Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse

Abstract

Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms.

Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

“…Throughout the course, she described multiple ways race can manifest implicitly in classrooms, such as “the race of the students who are called on more or looked at more to help others” (Summative Assessment, 4/22/15). The former—racial patterns in which students are called on to participate—concerns how teachers’ racial biases can influence how opportunities to learn are distributed within classrooms (Parks, 2010; Reinholz & Shah, 2018). The latter—which racial groups of students are sought out for help from classmates—points to how racial narratives about academic ability shape students’ perceptions of their peers.…”

“…Racial disparities in teachers’ disciplining of Black children, for example, have been well documented (Ferguson, 2001; Skiba et al, 2011). In addition, teachers’ implicit racial biases can affect how they distribute learning opportunities (Parks, 2010; Reinholz & Shah, 2018). Students also participate in racial interactions through explicit racial talk or more subtle forms of racialization, as they deploy racial narratives to make sense of their classmates and patterns of classroom activity (Shah & Leonardo, 2016; Van Ausdale & Feagin, 2001).…”

Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students

“…For instance, Devine, Forscher, Austin, and Cox (2012) were able to create long-term reductions in adults’ racial bias by using a 45-minute intervention intended to foster awareness of implicit bias, concern about the consequences of bias, and strategies that could be applied to reduce bias. Additional interventions have been created specifically to target the biases of mathematics instructors and faculty, for example, by guiding instructors to reflect on their biases through the lens of student participation patterns in their own classroom (Reinholz & Shah, 2018) and by developing equity-minded competencies while reflecting on achievement outcomes at their institution (Bensimon & Malcom, 2012).…”

Designing for institutional transformation: Six principles for department-level interventions

“…There are several dimensions of learning that are relevant here. One can reflect on one's own implicit biases through tools such as implicit association tests [119] and observational tools [120]. Learning about and valuing the experiences of others who do not share one's background can foster cultural competency and empathy toward others [121,122].…”