Influence of Perceived Ethnicity and/or Gender on Preservice Teachers' Professional Noticing

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-1 - Mathematics Teachers Instructional Decision Making

Abstract

This study examines potential bias with respect to perceived gender and ethnicity in pre-service teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore emerging connections between professional noticing and equity concerns in mathematics education and discover the extent to which such noticing may be influenced by a student’s ethnicity and gender. The research question was: How and to what extent does bias emerge within pre-service teachers’ professional noticing of children of differing perceived genders and ethnicities? Our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence did not appear to vary in conjunction with the perceived ethnicity and gender of the student.

Authors

• Jonathan Norris Thomas, University of Kentucky

• David Brown, University of Kentucky

• Kristin Reeves, University of Kentucky

• Cindy Jong, University of Kentucky

• Edna O. Schack, Morehead State University

• Molly H. Fisher, University of Kentucky