有几种方法可以尝试和促进教育公平，然而，我相信最重要的方法是教师要诚实地解决他们可能对任何群体持有的偏见。任何人都很难向内审视和批判性地审视自己，找到自己可能存在的偏见。作为教师，我们会认为我们不会让偏见控制我们如何对待我们的学生，因此我们不会花时间去评估我们如何看待那些与我们不同的人。然而，正是这些类型的态度，使得教师很难真正为学生提供公平的教育。从本科毕业时，我不会认为自己有任何偏见。然而，各种事件使我认真评估了我对学生的看法。其中一件事发生在我教学生的时候。管弦乐队里有一个年轻的女孩拉小提琴，身体有残疾。有时，她做乐曲中的技巧或段落时，会花费较长的时间。但是，她总是能掌握任何问题，并保持与没有残疾的同龄人相同（如果不是更好）的音乐水平。 从这次经历中，我认识到自己对身体健全的人有偏见。我意识到，我有一个先入为主的概念，我认为什么是 “正确的 “或 “正常 “的弦乐演奏能力水平。任何低于 “正常 “的东西都会产生糟糕的弦乐演奏。这在很大程度上源于我成长的环境。我在管弦乐队中的同龄人都是身体健全，非常有成就的弦乐演奏家，所以我在教学时，就把这些经验转移到我认为的弦乐演奏家的正常能力上。这些反思让我意识到，由于我们每个人的成长方式，以及我们所处的社会，我们总是带着一些小的，但固有的偏见。我们很多人一开始并没有意识到，但当我们真正反思自己对学生的想法和看法时，我们会发现有更多的偏见是我们不愿意承认的。我想，通过与那些我们有偏见的人进行有意义的对话，以及对他们的深入了解，将帮助我和其他教师解决他们的偏见，使他们能够真正为学生提供公平的教育。
There are several ways to try and promote equity in education, however, I believe that the most important way is for teachers to honestly address any biases they may hold against any groups of people. Anyone would have a difficult time looking inward and critically at themselves to find in biases they may have. As teachers, we would like to think that we do not let biases control how we treat our students, therefore we do not take the time to assess how we view those different from us. However, it is these types of attitudes that make it difficult for teachers to truly produce an equitable education for their students. Coming out of my undergraduate program, I would not have considered myself to be biased in any way. However, various events have caused me to seriously evaluate how I perceive my students. One such event occurred while I was student teaching. A young girl in the orchestra played the violin and had a physical disability. Sometimes it would take a little longer for her to do techniques or passages from the music. But, she always mastered any problem and maintain a level of musicianship that was equal (if not better) than her peers without disabilities. From this experience, I recognized that I had a bias toward abled-bodied people. I realized that I had a preconceived notion on what I considered was the “right” or “normal” ability level for string playing. Anything less than “normal” would produce poor string playing. Much of this stems from the environment I experienced growing up. All my peers in orchestra were abled-bodied, very accomplished string players, and so I transferred those experiences on what I believed was a normal ability for a string player when I was teaching. These reflections brought the realization that because of how each one of us are raised, and the society we live in, there are always small, but inherent biases that we carry. We many not realize them at first, but when we are truly reflecting on our thoughts and perceptions about our students, we find that there are more biases than we would like to admit. I think that through meaningful conversations with those we have biases against, and a deep level of understanding about them will help me, and other teachers address their biases, so they are able to truly produce an equitable eduction for their students.