An Equity-Based Framework for Teaching STEM in Community College: A Narrative Inquiry

• In Event: Resources for Equity-Focused Learning

Abstract

This qualitative narrative inquiry examined community college STEM faculty teaching in racially diverse institutional contexts. The purpose of this study was to develop a framework for teaching that attempts to center racially minoritized students’ learning and foster a more socially just discipline. I developed a preliminary equity pedagogy framework to ground my study, and used narrative interviews and documents to study two STEM instructors’ teaching approach at a Hispanic Serving Community College. I present a revised equity pedagogy framework composed of seven elements through instructor vignettes.

Author

• Jillian Ives, University of Connecticut - Storrs