Diversity, Equity, and Inclusion in Edgenuity Curriculum

Edgenuity is committed to offering all K–12 students access to high-quality, engaging curriculum that is free from bias, reflects a culturally diverse perspective, and is accessible to all.

Diversity, Equity, and Inclusion in Edgenuity Curriculum

Our Commitment to You

Partnering with Edgenuity means you can trust that your students are engaging with diverse and inclusive curriculum

Edgenuity aims to reflect a culturally diverse perspective in our curriculum that is free from bias. This starts with building diverse teams of on-screen teachers, developers, and curriculum writers, and providing dedicated diversity, equity, and inclusion workshops and training.

These trainings inform and empower Edgenuity employees to make good decisions concerning:

  • Making content accessible to and reflective of students from all backgrounds
  • Specific content and language to include and exclude in lessons
  • Resources that can help ensure our curriculum tells a full and inclusive story from multiple perspectives

In addition to carefully training development and curriculum writing staff, Edgenuity regularly reviews and updates our courses and curriculum to ensure that our content is accurate and current.

image of computers with graphics from the Edgenuity platform showing various races of people

Meeting Multicultural Education Standards for Quality Online Courses

Edgenuity’s curriculum incorporates both classic and modern texts to expose students to a variety of print and digital media. These texts offer students opportunities to study the careful and intentional use of language, impact on audience, purpose in the wider world, and development of ideas such that they are both timely and timeless.

To meet and exceed the National Standards for Quality Online Courses requirement that every course “reflect a culturally diverse perspective and is free of bias,” Edgenuity curriculum prioritizes the following:

Imagery Reflects an Array of Cultures

Students regularly see images and examples that draw from multiple cultures and perspectives, reflecting culturally specific as well as everyday activities.

Profiles Include People of Many Backgrounds

Edgenuity courses feature in-depth profiles of modern and historical figures from a variety of backgrounds who have shaped the worlds of science, politics, mathematics, literature, and more.

Examples Show People from All Cultures Involved in Positive Roles and Activities

Care is taken to ensure that people from multiple cultures, backgrounds, and genders are shown engaging in professional activities, especially careers that require advanced study in math and science.

Readings Reflect Authors of Many Backgrounds

As students engage with fiction and nonfiction texts, they analyze how historical content and culture impact the author’s purpose and meaning, and examine the impact of an array of cultures.

Ongoing Bias + Sensitivity Review

For years, Edgenuity has actively engaged in bias and sensitivity reviews of our curriculum and is expanding the scope of this review to include more courses. The goals of this review are to:

  • Broaden the perspectives represented in our courses
  • Include more primary sources that represent diverse voices
  • Ensure we depict the contributions of people of all backgrounds and cultures accurately and positively

Diversity, Equity + Inclusion Advisory Board

To further affirm our commitment to diversity, equity, and inclusion in Edgenuity curriculum, we are proud to announce the development of the Weld North Education Diversity, Equity, and Inclusion Advisory Board.

Members of this advisory board were selected from a variety of different backgrounds and come with expertise in teacher education, culturally relevant and responsive pedagogy, and multicultural curriculum.

The purpose of this board is to review and provide feedback on diversity, equity, and inclusion in Edgenuity curriculum, including instructional artifacts like scope and sequence documents for new courses, lesson plans and outlines, and videos.

Dr. Eric Ruiz Bybee

Dr. Bybee is an assistant professor in the Department of Teacher Education in the David O. McKay School of Education at Brigham Young University. More information about Dr. Ruiz’s background is available here.

Selected Publication:

  • Bybee, E. R., Feinauer Whiting, E., Jensen, B., Savage, V., Baker, A., & Holdaway, E. (2020, January 8). Estamos aquí pero no soy de aquí: American-Mexican youth, belonging, and schooling in rural, Central Mexico. Anthropology & Education Quarterly, 51(2), 123–145. https://doi.org/10.1111/aeq.12333

Dr. Joseph Flynn

Dr. Flynn is an associate professor in the Department of Curriculum and Instruction in the College of Education at Northern Illinois University. More information about Dr. Flynn’s background is available here.

Selected Publications:

Dr. Monisha Bajaj

Dr. Bajaj is a professor of international and multicultural education in the School of Education at the University of San Francisco. More information about Dr. Bajaj’s background is available here.

Selected Publications:

Dr. Heather Kertyzia

Dr. Kertyzia is an Associate Professor within the Department of Peace and Conflict Studies at the University for Peace (UPEACE) in Costa Rica and Academic Coordinator of its Peace Education programme. More information about Dr. Kertyzia’s background is available here.

Selected Publications:

  • Kertyzia, H. (2020). Using participatory action research to define cultures of peace. In F. Rojas Aravena (Ed.), The difficult task of peace (pp. 297–320). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21974-1_14
  • Kulkarni, S. S, Stacy, J., & Kertyzia, H. (2019). A collaborative self-study: Advocating for democratic principles and culturally responsive pedagogy in teacher education. The Educational Forum, 84(1): 4–17. https://doi.org/10.1080/00131725.2020.1679932
  • Kertyzia, H., & Standish, K. (2019). Looking for peace in the national curriculum of Mexico. International Journal of Development Education and Global Learning, 11(1): 50–67. https://doi.org/10.18546/IJDEGL.11.1.04
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