Responding to inequity: Equity-literate teachers have the skills to respond effectively and in an equitable fashion to school and classroom inequities. In order to do so, they: build the facilitation skills and content knowledge necessary to intervene effectively when issues like gender and sexism, class and economic injustice or other equity concerns arise in the classroom.engage students in critical examinations of bias in classroom materials, classroom interactions and school policies.foster discussion about equity concerns, such as heteronormativity, with colleagues.

Looking at the last row for example, it illustrates that the driving forces of the poor are survival, entertainment and relationships whereas for the middle class, the criteria against which most decisions are made relate to work and achievement. For the wealthy, decisions are considered based on the effect on finance, political and social connections. Using money for security is grounded in the middle class and wealthy. Those in poverty see money as an expression of personality and it is used for entertainment and relationships.

And yet researchers have found significant positive results when black and Hispanic students have teachers who match their race or ethnicity: better attendance, fewer suspensions, more positive attitudes, and higher test scores, graduation rates and college attendance. Teachers of color also have higher expectations for students of color, which may fuel the other gains.