Statements and Policies to Promote Equity and Inclusion

At EarlyEdU we want every learner to feel like they belong and have access to the support they need to succeed. Our courses include the statements and policies listed below. Each one has sample language and/or guidelines intended to help set up an equitable, inclusive learning environment. Make adaptations to suit your particular institution and population of learners. Also consider writing your own statements that reflect your personal teaching philosophy.

equity statements

Creating

It is important for instructors to inform course participants about ways they are committed to creating and maintaining an inclusive, equitable learning environment. Keep in mind that writing an equity statement is not a “once and done” activity. It is a dynamic and responsive process that will evolve over time. Your statement will be unique to you and your community.

Here are a few tips for getting started with writing an equity statement:

• An equity statement is rooted in action and accountability. Consider what you and the participants in your course will do, and how you will hold each other accountable to those actions.
• An equity statement centers justice (racial, disability, gender, language, restorative, etc.)
• An equity statement uses language that builds community and conveys the message that “we’re all in this together.” Use words like “we” and “our.”

Sharing

Once your statement is written, consider different ways you can share it with others. For example, you may include it in your course syllabus and also create a video to put in your course where you read it aloud and explain it.

Sample statements

Here are a few sample equity statements you may use for inspiration:

Statement 1

The system of Higher Education has a long and ugly history upholding the ideologies of white supremacy, patriarchy, meritocracy, neo-liberism, and more. And while I may not always be familiar with how it lives and breathes in my learning environment, in my interactions with others, and in society, I do know I have a role in actively crafting an environment in which justice (racial, disability, gender, restorative etc.) is centered. My hope is that you will keep me and the rest of us accountable in that. And so, for the duration of our time together, we will actively identify, discuss, and challenge the -isms, starting with racism, that impacts our relationship, our systems, and our eventual work with young children even when it is not specifically talked about in the content. From issues of the adultification of Black and Brown children, to infant-toddler-adult mental health, to the Model Minority Myth, and everything in between, our environment is a space to explore these issues. As my colleague, Mike Browne (he/him) from Cultivate Learning at University of Washington once said, “You don’t need Black children in your learning environment to be pro-Black,” and so we don’t need to be experts on issues of inequities in order to discuss them here.

Reflection Question (to ask your students) – Learners, as you enter this space, what does liberation look and feel like for you?

Statement 2

¿Alguna vez se han sentido fuera de lugar? ¿Han sentido que el sistema educativo no es inclusivo o acogedor? O, ¿han sentido que les falta apoyo de las personas encargadas de ayudarles a aprender y desarrollarse? Reconozco que quizás algunos o algunas han pasado por momentos o experiencias de discriminación por su color de piel, identidad cultural, su idioma materno, por no tener suficiente dinero o por el hecho de ser mujer. Como facilitadora de este curso, quisiera que todos y todas sintieran lo opuesto. Quisiera que sientan que les ofrezco un espacio seguro, acogedor e inclusivo. En este espacio, les invito a ser libremente ustedes. Les invito a hablar en sus idiomas maternos (y ayudarnos a entender a través de una variedad de estrategias), a compartir sobre sus identidades y creencias personales y culturales, a compartir sus necesidades y logros, a proponer temas nuevos y a cuestionarse mutuamente durante discusiones y debates de manera civil y respetuosa. Igualmente importante, les invito a cuestionar las prácticas de enseñanza y los resultados de investigaciones actuales y crear nuevas teorías que fomenten el éxito para todos y todas. Finalmente, les invito a permanecer en un estado de reflexión constante sobre sus acciones y pensamientos, tanto implícitos como explícitos, con el fin de promover entornos y personas libres de prejuicios y luchadores por mantener un espacio equitativo para todos y todas. Por ende, ¿qué hará para asegurar que a lo largo de este curso logremos tener un espacio inclusivo, una comunidad abierta, apoyadora y libre de prejuicios? Crear este tipo de espacio y comunidad no es exclusivo a este curso, sino en todos los lugares y con todas las personas que interactuamos. Reflexione en cómo puede crear estos espacios equitativos y acogedores en su entorno educativo para asegurar que cada niño y cada niña no enfrente barreras sistémicas, se sienta como parte de la comunidad y se desarrolle a su máxima potencia.

“La educación no cambia el mundo; cambia a las personas que van a cambiar el mundo”. -Paulo Freire

Statement 3

This course is a place where we all belong. It is a place where we are committed to learning from the many perspectives that come from having differing backgrounds and beliefs. It is a place where I strive to create inclusive learning experiences to set each person up for success. It is a place where we critically reflect upon ourselves and our society to interrogate the systemic inequities of the past and present, and to build a better future. As a vital part of our learning community it is my hope that everyone will hold me and their peers accountable to creating an environment where we are all seen, honored, and valued for who we are as our most authentic selves.

Statement 4

As an educator, I am a part of your learning experience and accountable for creating or sustaining educational norms that increase opportunities for discovery of knowledge and skills. I am committed to inclusive and equitable learning environments and I am actively working on ways to promote a positive and supportive community. If there are ways that I can empower your learning journey, know that I am open to your suggestions and welcome your input.

Statement 5

We all deserve to have the opportunity to learn and grow according to our own individual needs and accounting for our previous learning and life experiences. We all come from different cultures, family dynamics, and learning opportunities that shaped the way we see and understand the world. Those views provided us with a unique perspective that makes our learning a very personal experience. My goal is to provide a learning environment where you can enjoy your learning journey from your own individual perspective.

access and Accommodations

EarlyEdU syllabi include sample text for course accommodations, as shown below. You need to update this section to align with the policies and practices at your institution.

“We want you to have the best possible experience in this class. At the (your institution) we aim to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers, please contact (Insert the department or person at your institution responsible for special accommodations) to discuss and address them. If you have already established accommodations with that office, please inform your instructor as soon as possible so we can discuss your needs in this course.”

Community resources and supports

In addition to accommodations for learners with documented learning differences and disabilities, instructors can connect participants to a variety of services and supports to help meet their individual needs and care for their wellbeing. Consider providing a list of contact information with hyperlinks to services available at your institution or in your community, such as:

• Writing center
• Counseling center/mental health resources
• Programs for non-native English speakers
• Library guides
• Transportation services
• Childcare services
• Technology support services

Think about looking for services with flexible hours that extend beyond 8:00 am to 5:00 pm when many participants may be working. Consider distributing a survey that gives learners an opportunity to share about their specific needs. For example you may ask whether they have a suitable place where they can complete coursework and if it has reliable Internet access.

Names and pronouns

To increase a sense of belonging in your course, you can invite participants to identify their chosen names and pronouns in your learning management system. You can also provide hyperlinks to additional resources on the use of pronouns for people who are not as familiar with this practice.

Also consider providing learners with opportunities to share how their names are pronounced. There are several freely available online tools where people can upload an audio clip of themselves saying their name. Then they can share the recording, such as by placing it next to their name in an email signature, to assist with correct pronunciation.

Visiting hours

Instructors have an important role in setting the tone and expectations for their course. Instead of just listing office hours, actively encourage participants to meet with you. Be specific about the types of support you can provide and make it clear you want everyone to succeed. Consider giving participants an opportunity to sign up for a 5-10 minute time slot at the very beginning of the course to meet with you informally and get to know one another. This can make it more likely participants will be comfortable approaching you when they have questions, concerns, or feedback about the course later on.

Also be mindful of the timing and format for your office hours. Think about flexible and/or virtual meeting hours and what will be most supportive for the learners in your course.

Further Reading

Rafaei, B. & Kumar, R. (Eds.). (2021). Equity and inclusion in higher education: Strategies for teaching. University of Cincinnati Press.