This course provides candidates the opportunity to examine and to reflect upon equity, diversity, and access in education. In particular, the course focuses on the potential for contributions of students, families, teachers, and staff through equitable participation in school practices, programs, and curriculum. Candidates examine their personal beliefs, as well as issues regarding equity, diversity, and access, in the context of leadership.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, Connecticut, Georgia, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, South Dakota, Tennessee, Washington, and individuals who reside outside the United States.
- Identify major demographic and educational changes which have occurred from the mid-twentieth century through the present.
- Analyze the impact of demographic and educational changes on schools, curriculum, and instruction.
- Describe the concepts of equity, diversity, and access.
- Explain the significance of and the issues concerning educating for democracy and equity.
- Examine personal beliefs and values regarding diversity and equity.
- Investigate critical theory as it relates to the impact of class, race, power, gender, and privilege on education and learning.
- Analyze the implications of cultural capital and social capital for schools, instruction, and students’ academic success.
- Examine the diversity of students, teachers, administrators, and staff in a school and the implications of differences among groups.
- Examine examples of institutionalized bias in schools and school districts.
- Examine the impact of culture on teaching practices and student learning.
- Propose strategies and resources that teachers and administrators can utilize to bridge cultural gaps that exist between school climate and students’ cultures.
- Describe key components of equity and access in a culturally responsive school.
- Examine dispositions of culturally responsive teachers and administrators.
- Identify the elements of culturally responsive curriculum, materials, and instructional practices.
- Examine classroom organization and pedagogical practices that provide equal access to learning for all students.
- Evaluate ways of consolidating and using data from varied sources to address students’ individual learning styles and needs.
- Analyze strategies for differentiation of instruction and assessment to address students’ varied learning styles and specific learning needs.
- Determine a plan for developing and implementing school practices with community members, families, and staff to create a more inclusive and culturally responsive school.
- Create professional development opportunities with teachers and other stakeholders to support growth towards a more culturally responsive school.
NotesDuring the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-354-1800.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.