Instructional Equity: Teaching Practices That Promote Academic Success Among Marginalized Students

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Mentorship and Relationship Development for Minoritized Students and Faculty

Abstract

This multi-case study is on instructional strategies that can support academic success among Black, Latinx, and low-income students at a public, 4-year moderately-selective university. The study is specifically on professors who include subject-matter content on systemic discrimination and other aspects of equity within their field of study. Thus, the research highlights the instructional strategies that can make critical learning goals possible for the communities disproportionately impacted by social injustices. Study findings show that small, frequent, in-class assignments and assessments are effective strategies. Findings also show that these assignments and assessments should include cognitive-rigorous questions in order to position marginalized students to creatively apply critical subject-matter concepts to their lived experiences.

Author

• Joshua Abreu, Albertus Magnus College