Introduction
The Office of the Attorney General (OAG) of the New York State Department of Education and the New York State Board of Regents (SED) have jointly issued a communication to notify Local Education Agencies (LEA) about their duty to prioritize dignity, inclusion, and respect in their educational decision-making processes. These principles, enshrined in legislation, serve as the foundation for well-informed educational policies.
Through this collaborative directive, the OAG and SED reassert New York’s dedication to ensuring equal educational opportunities for all students by encouraging LEAs to develop and implement policies and practices that promote diversity, equity, and inclusion (DEI). Both state and federal laws prohibit discrimination in educational institutions based on various factors including race, color, national origin, disability, sex, religion, sexual orientation, gender identity or expression, military status, age, or marital status.
Impact of Discrimination
Impact of Discrimination Numerous laws mandate that LEAs take proactive measures to identify and rectify instances of discrimination and their detrimental effects on educational opportunities for students. Neglecting to assess, monitor, and adjust policies, procedures, and curricula as necessary may lead to a breach of an LEA’s legal responsibilities under federal and state regulations. Of particular note are two state policies: the Dignity for All Students Act (Dignity Act) and the Board of Regents’ DEI policy. The Dignity Act, effective since July 1, 2012, requires public schools to foster a civil environment free from discrimination, harassment, or intimidation, enabling students to learn without fear.
New York State Education Law on Citizenship
New York State Education Law on Citizenship and Character Education Furthermore, the Dignity Act amends Section 801-a of New York State Education Law to include instruction in civility, citizenship, and character education, emphasizing concepts such as tolerance, respect for others, and dignity. This encompasses awareness and sensitivity in interactions among individuals of various races, weights, national origins, ethnicities, religions, religious practices, mental or physical abilities, sexual orientations, gender identities, and sexes. Notably, the Dignity Act was amended in 2021 to include discrimination based on race, encompassing hairstyles and traits associated with race. In May 2021, the Board adopted a comprehensive DEI policy.
Initiative by the New York State Department of Education
with the Publication of a DEI Framework This initiative followed the publication of a DEI framework, wherein the Board outlined its beliefs and expectations for all students, especially during pivotal historical moments. The Board adopted definitions of diversity, equity, and inclusion developed by the University of California, Berkeley Center for Equity, Inclusion, and Diversity, and the University of Houston’s Center for Diversity and Inclusion. It also stressed the importance of all school districts and higher education institutions developing and implementing DEI policies and practices promptly and consistently.
Crucial Examples by the New York State
Department of Education It is imperative for public schools to prioritize DEI in their endeavors to fulfill their legal obligations. Three crucial areas include teaching and learning, student discipline, and addressing bullying and harassment.
Conclusion
In conclusion, effective teaching and learning are mutually dependent processes that necessitate collaboration, adaptability, and a commitment to continuous improvement. By fostering environments conducive to exploration, discovery, and growth, educators can empower learners to realize their full potential and become active contributors to society. It is essential to ensure that teaching and learning practices reflect the principles of diversity, equity, and inclusion, providing opportunities for all students to achieve educational progress. The Board of Regents remains steadfast in its commitment to providing the best possible instruction for New York students.
As outlined in the Board’s policy statement, LEAs should address the need for inclusive and culturally responsive teaching and learning, encompassing various aspects such as curricula across all content areas, instructional materials, pedagogical practices, professional development, classroom grouping policies, student support systems, equitable learning opportunities, and diverse assessment methods. Such practices should aim to avoid the limitations of a single narrative and foster learning from multiple perspectives.
