Hidden competence: women’s mathematical participation in public and private classroom spaces

Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so

“…Furthermore, active learning was found to narrow achievement gaps between students from overrepresented and underrepresented groups by improving examination scores and passing rates for all student groups, but disproportionately so for those from underrepresented minorities (Theobald et al., 2020). However, it should be noted that active learning does not guaranty equity and instructors should be vigilant of inequity due to a number of factors including small group dynamics (e.g., Reinholz & Shah, 2018) or potential hidden biases (e.g., Ernest et al., 2019).…”

A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

“…Such environments tend to support greater student learning in the aggregate (Freeman et al, 2014). However, a growing body of research also shows that active-learning environments may disproportionately benefit students who are already advantaged in science, technology, engineering, and mathematics (STEM; Bando et al, 2019;Ernest et al, 2019;Setren et al, 2019). These participatory inequities typically correspond to minoritized identities in STEM, say based on gender or race (e.g., Eddy et al, 2015;Ernest et al, 2019;McAfee, 2014).…”

“…However, a growing body of research also shows that active-learning environments may disproportionately benefit students who are already advantaged in science, technology, engineering, and mathematics (STEM; Bando et al, 2019;Ernest et al, 2019;Setren et al, 2019). These participatory inequities typically correspond to minoritized identities in STEM, say based on gender or race (e.g., Eddy et al, 2015;Ernest et al, 2019;McAfee, 2014). Thus, even though active learning may support student learning in the aggregate, as a matter of equity, it is imperative to create learning environments that do not disproportionately benefit already advantaged students.…”

Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research

“…On the contrary, ideas shared during whole-group discussions might actively mislead instructors in this regard. For example, some researchers have used cameras to monitor all small-group talk as well as all public, whole-class talk for four groups of students over an entire semester of geometry at a large, PhD-granting institution ( Ernest et al , 2019 ). They found that while high-quality discussion took place across small-group discussions, many of those important perspectives were absent from the whole-group sharing.…”