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Title: Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District

This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx and Asian/Pacific Islander students had significantly fewer turns than Black and White students. To interpret these findings in context, we analyzed interviews from 29 district leaders using a poststructural framework organized around D/discourse.

 
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Award ID(s):
1943146
NSF-PAR ID:
10368017
Author(s) / Creator(s):
 ;  
Publisher / Repository:
SAGE Publications
Date Published:
Journal Name:
Urban Education
ISSN:
0042-0859
Page Range / eLocation ID:
Article No. 004208592211076
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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