Questions from the Field: Equality vs. Equity in CTE
Every so often, I get questions from teachers about equity in the classroom. Recently I received two very similar questions from two different career and technical education (CTE) teachers.
“How do you address multiple areas of inequality?”
“How do you treat a class with total equity when their needs and issues are so unequal?”
These are great questions because they get to the heart of what educators have to deal with in their classrooms every day. When the teachers mention the “multiple areas of inequality” they are really addressing the central issue in education today: the wide disparity of student experiences in education. Inequality refers to the various differences that students experience from their moment of birth based on factors, such as health, income level, birth order, family and community support, and caregiver’s educational experiences (such as dropping out before graduating high school or completing a college degree). These disparities will always exist.
What does equality in education mean when it relates to CTE?
Access to role models, family members, or mentors (or not) who have experience with CTE that can be shared or normalized as a realistic option for the student versus not having those people in the student’s life.
Positive experience or exposure with equipment, training or education early in a student’s life that makes a program of study a “normal” experience versus never having had those experiences or exposure.
Having access to the funding and/or tools necessary to gain experience, knowledge, or learning compared to other students. This was particularly powerful during COVID when students either had access to technology or the Internet or they did not. These disparities were powerfully felt by students and created challenges teachers are still dealing with today.
Equity is the tool we use to rebalance disparities to make sure our children and our students achieve equal outcomes. We all cheer for the movies where the “underdogs” prevail, not because they are “less than” others, but because they find within themselves other assets that make them winners, such as heart and determination. The difference in these stories usually highlight the influence of a great coach to bring out the best in the team. That’s the equity story and becomes the teacher’s job. The children don’t change or the circumstances that have created inequalities, but rather the missing piece created the situation that allowed for equality of competitiveness and a great outcome that all students can be winners (though not all the time.)
What are the equity tools?
Providing exposure early on to all the great opportunities for students in CTE programs of study. We need to find easy and accessible methods of educating students early on about culinary arts, health fields, and IT when they learn about cooking, get doctor kits as kids, or play on their technology. Check out the free PreK - 3rd grade activity sheets at STEMEquityInitiative.com (under Resources) or create your own activity books to hand out to children at events to subtly tell the CTE story, and connect it to their current experiences. This is called the normalizing CTE tool.
Help students understand that a lack of ability when trying something new may be a lack of experience, not a lack of ability. Challenge other students to teach less experienced students as a way to build their own skills. This is called the empowering students tool.
Help students understand the asset model of education by looking for not just what creates inequality, but also what helps balance the challenges we face with the gifts we possess inherently or learn through practice. This may seem a nebulous idea, but the power of micro-messages is all about being mindful and intentional about how we speak to students and how they talk to each other. Affirmations, collaborations, and thoughtful constructive criticism among everyone in the classroom helps to polish student learning. This is called using an inclusive environment tool.
Connecting learning to the students’ culture, experiences, and future real world challenges and opportunities can be life changing for many young people. Inequality can be tough to overcome if one feels powerless or disconnected from the challenge they are experiencing or witnessing others experience (economic disparities, mental or physical health challenges, family transitions, etc.). In CTE programs of study, students have an opportunity to understand the relevance of their future careers in providing them a better life and for serving their family, community, and the world. This equity tool integrates relevance into the classroom. Relevance balances an understanding of the power of equity to achieve equal outcomes for all who enter these great programs.
Inequality will always exist. Our goal is to provide the best life possible for every student. By using tools that provide educational equity in our CTE schools and classrooms, we can help students use their gifts and overcome their challenges to achieve equally fulfilling lives.