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Existing scholarship discusses teaching for equity, but empirical evidence on the drivers of teachers’ equity commitment remains limited. Using interviews with 15 teachers from three large school boards in Southern Ontario, the study identifies motivations rooted in personal inequity experiences, witnessing inequities, and learning about inequities in school, with implications for professional development.",{"@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/what-informs-and-inspires-the-work-of-equity-minded-teachers/594701/",{"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/what-informs-and-inspires-the-work-of-equity-minded-teachers/594701.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What motivated teachers to engage in equity work in the study?","Question",{"text":112,"@type":113},"Participants reported being motivated by personal experiences with inequity, witnessing others experience inequities, and learning about inequities in school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"Data were gathered through interviews with 15 teachers from three large school boards in Southern Ontario.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings relate to professional development and training?",{"text":121,"@type":113},"The study highlights critical incidents that compel equity work, emotional struggles paired with hope for change, and how the chosen equity work connects to the nature of participants’ inequity experiences.","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},594701,1792164958,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","What Informs and Inspires the Work of Equity Minded Teachers  \nStephanie Tuters  \nOISE/UT & Niagara University  \nAbstract  \nThis article explores teachers’ reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing professional development and training for practicing teachers hoping to or attempting to engage in equity work, and for encouraging and motivating other educators in beginning to engage in equity work. Data was gathered through interviews with 15 teachers from three large school boards in Southern Ontario. Findings illustrate that participants were motivated to engage in equity work because of personal experiences with inequity, witnessing other people experience inequities, and learning about inequities in school. Three key findings stand out with regards to their utility for professional development and training: all participants spoke of critical incidents which compelled them to do equity work; emotional struggles were associated with their work, yet they remained hopeful in the possibility of change regardless of what they had experienced; finally, the nature of the equity work that participants chose to undertake was directly related to the nature of their experience with in/equity.  \nKeywords: Teachers, motivations, equity work, experiences of inequity, witnessing inequity, learning about inequity  \nStephanie Tuters, Ph.D., is currently a Lecturer at the Ontario Institute for the Studies in Education (OISE) of the University of Toronto, and Niagara University. Her doctoral thesis, supported by Ontario Graduate Scholarships and University of Toronto Scholarships, explored how teachers understand, experience, and respond to inequities in elementary schools. Stephanie has presented research relating to leadership and teaching for social justice at both academic and practitioner conferences; this work can also be found in both academic and practitioner publications.  \nEmail: [stephanie.tuters@mail.utoronto.ca](stephanie.tuters@mail.utoronto.ca)  \nThis article describes a study exploring teachers’ reasons for engaging in equity work. The study is in response to the growing diversity in the student population in Ontario, and the increasing need for teachers who are able to respond to that diversity in an equitable fashion (Brown, Wiggins, and Secord, 2009; Gerin – Lajoie, 2008; Solomon, Singer, Campbell, Allen,& Portelli, 2011) . Ontario is an increasingly diverse province. For example, Ontario receives around 40% of all immigrants to Canada on a yearly basis with a large portion of those immigrants settling in the Greater Toronto Area (GTA) (Ontario Ministry of Finance, 2011a) . It is projected that by 2036 net migration will account for 68% of the population growth in the province (Ontario Ministry of Finance, 2011b). Regrettably, although there are many positives associated with diversity, and Ontario as a province celebrates diversity, differences in academic achievement exist which are related to characteristics of diversity such as socioeconomic status, and ethnicity. For example, “recent estimates from the Toronto District School Board (TDSB) indicate that as many as 40 per cent of Caribbean-born students and 32 per cent of those born in Eastern Africa, and 28 per cent of students from Western Africa dropped out of high school” (Brown, 2006 as cited in Sweet, Anisef, Brown, Walters & Phythian, 2010, p. 10). Further, the Thames Valley District School Board (TVDSB) in London Ontario had a five-year high school graduation rate of 77% in 2014 while the Halton District School Board (HDSB) had a five-year graduation rate of 88%(Ontario Ministry of Education, 2015) . The director of the TVDSB was quick to point out that their students experience great challenges in th","cbCaisYNZKBh0GEC","https://ap.wps.com/l/cbCaisYNZKBh0GEC","pdf",310444,15,"English","# Abstract\n## Interview-based findings\n## Implications for professional development\n## Background and equity context in Ontario","[{\"question\":\"What motivated teachers to engage in equity work in the study?\",\"answer\":\"Participants reported being motivated by personal experiences with inequity, witnessing others experience inequities, and learning about inequities in school.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Data were gathered through interviews with 15 teachers from three large school boards in Southern Ontario.\"},{\"question\":\"What key findings relate to professional development and training?\",\"answer\":\"The study highlights critical incidents that compel equity work, emotional struggles paired with hope for change, and how the chosen equity work connects to the nature of participants’ inequity experiences.\"}]","What Informs and Inspires the Work of Equity Minded Teachers | PDF",1792079671,38]