From the Chair: Creating “Fairness”

“That’s not fair!” is something I heard on an almost daily basis when I was teaching in Newark, N.J. "Why does she get to listen to the story on headphones?” “Why does he get to stand up at the back of the room?” This led me to really examine the meaning of the word “fair.” I grew up thinking fair was everyone getting the same thing – everyone gets two cookies.
 
I knew within my own classroom that my seemingly “unfair” actions were necessary for each student to be successful. This led to a very powerful discussion in my elementary school classroom. Their ideas about fairness (equity) were the same as my childhood ideas. To help students redefine fairness, I would give them this scenario: Tomorrow I am going to bring everyone a brand-new pair of sneakers. To be fair, they are all going to look the same and they will all be a size 9. That lead to another chorus of “That’s not fair.” We would discuss why, since the sneakers were the same for everyone.
 
Slowly, the conversation started to turn into: It would be fair for everyone to get new sneakers but in their correct size. We would then discuss how fair is really giving everyone what they need in order to be successful. For some, that meant listening with headphones, for some it was wandering around the classroom and for others it was a quiet reading corner; and with that they all understood. Fairness (equity) was now defined in our classroom as giving each individual student what they need to help them be successful.
 
As counselors, we play a vital role within our schools to work toward equity for all students. We affect school culture through our school counseling programs that include data collection and counseling lessons. Once we have identified the gaps in achievement, we can advocate within our school and district for what we need to close those gaps.
 
Some may feel that they are only responsible for delivering lessons within their program. However, school counselors can have such an immense impact on school policies and culture overall. It is vital that we identify and advocate for policies that will lead to equitable treatment of all students. We must work tirelessly in promoting curriculum and courses that will lead all students to college or career. All of these things are within our realm of change and something we should constantly be aware of. When working through various measures, we are better able to create an environment for achievement that supports the success of all students.
 
As we work toward these goals through our advocacy efforts and partnerships with parents and community, we can make our schools better for the students we serve. At times, this may seem like a daunting task, but through our consistent efforts, we can make the difference our students need.
 
Contact Shiloh Wheeler, AzSCA chair, at rayshiloh@hotmail.com.