Moving Toward the Equity Nexus Through Partnerships

• In Event: A Focus on Equity: Participant-Centered Research Alliances

Abstract

Purpose
In this study, we examine how two school districts came to engage in equity work through a research practice partnership. We acknowledge that school systems tend to focus on building equity through a systems-based approach to “measure” equity (Skrla et al, 2009) or a professional development (PD) frame (Warren, 2018, DeJaeghere & Yongling, 2008), focusing more on improving individual teachers. Our central question is: what can be learned from exploring the nexus and bi-directionality of individual and systemic approaches to equity work in schools? Essentially, our goal is to try to conceptualize a third dimension of equity work that incorporates RPPs to generate a transformative synergy between individuals and systems through a praxis-oriented approach.

Theoretical framework
We draw on systems change (Duffy & Reigeluth, 2008) and critical consciousness research (Watts, Diemer, & Voight, 2011) to help us better understand this under-explored individuals-systems nexus of equity work. In particular, we wonder how individuals’ critical consciousness shapes: a) the evaluative nature of equity audits and subsequent PD opportunities b) the involvement of practitioners as PD facilitators, and c) how individuals see colleagues who oppose equity building practices? Further, we imagine how multi-tiered equity partnerships in schools might illuminate an iterative cycle of equity-praxis.

Methods
We use a comparative case study design (Yin, 2014) to examine data from 2 school districts that have expressed a commitment to learning about and working toward equity. The school leaders[1](also co-authors) have been central to their schools’ equity efforts and participation in the research process, spanning 3 years.

Data
This study includes data from field notes, school district policies and outcomes, surveys, interviews and focus groups with various stakeholder participants across three years. We use quantitative and qualitative analytic techniques to understand how, over 3 years, both schools have moved toward equity in a way that is salient given their own social and historical school identity and relationship to equity issues. In our analyses, we identify themes and narratives by school and across school settings.

Preliminary Findings
In short, we describe the “equity nexus” as a bridge between the micro (practical tools for teachers) and macro (measurability of school success). Without critical consciousness, our findings suggested that some teachers may not see equity issues as applicable or practical. Similarly, what schools and policy deem measurable may also depend on critical consciousness development insofar as how systems prioritize equity issues. As systems change would have it, schools consist of sub-systems and individuals. We found that equity council members across school settings were agents of transformational change traversing the micro-macro equity nexus trying to build momentum through their interactions with others. For this reason, we came to see the equity-nexus as bi-directional.

Significance
This study contributes a third dimension of equity work through RPP—researchers and practitioners become critically conscious agents who a) simultaneously “audit” themselves and their schools, b) build strategies to impact school reform, and c) connect with others, outside schools and organizations to generate larger social movements.

Authors

• Adan Alvarez, Rowan University

• Natoya Coleman, Rowan University

• Patricia Haney, Logan Township School District

• Eshe Price, Rowan University

• Melissa Williams, Delsea Regional School District