Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students
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| Title: | Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students |
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| Language: | English |
| Authors: | Jordan T. Register, Michelle Stephan (ORCID |
| Source: | Journal of Urban Mathematics Education. 2023 16(2):31-67. |
| Availability: | Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/ |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Inclusion, Equal Education, Mathematics Instruction, Ethics, Statistics Education, Inquiry, Active Learning, Teacher Student Relationship, Student Diversity, STEM Education, Self Concept, Student Participation, Group Discussion, Intersectionality, High School Students |
| ISSN: | 2151-2612 |
| Abstract: | The purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel's (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb's Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course elements (task structures, participation structures, and discursive moves) from a designed Ethical Data Science course that supported students' equitable participation in ethical data science discussions (Sandoval, 2004). [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 2. The page range (32-67) shown on the PDF is incorrect. The correct page range is 31-67.] ] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413699 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel's (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb's Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course elements (task structures, participation structures, and discursive moves) from a designed Ethical Data Science course that supported students' equitable participation in ethical data science discussions (Sandoval, 2004). [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 2. The page range (32-67) shown on the PDF is incorrect. The correct page range is 31-67.] ] |
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| ISSN: | 2151-2612 |
