Literaturnachweis - Detailanzeige
| Autor/inn/en | Ching, Cheryl D.; Roberts, Maxine T. |
|---|---|
| Titel | Crafting a Racial Equity Practice in College Math Education |
| Quelle | In: Journal of Diversity in Higher Education, 15 (2022) 4, S.401-405 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ching, Cheryl D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8926 |
| DOI | 10.1037/dhe0000379 |
| Schlagwörter | Equal Education; Race; College Mathematics; Mathematics Education; Achievement Gap; Minority Group Students; Critical Race Theory; Educational Practices; Racial Relations; Educational Change |
| Abstract | While assessment, curricular, and pedagogical reforms have improved overall success rates in college math courses, they have been less effective in closing racial equity gaps and fostering equitable classroom experiences for racially minoritized students. Following the insights of critical race math scholars, we argue that racial inequity persists because these reforms do not tackle the dominant instructional template that informs how many math faculty teach. We propose that racial equity requires a reconfiguration of practice involving (a) race-conscious sensemaking of teaching; (b) awareness of racial dynamics in math classrooms; and (c) a humanizing math pedagogy. We describe these three principles of a racial equity practice, along with the challenges that can arise when faculty confront complicity in producing racial inequity, attempt to undo practices serving them well, and wrestle with institutional factors that constrain change. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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