Equality Vs. Equity (gh)

            How do we establish a balance of equality and equity in the classroom?  These two words are often thought of as synonymous but this is not the case.  Should we apply the same “equally fair” standard to everyone or should we acknowledge “equitable inequalities” that apply to specific groups or individuals?  Students and groups of students have individual needs, abilities and deficiencies.  As educators we should be aware of these and try to accommodate students to the best of our ability.  Individuals learn in different capacities and a “one size fits all” approach is not the most efficient way to maximize someone’s educational experience.

            The expectations of students should be equally high; by this we mean that they should be expected to further their existing knowledge in a particular subject area.  However, how much knowledge they ultimately should be expected to gain should be determined on an individual basis.  Interest, necessity, and ability should be taken into account when determining individual expectations of a student.  A student who excels at physics and could study it at the university level and may potentially obtain a career in this field should be held to a higher standard than a student who has a learning disability or does not possess adequate prerequisite skills to obtain equally high grades.  Even though these students will not get the same grade on the same test they should show how they built on their previous knowledge.  These students have two different individual potentials in this subject but each should be pushed to reach the ceiling of their understanding.  Words of encouragement expressed to the disadvantaged student for barely passing a test may be appropriate.  While expressing disappointment to the more exceptional student for getting an 85 may be equally appropriate. There must be a culture or atmosphere of showing improvement and always getting better and less emphasis on being the best. (gh)