2018
DOI: 10.1353/rhe.2018.0013
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Confronting the Equity "Learning Problem" through Practitioner Inquiry

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Cited by 26 publications
(19 citation statements)
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References 22 publications
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“…These studies show that changes in practice are motivated by an individual's conceptual change (Ching, 2018) towards critical perspectives on the social and political causes of inequities, which is termed "equity-mindedness" in this literature (Harris III & Bensimon, 2008).…”
Section: Studies Of Organizational Learning About Racial Equity In Himentioning
confidence: 97%
“…These studies show that changes in practice are motivated by an individual's conceptual change (Ching, 2018) towards critical perspectives on the social and political causes of inequities, which is termed "equity-mindedness" in this literature (Harris III & Bensimon, 2008).…”
Section: Studies Of Organizational Learning About Racial Equity In Himentioning
confidence: 97%
“…An inquiry-based intervention can be designed as an activity to equip faculty members with the language, knowledge, and skill set to advance racial equity in faculty hiring. Inquiry-based interventions designed to advance racial equity tend to focus on creating contradictions between espoused values for racial equity and existing discriminatory routines (Bensimon & Dowd, 2012; Bragg & Durham, 2012; Ching, 2018; Dowd & Bensimon, 2015; Dowd & Liera, 2018; Liera & Dowd, 2019). Inquiry-based interventions have the potential to make historically rooted norms explicit, which can prompt faculty to make changes.…”
Section: Inquiry-based Interventions: Interrogating a Culture Of Nicementioning
confidence: 99%
“…Inquiry-based interventions have the potential to make historically rooted norms explicit, which can prompt faculty to make changes. Ching (2018) studied how participation in an inquiry-based intervention workshop on assessing course syllabi for equity mindedness and cultural inclusivity fostered community college math faculty’s learning about racial equity and how their teaching practices and classroom environments affect racially minoritized students. Dowd and Liera (2018) found that data and data use tools from inquiry-based interventions helped administrators and faculty identify the inequities rooted in their routines.…”
Section: Inquiry-based Interventions: Interrogating a Culture Of Nicementioning
confidence: 99%
“…Faculty did not appear to readily trust high school data, tending only to do so when it fit their existing understandings of student abilities as measured by placement tests. In this regard, we see these significant reforms as needing to pay attention to how faculty beliefs are expected to change and how they undergo change (Bensimon, 2007; Ching, 2018). In particular, deficit orientations linked to student capabilities need to be more closely examined, especially as the AB705 policy expects institutions to acknowledge students’ high school preparation in a more systematic way.…”
Section: Discussionmentioning
confidence: 99%
“…Yet faculty make certain assumptions about students with these data points, and these assumptions may inform their interactions with students, classroom practices, and pedagogical approaches. Spaces for professional development and practitioner inquiry and learning where faculty can reflect on their views and underlying beliefs may help the policy to be implemented in such a way that the overarching goals can be met (Ching, 2018). This can create a culture of data use that can change instructional practice and bolster student learning (Farrell & Marsh, 2016; Hora et al, 2017).…”
Section: Discussionmentioning
confidence: 99%