“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Sparks, David M.; Pole, Kathryn

doi:10.1111/ssm.12361

Cited by 15 publications

(7 citation statements)

References 42 publications

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“…(3) analyze the third largest urban school district in the US in terms of 2nd grade Mathematics performance across race; and (4) sharpen the approach to analyzing race and gender interactions that exist among the racial disparities we found in relation to different achievement levels of students. Our work aligns with previous research reports that consistently find Mathematics disparities that emerge in elementary grades (Ottmar et al, 2013;Pianta et al, 2008), and contributes to work that provides support for specific programs to ameliorate such racial and gender disparities (Brand et al, 2006;Ford, 1994;Nicol & Crespo, 2005;Sparks & Pole, 2019).…”

Section: Discussionsupporting

confidence: 89%

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Racial and gender disparities in elementary mathematics

Boda

James

Sotelo

et al. 2021

School Sci & Mathematics

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Disparities in Mathematics performance have been shown across race and gender for decades, although little research has reported the race by gender nexus in terms of disparity. In turn, research done to ameliorate these disparities have assumed that these differences are primarily among student populations who need remedial learning improvement. In this research, we test these assumptions by using multinomial regression analyses and adjusted mean comparisons with bias-corrected effect sizes from a data set of ~20,000 2nd grade students in Chicago. Further, we contribute to previous elementary Mathematics research by illuminating the powerful impacts that spatial reasoning integrations into Mathematics curriculum and pedagogy can have for all students' learning. Our findings provide empirical support that even after accounting for the effects of school composition, racial disparities exist in the beginning and persist throughout the year, among 2nd grade students. However, upon disaggregating students by race, gender, and median split, such disparities are greatest among students that are above the median. Our results encourage quantitative research analyses that explore ways to reduce Mathematics disparities to sharpen their approaches to be more sensitive to the achievement levels of students among such equity inquiries.

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Section: Discussionsupporting

confidence: 89%

“…These opportunities are mediated, though, by how teachers envision what support they need professionally, their perceptions of student capabilities across race and gender, and what constitutes equitable Mathematics education goals (cf. Brand et al, 2006;Ford, 1994;Ottmar et al, 2013;Ross, 1995;Sparks & Pole, 2019).…”

Section: Introductionmentioning

confidence: 99%

Racial and gender disparities in elementary mathematics

Boda

James

Sotelo

et al. 2021

School Sci & Mathematics

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“…By helping students from lower socio-economic backgrounds to obtain better results, immigrant teachers feel that they provide a pathway for them to pursue their academic or career goals. Such changes can positively impact the ethnic minority communities that upward mobility is possible and help attain social equity (Baglama & Uzunboylu, 2017;Sparks & Pole, 2019). Such sense of responsibility stems from their early education.…”

Section: Responsibilities Of a Teachermentioning

confidence: 99%

Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A Qualitative Study

Kwee¹

2023

INT J INSTRUCTION

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Current studies of Chinese heritage language education mainly focussed on learners' motivations, behaviours and the appropriate pedagogies. Very few studies focussed on heritage language teachers' motivations. To close such research gap, this study aimed to examine Chinese immigrant teachers' motivations in heritage language teaching in Australia with the guidance of Social Cognitive Career Theory. With the aim stated above, the research was guided by two research questions: first, how do Chinese immigrant teachers describe their experiences of teaching heritage language in Australia; second, why do Chinese immigrant teachers decide to continue their heritage language teaching. This study adopted a qualitative approach to scaffold their mental representation of their teaching experiences and decision-making process by conducting 120 one-on-one semistructured interviews and 24 focus group meetings with 60 Chinese immigrant teachers who are currently teaching Chinese heritage language in Australian schools. Three themes and six subthemes were categorised. The findings reflected that traditional Confucian beliefs, a favourable learning environment and the attainment of teaching goals are the factors motivating the teachers to continue teaching heritage language. The information can be useful to utilise the talents of immigrant teachers to alleviate the teacher shortage problem and provide better support for heritage language teachers.

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“…There is a need for more resources for STEM faculty to mitigate the challenges that students from these backgrounds may be presented within our classrooms, on our campuses, and in the STEM workforce. Unfortunately, STEM faculty members can have difficulty with introducing curricula surrounding diversity, equity, and inclusion in their courses [30]. This article reports on a faculty-developed classroom activity that was demonstrated to increase a student's sense of belonging.…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Enlightenment: A Strategic Pedagogy for Strengthening Sense of Belonging in Chemistry Classrooms

Stoddard

2022

Education Sciences

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Science, technology, engineering, and mathematics (STEM) fields have remained stagnant in increasing diversity. An important factor in increasing diversity is building and supporting diverse cohorts of future STEM professionals in our classrooms. A strong sense of belonging in STEM has been demonstrated to increase persistence of women, underrepresented minorities, and first-generation college students in STEM or the college atmosphere. Therefore, it is important that STEM faculty develop inclusive teaching strategies to increase and support this sense of belonging in STEM for all students. This work evaluates a faculty-developed assignment implemented in Fall 2020 at a liberal arts college on a student’s sense of belonging in STEM. The results demonstrated that this semester-long project increased students’ sense of belonging in STEM. Current literature about any faculty-developed assignments focused on supporting a student’s sense of belonging and awareness of diversity in STEM implemented in chemistry courses is limited. This work represents a new approach grounded in inclusive pedagogy that can be utilized in addition to other institutional and departmental support structures to increase diversity and equity in STEM.

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“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Cited by 15 publications

References 42 publications

Racial and gender disparities in elementary mathematics

Racial and gender disparities in elementary mathematics

Chinese Immigrant Teachers’ Motivation for Teaching Heritage Language in Australia: A Qualitative Study

The Benefits of Enlightenment: A Strategic Pedagogy for Strengthening Sense of Belonging in Chemistry Classrooms

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