What does DCRC mean in COMMITTEES

The Diversity Curriculum Review Committee (DCRC) is a group made up of teachers, administrators, and representatives from diverse communities that meets to ensure the curriculum includes all aspects of diversity throughout its content. The goal is to make sure all students have equitable access to resources and content that reflects their diverse backgrounds and experiences without bias.

DCRC is made up of representatives from diverse communities such as teachers, administrators, social workers, counselors, educational researchers, special education experts, community advocates and members with specialized knowledge in certain subject areas.

The committee reviews existing materials from a critical standpoint to determine if they promote fairness or perpetuate any form of systemic discrimination or inequity due to race, gender identity or other forms of diversity. Members evaluate these materials for biases in language, imagery and ideas that may be present on either a conscious or unconscious level.

The committee generally meets at least twice a year but can meet more often if needed depending on the material being reviewed.

As part of their review process, DCRC research best practices for inclusive classrooms from leading professionals in the field and consult references from organizations such as the National Association for Multicultural Education (NAME). They also identify resources for educators on how to develop more equitable content while still adhering to standards-based requirements set by state or local mandates.

Yes. Materials used in instruction must not only support academic objectives but must also promote understanding and respect of individuals with various characteristics and perspectives. Guidelines for evaluating material include determining if it has age-appropriate language; whether it portrays individuals accurately; contains images reflective of all student populations; avoids stereotypes; uses alternatives to gender-binary pronouns when appropriate; promotes multiculturalism instead of tokenism; addresses issues related to privilege/power inequities; and challenges biases/prejudices.

Yes. Working towards creating an equitable environment requires ongoing dialogue among stakeholders and recognition that change must be made at both an individual and systemic level. To this end, DCRC organizes professional development opportunities for teachers around topics like implicit bias awareness and culturally responsive pedagogy so they can continue learning about equity concerns in education practices over time.