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title: Inclusion of Families Into School-Based Race and Equity Teams
created: 2022-07-17T20:13:45+00:00
modified: 2022-08-15T17:43:00+00:00
site: http://core.miserver.it.umich.edu/omeka-s/api/sites/9
abstract description: Recently, a group of teachers at a Northwest High School formally gathered as one of four of the initial district-supported Race and Equity teams (RET). The RET came to fruition as part of teacher’s efforts to negotiate RET into the most recent teacher’s labor contract with the district. A major reason for incorporating RETs was to explicitly address teacher’s concerns related to disproportionate discipline for students of color across the district. RETs started with district-wide professional development sessions on a range of topics including racial identity formation, whiteness, and culturally relevant pedagogy. The goal of these sessions were to provide members of RET with “content knowledge” on race and racism with the expectation that members of the RET would then design professional development sessions for their own colleagues. Because the district provided very little direction as to how the RET would develop over time and at each school site, the team at Northwest HS developed their own school-based plan. Consequently, the team developed a two-pronged approach. In one approach, the team understood that disproportionate discipline was a symptom of deeper issues related to structural and systemic racism. This included an initial analysis of school-level discipline data and 10 focus groups. The second approach involved planning professional development around students’ and teachers’ racial identities and to promote culturally responsive/relevant teaching practices across all academic content areas. An emergent area of focus centers on the lack of inclusion of families in the current configuration of the RET at Northwest HS and on other teams in the district. Given the glaring omission of families, particularly of families of color, the RET agreed to expand their work to include the participation of families of color in upcoming academic year. This paper specifically examines the work of the design team and the ways in which families can productively incorpora…
author: Barajas-Lopez, Filiberto
date: 2017-04-29
at conference: AERA Annual Meeting
place presented: http://www.geonames.org/4726206
institution: http://core.miserver.it.umich.edu/omeka-s/api/items/3343
resource type: Research/Scholarly Media
status: Presentation/Poster
genre: Empirical
approach concept: Race and Equity Teams (RET)
approach concept: Equity
approach concept: Racial Equity
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url: https://convention2.allacademic.com/one/aera/aera17/index.php
url: https://www.aera.net/Events-Meetings/Annual-Meeting/2017-Annual-Meeting-Program
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3569
apa: Barajas-Lopez, F. (2017). Inclusion of Families Into School-Based Race and Equity Teams. AERA Annual Meeting, San Antonio.

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display title: American Educational Research Association (AERA)

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display title: Family Leadership Design Collaborative (FLDC)

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display title: Co-Designing Family and Community Wellness and Educational Justice: Findings From the Family Leadership Design Collaborative [Session 42.039]

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title: Co-Designing Family and Community Wellness and Educational Justice: Findings From the Family Leadership Design Collaborative [Session 42.039]
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