In our Equity and Inclusion module, we explore ways that teachers can create equitable and inclusive school and classroom environments that respect diversity in simple, everyday ways. (See Fostering Equity.) While we may have less contact with parents and caregivers than we do with our students and colleagues, especially in a high school setting, we can ensure that any contact contributes to that long term goal. Some of the most effective strategies are simple parts of our daily routine.
Our role with parents and caregivers is different than our role as educators with our students. Nonetheless, there are many subtle and explicit ways that we can take advantage of every contact with parents and caregivers in order to convey the values and attitudes reflected in our school culture, and to ensure that they feel included.
To weave equity, inclusion and bullying prevention into our interactions with parents and caregivers, teachers can:
- Build it into our conversations. When we ask or answer questions, provide information, respond to parents’ and caregivers’ concerns, interact informally with them, we can find ways to open up the possibilities to a diverse range of people, cultures, lifestyles and family compositions.
- Use positive and inclusive language. We send powerful messages about what is “normal” and acceptable through our words and language. Consciously or unconsciously, we are always making choices about who we include and who we exclude with our words. We can practice making space in our language for a range of people and lifestyles beyond our assumptions. For example, we can observe and check how our language expresses our assumptions.
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When we are not certain what language to use, we can find out by asking people directly.
- Get to know parents and caregivers as individuals. We are all emotionally and psychologically attached to our identities, which are often complex and multi-layered. (See Power and Identity.) Like all people, parents and caregivers are likely to feel safer and more comfortable in an environment where their identity is recognized and acknowledged.
- become aware of the assumptions we are making based on a person’s appearance, accent, way of dressing, way of behaving, personality, or a myriad of other factors;
- internally monitor and question our assumptions, while making an effort to remain open to all possibilities as we get to know the person as an individual;
- wait for cues from the person we are getting to know in order to get a sense of how they see their identity;
- make room in our communication – through our language, attitude and approach – for many possibilities, ways to live, dreams, goals and values.
When meeting with a parent or caregiver who is transgendered, we can ask, “Do you prefer to be addressed as he or she?”
(For information about words that promote equity and inclusion, see our Glossary at The Words to Say It: Glossary.)
- When getting to know a parent or caregiver, teachers can: