Multiracial-Multicultural-Gender

Education Equity

Regulations and Policies in Pennsylvania

1. Pennsylvania Department of Education guideline prohibiting sexual orientation discrimination in employment [BEC 1987]

2. Pennsylvania Executive Order prohibiting sexual orientation discrimination in employment in state and state-related institutions, and contract compliance [1988]

3. Pennsylvania Board of Education. Revision of Title 22, Chapter 5 to prohibit discrimination in educational programs on the basis of sexual orientation or disability [adopted January 1993 after 2-3 years of public hearings and approved July 1993].

4. Pennsylvania Board of Education Statement of Equity Principles [4 pages], a statement that calls for "multiracial-multicultural-non-sexist curricula" in K through post-secondary schools, and which restates education regulations that prohibit discrimination on the basis of "race, sex, color, religion, disability, sexual orientation or national origin" [Adopted January 14, 1993. See addendum below re: the religious right’s destruction of an education quality goal entitled Appreciating and Understanding Others in March 1993.]

5. Philadelphia, PA Board of Education adoption of Policy 102: Multiracial-Multicultural-Gender Education Policy [4-6 pages]. The policy offers a clear directive and implementation model to infuse all educational structures, content areas, programs, and services grounded in knowledge about and respect for women and minorities. The policy provides a fundamental structure and framework for the development of student learning outcomes, instructional strategies, and authentic assessments at the school, regional and systemwide levels [Adopted and approved unanimously January 24, 1994]. (See Policy 102 Implementation Recommendations June 1998)

* Results of the Pennsylvania Education Equity Project: 1992-4

Call the Task Force for details at 1616 Walnut 19103-5310 or 215-772-2001 and fax 2004

==========

6. Title 22. Education. Chapter 235 Code of Professional Practice and Conduct for Educators [ 1978] calling on professional educators to exhibit consistent and equitable treatment of students, fellow educators and parents, and to respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest.

7. National Education Association Resolution B7 states the NEA’s belief in the equity of all individuals and intolerance of discrimination and stereotyping on such factors as race, gender, immigration status, physical disabilities, ethnicity, and sexual orientation and calling for educational plans, activities, and programs to counter such discrimination. [Note: "religion and age" should be amended to this text. Addessa].

The Commonwealth of Pennsylvania

Statement of Equity Principles: Excerpt

A goal of the state’s educational system is to provide equal opportunity for all students. Educational excellence cannot be attained without educational equity. Each student is entitled to an educational experience that is free from bias and discrimination and that reflects and supports the racial and cultural diversity present in the Commonwealth. Critical components of this experience are:

• a climate that is supportive, nurturing and conducive to learning,
• instruction that is systematic, relevant, and responsive to the diverse needs of students,
• bias free counseling
• broad based bias free assessment, and
• developmentally appropriate curriculum and instructional resources which are gender fair and which reflect racial, cultural, and ethnic diversity.
   

This Statement of Principles expands upon previous rulemakings 22 PA. Code Chapter 32 and 22 PA Code Section 5.4.

Multiracial, multicultural, and non-sexist education teaches students about the cultural diversity of our society. The program and instruction help students understand the historical and contemporary contributions of men and women from a diversity of cultural and racial groups, including those with disabilities, and the variety of roles open to them. It takes place at all educational levels and helps students develop skills they will need for lifelong learning, advanced thinking and effective interpersonal and intergroup relations. The goal is to maximize the potential of all students regardless of race, cultural heritage, religion, gender, sexual orientation or disability. The educational program, materials and instruction provide equal opportunity to all and result in maximum outcomes for all. Differences in levels of outcome attainment which are systematically related to racial, cultural, or gender group membership suggest that the educational program is not bias free…All students regardless of the degree of diversity in their own educational institutions respect and appreciate diversity in order to be successful in a culturally diverse world and transcend racial, ethnic, and cultural boundaries in order to participate effectively in our democratic way of life.

Characteristics of Educational Equity:

( 6 of 15 points excerpted below )

1. There is equitable access to the resources needed to achieve the state’s educational outcomes
2. All students are enabled to achieve their academic potential, and difference in achievement are not systematically related to racial, cultural, or gender groups
3. Curricula and educational materials are acquired, developed, and utilized which emphasize knowledge of and respect and appreciation for the racial, cultural, and gender diversity of the population and the contributions to society made by each group, including groups to which students belong. Teachers and faculty are provided adequate staff development to support this policy…..
13. Faculty, administrators, and other staff members are employed at all levels in the system on a bias free basis.
14. Boards and committees reflect equitable representation of all groups in the educational institution. Training is provided to boards and committees to support this policy.
15. In order to provide equal educational opportunity to all students, educational institutions initiate, maintain, and monitor a continuing of self-query, assessment, and adjustment.

The Equity Principles were adopted by the Pennsylvania Board of Education in January 1993 and are submitted to the Elizabethtown community and to the School Board for discussion, development, and implementation.

A Summary of Long-Term Education Goals:

[Rita Addessa, Executive Director, Philadelphia Lesbian and Gay Task Force [1978] ]

To support comprehensive reform efforts focused on obtaining generous funding and support for high-quality public education and educational facilities; for rigorous teacher certification programs and professional development; for state-of-the-art technology, library and instructional materials; as well as for appropriate and meaningful assessment and evaluation instruments to support the development of our children’s intellectual and cultural knowledge and growth, technological competence, as well as citizenship and leadership skills.

To establish in every school a fundamental commitment, among teachers, administrators, parents, students, and communities, to the principles of intellectual freedom, democracy, and social justice.

Short-Term Goals

To develop and implement Multiracial-Multicultural-Gender Education programs in every school to promote and encourage knowledge about and respect for diversity and pluralism. Academic excellence and equity represent, in part, an institutional commitment to enable the school community, including faculty, staff, and students, to reach their fullest human and intellectual potential. The principles embedded in progressive education models are intended to foster knowledge about and respect for those of all races, ethnic groups, social classes, genders, religions, ages, disabilities, and sexual orientations. Its purpose is to ensure equity and justice for all members of the school community, and society as a whole, and to give those members the skills and knowledge they need to understand and overcome individual biases and institutional barriers to full equality.

* Excerpt Policy 102, Philadelphia, PA

In order to create a truly democratic society, we must center, not marginalize, the principles and the promise of equality and justice. Our many communities have suffered too long to permit the diminishment or subversion of our nation’s commitment to fair and equal treatment, to affirmative action to remedy the enduring legacy of discriminatory treatment, and now the education equity principles that give education reform efforts form and substance.

Short Term and Immediate Objectives:

A small but controlling group of religious extremists with the help now of multi-million dollar national and international organizations [Concerned Women of America and the Rutherford Institute, each right-wing advocacy and litigation organizations] have drawn a "line in the sand" in Elizabethtown, a small community near Lancaster, Pennsylvania.

We are calling upon people of conscience to be make their voice heard, to stand against those extremists who are focused on destroying rather than enabling our children’s lives and in nurturing our children’s full social, intellectual, and human development. We ask citizens to take action to assure that the Elizabethtown School Board, as it is currently constructed, (1) rescind in totality its misnamed "Pro-Family" resolution which defames and deligitimizes various family forms, such as single-parent families, extended families, foster care families, as well as lesbian and gay families [Board adopted resolution September 1996 and which remains in force unless rescinded]; (2) withdraw in its totality a now-proposed policy to discriminate against lesbian and gay people, inclusive implicitly of students, teachers, and administrators; and (3) to adopt in its totality, the Pennsylvania Board of Education’s Statement of Equity Principles to assure fair and equal treatment in educational programs, inclusive of curricula and teaching, in Elizabethtown schools.

### Addendum for the Community Follows

Addendum for Public Distribution

Pennsylvania Commonwealth Board of Education

Appreciating and Understanding Others

An Education Goal adopted by the Board in January 1993 and Rescinded by the Governor In March 1993 in Response to Religious Extremists’ Opposition.

 Originally, as part of the Outcomes Based Education reform effort, the Board adopted ten mandatory education goals, one of which was entitled Appreciating and Understanding Others. This mandatory goal, subject to each school district’s interpretation, planning, and development, was deleted and replaced with "Home Economics" as a quality education goal. The Diversity goal read as follows:

 [ ] All Students explore and articulate the similarities and differences among various cultures and the history and contributions of diverse cultural groups, including groups to which they belong

 [ ] All students relate, in writing, speech or other media, the history and nature of prejudice to current issues facing communities, the United States and other nations.

 [ ] All students develop skills of communicating, negotiating, and cooperating with others to solve interpersonal and intergroup problems and conflicts.

 [ ] All students work effectively with others, demonstrating respect for the dignity, worth, contributions and equal rights of each person.

While this mandatory goal was deleted from the ten education quality goals,

the Pennsylvania Board of Education did adopt in totality a comprehensive

Statement of Equity Principles [3 pages] calling for "multiracial-multicultural-non-

sexist" curricula and teaching and reiterated state education law prohibiting

discrimination in educational programs [and employment] on the basis of race, sex,

color, religion, disability, sexual orientation or national origin [adopted January 14, 1993]

Proposed Activities - Reverse Side

The Elizabethtown Area School District, Elizabethtown, PA

January 1997

Proposed Activities

The integrity and affirmation of each of our children’s lives depend on our willingness to take the next step in advancing curriculum and teaching reform. Community based organizing efforts directed now towards policymakers and educators will shape the context and contours of public education in the 21^st century. Concerned individuals and organizations can support the development, integration, and teaching of diversity curriculum in a variety of ways.

o Identify and Elect a New School Board. Elizabethtown citizens face an immediate challenge in identifying intelligent, informed, and dedicated women and men who are willing and able to serve on the Board of Education, a formidable but critical task.

o Educate Legislators. The recently appointed Pennsylvania Secretary of Education seeks to overturn education reform efforts, including, the state’s commitment to diversity and pluralism. Urge your legislators to support public education and to support fair, equal, and unbiased curricula and teaching [Commonwealth General Information: 717-787-5920 or 717-787-2372]

o Organize, locally, among friends, colleagues and affiliates to support academic excellence and equity in public education.

o Organize a school wide Rainbow Education Equity team to develop and implement long-term strategies to achieve an integrated curriculum and teacher training programs on diversity issues.

o Participate in local school Board’s and school district’s development of strategic plans to implement state curriculum diversity goals [Pennsylvania Board of Education information 717-787-3787).

o Call your local principals, teachers, school librarians, and counselors. Write to professional education associations, teachers’ unions, and parents’ organizations to begin a formal dialogue about multiracial-cultural-gender education [General information: local libraries and telephone directories].

o Write op ed articles for your local newspapers in support of education equity. Cultivate and educate local news reporters.

o Join local organizations to make a difference. Make your voice heard for academic excellence and equity in education. And, if you can, join the Task Force’s Education Equity Project to support public education and social justice goals.