Browsing by Subject "educational equity"

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    Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity
    (Oxford Research Encyclopedia, 2021-02-23) Kazembe, Lasana D.
    For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation.
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    Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
    (Sage, 2022-11-21) Jacobson, Erik; Cross Francis, Dionne; Willey, Craig; Wilkins-Yel, Kerrie; School of Education
    Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.