Equity and Excellence Among Arizona School Leaders: Encouraging Integration within a Segregative Policy Context

The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

“…In any case, equity in the field of education should contribute to equal opportunities in access to studies regardless of gender [10,11], social origin, or ethnicity [12][13][14]. Equity must promote academic results and quality [15], so that students can access higher education and thus break the inequality gap [16].…”

“…Equity must promote academic results and quality [15], so that students can access higher education and thus break the inequality gap [16]. Therefore, it is essential to promote compensatory educational policies (schooling, resources, or scholarships and study aids) [4] and to develop organizational and cultural aspects in educational centers [17][18][19][20][21] to encourage leadership practices [6,13,17]. The interest in creating a more equitable educational system is evident [2,26].…”

“…On the other hand, equity is conceived in the education system as part of social justice in which each person, by virtue of being a person, receives what he or she needs from the common goods to compensate for the initial inequalities and, thus, annul the biases related to personal, social, or cultural factors [9]. Equity in education should not only be seen as compensation or readjustment of common goods in order to alleviate initial limitations, but should also go beyond this by seeking to ensure that this equity is manifested in such important aspects as equal opportunities in access to studies regardless of gender [10,11], social origin [12,13], or ethnic origin [12][13][14]. It also seeks to ensure that this equity is reflected in academic results and quality [15], which will allow students to access higher education and thus break the inequality gap [16].…”

“…This leadership should favor the entire educational community, focusing mainly on teachers, parents, and students [17]. In this sense, educational leadership [6,13] appears as a dynamic element of educational practices based on equity and social justice. In addition, collective work [5] emerges as a central principle to work on.…”

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

“…In the late 1990s, the U.S. experienced a wave of state-level anti-immigrant and English-Only initiatives that successfully banned bilingual instruction in California, Arizona, and Massachusetts, three states that combined enrolled nearly half (45%) of the nation’s EL students. Over the next two decades, scholars would document the socially and academically segregative effects of these English-only policies on EL students and their achievement (Cruze & López, 2020; Gándara & Hopkins, 2010). By 2015, however, the number of states offering bilingual certification had increased to 25, alongside a broad expansion of bilingual education through the growth of dual-language instructional programs designed for both EL and native English speaking students (Boyle et al, 2015).…”