Unconscious stereotyping on the part of educators keeps them from challenging ethnic minority, lower-income, differently abled, and female students academically. Within schools, research shows that different groups of students use the computer in different ways. This indicates that school staff may play a role in perpetuating inequities.

To WHAT DEGREE ARE YOU ADDRESSING THESE ISSUES . . .

QUESTIONS	Always	Usually	Rarely	Never
1. Do students from low-income & minority backgrounds have an opportunity to use computers in the same way as higher income white students?
2. Do all students, regardless of academic ability, income level, race, gender, English-speaking ability, and physical condition, have an opportunity to use computers for higher-level cognitive activities? In other words, do lower-income, lower-achieving, and ethnic minority students use the computer for high-as well as low-level cognitive task (drill and practice)? Do lower-achieving students use the computer to solve problems and learn applications as well as to learn basic skills?
3. Are females and students of color proportionally represented elective and advanced programming classes? Have unnecessary prerequisites been eliminated?
4. Are females and males equally represented in applications (word processing) classes?
5. Do all groups have equitable access to the computer laboratory before and after school and during other free times?
6. Are the most competent and experienced teachers assigned to teach lower achievers as well as higher achievers and the gifted?
7. Are younger students made aware of technology careers and technology education classes available in high school?
8. Do high school students not enrolled in technology programs have sufficient flexibility to allow them to consider taking technology courses as electives?
9. Are all parents or guardians educated about the importance of technology skills for their children?
10. Are all groups of students represented in computer clubs?

QUESTIONS	Always	Usually	Rarely	Never
1. Are you aware of stereotypes you hold or students hold that may influence who does what with computers in your classroom?
2. Do you examine stereotypes that may keep you from challenging some students academically?
3. Do you create an environment that says the study of technology is appropriate for all students?
4. Do you hold high expectations for all students and provide them with equal opportunities to use computers in diverse ways?
5. Do you encourage or require all students to demonstrate proficiency with computers and other technology?
6. Do you ensure that no group of students is allowed to dominate computer use?
7. Do you avoid allowing extra time at the computer as a way of rewarding students for early completion of their work or good behavior?
8. Have you taken steps to make yourself comfortable with the use of computers and other technology?
9. Do you relate learning technology skills to the world outside of school and to jobs?
10. Do you provide students with female and diverse racial and cultural role models in technology-based careers?
11. Do you counter negative labels like "computer nerd" or negative attitudes like "it's not cool"?
12. When you assign work, are you sensitive to the fact that many students do no have access to a home computer or the Internet?
13. Do all students have an opportunity to fill leadership roles such as class assistant or tutor?

Source: Barbara Warren-Sams. Closing the Equity Gap in Technology Access and Use: A Practical Guide for K-12 Educators. Northwest Regional Educational Laboratory (NWREL), Portland, Oregon.