Abstract
This study sought to determine the types of ways that educators engage the principles of equity-mindedness, and whether there are discernable differences between equity-minded educators and their peers on their perceptions and use of promising practices for supporting the success of
underserved students of color. A cluster analysis demonstrated that there were five primary types of educators: Equity-Minded, Emergent-Minded, Deficit-Minded, Extant-Minded, and Dissonant-Minded. Those who were Equity-Minded had higher scores for relationship building, validating practices,
and welcoming engagement than their peers. Other differences were detected between groups that generally showed that those educators who were classified as Extant-Minded and Deficit-Minded had the lowest scores for employing the identified practices.