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<div class="">David,</div>
Your flexible plan with two options , ie. "<i class="">(20 or 25) years out from one's terminal degree or age 55 or 50 or 60)”</i>
<div class=""><span style="font-style: normal;" class="">sounds fair to me.</span></div>
<div class=""> Brian Cambourne<br class="">
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<div class="">On 18 Apr 2021, at 5:16 am, P Pearson <<a href="mailto:ppearson@berkeley.edu" class="">ppearson@berkeley.edu</a>> wrote:</div>
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<div dir="ltr" class="">Thanks, Shirley and Judith and Dick, for raising these other covarying sources of inequity. The hard part for me is coming up with a straightforward criterion that doesn't, intentionally or unintentionally, exclude or discriminate against
certain groups. And as many have pointed out, the time since terminal degree criterion has the potential to discriminate against a whole class of folks only because of the flow of life activities that have been, for better or worse, normative.
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<div class="">I suppose a flexible <span style="font-family: -webkit-standard; font-size: inherit;" class="">(a or b)</span><span style="font-family: -webkit-standard; font-size: inherit;" class=""> </span>"time" standard might be something like, 20 (or 25)
years out from one's terminal degree or age 55 (or 50 or 60--I don't know the fairest criterion), whichever comes first. Such a flexible standard would have eliminated the inequity in my two hypothetical examples.</div>
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<div class="">pdp</div>
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<div dir="ltr" class="gmail_attr">On Sat, Apr 17, 2021 at 10:00 AM Judith Green <<a href="mailto:judithlgreen@me.com" class="">judithlgreen@me.com</a>> wrote:<br class="">
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Shirley, <br class="">
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Thank you for capturing the world that many of us have lived. Your comment captures my own experiences in important ways. The challenge for those new is not to set the goal but to find others who have made possible our work as we seek to build ways of understand
complex issues of equity of access not only for ourselves but for those with whom we engage across levels of schooling in and through our research. The key is how we can support others and making transparent how to engage in the journeys we have undertaken.
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Thank you for framing this perspective. <br class="">
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Judith<br class="">
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Sent from my iPad<br class="">
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> On Apr 17, 2021, at 9:39 AM, Shirley B Heath <<a href="mailto:sbheath@stanford.edu" target="_blank" class="">sbheath@stanford.edu</a>> wrote:<br class="">
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<div class="">+++++++++++++++++++++++++++++<br class="">
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<div class=""><span style="font-family:"Helvetica Neue";font-size:13px" class="">"There are always flowers for those who want to see them." - </span><b style="font-family:"Helvetica Neue";font-size:13px" class="">Henri Matisse</b><br class="">
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<div class="">+++++++++++++++++++++++++++++</div>
<div class="">P. David Pearson</div>
<div class="">Evelyn Lois Corey <b class="">Emeritus</b> Professor of Instructional Science</div>
<div class="">Graduate School of Education</div>
<div class="">University of California, Berkeley</div>
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<div class="">email: <a href="mailto:ppearson@berkeley.edu" target="_blank" class="">ppearson@berkeley.edu</a></div>
<div class="">other e-mail: <a href="mailto:pdavidpearsondean@gmail.com" target="_blank" class="">pdavidpearsondean@gmail.com</a></div>
<div class=""><span style="text-decoration:underline" class="">website for publications</span>: <a href="http://www.pdavidpearson.org" target="_blank" class="">www.pdavidpearson.org</a></div>
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