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Mixed Methods Integration: Theory-Driven Joint Displays for Visualizing Equity Policy
Thu, April 9, 2:15 to 3:45pm PDT (2:15 to 3:45pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
Understanding equity policies through both statistical phenomena and lived experiences requires theoretically driven mixed methods approaches. The use of theory-focused joint displays represents a rigorous and innovative approach to data integration with potential to deepen understanding of complex constructs. However, the extant literature offers few examples for doing so, particularly in policy-related contexts. Therefore, the purpose of this symposium is to provide illustrative equity-oriented examples for developing visual joint displays that support analysis and meta-inference generation. In this session, we present three studies, each analyzing an educational policy: Divisive Concepts, Suspension Bans, and the Individuals with Disabilities Education Improvement Act. Aligned with AERA’s 2026 theme, this symposium “unforgets” policy histories while advancing the mixed methods field through innovative integration techniques.
Sub Unit
Chair
Papers
Educators’ Conceptualizations of Equity and Self-Efficacy for Equity-Centered Teaching in the Face of Divisive Concepts Policies - Rachel Saperstein McClam, Johns Hopkins University; Sarah A Caroleo, Brown University
Past as Prologue: A Critical Spatial Analysis of Exclusionary Discipline - Rebecca A. Cruz, Johns Hopkins University; Dian Mawene, University of Wisconsin - Madison; Allison Firestone, San Francisco Unified School District; Mary Cunningham, Johns Hopkins University; Lindy Johnson, Michigan State University
District Structure as Inclusion Gatekeeping: Examining Perceptions and Enactments of Inclusion in One Exclusionary District - Alexandra Shelton, Johns Hopkins University; Katy A Mullins, Johns Hopkins University; Lindi Shepard, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University; Sarah A Caroleo, Brown University; Rebecca A. Cruz, Johns Hopkins University; Irene Ramirez, Johns Hopkins University