, and Inclusion in Education Virtual Mini-Conference
Organized by Idaho State College of Education Teaching and Educational Studies Department Faculty Members Dr. Shu-Yuan Lin and Dr. Esther Ntuli
Given the changing demographics in the United States and recent events that have drawn national attention to inequities in American society, it is critical for educators to be well-positioned to promote diversity, equity, and inclusion in their classrooms. Specifically, Colleges of Education must equip and empower future teachers to create learning environments and school communities that are safe, caring, and inclusive communities so that all students can learn and thrive.
The College of Education at Idaho State University values diversity, believes in equity and inclusion, and supports the Pocatello community’s diversity mission statement with a resolution to create a welcoming and inclusive city through various community engagement and activities beyond serving in P-12 schools. The College is constantly looking for opportunities to enrich teacher candidates’ understanding and application of DEI strategies in the classroom. The goal of this mini-conference is to provide a focused, in-depth opportunity for in-service teachers and other professional educators to come together and share strategies with teacher candidates.
“The faculty, staff, and students in the College of Education are committed to fostering a welcoming, inclusive, and safe environment. We are dedicated to preparing future teachers and school leaders who will promote equity and justice in their classrooms, schools, and greater community. This conference is an opportunity for all of us to explore critical issues surrounding diversity, equity, and inclusion, to learn from one another, and to renew our commitment to being positive change agents in our community,” said the College of Education Dean Jean McGivney-Burelle.
This mini-conference is designed to have educators with lived experiences and professional expertise empower teacher candidates and the community with knowledge and strategies to address issues of diversity, equity, and inclusion in schools that will help to achieve the Pocatello community’s diversity goals. Topics to be discussed include but are not limited to the following: Diversity is More than Gender and Race, Anti-Racism Education, and Transforming School Climate and Culture. View the Conference Program here.
Program
Objectives
- Teacher candidates will be able to integrate cultural diversity in their teaching to promote student learning in P-12 learning environments.
- To appreciate cultural diversity on the ISU campus, Pocatello Community, and Larger Society.
- To promote an inclusive and welcoming environment for all community members.
- To provide a platform for ISU teacher candidates to share their concerns, challenges, and strategies about diversity in the classroom.
EDLA 6630 MAT Teacher Candidates' Projects
Distance Learning: Academic Dishonesty
Distance Learning: Academic Dishonesty
Anna Long, Paige Smith, Tyson Marsden, Austin Rochette
After watching the presentation, please answer the following questions:
- If a student has searched and found online resources that give him/her an unfair advantage over other students, does this constitute unethical behavior?
- What practices could teachers implement at this time* (during the pandemic) to prevent academic dishonesty in students?
Educational Divide Grows During Online Learning
Educational Divide Grows During Online Learning
Jordan Smith, Bayleigh Thomason, Avril Wai
After watching the presentation, please answer the following questions:
- What are ways we as teachers can reduce inequities with online learning?
- How do we prioritize the education of our students when using the online education model?
Implicit Bias in Education
Implicit Bias in Education
Drew Ruchti, Rachel Popovich, Justine Kohn, and Kaylee McCullough
1. Read the Articles Provided Under Reading Materials below.
2. Read through and listen to our google slide presentation. You'll have to click the link on the video presentation.
3. Take at least one of Project Implicit's bias tests.
4. Answer these two questions:
After taking Harvard's Implicit Bias test, was there anything surprising about your results? Why or why not? What do you plan to do to address implicit bias in your classroom?
Reading Materials:
In Math, Teachers' Unconscious Biases May Be More Subtle Than You Think
Boys, Girls and K-12 Classroom Gender Bias
Reducing The Role Of Implicit Bias In Early Childhood Education Settings
Remote Learning and the Equity Issues that Coincide
Remote Learning and the Equity Issues that Coincide
Kacee Scherstuhl, Tristen Spooner, Hagen Graven, and Jordyn Mcracken
- Please read the article, "In the Field"
- Watch the video presentation
- Review other resources below for additional information on the topic below
- Finally, answer the following questions:
- What are other possible ways we can foster social connection between students and continue to have important conversations regarding ethics and equality in the classroom?
- Tonini (2020) states that “School staff must seek out the silent students the ones who do not log into their remote classes, whose lives have layers of complexity and hardship that create learning obstacles” (p.56). How would you approach seeking out a student that may face these issues and what could you do to help them stay involved in class?
Additional Information and Resources:
School-to-Prison Pipeline
School-to-Prison Pipeline
Christa Gessaman, Alexandria Renteria
After watching the presentation, please answer the following questions:
- How can we ensure safe public schools while respecting all students’ right to education?
- What steps can you as an individual take to make sure that all students have access to quality education?
Why are Students with Disabilities so Invisible in STEM?
Why are Students with Disabilities so Invisible in STEM?
Elise Deladurantaye, Camille Pack, and Gracie Marsden
After watching the presentation, please answer the following questions:
- How can we boost the ability and interest in students with disabilities to take higher-level courses in STEM?
- What can teachers do to remove barriers to allow students equal access to STEM opportunities in education?
- How do we give students with disabilities what they need to be engaged in STEM?
CoE Faculty Projects
What Difference Does Difference Make? Preparing White Teachers for Diverse Class
What Difference Does Difference Make? Preparing White Teachers for Diverse Classrooms
Suzanne Beasterfield, M.Ed., Teaching and Education Studies Dept., Idaho State University
Despite the increasing diversity of the American student population, the vast majority of our K12 teaching force continues to be white and female. These well-meaning teacher candidates can sometimes be ill-prepared to navigate issues of diversity. This presentation explores the question of how to help these well-meaning candidates be best prepared for the challenges and rewards of teaching in diverse classrooms.