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1. Science education with multilingual learners: Equity as access and equity as transformation

   https://doi.org/10.1002/sce.21791  

   Grapin, Scott E.; Pierson, Ashlyn; González‐Howard, María; Ryu, Minjung; Fine, Caitlin; Vogel, Sara (July 2023, Science Education)

   Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration. 

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2. Integrating Dynamic Supports into an Equity Teaching Simulation to Promote Equity Mindsets

   https://doi.org/10.1145/3491140.3528327  

   Marvez, G. R.; Zheng, Tianyuan; Littenberg-Tobias, Joshua; Hillaire, Garron; O'Brien, Sara; Reich, Justin (June 2022, L@S '22: Proceedings of the Ninth ACM Conference on Learning @ Scale)

   Implementing high-quality professional learning on diversity, equity, and inclusion (DEI) issues is a massive scaling challenge. Integrating dynamic support using natural language processing (NLP) into equity teaching simulations may allow for more responsive, personalized training in this field. In this study, we trained machine learning models on participants’ text responses in an equity teaching simulation (494 users; 988 responses) to detect certain text features related to equity. We then integrated these models into the simulation to provide dynamic supports to users during the simulation. In a pilot study (N = 13), we found users largely thought the feedback was accurate and incorporated the feedback in subsequent simulation responses. Future work will explore replicating these results with larger and more representative samples 

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3. Gender Equity in Oceanography

   https://doi.org/10.1146/annurev-marine-032322-100357  

   Legg, Sonya; Wang, Caixia; Kappel, Ellen; Thompson, LuAnne (January 2023, Annual Review of Marine Science)

   Gender equity, providing for full participation of people of all genders in the oceanographic workforce, is an important goal for the continued success of the oceanographic enterprise. Here, we describe historical obstructions to gender equity; assess recent progress and the current status of gender equity in oceanography by examining quantitative measures of participation, achievement, and recognition; and review activities to improve gender equity. We find that women receive approximately half the oceanography PhDs in many parts of the world and are increasing in parity in earlier levels of academic employment. However, continued progress toward gender parity is needed, as reflected by metrics such as first-authored publications, funded grants, honors, and conference speaker invitations. Finally we make recommendations for the whole oceanographic community to continue to work together to create a culture where oceanographers of all genders can thrive, including eliminating harassment, reexamining selection and evaluation procedures, and removing structural inequities. 

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4. Investor Retention in Equity Crowdfunding

   https://doi.org/10.1145/3292522.3326037  

   Zakhlebin, Igor; Horvát, Emoke-Ágnes (June 2019, WebSci '19: Proceedings of the 10th ACM Conference on Web Science)

   Crowdfunding platforms promise to disrupt investing as they bypass traditional financial institutions through peer-to-peer transactions. To stay functional, these platforms require a supply of investors who are willing to contribute to campaigns. Yet, little is known about the retention of investors in this setting. Using four years of data from a leading equity crowdfunding platform, we empirically study the length and success of investor activity on the platform. We analyze temporal variations in these outcomes and explain patterns using statistical modeling. Our models are based on information about user's past and current investment decisions, i.e., content-based and structural similarities between the campaigns they invest in. We uncover the role of past successes and diversity of investment decisions for novice vs. serial investors. Our results inform potential strategies for increasing the retention of investors and improving their decisions on crowdfunding platforms. 

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5. Pandemics and Issues of Equity

   Jessup, N; Wolfe, J; Kalinec-Craig, C. (October 2020, The Mathematics teacher)