Tensions about Equity: Instructors' Nepantla Attending to Identity and Power in Mathematics

In this paper, we discuss the case studies of two professional development (PD) participants: Nhung Tran and Stella Miller. This data comes from an NSF-funded grant studying inquiry and equity within mathematics instruction at a two-year college. We analyze participant conceptualizations of equity u...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2022
Hauptverfasser:	Stringer, Brinley Poulsen, Hernandez, Gabriela Maria, Wilkes, Charles E., II, Pilgrim, Mary E
Format:	Report
Sprache:	eng
Schlagworte:	Access to Education Case Studies College Faculty Equal Education Faculty Development Hispanic American Students Mathematics Achievement Mathematics Instruction Mathematics Teachers Minority Serving Institutions Power Structure Professional Identity Self Concept Teacher Characteristics Two Year Colleges Vietnamese
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Zusammenfassung:	In this paper, we discuss the case studies of two professional development (PD) participants: Nhung Tran and Stella Miller. This data comes from an NSF-funded grant studying inquiry and equity within mathematics instruction at a two-year college. We analyze participant conceptualizations of equity using Gutiérrez' (2009) equity framework. By considering the dominant axis (Access and Achievement) and the critical axis (Identity and Power), we identify places of dissonance, or Nepantla, that emerge for each participant. We discuss how these tensions give us valuable information as we consider future iterations of PD on the MPIE project. [For the complete proceedings, see ED630210.]