Barriers to using equity visualizations included lack of classroom diversity and teachers' own equity beliefs¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Some teachers saw little reason to use disaggregated visualizations because their classrooms had little racial or gender diversity, compounded by anonymity suppression of small groups. → Ali Raza 2024 q2 i? A small number of teachers reported that disaggregated participation data did not reflect their personal interests or beliefs about classroom equity. → Ali Raza 2024 (2)

Evidence¶

Ali Raza 2024¶

Ali Raza, Tamara Sumner and William R. Penuel. (2024). The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities. Journal of Learning Analytics, 11(1), 87-100. https://doi.org/10.18608/jla.2024.8199

q2 · i? · design · r2

Interview coding across all three equity visualizations found rationales including less useful due to lack of sample (4), not a large enough sample size (7), and small sample size made it less useful (3). The system does not display data for groups of 2 or fewer students.

"With respect to their classroom context, some teachers (13) said there was little reason to look at visualizations disaggregated by race/ethnicity and gender since there was very little racial or gender diversity in their classrooms."

Ali Raza 2024 (2)¶

Ali Raza, Tamara Sumner and William R. Penuel. (2024). The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities. Journal of Learning Analytics, 11(1), 87-100. https://doi.org/10.18608/jla.2024.8199

q2 · i? · qualitative · r2

Inductive coding of interview rationales identified 7 teachers whose equity beliefs diverged, for example viewing equity as equal access to resources rather than disaggregated participation patterns. Other teachers valued the disaggregated data for pursuing gender and racial equity goals.

"The second barrier to use stemmed from teachers' own equity beliefs. Specifically, a small number of teachers (7) reported that showing classroom participation data disaggregated by race/ethnicity and gender did not reflect their personal interests or their personal beliefs about c lassroom equity."

Discussion¶

Related Claims¶

• Only equity visualizations disaggregated by race/ethnicity and gender prompted teachers to reflect on how race/ethnicity or gender may impact student classroom experiences — related
• Leaders caution that disaggregating data by student demographics is only the beginning of using continuous improvement for equity, not its entirety — related
• Middle school students and teachers broadly buy in to an AI system that visualizes classroom community agreements — related
• Data dives with disaggregated course success data surfaced equity gaps previously invisible to faculty — related
• Teachers ranked all whole class visualizations higher than any of the equity visualizations despite the equity visualizations' role in prompting equity reflections — related
• OpenSciEd materials equitably support student participation and engagement across racial, gender, and linguistic groups, per field-test SEET and teacher-report data — related