Step1Module1History 8 5 21

Module/Step 1:
History of
Educational
Marginalization
DR. ELISE M. FRATTURA
DR. COLLEEN A. CAPPER
©©2021
2021ELISE
ELISE M. FRATTURA
FRATTURAAND
ANDCOLLEEN
COLLEENA.A. CAPPER.
CAPPER. ALLALL RIGHTS
RIGHTS RESERVED.
RESERVED. YOU YOU MAYREPRODUCE,
MAY NOT NOT REPRODUCE,
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OR DISTRIBUTE THIS
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4 Agreements of
Courageous Conversations
(Singleton & Linton, 2006)
• Experience
discomfort
• Stay engaged
• Speak your truth
• Expect and accept
non- closure
© 2021 ELISE M. FRATTURA AND COLLEEN A. CAPPER. ALL RIGHTS RESERVED. YOU MAY NOT REPRODUCE, MODIFY, OR DISTRIBUTE THIS WORK WITHOUT WRITTEN CONSENT FROM THE
AUTHORS. PLEASE EMAIL INFO@ICSEQUITY.ORG TO OBTAIN SUCH PERMISSION.
Community Agreements (cont)
• No blame, shame, judgment

• Equity work life-long, never
ending, at individual &
organizational level.
• “Collective Equity Capacity” we
are in this with you - mutual
learning, challenging, growing
together
Integrated Comprehensive Systems for Equity – Four Cornerstones
Cornerstone 1- Focus on Equity Cornerstone 2- Align Staff &
Students
Step 1. Know the History of
Educational Marginalization Step 7. Re-align Staff and Students
Step 2. Shift from Deficit to Assets- Step 8. Construct Co-Plan to Co-
Based Thinking, Language Serve to Co-Learn (C3) Teams
Step 3. Engage in Identity
Development Engage &
Step 4. Apply Equity Research
Step 5. Develop Equity Non-
Develop
Negotiables Community
Step 6. Conduct Equity Audit
Cornerstone 4 – Leverage Policy Cornerstone 3 – Transform

and Funding Teaching and Learning
Step 10. Align Human Resource Step 9. Design Identity Relevant

Systems Teaching & Learning for All Learners
Step 11. Leverage Funding
Step 12. Cross-Check Policy and
Procedures
Step 13. Create Multi-Year Equity
Action Plans
The Reality
Persistent Inequities
Schools have a culture of Marginalization
◦ Race
◦ Disability
◦ Language
◦ Social class
◦ Religion
◦ Gender
◦ Sexual/Gender Identity
◦ And their intersections
ICS Step 1: History of Marginalization and Current
Educational Structures
Stepping Back to Move Forward
“History is not just facts and events.

History is also a pain in the heart
and we repeat history until we are able
to make another's pain in the heart our own.”
Julius Lester, Author, Poet Musician

(1939-2018)
Professor Emeritus
University of Massachusetts
History of Educational
Marginalization
History of Educational
Marginalization
…we have
created a
Deficit-Based
System.
What Our History Has Taught Us
The Expectation Was and Still is Assimilation–
Setting in motion a deficit based educational system

from higher education teacher education programs to
K-12 schools that perpetuates the gaps in achievement by:
race
poverty
(dis)ability
linguistically diverse
gender and their intersections
Maintaining a
Normed Group
of Students
TIERS
Special
3
Education
5%-10%
Targeted
2 Interventions
20%
1
School Wide
Interventions
80%
Create More Programs
Under RtI
Sample High School Current
Educational Structure
Current “Inclusive” Service
Delivery – Elementary
School Teams
ICS – Step 1 – History of Marginalization Current
Educational Structures
First, in your teams - One person draws (use google shared

doc) – using shared screen:
a) A graphical representation of the “normed” group of

students (those students who are receiving the most
comprehensive education within Tier 1).
b) Write down the other programs you have that
represent unnatural proportions of students clustered
for specialized supports outside of general education.
c) Add ability grouping or other clustering within general
education that is not naturally proportioned.
ICS – Step 1 – History of Marginalization
Current Educational Structures
Second, on your structure place a + for what is proactive
and a – for what is reactive about your current
educational structure:
a) Proactive +
b) Reactive -
ICS – Step 1 – History of Marginalization
Current Educational Structures
Third on a separate word doc – (use google

shared docs) list the problems or challenges
with the current educational structure that
you just drew on the paper.
Summary During Group Time
1. Draw your current structure
2. Determine what is proactive and reactive
3. List the challenges of your structure for students
and then staff
Where Students Learn
Matters
Students pulled-out or ability grouped/ or
segregated from other students for instruction -
taught they do not belong…
Students who remain are taught
-who belongs and who does not!
-who is capable and who is not!
Elementary Classroom -
Disrupted by Pullout (Theoharis, 2007)
Reading ESL
S&L OT PT
Sp Ed Sp Ed
Classroom
W Teacher W
AA W
AA W
W W
W AA AA W AA AA W AS AS W L W L W
Perceptions Matter
Stereotype threat – lowers performance when their
marginalized identity is reinforced
cues can harm performance
Stereotype lift – increases performance
when others are informed of a negative
stereotype of another group.
Stereotype lift and threat occurs every day in every

school perpetuating societal marginalization…
(Steele & Aronson, 1994)
What Our Educational
History Has Taught Us
Such practices blame and label the students and
provides less rigor by isolating students through
the ineffective practice of grouping by ability and
limiting access to high quality instruction.
Some students receive support – while others

denied
What We Now Know
Students who leave the general
education classroom receive the most
fragmented, least cohesive
education.
Students with the most needs, are
expected to synthesize information
across the the most adults and most
environments.
Limits transfer of both educator and
student knowledge back to the core
of teaching and learning
Return to Your Team’s List of
Challenges:
Add Any Challenges? Change Any Challenges?
“Good Intention….
Is a hall pass through
history, a sleeping pill
that ensures the
Dream.”
Ta-Nehisi Coates, 2015
The dream …. cannot

be of assimilation….
Books/Videos Specific to History to
Read --
Thank you for your commitment to equity!
FEEDBACK CARDS
1. What resonated?
Thank you for your commitment to equity!
FEEDBACK CARDS
2. What gives you pause?

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Module/Step 1:

• No blame, shame, judgment

Cornerstone 4 – Leverage Policy Cornerstone 3 – Transform

Step 10. Align Human Resource Step 9. Design Identity Relevant

“History is not just facts and events.

Julius Lester, Author, Poet Musician

Setting in motion a deficit based educational system

First, in your teams - One person draws (use google shared

a) A graphical representation of the “normed” group of

Third on a separate word doc – (use google

Stereotype lift and threat occurs every day in every

Some students receive support – while others

The dream …. cannot

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