[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594865-105":59,"doc-detail-594865-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","creating-equity-in-a-diverse-rural-school","Creating Equity in a Diverse Rural School","","SPECIAL INTEREST PAPER examining how McCreary School in a rural Manitoban community addresses inequity for diverse learners. The text links ethnicity, socioeconomic status, and cognitive or physical ability to social and academic barriers, including poverty-related challenges and disparities between majority and minority student outcomes. It describes a teacher-collaborated plan targeting three change domains: meeting basic physical needs, supporting academic achievement, and improving social inclusion at both school and classroom levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-equity-in-a-diverse-rural-school/594865/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-equity-in-a-diverse-rural-school/594865.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges does the paper identify for creating equity at McCreary School?","Question",{"text":112,"@type":113},"It highlights barriers tied to students’ diverse backgrounds, including ethnicity, socioeconomic status, and cognitive or physical ability, and explains how these contribute to social and academic obstacles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe social disparity for minority students?",{"text":117,"@type":113},"It states that minority students may struggle to fit in, form friendships, and feel part of the school community, sometimes leading them to conceal their minority status.",{"name":119,"@type":110,"acceptedAnswer":120},"Which three domains do teachers focus on to create equity?",{"text":121,"@type":113},"Teachers plan change in three areas: meeting individual students’ basic physical needs, supporting students academically at the school and classroom level, and supporting students socially at the school and classroom level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594865,1792109539,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","SPECIAL INTEREST PAPER  \nCreating Equity in a Diverse Rural School  \nJennifer Chrisp  \nMcCreary School,1 a rural community school with an average enrolment of 150 students from kindergarten to grade 12, provides a learning environment for a population of diverse students in Turtle River School Division, Manitoba. At the same time, the school incurs significant challenges for creating a school and classroom environment that is equitable for all students. The diverse background that makes up an individual student (including, but not limited to, ethnicity, socioeconomic status, and cognitive and physical ability) contributes to the creation of a sample of minority students within the school population. School-based data have shown a relationship between the minority population and lower social and academic achievement. These barriers combine to produce learning obstacles that must be carefully considered in order to bring about change so that success for all learners may be achieved through equitable opportunities. The teachers at McCreary School have collaborated to make a plan for change at both the school and classroom level, in order to create an increase in equitable opportunities for every student. The teachers determined that change is required in three domains: meeting individual students’ basic physical needs, supporting students academically at the school and classroom level, and supporting students socially at the school and classroom level. While the range of diverse students poses a challenge for creating an equitable learning environment for all learners, several solutions have been put into effect by teachers, in order to work toward creating and maintaining equity at both the school and classroom levels.  \nThe Challenges of Creating Equity  \nEvery student brings a diverse set of characteristics and skills, and each child should be considered unique (Katz, 2012) . A number of external factors influence a child’s success in school. Some of these factors, as experienced in McCreary School, are ethnicity, socioeconomic status, and cognitive and physical ability. Students who experience these factors may have more of an academic struggle because the “dominant identity takes precedent overall others in school” (Tuters, 2015, p. 693) . When students have characteristics from more than one category, it becomes increasingly more difficult to create an equitable learning atmosphere for diverse learners.  \nSocial disparity is frequently experienced by students who come from a cultural background different from the background of the majority of students in the school population. Data show that “more than one in seven children is living in poverty”(Canadian Teachers’ Federation, 2017, p. 1) . Minority students find difficulties fitting in with peers or creating and/or maintaining friendships. They struggle to be part of the school community, and as a result attempt to conceal their minority status (Chen & Keats, 2016) . Minority students often stand out socially because they are culturally different. These differences lie in their clothing, food, shelter, beliefs, and values. The struggle to meet the basic life needs takes priority over education in minority population students.  \nAcademically, classroom assessments show a significant gap in the results when comparing students from a majority to a minority population. In McCreary School, the number of self-declared Aboriginal students is considerably fewer than those who do not self-declare as  \n1 This author has a letter from the Turtle River School Division superintendent, giving her permission to make specific references to her school and school division in this article.  \nAboriginal. The correlation between students who self-declare as Aboriginal and scoring lower academic results is significant, and “all indicators are that Aboriginal populations have dismal educational outcomes”(Lawton, Philpott, & Furey, 2011, p. 98) . School-specific data for the 2016-2017 school year ","cbCaibeuS7BiUUbw","https://ap.wps.com/l/cbCaibeuS7BiUUbw","pdf",322082,"English","# The Challenges of Creating Equity\n## Equity barriers across student backgrounds\n## Social disparity and community belonging\n## Academic achievement gaps and assessment results\n# Strategies for Creating Equity\n## School- and classroom-level change domains","[{\"question\":\"What challenges does the paper identify for creating equity at McCreary School?\",\"answer\":\"It highlights barriers tied to students’ diverse backgrounds, including ethnicity, socioeconomic status, and cognitive or physical ability, and explains how these contribute to social and academic obstacles.\"},{\"question\":\"How does the paper describe social disparity for minority students?\",\"answer\":\"It states that minority students may struggle to fit in, form friendships, and feel part of the school community, sometimes leading them to conceal their minority status.\"},{\"question\":\"Which three domains do teachers focus on to create equity?\",\"answer\":\"Teachers plan change in three areas: meeting individual students’ basic physical needs, supporting students academically at the school and classroom level, and supporting students socially at the school and classroom level.\"}]","Creating Equity in a Diverse Rural School | PDF",1792079989,15]