Only equity visualizations disaggregated by race/ethnicity and gender prompted teachers to reflect on how race/ethnicity or gender may impact student classroom experiences¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In diary reflections, only the equity visualizations prompted reflections on race/ethnicity and gender, with zero such reflections from whole class visualizations. → Ali Raza 2024 q2 i? In interviews, equity set visualizations prompted 92% of reflections on race/ethnicity and gender compared to 8% for whole class visualizations. → 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? · qualitative · r3

Diary study of 42 middle school science teachers using the SEET system over a two-month professional learning series; teachers recorded 248 noticing and wondering reflections, of which 35 considered students' race and/or gender. The article reports "zero reflections related to race/ethnicity and gender when using the whole class visualization."

"As shown in Table 2, only the equity visualizations (Figure 2a, 2b, 2c) prompted teachers to reflect on how race/ethnicity or gender may impact student classroom experiences. Teachers reported zero reflections related to race/ethnicity and gender when using the whole class visualization."

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 · r3

Semi-structured interviews (10-15 minutes) with each of the 42 teachers after the professional learning series, in which participants ranked all six visualizations and gave rationales. The article reports equity set visualizations prompted "most reflections on race/ethnicity and gender (92%)" versus 8% for whole class visualizations.

"We saw comparable results in the interview data, where equity set visualizations prompted most reflections on race/ethnicity and gender (92%), compared to the whole class visualizations (8%, Table 2)."

Discussion¶

Related Claims¶

• Barriers to using equity visualizations included lack of classroom diversity and teachers' own equity beliefs — related
• Teachers ranked all whole class visualizations higher than any of the equity visualizations despite the equity visualizations' role in prompting equity reflections — related
• Leaders caution that disaggregating data by student demographics is only the beginning of using continuous improvement for equity, not its entirety — related
• Race, ethnicity, and class affect teacher perceptions and teacher behavior, including persistence with struggling students — related