Educators' responses to equity in-service

grantor: University of TorontoIn this study I explore educators' responses to an educational equity in-service program which examines the areas of gender, race and ethnicity, sexual orientation, ability and socioeconomic status. Two perspectives emerge: the participants' responses to the equity inservice itself and their responses to equity implementation initiatives in their schools. This study contains findings related to personal equity change, school-based equity change and system equity change. This inquiry has significance for equity in-service staff development in an area where little attention has been given. The research employs a mixed methodology, using interviews, questionnaires, observation and document collection. The main data sources are interviews, supplemented by a questionnaire which employs a framework entitled "The Equitable School Indicators Framework" which was developed for this study. The findings from this study reveal some of the intricacies and complexities of the manner in which equity in-service impacts on schools and on educators. This study has key findings regarding the effectiveness of equity in-service: the impact of the structure and process of the equity in-service staff development, the need for an understanding of the intersections of equity areas, and indicators of supports and barriers to equity implementation. The implications of this study can be used to guide development, implementation and review of equity in-service staff development at the participant level, at the school level, and at the system or district level.Ed.D