In Roster Justice, Avoidant-mindset participants described roster disparities in racially neutral terms while Aware-mindset participants named the racialized nature of the disparity¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants with more of an Aware attitude were more likely to see the racialized nature of the class-composition disparity, explicitly mentioning that class composition did not match school demographics, whereas Avoidant-mindset participants avoided solutions that explicitly named racial discrimination. → Littenberg-Tobias 2021

Evidence¶

Littenberg-Tobias 2021¶

Littenberg-Tobias, J., Borneman, E., & Reich, J. (2021). Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach. AERA Open. https://doi.org/10.1177/23328584211045685

q2 · i? · associational · r2

Topic-prevalence analysis of Roster Justice responses (N = 7,606 sentence rows) against the Avoidant-Aware survey scale. Aware-mindset participants more often mentioned that class composition did not match school demographics, stereotypes about computer scientists, and the scheduling system perpetuating racial imbalance; Avoidant-mindset participants described differences in racially neutral terms.

"Participants with more of an Aware attitude, by contrast, were more likely to see the racialized nature of the disparity."

Discussion¶

Related Claims¶

• Simulation-response convergence was corroborated by survey-based changes in mindsets and practices and by human rater ratings for Roster Justice — related
• In Layers, Context-Centered-mindset participants drew on students' communities and home lives while Context-Neutral-mindset participants adapted content without students' out-of-school experiences — related
• Some SSWs hold deficit-based racial attitudes, conflating structural constraints with immigrant cultural values and misreading trauma responses — related
• Structural topic modeling identifies simulation decision points indicative of different equity mindsets across four digital teaching simulations — a broader claim this one bears on
• Interviewed introductory statistics students often described the subject as neutral, many saw the courseware's neutrality as appropriate, and some did not discern explicit racial or cultural inclusion in it — related
• Payne argues that color-blind ideology in schools precludes discussion of how outcomes and privilege are distributed by race — related