Science faculty conceptions of equity and their association to teaching practices

Dados Bibliográficos

ID21392950
AutoresTatiane Russo-Tait (0000-0002-2606-2061, Department of Cellular Biology University of Georgia Athens Georgia USA, autor correspondente)
Ano2023
Volume107
Fascículo2
Páginas427-458
Data de publicação2023-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21781
OpenAlexW4313199160
IdiomaEN
Citações recebidas12
Referências citadas94

Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their teaching and related practices. This study examined equity conceptions and reported teaching practices among 45 faculty members in a College of Sciences at a research intensive, historically White, public university in the United States. Thematic analysis showed that faculty conceptualized equity in three ways—“equality,” “inclusion,” or “justice”—and these conceptions were associated with instructor‐centered or student‐centered practices. Professors with “equality” conceptions of equity tended to report teaching mostly via lecture, while those with “inclusion” conceptions reported using active learning and/or inclusive teaching practices. Most professors with a “justice” conception went beyond active learning and inclusive practices to also include an emerging critical pedagogy. Conceptions of equity appear to inform how university science faculty see their roles in advancing equity in their classrooms. These findings provide a foundation for future research that seeks to support college science faculty's understandings of equity issues in higher education and the pedagogical practices necessary to ameliorate them

Equity (law) · Higher education · Inclusion (mineral) · Pedagogy · Political science · Qualitative research · Science education · Social science · Sociology · Thematic analysis · Evaluation of Teaching Practices · Higher Education Research Studies · Psychology