Dr. Natasha Halfkenny is an educator, academic leader, and entrepreneur whose career has been shaped by a commitment to equity and access in education. As a principal with Boston Public Schools, she has developed inclusive learning environments with a focus on programming for students from marginalized populations, balancing community engagement with student social and emotional well-being. She also serves as an adjunct professor at Roxbury Community College and is the founder and CEO of Melanin Scholars, LLC, providing tutoring, mentoring, financial literacy, and college and career readiness counseling. Her research, published through ProQuest, explores how males of color navigate institutional barriers in university settings. Dr. Halfkenny holds an EdD in International Higher Education Administration from Northeastern University and was honored by the Massachusetts House of Representatives for her work narrowing the opportunity gap.
Building Inclusive Classrooms
The primary purpose of education is to equip learners with the knowledge and skills they require to thrive in society. As simple as it may sound, the path to this goal is paved with obstacles unique to every student. Equity in the classroom identifies and helps eliminate some of these hurdles, giving each learner an equal opportunity for success.
Equity means that all learners receive what they need to realize their full academic and social potential. Equity is not the same as equality, which requires all learners receive equal access to the same opportunities and resources.
Unlike equality, equity recognizes that each student enters the classroom with unique abilities and limitations. Equality is important, but it ignores learner-specific limitations. Equity goes beyond availing the same tools. It also accommodates learners’ unique challenges.
One student may come from an economically challenged background, while another may have disabilities. Providing the same textbooks may help the learner with economic barriers, but does nothing for the one with disabilities.
Without equity, pre-existing disparities thrive, widening the skill gap. The use of computers means that digitally proficient learners will leave behind those who struggle with computers. Equity recognizes the gap in digital proficiency and demands teachers go beyond providing computers and assist those who are facing a steeper learning curve.
Emphasizing equality and neglecting individual limitations depersonalizes learning. It treats all learners as equally skilled or able. Equity differentiates instruction by tailoring it to each learner’s strengths and learning style. It recognizes that some learners struggle with verbal instruction but are good at visualizing. Therefore, they supplement verbal instruction with visual instructions, such as images, diagrams, maps, and written notes.
Equity requires an understanding of each learner’s abilities and limitations. Consequently, it’s much harder to realize than equality. Equality simply entails ensuring that all learners have equal access to all the available textbooks and learning materials. Equity demands more of the teacher.
One thing it demands of them is awareness, both of the self and the situation. A self-aware teacher acknowledges the implications of their race, gender, or socioeconomic background for their worldview. This way, they avoid assumptions that may elevate some learners while creating barriers for others.
Known blind spots that disproportionately affect students of color include being asked to be experts on their race. A Black female student may have a different lived experience compared to a White female student. Still, that doesn’t make them experts on their race. Black students also report being held to lower standards compared to their white counterparts.
The opportunity for building equity in the classroom lies not in ignoring biases and stereotypes, but in acknowledging them and preventing them from impairing judgment. One solution is to provide culturally responsive teaching (CRT). CRT is about leveraging different cultures in teaching and learning. It helps all learners see themselves in what they’re learning, thus transforming the learning experience from passive to active.
Inclusivity in the classroom isn’t about political correctness. Done well, it has far-reaching implications for both the teacher and learner. It inspires in the teacher mindfulness, empathy, and self and situational awareness. These traits influence how teachers approach relationships outside the classroom.
For students, equity enhances learning outcomes. Academic success has far-reaching implications for their professional and personal journeys. It means better job prospects, and also inspires students to embrace, not downplay, their differences.
An equitable classroom can seem like an elusive aspiration. A culturally responsive curriculum alone won’t get America there. Neither will an introspective teacher alone. It requires a multi-sectoral approach, a collaboration between all stakeholders – students, families, teachers, and educational leaders. Collaboration cultivates a sense of ownership of approaches designed to foster equity.
About Dr. Natasha Halfkenny
Dr. Natasha Halfkenny is a Boston-based educator serving as a principal with Boston Public Schools and as an adjunct professor at Roxbury Community College. She is the founder and CEO of Melanin Scholars, LLC, which provides academic tutoring, mentoring, financial literacy, and college and career readiness counseling. Her published research examines the experiences of males of color in higher education. She holds an EdD in International Higher Education Administration from Northeastern University and received an honorable citation from the Massachusetts House of Representatives for narrowing the opportunity gap.
