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Drawing on USAID’s Equity Action Plan, the essay argues that large-scale, demographic disaggregation strategies depend on individual identifiers that may endanger marginalized communities through privacy risks and political persecution. It reviews alternative, culturally responsive conceptions of equity grounded in equality, justice, and capabilities.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-25-issue-1-beyond-demographic-identifiers-and-classification/600357/",{"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/current-issues-in-comparative-education-cice-volume-25-issue-1-beyond-demographic-identifiers-and-classification/600357.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the essay question using demographic identifiers for evaluating educational equity?","Question",{"text":112,"@type":113},"Because quantitative approaches often assume individuals can be categorized reliably by identifiers like race or gender, which may be culturally inappropriate and can expose respondents to privacy and political risk.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What concern is illustrated through USAID’s equity assessment and focus group feedback?",{"text":117,"@type":113},"Answering identifying questions—for example related to gender identity—could put respondents at risk in certain country contexts, creating unintended harm for marginalized individuals.",{"name":119,"@type":110,"acceptedAnswer":120},"What alternative equity perspectives does the essay discuss?",{"text":121,"@type":113},"It reviews equity rooted in equality and justice (including Rawls’ Justice as Fairness and the capabilities approach), then contrasts these Western frameworks with non-Western equity notions.","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},600357,1792171736,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"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},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 1, Winter 2023  \nBeyond Demographic Identifiers and Classification: A Search for Alternative Approaches to Quantitatively Evaluating Educational Equity  \nGrace Pai, Ph.D.  \nQueens College, City University of New York (CUNY)  \nIn April 2022, United States Agency for International Development (USAID) released its first ever Equity Action Plan to advance equity across their policies, programs, and partner base. This action plan entails five priority areas, the fifth of which is to:“…incorporate racial and ethnic equity and diversity into policy, planning, and learning” (USAID, 2022, para. 3) . This essay addresses the question of how USAID, along with other international development agencies and practitioners, can institutionalize equity, particularly in its evaluation and data collection processes. I argue that as interest in addressing diversity, equity, and inclusion (DEI)1 increases in the U.S. and parts of Europe, Western conceptualizations of equity need careful examination regarding their cultural appropriateness, lest we impose these values on other regions of the world. Furthermore, we need to be wary of pushing “conventional” methods and metrics used for evaluations of the outcomes.  \nIn the Global North, equity is typically assessed on a large-scale through collecting data and disaggregating results to look for significant differences between demographic groups like race and gender. Underlying this approach is the notion that there should be fair distribution or parity in outcomes between groups. However, the key methodological assumption is that we have individual identifiers enabling us to create demographic groups. Such categorization makes this practice and approach inappropriate to many communities who may be under duress and/or who for the sake of personal protection, need to maintain privacy through non-disclosure. For example, I have worked with international partners who expressed their inability to include questions about ethnicities in a survey. Even if the surveys were anonymized and questions were made optional, the respondents could still bear the risk of political persecution by answering such identifying questions. One finding from focus groups in the USAID 200-day equity assessment corroborates this concern:  \n“efforts to understand our partners and beneficiaries must be done responsibly in a manner that will not cause unintended consequences/harm for marginalized individuals; for instance, answering a question on gender identity could put respondents at risk in certain country contexts”(USAID, 2021, p. 11) .  \n1 Other acronyms for DEI include EDI, IDEA (inclusion, diversity, equity and access), or AIDE.© 2023, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 25(1), 121-126 .  \nPai  \nHowever, this is followed by a recommendation to “include targeting more granular forms of data collection in programming and planning that account for marginalization within a country context...These include, but are not limited to, data collection on disability and on the full spectrum of gender identities and ethnicity”(USAID, 2021, p. 11) . Although the recommendation continues to suggest that “efforts could include appropriate data protection and privacy protocols within the technology solution design”(ibid), I argue that relying on technology-driven protocols for privacy does not resolve the root problem of the potential cultural inappropriateness of collecting identifying data on marginalized populations. Instead, I review other ways to conceive of equity, along with a culturally responsive methodology that does not require the Western-centric criteria to quantify equity.2  \nConcepts of equity  \nAt its etymological root, equity means fair and even. Embedded in the principles of equality and justice, equity is premised upon the assumption of a natural human hierarchy (Lewis ","cbCaiuCjgh2VtPGq","https://ap.wps.com/l/cbCaiuCjgh2VtPGq","pdf",168144,"English","# Beyond Demographic Identifiers and Classification: A Search for Alternative Approaches to Quantitatively Evaluating Educational Equity\n## Institutionalizing equity in evaluation and data collection\n## Dominant approaches and their methodological assumptions\n## Concepts of equity\n## Equity frameworks beyond the West","[{\"question\":\"Why does the essay question using demographic identifiers for evaluating educational equity?\",\"answer\":\"Because quantitative approaches often assume individuals can be categorized reliably by identifiers like race or gender, which may be culturally inappropriate and can expose respondents to privacy and political risk.\"},{\"question\":\"What concern is illustrated through USAID’s equity assessment and focus group feedback?\",\"answer\":\"Answering identifying questions—for example related to gender identity—could put respondents at risk in certain country contexts, creating unintended harm for marginalized individuals.\"},{\"question\":\"What alternative equity perspectives does the essay discuss?\",\"answer\":\"It reviews equity rooted in equality and justice (including Rawls’ Justice as Fairness and the capabilities approach), then contrasts these Western frameworks with non-Western equity notions.\"}]","Current Issues in Comparative Education (CICE) - Volume 25 - Issue 1 - Beyond Demographic Identifiers and Classification | PDF",1792090531,15]