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Full-Text Articles in Education
Centering Equity In Stem Teaching: Stem Ideas That Change The World, Ileana Vasu
Centering Equity In Stem Teaching: Stem Ideas That Change The World, Ileana Vasu
Feminist Pedagogy
No discussion on equity/inequity makes sense without bringing power into that discussion. As instructors we need to ask questions such as “who decides and controls what knowledge is”, “whose identities are empowered and whose are erased”, “who has access and opportunity and who doesn’t”. Traditional teaching in STEM, including mathematics, assumes knowledge is objective, transmittable, repeatable to everyone. When educators follow a traditional curriculum, just like their teachers before them, they do so thinking their methods ensure equality and objectivity. These practices not only deny the role that Western patriarchal cultures have played in creating these so-called equitable practices, but …
Catalyzing Change For Equitable Participation, Liza Bondurant, Seema Rivera
Catalyzing Change For Equitable Participation, Liza Bondurant, Seema Rivera
Journal of Practitioner Research
This manuscript discusses the Plan, Do, Study, Act (PDSA) cycles designed to help math teacher-researchers (TRs) create more equitable discourse patterns in their classrooms. Before the first cycle, TRs were asked to complete gender and race implicit assessment tests (IATs). Then, TRs planned and recorded a video of themselves facilitating a math discussion. Next, math teacher educators (MTEs) used the Equity QUantified In Participation (EQUIP) classroom observation instrument to code and analyze the discussion. Subsequently, TRs had an opportunity to reflect on the EQUIP and IAT results and set goals for making their teaching practices more equitable. MTEs provided guidance …
Just Mathematics: Getting Started Teaching Postsecondary Math For Social Justice, Kenan A. Ince
Just Mathematics: Getting Started Teaching Postsecondary Math For Social Justice, Kenan A. Ince
Journal of Humanistic Mathematics
Following the summer 2020 civil rights movement and increasing attention to the intersections of mathematics with politics and power, many math educators have reported a desire to implement an antiracist pedagogy and to examine the intersections of their subject with issues of equity, inclusion, and social justice. Many resources exist for K-12 math educators interested in incorporating social justice into their curricula, but resources are comparatively scarce for college and university instructors (though this is changing quickly!). We discuss why one may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary …
Mathematical Identities And Tracking: An Exploration Of Efficacy In Children And Women, Emma Hagan
Mathematical Identities And Tracking: An Exploration Of Efficacy In Children And Women, Emma Hagan
Education | Master's Theses
This study seeks to understand the impact of elementary school mathematical identities and mathematics tracking on the identities of women and girls. “Tracking” is an institutionalized education method developed in the 1960s and 1970s in which schools sort their students into smaller class-sized groups based on their observed achievement (Domina et al., 2016). Too often, when students test onto the lower track, they are confronted with a sense of futility and a lack of self-efficacy (Domina, Hanselman, Hwang & McEachin, 2016; Houtte & Stevens, 2015). Further, in STEM disciplines, students who identify as female report lower self-efficacy rates than those …
A Pluriversal Model For Equity In Family And Youth Stem Identity Research Praxis, Remy Dou, Heidi Cian
A Pluriversal Model For Equity In Family And Youth Stem Identity Research Praxis, Remy Dou, Heidi Cian
Department of Teaching and Learning
In this paper presentation, we present how we (re)consider and take into account the consequentiality of both our own (as researchers) and our participants’ onto-epistemological beliefs in relation to STEM and STEM contexts, particularly attending to the relationship between these beliefs and identity development through an ethico-political praxis centered on notions of equity as a pluriverse.
E2: Equity And Excellence Framework, Adrienne Coleman, Traci Ellis
E2: Equity And Excellence Framework, Adrienne Coleman, Traci Ellis
Publications & Research
Both the United States and the United Nations have identified, examined, and put out a call to action to address the educational inequities that have disproportionately and negatively affected racially minoritized students, as well as those from a lower socioeconomic background, and poorer countries. Data from the Nations Report Card and the Global Monitoring Report provide evidence of disparities in academic performance and access to equitable educational resources. The outcome of these inequities impacts countries throughout the world, as their residents will not possess the skills and knowledge to thrive in a rapidly evolving global society, nor possess the critical …
A Phenomenological Study Of Science Teachers’ Lived Experience: Pedagogical Judgment During The Covid-19 Pandemic, Amy Vo
Electronic Theses and Dissertations
At the beginning of the COVID-19 pandemic, in March of 2020, education in the United States changed dramatically. Science teachers began to look at the implementation of ambitious and equitable science teaching practices differently. Employing the hermeneutic phenomenological framework, the purpose of this study was to investigate the lived experience of science teachers, specifically looking at their pedagogical judgment related to ambitious and equitable science teaching. Semi-structured interviews, artifacts and surveys were used to develop a rich description of the phenomenon. Data analysis of the science teachers’ narratives, Qualtrics surveys, and lesson plans illuminated six essential themes common to all …
Hook, Line, And Sinker: How To Build Dei In Stem Focused Institutional Repositories By Putting Student Research First, Anne Marie Casey, Debra Rodensky
Hook, Line, And Sinker: How To Build Dei In Stem Focused Institutional Repositories By Putting Student Research First, Anne Marie Casey, Debra Rodensky
Publications
Embry-Riddle Aeronautical University (ERAU) Scholarly Commons is an institutional repository on the bepress Digital Commons platform that highlights the intellectual output of the university’s faculty, staff, and students. Established in May 2013, Scholarly Commons has grown to include faculty, student, and staff research, instructional materials, journals, magazines, conferences, and research data. By August 2022, the collections consisted of more than 34,600 works downloaded nearly 4.9 million times. An important part of this collection is the research submitted by undergraduate students, which offers a variety of diverse voices.