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Marquita Prinzing - Director


SEA CRE Advisory Board:

Phyllis Campano, SEA President
Michael Tamayo, SEA Vice-President
DaZanne Davis Porter, Teacher, Martin Luther King Elementary and Director of EMAC
Shelly Hurley, STAR Mentor and Co-Chair of the Partnership Committee
Kate Eads, Librarian, Northgate Elementary
Uti Hawkins, Specialist, Department of Racial Equity Advancement
Colin Pierce, IB Coordinator/Teacher, Rainier Beach High School
Ericka Heyerman, Language Immersion Instructional Assistant, Dearborn Park International School
John Donaghy
, Executive Director
Maria Elena Velasquez, Teacher, John Muir Elementary

Mission Statement:
The Mission of the Center for Race and Equity is to empower educators, both individually and collectively to dismantle racial injustice in the SEA, our schools, our community, and our profession.

We will do this by:

  • Educating our members on issues of equity and equitable teaching
  • Supporting educators to take leadership in creating equitable public education

Equity in Teaching Description:

Equity in education is the means to achieve justice in educational practices, policies, curricula, and resources. School cultures and climates represent all students. Equity provides the best opportunities for all students to achieve their full potential, including career readiness, and act to address instances of disadvantages which restrict educational achievement. Equity demands taking action to reverse historical and social disadvantages that prevent learners from accessing and benefiting from education on equal grounds.

Developing Equity Literacy in SEA

              Equity Literacy - In our own teaching, as well as in our work with schools and school districts, we embrace a framework for both multicultural curriculum development and bigger efforts to create equitable classrooms and schools.  Equity literacy’s central tenet is that any meaningful approach to diversity or multiculturalism relies more on teachers’ understandings of equity and inequity and of justice and injustice than on their understanding of this or that culture (Gorski, 2013). It relies, as well, on teachers’ abilities to cultivate in students a robust understanding about how people are treated by one another and by institutions, in addition to a general appreciation of diversity (Swalwell, 2011). The idea is to place equity, rather than culture, at the center of the diversity conversation.

  • Recognize even subtle forms of bias, discrimination, and inequity.
  • Respond to bias, discrimination, and inequity in a thoughtful and equitable manner.
  • Redress bias, discrimination, and inequity, not only by responding to interpersonal bias, but also by studying the ways in which bigger social change happens.
  • Cultivate and sustain bias-free and discrimination-free communities, which requires an understanding that doing so is a basic responsibility for everyone in a civil society.