Multiple Truths? Teacher and Student Perspectives on a District's Efforts to Pursue Equity in Mathematics

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Pursuit of Equity, Criticality, and Counterstories in Mathematics Education (Table 13)

Abstract

Equity has been emphasized at every level of education. We investigated how high school teachers and students interpret and respond to a district’s equity goal. The district board aims to address and mitigate historic opportunity gaps in mathematics education for Black male students, focusing on their success in Algebra 1. Using qualitative data from teacher interviews and student focus group interviews, we found that students and teachers have mixed interpretations and responses to the board goal from a color-blinded view to an equitable one. While most teachers assumed the need for the race- and gender-specific board goal, they criticized the implementation of the board goal without including teacher input or providing resources.

Authors

• Ji Yeong I, Iowa State University
  Presenting Author

• Anne Foegen, University of Minnesota
  Presenting Author

• Mollie H. Appelgate, Iowa State University
  Presenting Author