Education Portal for Students in India

As a teacher, how do you address the diverse needs of all students? Equity in the classroom, or supporting the outcomes of students of all backgrounds and abilities, is essential to a productive learning environment. However, promoting equity is complex.

When teachers prioritize the needs of white students, boys/men, or the non-disabled, they create barriers for students of color, girls/women, and studies with disabilities. This presents yet another challenge for educators trying to help their students succeed. So how do you create an equitable classroom where all students can thrive? Consider a Master of Arts in Teaching program, and check out these seven tips: 1.

Reflect on your own beliefs Before you can create a more equitable learning environment in the classroom, consider your own beliefs. Teachers, like anyone else, may not be aware of the biases that exist in their training and upbringing. Data shows that girls receive less and lower-quality feedback than boys in class.

1. Meanwhile, students of color report that they sometimes feel excluded from classroom interaction.
2. Even the most well-intentioned educators may have blindspots.
3. White teachers may not understand the challenges of historically marginalized students due to a lack of preparation in their training.
4. It’s also possible that they attribute lack of success to deficiencies that they associate with students of color.

Understanding your own positionality, or the circumstances that create your identity in terms of race, gender and ability, can help you become more conscious of issues related to racial equity and gender equity, and help you support students in your class.2.

Reduce race and gender barriers to learning While it might not be obvious, you may be unintentionally excluding students of color and female students in your classroom. Here’s how you can avoid it: Don’t ask students of color to be “experts” on their race Asking students of color for their point of view is important in class discussions, but don’t assume that they are authorities on their race.

Race is one part of their social identity. They may also feel pressure to discuss a topic that’s perceived to be related to their race, when in fact they don’t have an opinion. Diversify your curriculum To the extent that you can control your curriculum, expose students to a spectrum of multicultural and female experts, writers and artists.

You’ll more accurately represent the different contributors to your class’ subject, and potentially establish a cultural connection for your students. Hold every student to high expectations Students of color report being held to lower expectations than white students. Meanwhile female students hear more comments about their appearance than their academic skills.

By setting a high bar for achievement for all students, you encourage them to engage with your class, and avoid any stereotypes of what they’re capable of accomplishing. Avoid assumptions about students’ backgrounds It may be tempting to assume that your students share similar life experiences.

However, this can be problematic since everyone’s circumstances are different. In particular, schools with large student populations may represent a greater variety of racial and economic backgrounds, as well as students with undefined gender identities.3. Establish an inclusive environment early Clarify early in the term (perhaps in your first class) that you want to create an inclusive space for students.

Discussions should represent a variety of views, and students should feel comfortable expressing themselves. It’s also important to let them know that name-calling, personal attacks, and hostile interactions won’t be tolerated. If students disagree, they must respond to each other with respect.

1. Indeed, mutual respect yields more open and productive conversations.
2. By establishing rules early in the course, students should understand their role in creating an inclusive classroom.4.
3. Be dynamic with classroom space You can foster inclusion in the classroom through how you engage your students, starting with your use of space.

Class formation can send signals about authority and equitable engagement. Do you always stand in front of the classroom to address rows of students? Consider classroom set-ups that emphasize interaction, such as group seating. Also, consider where you position yourself.

1. Moving among students may de-emphasize the teacher-student hierarchy, and stimulate more discussion.
2. Similarly, try varying your activities.
3. Whether it’s group, paired or individual work, when you arrange students in different formations, you may increase their engagement with each other, and the class material.5.

Accommodate learning styles and disabilities Learning styles vary from student to student, differ between males and females, and vary for people with disabilities. To create equity in the classroom for everyone, here are a few methods to try:

Variance – Present the same information in different ways for visual, aural and verbal learners Use a variety of media (e.g., audiobooks, movies) Include transcripts for multimedia materials Provide supplemental materials to the lesson plan (e.g., glossaries, illustrations) Make technology accessible (e.g., give students the ability to increase text size or adjust brightness) For presentations, use dyslexia-friendly fonts Read test instructions aloud, even if they appear in print

6. Be mindful of how you use technology Many teachers use technology as an integral part of the classroom. While it can be a useful way to engage students and appeal to a variety of learning styles, consider its impact on those with physical disabilities.

1. Screen readers can assist students by opening resources, but other digital tools may actually hinder their ability to perform actions such as clicking, dragging and dropping that are not compliant with accessibility standards.
2. Review Web Content Accessibility Guidelines to ensure that your technology tools are in compliance, and are accessible to physically disabled students.7.

Be aware of religious holidays When planning your course, remember to account for religious holidays and observances. Students may need to miss class on certain days and make up assignments, quizzes or exams. At the beginning of the term, it’s a good idea to announce that you have tried to avoid conflicts with major religious holidays when planning the course.

However, if students have a conflict, they should let you know as soon as possible. USC Rossier resources For more information on improving equity in the classroom, visit our Tools for Inclusive Teaching page. Ready to elevate your teaching career? Check out our Master of Arts in Teaching program. If you’re a teacher who wants to advance your career in education, see the Leading Instructional Change concentration of our Doctor of Education in Educational Leadership (EDL) program.

Want to connect with someone about your options? Connect With Admission Staff Sources: https://kappanonline.org/andrus-jacobs-kuriloff-gender-equity-classroom/ http://crlt.umich.edu/sites/default/files/resource_files/CRLT_no7.pdf https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx https://cpb-us-w2.wpmucdn.com/edblogs.columbia.edu/dist/8/1109/files/2020/02/Guide-for-Inclusive-Teaching-at-Columbia_Accessibility-Revisions_15-January-2020_FINAL.pdf
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What is an example of equity in the classroom?

An Overview of Equity in Education The process of becoming a teacher can be challenging, but it is well worth the effort. Teaching is an extremely rewarding profession that allows educators to help the next generation of students get the education and learning they need to be successful.

• It takes dedication and passion to, and teachers need to take that same amount of passion and dedication to create a positive environment and empowering academic experience for their students.
• Equity in education is a key part of every good teacher’s approach to helping students find success, but what exactly is equity in education and how can teachers work to have it in their classrooms? The term “equity in education” is deeply complex and can take on many forms, making it challenging to establish a succinct definition.

But the basic meaning behind the term is the pursuit of creating an educational system that caters to students of all kinds and develops their educational experience accordingly. This means that no matter what a student’s background, language, race, economic profile, gender, learning capability, disability or family history, each student has the opportunity to get the support and resources they need to achieve their educational goals.

1. An example of equity in education can be found in teachers who are able to,
2. Some students thrive as auditory learners, who process information out loud and ask questions as needed.
3. Others are visual learners who absorb information through pictures, illustrations, and color that’s associated with the text they may be reading.

Then there are tactile learners who take breaks during lessons, act things out to make sense of what’s being taught, and employ the use of models, charts, or diagrams to get the most out of their learning. When teachers are able to adapt their teaching style to meet students at their level and give them the support they need to learn, that contributes to equity in education.

1. Similarly, equity in education is seen when students of different races and ethnic groups are able to see examples of people of their race and community around them in the classroom.
2. History lessons, story problems, and books that are inclusive and show all different types of people are key to helping students of different races feel that equity in the classroom.

Equity in education aims to provide equal opportunity to all students to develop valuable skills and knowledge that help them live a full life and contribute to society. To achieve this goal, educators are tasked with reworking systems of learning that exist on both the school and district levels to ensure this new approach is adopted from the top down.

• The new system is then built on fairness and inclusion, with safeguards such as interventions and resources built in to make sure every student has every opportunity to achieve their academic goals.
• Equity vs.
• Equality in Education While the terms “equity” and “equality” are often used interchangeably, there are notable differences between the two.

“Equality” focuses on ensuring students are presented with the same educational opportunities throughout their scholastic career; however, this approach doesn’t take into consideration that even with those opportunities, different students will have different needs in order to succeed.

• This is where equity comes in.
• Equity” focuses on taking those opportunities presented to students and infusing them with support and resources to turn the education system into a level playing field.
• This means that disadvantaged students will get the support they need to become equal to students who are not disadvantaged.

It takes equality a step further by lifting students who may not have the same opportunities and ensuring they not only are presented with the same options, but that the differences are made up for these students. There are numerous reasons why equity in education is important, including:

Creating opportunity for underprivileged and underserved students so they are able to overcome disadvantages and find success Giving everyone the chance to learn in the way that best supports their learning style Helping students become more engaged in what they’re learning by ensuring they see people who are their same race, gender, ethnicity, etc. in their learning Granting students more access to the resources that can bolster their education Strengthening the connection between a student’s family and their teacher, fostering a more enriching educational environment at home Guiding students to success in their educational career, and beyond Closing the opportunity and achievement gap by making students equal Improving a school district’s performance in metrics such as standardized testing Impacting the community in positive ways, such as reducing crime rates and increasing property value Creating an overall economic benefit by preparing students to become contributors to society, and saving money on public assistance

There are several ways that teachers can work to identify underserved students in their classroom. There are a few groups that typically qualify as underserved populations for students, and teachers need to understand what these groups are so they are able to help students in these populations be successful. Groups that typically qualify as underserved include:

Racial/ethnic minorities. This typically includes all students who are not Caucasian. Teachers need to understand that racial and ethnic minority students typically are considered underserved and can benefit from equity in the classroom. Helping racial and ethnic minority students make connections to their own race, ethnicity, and community can help empower them as they learn. Low income. Schools that are from lower-income areas or specific students that come from lower-income families need teachers who understand equity in education. Lower income students may have less access to resources and opportunities, and equity in education can help make up for those deficiencies. First-generation students. Students who have parents who have lower education levels or no education are often considered an underserved population. These students can greatly benefit from teachers who are able to help them overcome the barriers of having family who haven’t been through the same school system they are trying to navigate. Students with learning disabilities. Students who struggle with learning disabilities require teachers who are able to use equity in education to help them close the gap. Teachers who are able to give specialized attention, cater lesson plans, and work to meet goals are key for students who struggle to learn.

While it’s true that change doesn’t happen overnight, it all starts with one step—and there are lots of things that teachers can do to promote equity in education. For example:

Addressing systemic issues: By becoming more aware of issues that affect categories such as poverty, ethnicity, gender, and more, teachers can create actionable plans that can circumvent the affects these situations can have on a student’s education. They may not be able to single-handedly solve these issues, but by understanding more about them they discover how they affect a student’s learning capabilities, and correct them effectively. Teachers who understand how systems operate and impact their students are able to create better opportunities for their students inside the classroom. Addressing the role of leadership and administration: Similarly, school leadership and administration could also be a part of the systemic issues or be unaware of how those issues can affect students. Teachers can be helpful in alerting leadership to these complications and help get everyone on the same page about how to address them. Teachers who know when and how to work with administrators are key in helping increase equity in their classrooms, schools, and communities. Removing barriers in the school environment: Learning and development gaps often present themselves early in a student’s education, so the more adept teachers are at identifying those blockages early, the more opportunity a student has to excel. This can include educating parents on the support systems that their student can take advantage of or helping them to navigate ways of finding and accessing those resources. Additionally, teachers can provide inexpensive learning resources, tutors, after-school programs, and many other opportunities that help lower barriers in the classroom setting. In instances where finances may be a challenge, teachers can also help parents find ways to afford the resources that can benefit their child. Addressing the role of technology: Technology is a crucial aspect of a student’s educational program, but many don’t have access to reliable internet or a computer that can support their studies at home. By providing access to reliable technology through the school, teachers can create an avenue of support for their students. Teachers can help create equity around technology by ensuring students have the ability to access technology, utilizing it in classroom settings where all students can benefit, teaching parents how to work with technology at home, and more. Regular reassessment of student performance: Monitoring student performance is an important part of the process, as it shows where a teacher’s equitable approach is effective and where there’s room for improvement. Teachers who are focused on equity work to regularly see how their students are performing, and can address what they can do to help increase the equity so their students can all thrive.

Additionally, teachers may also find it useful to or to help get a better understanding of how to foster an environment of equity in the classroom. Equity in education is a complex and critical issue to help all students thrive in a classroom setting.

1. While there isn’t a simple solution or easy answer, every teacher can work to identify underserved students and increase equity each day in their classroom.
2. Teachers who are focused on promoting equity are critical to the success of each and every student.
3. As an educator, understanding and focusing on equity in schools is a critical way to make the lives of each student better.

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What do you mean by equity in education?

The highest performing education systems are those that combine quality with equity. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background, are not obstacles to achieving educational potential (definition of fairness) and that all individuals reach at least a basic minimum level of skills (definition of inclusion).

• In these education systems, the vast majority of students have the opportunity to attain high-level skills, regardless of their own personal and socio-economic circumstances.
• Within the Asia-Pacific region, for example, Korea, Shanghai-China, and Japan are examples of Asian education systems that have climbed the ladder to the top in both quality and equity indicators.

In North America, Canada is among such countries as well. The United States is above the OECD mean in reading performance but below the mean with regard to equity. One of the most efficient educational strategies for governments is to invest early and all the way up to upper secondary.
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What does educational equity look like?

Equitable Education: What does it look like? The Region 8 Comprehensive Center (Region 8 CC) team is committed to helping educators in Ohio, Michigan, and Indiana to pursue educational equity for all their students. But this is daunting work for everyone involved, in part because it entails finding ways to overcome entrenched systemic imbalances—in resources, procedures, networks, and relationships.

• And because every community is diverse in its educational needs, one-size-fits-all solutions are impossible.
• Nonetheless, we are continually inspired by the vision a world in which children and young people have everything they need to learn and grow.
• Here, state coordinators Amy Colton, Beverly Mattson, Kerry Hoffman, and Stephanie Irvine share in their own words what education would like if it were truly equitable.

Amy Colton: If students were experiencing a truly equitable education, they, as well as the adults in and outside the schools, would be treated with dignity regardless of their cultural backgrounds, race, socio-economic status, or identities. Strong nurturing relationships and accountability between students and teachers would be the norm.

• Students would experience a rigorous, coherent, and engaging instructional program that is reflective of the students’ cultural backgrounds and is made relevant through the application of real world-world problems.
• Students’ assets and funds of knowledge would be integrated into learning experiences.

All students would have access to high quality teaching. Teachers would collaborate regularly to learn from and with each other in an effort to increase their pedagogical expertise and to be culturally responsive to all students. Procedures and practices would be in place to keep students from falling through the cracks, and students’ unique needs would continuously be assessed and addressed, and accommodations made so All reach high outcomes.

When equitable educational experiences exist all educators and students will gain a sense of agency, belonging, respect, and engagement. Beverly Mattson: Equitable education would be when each and every student, no matter where they live in the United States or what their backgrounds and abilities are, would have access to well-resourced schools and effective teachers of rigorous and individualized instruction, so that all students could reach their goals and meet high expectations with needed supports and services.

Equity would include specifically identifying and eliminating any barriers that prevent schools from having effective teachers, the resources, supports, and services they need, so they can provide each and every student rigorous individualized instruction with high expectations.

1. Erry Hoffman: If education were truly equitable, students would be thriving regardless of their zip code.
2. All students would have opportunities to participate in deep, meaningful learning that values and empowers them as individuals, and schools would be welcoming places that bring all members of the community together to enhance those learning experiences.

Stephanie Irvine: If education were truly equitable, every child would have what they need to learn and grow. We talk a lot about a system that supports the equitable distribution of resources. Just as importantly, we must encourage (and equip) adults to know each child – to value what they uniquely bring to the classroom – and “personalize” learning for them.

Students and teachers treated with dignity irrespective of cultural background, race, socioeconomic status, or identity. Access to resourced schools and individualized instruction for students. Elimination of barriers that hinder schools from having effective teachers, resources, support, and services students need. Students thrive in school regardless of the zip code in which they live. Teachers equipped to know each child, value them, and personalize learning for them.

: Equitable Education: What does it look like?
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Why is it important to have equity in education?

Equity in education is a goal everyone in education can get behind. What educator doesn’t want to see all students have an equal opportunity for success? But it’s not always easy to define precisely what we mean when we talk about equity. Is it about outcomes? Resources? Funding? Academic support? Achieving true equity will require looking at all of these aspects and more, from both a larger systems perspective and an individual student perspective.

1. Let’s take a closer look at what we mean by educational equity and what school leaders and teachers can do to improve equity at the school and classroom level.
2. What Do We Mean By Equity, Anyway? There are many different ways that we can define equity.
3. The dictionary definition of equity is “justice according to natural law or right; freedom from bias or favoritism.” When we talk about equity in education, we usually mean something similar to “fairness.” But what does this look like in practice at the national, district, school, classroom, or individual student level? Much has been made of the difference between equity and equality.

While equality means treating every student the same, equity means making sure every student has the support they need to be successful. Equity in education requires putting systems in place to ensure that every child has an equal chance for success. That requires understanding the unique challenges and barriers faced by individual students or by populations of students and providing additional supports to help them overcome those barriers.

Fairness, which means ensuring that personal and social circumstances do not prevent students from achieving their academic potential. Inclusion, which means setting a basic minimum standard for education that is shared by all students regardless of background, personal characteristics, or location.

Achieving these standards requires looking at equity from several different aspects.

Monetary resources: Is school funding equitable? Do schools serving populations with greater needs have access to the resources they need to effectively serve these students? Academic standards: Are all students held to high performance standards? How are standards modified to accommodate students with special needs? Academic content and support: Do all students have access to high-quality content that fits their educational needs? What supports are provided for students who need extra help to achieve academic goals? Do all students have highly qualified teachers who are well prepared to meet their needs?

OECD has outlined ten critical steps to equity in education that encompass educational design, practices, and resourcing. Promoting Equity at the School and Classroom Level While some aspects of equity in education must be addressed on a broader systemic scale, there are many things that can be done at the individual school and classroom level to create a more equitable environment for students.

Achieving equity is closely tied to personalized learning : it requires understanding each student’s individual needs and designing educational experiences that will help all students achieve success. In an equitable—as opposed to merely equal—classroom, each student is given the support and scaffolding they need to optimize their educational progress.

The goal is for all students to work in their Zone of Proximal Development, which is defined as “the difference between what a learner can do without help and what he or she can do with help.” That may mean that:

Some students will have different expectations on an assignment, such as only writing three paragraphs instead of five. Some students will have extra time to complete an assignment or other accommodations designed to meet their educational needs. Some students will have resource teachers or aides that provide additional support in the classroom or in a pullout environment. Some students will have resources provided at a different reading level or in a different language.

These extra resources and accommodations do not make the classroom more “equal”—some students are getting more support, time, and attention than others. But they do make it much more equitable: additional resources are going to students with greater needs. At the school and district level, educational leaders have a responsibility to:

Ensure that teachers have the materials, resources, and training they need to design an equitable classroom. Provide access to programs and strategies that support the goal of equity and enable all students to succeed. Support teachers when addressing parent concerns—for example, when explaining why some students were given more time on an assignment than others. Ensure that there is a fair and objective way to determine student academic needs, monitor academic progress, and implement support systems that serve all students.

Empowering All Students to Succeed Ultimately, building a more equitable educational environment is about student empowerment: making sure all students have what they need to succeed in the classroom and beyond. This includes students in Special Education, English Language Learners (ELLs), Gifted and Talented, and other students with diverse educational needs.

Cherry Creek School District in Colorado used Thinking Maps and Path to Proficiency to help them increase educational equity for their growing ELL population. Using Maps to make thinking visible helped ELLs accelerate language acquisition, access grade level content while still learning English, and connect with their English-speaking peers.

ELL Program Coordinator Meg Lucerno says, “Creating the Maps is something that all students can be successful with, regardless of their language skills. They can use pictures, individual words, or short phrases. The Maps let them show what they can do an engage in meaningful classroom interactions with their peers.” Read the full story here,

An Equity Q&A with Laura Slover, CEO at CenterPoint Education Solutions Equity vs. Equality in the Classroom OECD Policy Brief: Ten Steps to Equity in Education

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What is the best example of equity?

Equity Example – Equity can be calculated by subtracting liabilities from assets and can be applied to a single asset, such as real estate property, or to a business. For example, if someone owns a house worth $400,000 and owes $300,000 on the mortgage, the difference of $100,000 is equity.

To calculate shareholders’ equity of a business, a variation of the balance sheet formula can be used: Shareholders’ Equity = Assets – Liabilities For example, if a company’s total assets amount to $1,000,000 and total liabilities are $300,000 the shareholders’ equity would be $700,000. For an investor, stock is synonymous with equity, which represents ownership.

For a business, shareholders’ equity is a major item on the balance sheet and represents the difference between the total value of assets and total liabilities. Shareholder equity can also represent the book value of a company.

Equity and stock are synonymous terms. However, equity can take on slightly different meanings for a business and an investor. For example, shareholders’ equity is the difference between a company’s assets and its liabilities, whereas shares of stock represent shares an individual owns in a company. Equity represents ownership in a business or asset and can be calculated by subtracting total liabilities from total assets. However, represents a company’s financial assets that are available to spend. Also known as shareholders’ equity or stockholders equity, owners’ equity means the ownership of assets when accounting for liabilities. Thus owners’ equity represents the net value remaining after total liabilities are subtracted from total assets. Equity crowdfunding is a form of financing that enables private companies and startups to raise capital from investors through an online crowdfunding website. Private equity is a form of financing where money is invested into privately-held companies. In general, private equity refers to managed funds, often organized as limited partnerships, that buy and restructure companies not listed on an exchange.

This article was written by Kent Thune, CFP®, is a fiduciary investment advisor specializing in tactical asset allocation and portfolio management with a focus on ETFs and sector investing. Mr. Thune has 25 years of wealth management experience and has navigated clients through four bear markets and some of the most challenging economic environments in history.

As a writer, Kent’s articles have been seen on multiple investing and finance websites, including Seeking Alpha, Kiplinger, MarketWatch, The Motley Fool, Yahoo Finance, and The Balance. Mr. Thune’s registered investment advisory firm is headquartered in Hilton Head Island, SC where he serves clients all around the United States.

When not writing or advising clients, Kent spends time with his wife and two sons, plays guitar, or works on his philosophy book that he plans to publish later in 2022. Disclosure: I/we have no stock, option or similar derivative position in any of the companies mentioned, and no plans to initiate any such positions within the next 72 hours.
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What is a example for equity for kids?

Equity: Why Talk About It with Children Equity is arguably one of the most crucial topics in society’s current dialogue. Terms like these are tossed around in the media, in our workplaces and in our classrooms, yet children and adults alike can find the topic confusing.

What is equity? Equity is often used interchangeably with equality, but they have distinctly different meanings. While equality demands everyone should be treated the same regardless of differences, equity is giving everyone what they need to succeed. Imagine a family of four, including two adults and two children, taking a bike ride.

Equality says that all four have the same size bicycle. Equity, on the other hand, says the children need smaller bicycles so they can reach the pedals because they are shorter in height, while the adults need bigger bikes because they have longer legs and can reach the pedals more easily.

Every child deserves the opportunity to be successful based on his or her unique gifts and talents, but not every child has equitable opportunities. Why talk about equity with children? It’s critical that children understand equity and the many barriers to achieving it, including race, gender and socio-economic status.

If parents or teachers stay silent around the topic of equity, many children will begin to develop their own perception, of themselves or those around them based on these labels. Conversations around inequity are crucial. Children are talking about these barriers, whether or not their parents or other adults are creating safe places for those important conversations.

1. Children process the world through small experiences that, when compounded over time, shape their own identity and their perception of others, including people of other races, ethnicities, genders and socio-economic statuses.
2. It is crucial that parents ensure “their voice is in the room,” says Momentous Institute’s Dr.

Garica Sanford, training director. “When we don’t talk to children about topics like race, we miss opportunities to help them understand the unique ethnic and cultural differences that exist and enrich our world.” How to start the conversation: Like adults, children can identify inequity in the world.

1. They may see two children being treated differently at school or they may hear a story on the news that highlights inequity.
2. Adults can use these opportunities to open a conversation in developmentally appropriate ways.
3. An adult might ask a child what she thinks about an experience of inequity, or if she’s seen other examples of inequity and how she might handle it.

It may be as simple as saying, “there are times when people are treated differently just because of their race or gender. How do you feel about that?” Famous journalist and author Nicholas Kristof said it best, “talent is universal; opportunity is not.” Children have an opportunity to create equity around them if they are informed of what equity is and why it is important for the social emotional health of our community.
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What does equity minded look like in the classroom?

The term “Equity-Mindedness” refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes. These practitioners are willing to take personal and institutional responsibility for the success of their students, and critically reassess their own practices. In order to understand and become “Equity-Minded”, it warrants that various practitioners (faculty, administration, staff, etc.) assess and acknowledge that their practices may not be working. It takes understanding inequities as a dysfunction of the various structures, policies, and practices that they can control.
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