25.004 - A Proposed Framework and Process for Eliminating Inequities in Public Schools

Session Type: Invited Speaker Session

Abstract

By the end of this session, participants will understand a framework and process for eliminating inequities in schools, conceptually framed by Critical Race Theory and developed from fourteen strands of related equity research: tracking; ability grouping, heterogeneous classrooms; inclusion of students with disabilities; integration of students who are linguistically diverse; academic benefits of diversity; education of students labeled gifted; labeling; negative impacts of response to intervention; poverty and education; effective teaching; lesbian, gay, bisexual, transgender identities; and educator beliefs. The framework and process can inform research and practice related to educational equity. The framework and process is the first such work that draws across the literature and research on student marginalization, segregation, and inclusion by social class, race, ability, language, gender, sexual/gender identity.

Sub Unit

• Social Justice Action Committee

Chair

• Jess Renee Weiler, Western Carolina University

Participants

• Colleen A. Capper, University of Wisconsin - Madison

• Elise M. Frattura, University of Wisconsin - Milwaukee

Discussant

• Betty M. Merchant, The University of Texas - San Antonio