Professional Learning Programs
Programming through an equity lens
Programming Through an Equity Lens is a foundational learning experience focused on creating belonging-centered learning environments. Participants explore identity, belonging, bias, representation, and culturally responsive practices that influence how young people experience learning.
Through reflection, practical examples, and actionable strategies, participants strengthen their ability to create equitable and inclusive environments where all young people can contribute, belong, and thrive.
program overview
Audience: Educators, volunteers, youth-serving professionals, community partners, and organizational leaders
Guiding Question: How can I design and facilitate learning experiences where all young people feel seen, valued, challenged, and empowered to participate?
Time Commitment: 2 hours
Format: Self-paced, online learning experience
Learning Outcomes:
- A deeper understanding of educational equity and belonging
- Greater awareness of how identity, bias, and representation influence learning experiences
- Practical strategies for fostering belonging and participation
- Tools for building inclusive and engaging learning environments
- Increased confidence facilitating equitable and culturally responsive experiences
- Strategies for supporting historically marginalized youth through asset-based practices
Participants who complete Programming Through an Equity Lens earn a digital badge through Circle recognizing successful completion of the experience and their commitment to equitable, belonging-centered practice.
our impact
Participants reported increased confidence creating equitable, belonging-centered learning environments and stronger understanding of how identity, bias, and representation shape young people’s experiences in STEM.
Recent outcomes include:
- 100% understood strategies to address bias in educational settings.
- 100% felt confident fostering a sense of community.
- 100% understood strategies for creating safe and inclusive STEM learning environments.
- 100% felt comfortable bringing their unique perspectives and identities into STEM spaces.
- 98% felt more confident centering marginalized identities in STEM education.
Participant voices
"The TBG experience has served as a conduit to me feeling better equipped and more knowledgeable, which has contributed to an increased sense of belonging and community."
"It has allowed me to have a safe space to interact with and gain from the experiences of people with multiple identities working toward the same goal."
"The sessions showed me that my unique perspective and experiences are valuable assets in STEM spaces."
"It has further solidified that I have a voice and belong in rooms where major decisions are made and discussed as they relate to students in STEM."
"Learning the theoretical frameworks and principles that I can use to contextualize the work has been the most influential."