首页|EQUITY-MINDEDNESS IN DEVELOPMENTAL MATH: AN ANALYSIS OF CURRICULAR ARTIFACTS
EQUITY-MINDEDNESS IN DEVELOPMENTAL MATH: AN ANALYSIS OF CURRICULAR ARTIFACTS
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Although the community college plays an essential role in educating minoritized students in STEM-related fields, it is also a site where the compounding effects of systemic racism in the nation's educational system are abundantly clear. Due in large part to inequitable access to college-preparatory curriculum in secondary schooling, racially minoritized community college students are more likely than their White peers to be placed in developmental (remedial) math coursework, and less likely to complete the developmental requirements. Over the past decade, heightened concern with high rates of non-completion in developmental math has led community colleges to engage in an unprecedented level of reform, restructuring their programs in order to facilitate students' progression into college-level math and science courses. However, whether such reforms have improved minoritized students' opportunities to learn remains unclear. In this study, we applied a race-conscious analytical framework in order to explore the messages embedded in curricular artifacts from developmental math courses at a college pursuing reform. Using indicators of equity-mindedness, we examined the extent to which the curricular artifacts embody explicit messages about diversity and cultural inclusiveness, reflect aspects of culturally responsive teaching, or challenge assumptions embedded in the dominant approach to mathematics education (i.e., racial apathy and color blindness). In addition to documenting a lack of equity-mindedness and cultural inclusivity in our sample of cultural artifacts, our analysis offers a set of tools for researching and assessing ongoing developmental math reforms across community colleges.
community collegesracial equitySTEM education
Rebecca D. Cox、Lindsey E. Malcom-Piqueux
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Faculty of Education, Simon Fraser University, 250-13450 102nd Avenue, Surrey, British Columbia, V3T 5X3 Canada
Diversity, Inclusion & Assessment, California Institute of Technology, Mail Code 112-31, Pasadena, California 91125 USA
2022
Journal of women and minorities in science and engineering
NETL
NSTL
