Abstract:While there is no shortage of scholarship on “equity” in higher education, researchers typically examine whether a policy or practice is (in)equitable rather than how those responsible for designing and enacting a policy or practice make meaning of equity. Using a sensemaking framework and case study approach, I explored the collective meaning-making of practitioners at one community college during a time of increased policy attention to equity. Despite lacking a formal definition after 2 years of meaning-maki… Show more
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