Applying an Equity Framework to Develop Inclusive Visions of Teaching: Honoring Students With Disabilities' Voices

• In Event: How Teachers Teach, Conceptualize, and Talk About Integrated STEM

Abstract

As part of a larger study (Author, 2021), we analyzed extant data drawn from interviews with Black Indigenous people of color and emergent bilingual students with an identified disability experience equity at a STEM focused New Technology High School. We applied Gutiérrez’s (2012) framework for equity, which includes four dimensions: access, achievement, identity, and power. Examination of the lived experiences and perceptions of this population of students occurred using a qualitative research design and case study approach. The interviewed students portrayed a rich and vibrant view of their school relevant to access, identity, power, and achievement. Nevertheless, there were some instances where negative aspects of equity were described such as at a middle school or previous high school attended.

Authors

• Karen Weaver Bump, University of North Texas

• Barbara L. Pazey, University of North Texas

• Colleen M. Eddy, University of North Texas