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Clear Creek Amana middle school and high school students were given a survey in May regarding their experiences and thoughts regrading equity and diversity in the district’s schools. The survey, which was “completely anonymous,” is rooted in an effort to create a better atmosphere at school. It starts right away getting into the difference between gender and sex and then discusses sexual orientation.

Students were given definitions for “equity” and “diversity.” Equity ensures ALL students are given opportunities to achieve their educational potential and eliminate barriers based on gender identity, race/ethnicity, sexual orientation, national origin, ability, age, native language or other protected group status. Diversity is the inclusion of members of the district that brings strengths, experiences and ideas that enrich the community. Those differences can include race, ethnicity, gender identity, sexual orientation, socio-economic status, ability, religious beliefs, personal beliefs, political beliefs or other ideologies.

Students were then asked how they would define the two terms and whether Clear Creek Amana does a good job promoting equity and diversity.

The district defined gender as the concept of self as male, female, a blend of both or neither.

“One’s gender identity can be the same or different from their sex assigned at birth,” the survey states.

Sex refers to a set of biological attributes in humans, it adds.

“Primarily associated with physical and physiological features including chromosomes, gene expression, hormone levels and function, and reproductive/sexual anatomy. Often assigned at birth,” the document states.

Students are asked this:

Students are asked how Clear Creek Amana represents female, intersex and male sexes as well as how it can better represent all three sex identities.

Sexual orientation is the next topic and is defined as “an enduring pattern of emotional, romantic and/or sexual attractions to men, women or both sexes.” The district lists six sexual orientations and allows for students to dissect a seventh — “other” — sexual orientation.

Students were asked about race and ethnicity as well as representations of religion. Later in the survey they’re asked how they feel about certain statements about their current school.

A dozen questions later, students are asked if the district represents languages like Arabic, Chinese, Hmong, Navajo, Swahili and others well through assignments, interpreters and library materials.

 

Author: Jacob Hall