Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”

We present analyses from focus group interviews with a geographically diverse set of experienced, urban teachers who point to systemic inequity as a major contributing factor to the problems they face in their schools and communities. To begin, we overview the literature relating to our development of this project, after which we outline the theoretical underpinnings of our analyses. Next, we outline our methods, process of analysis, and analytical approach. We then discuss our findings, highlighting how the teachers described the systemic nature of inequality, and the policy solutions they identified as potential avenues by which to address these inequalities.