The Larger Project of Educational Equity

by Cathie Cookson

In this edition of Women's Education des femmes we explore, among other things, several aspects of educational equity, the definition of which continues to evolve. Broadly, educational equity refers to the idea that everyone should have an equal chance to succeed in the educational system. But what needs to be in place and what needs to be reformulated to provide an "equal chance"?

Initially, arguments for educational equity concentrated on access and on entry to institutions and particular programs within them. Such access, it was argued, would result in jobs and positions of power traditionally associated with post-secondary education. However, we see now that access alone does not result in equity. To achieve equity in and through education, approaches must be built on principles of inclusion. In other words, equity work has to be linked to a larger, all-encompassing plan for equity in every aspect of education.

Barriers to post-secondary education for women have been identified and feminists have pushed for access through the provision of childcare, part-time studies, supportive services, and better financial assistance. While these remain fundamentally important, the definition of educational equity has been further developed to include the content and processes within classrooms and the structure of institutions-or the educational "environment" itself. An understanding of those affected by educational inequity has expanded to include people of colour and visible minorities, lesbian, gay and bisexual people, those with disabilities and older adults. Such shifts in focus require looking at how inequity is produced within education itself, especially in curriculum and pedagogy.

To build inclusive institutions, it is important to take a holistic approach that transforms education for all learners and teachers. The expertise of areas such as women's studies, ethnic studies and gay and lesbian studies informs this work but, to transform education and build inclusive curriculum, the knowledge and understandings developed in these areas must infiltrate institutions as a whole.)

In this edition of the magazine, institutional climate, academic control, assessment, and the symbolization of certain subjects as masculine are explored as part of the work towards educational equity. Somer Brodribb (et al.) describes the Department of Political Science's adverse response, at the University of Victoria, to the report of the Committee to Make the Department More Supportive to Women. This response, combined with the fumbling and mismanagement of this crisis by the university's equity office and procedures, makes it sadly apparent why the climate of the university as a whole must be considered in efforts to achieve educational equity. The impact of the events themselves, the resulting attack on students and instructors and their work, and the lack of adequate resolution evidence a fundamental lack of understanding on how to build and sustain inclusive and equitable environments. Here in Vancouver, we have seen similar charges of a chilly climate brought against the Political Science department at the University of British Columbia with equally vicious results for students and women faculty.

Other aspects of education and their impact on equity are examined by other articles in this issue. Deborah Reixach considers the validity of assessment measures for women, particularly low income and socially marginalized women, in community-based job preparation programs; Meredith Kimball identifies content, pedagogy and assessment in mathematics as problematic for girls and women. Many areas are in need of attention on the road towards educational equity; linkages between efforts can provide ideas and support to those who are doing this work. An inclusive approach, where no aspect of the educational system is ignored, is essential.

Cathie Cookson is a faculty member at Douglas College in New Westminster, B.C., and is currently completing her thesis on developing educational equity in a community college setting. She is also network director for CCLOW-B.C.

1. Briskin, L. and Coulter, R., "Feminist Pedagogy: Challenging the Normative" in Canadian Journal of Education, 17:3, 1992, p.247.
   
   
2. Sandler, B. with Hall, R., The Campus Climate Revisited: Chilly for Women Faculty, Administrators and Graduate Students. Washington: Association of American Colleges, 1986; and Caplan, P., Lifting a Ton of Feathers: A Woman's Guide for Surviving in the Academic World. Toronto: University of Toronto Press, 1993.
   
   
3. Butler, J. and Walter, J., "Praxis and the Prospect of Curriculum Transformation," in , Butler, J. and Walter, J. (eds.) Transforming the Curriculum: Ethnic Studies and; Women's Studies. Albany: State: University of New : York Press, 1991, : p.325.