Uncovering Disparities to Advance Equity: A Middle School Teacher’s Inquiry into Representation and Access

• In Event: Inquiry as Leadership: A Cross-Boundary Dialogue on Teacher-Led Equity Audits in High-Poverty Schools

Abstract

Objectives or Purposes
This inquiry seeks to understand how systems of inequity manifest in a middle school context and what leadership opportunities exist for classroom teachers to disrupt them. The teacher is committed to ensuring that all students—regardless of race, background, or support needs—receive equitable access to learning, belonging, and opportunities to succeed.

Theoretical Framework
The study is grounded in equity-centered leadership theory and draws on Scanlan & Theoharis’ (2015) framework for identifying systemic barriers to inclusion. The teacher approaches equity audits as tools for both diagnosis and transformation.

Methods, Techniques, or Modes of Inquiry
The audit uses CHAMPS program data, attendance and discipline records, and internal documentation to surface patterns of exclusion and inconsistency. The inquiry was situated within the teacher’s leadership team work and guided by classroom observations and internal action research.
Data Sources, Evidence, or Materials. Data sources include disaggregated behavioral and attendance data, classroom-level intervention records, and student support logs. Patterns were examined by race, gender, and socioeconomic status.

Preliminary Results
The audit surfaced patterns of chronic absenteeism and disproportionality in referrals, particularly among students of color. Intervention protocols were found to be inconsistently applied, and some teacher referrals reflected implicit bias in behavior interpretation.

Implications for Practice
The teacher is sharing findings with a school-based leadership team and advocating for improved intervention practices and culturally responsive training. The inquiry illustrates how classroom teachers can lead equity work by engaging with local data and advocating for systemic change.

Author

• Erin Hunter, Shelby County Schools