Obscuring Racial Inequities through Gender-Focused Discourse: An Analysis of Student Participation in a Calculus Class [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/in	Fink, Heather
Titel	Obscuring Racial Inequities through Gender-Focused Discourse: An Analysis of Student Participation in a Calculus Class [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Racial Differences; Gender Differences; Calculus; Mathematics Instruction; Equal Education; High School Students; Student Participation; White Students; Males; Minority Group Students; Inclusion; Diversity; Classroom Communication; Mathematics Teachers; Student Teachers; Discourse Analysis; Grade 12; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Rassenunterschied; Geschlechterkonflikt; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Male; Männliches Geschlecht; Inklusion; Klassengespräch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Diskursanalyse; School year 12; 12. Schuljahr; Schuljahr 12; Lehrerverhalten; Schülerverhalten
Abstract	Inequities in STEM participation for people of color and women are documented extensively, often highlighting issues of representation and/or achievement. This study adds to the literature by looking at participation inequities in a high school calculus class. Equity is conceptualized as a fair distribution of opportunities for students to engage in rich mathematical experiences. Analysis of participants' dialog revealed talk about student participation focused primarily on gender patterns, even when pertaining to only one race-gender group of students (i.e., White males). Analysis of whole-class participation showed White dominance superseded male dominance; White males had the most robust opportunities to participate followed by White females, females of color, and males of color. Findings suggest participants' gender-focused discourse obscured racial inequities in classroom participation. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01