As student populations become increasingly diverse, more schools are recognizing the importance of providing safe, engaging, and supportive school environments. As a part of these efforts, national attention has focused on promoting instructional equity and respect for diversity. Although some research has examined students' perceptions of equity and respect for diversity in their schools, fewer studies have explored the perceptions of school staff members. Given that instructional equity and respect for diversity are important indicators of school climate, this brief explores how secondary staff perceive these conditions and how their perceptions vary based on their race or ethnicity and role. Given the unique perspective of staff in secondary schools, the brief is based on an analysis of California School Staff Survey (CSSS) data from 118,986 secondary school staff (all of the survey's respondents from secondary level schools) who completed the survey in the 2017/18 or 2018/19 school years, which are the two most recent years with full data from the survey. Though the staff in this sample generally agreed that conditions related to promoting instructional equity and respect for diversity existed in their schools, the mean scale scores for strong agreement were under 50 percent, indicating more attention needs to be paid to promoting conditions that foster these important aspects of school climate and student success. Responses also varied both by race or ethnicity and by role in ways that were consistent in both areas.