The National Equity Standards
1. Educational environments are created that honor diversity and respect the individual
- Diversity and human difference are openly and sensitively discussed in the school and community both informally and as part of the formal curriculum.
- School personnel understand how student learning is influenced by individual experience, gender, talents, and prior learning, as well as language, culture, family, and community values.
- Policies are in place to ensure that schools and school personnel respect diversity. Clear procedures exist for resolving discrimination and harassment complaints of students and school personnel.
- Acceptable behavior, language, and dress standards are clearly identified and non-discriminatory. Disciplinary policies are clear and penalties are equal for all students.
- Published documents, informational brochures, school-wide displays, and visual materials portray females and males of varied racial, ethnic, age, and ability groups in a variety of roles.
- Respectful behavior is modeled and reinforced so students develop positive views of themselves and their futures.
- Inclusive language is used by all those in the educational environment including students and staff.
- Resources are allocated to provide safety for all students; programs are established that reduce incidents of fighting, battery, and weapons use (e.g., natural helpers, peer mediation, anger management).
Related Student-Content Standards: #1
- Students know how to work and relate effectively across genders, cultures, and abilities.
- Students possess knowledge of laws, ethics, and dynamics related to discrimination, bias, prejudice, and stereotyping in the learning environment and workplace that are age and developmentally appropriate.
- Students exhibit positive attitudes toward self, especially as it relates to their gender, demonstrating confidence in their ability to learn and accept personal responsibility.
- Students identify societal attitudes about gender roles for men and women.
- Students address societal attitudes about gender roles for men and women to promote and reflect fairness.
[#1 Within the construct of system-building standards there is specific content that addresses equity issues in a direct way with students. Where appropriate these content standards are presented. It is recommended that content standards related to equity be included in curriculum frameworks or courses of study. They are applicable across content areas and may be adapted for developmental appropriateness.]