Equity Vignettes: A Practice-Based Resource
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| Title: | Equity Vignettes: A Practice-Based Resource |
|---|---|
| Language: | English |
| Authors: | Liza Bondurant, Jane Wilburne, Dana Pomykal Franz |
| Source: | Journal of Urban Mathematics Education. 2025 18(2):19-49. |
| 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: | 31 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2141737 2141730 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Vignettes, Secondary School Mathematics, Preservice Teacher Education, Preservice Teachers, Methods Courses, Race, Honors Curriculum, Humanization, Educational Assessment, Gender Identity, Educational Practices, Decision Making, Urban Education, Mathematics Teachers, Teacher Role, Culturally Relevant Education |
| Abstract: | This design case examines the use of equity vignettes, brief, classroom-based scenarios of common equity dilemmas, embedded within a structured instructional sequence in secondary mathematics teacher preparation. Drawing on the FAIR Framework for anti-deficit noticing and the Educator Mindsets for Equity (EME) continua, we implemented six vignettes in a mathematics methods course with 13 teacher candidates (TCs) preparing to teach in socioeconomically and racially diverse districts. Each vignette was paired with targeted readings, guided noticing prompts, small-group debriefs, and individual written reflections. We analyzed 78 written responses to explore how TCs' decisions reflected orientations along the FAIR and EME continua. Most TCs demonstrated anti-deficit noticing and equity-oriented mindsets in scenarios related to race and honors tracking, rehumanizing assessment, and cultural responsiveness. However, responses to gender identity, remedial tracking, and multilingual learner scenarios revealed more avoidant or deficit orientations, highlighting domains requiring additional scaffolding. By integrating sociopolitical analysis into practice-based teacher education, equity vignettes can help surface and disrupt deficit frames, prompting TCs to critically reflect on their beliefs, identities, and instructional choices. We offer theoretically grounded, adaptable tools that other mathematics teacher educators can use to cultivate equity-centered noticing and decision-making, particularly in the sociopolitical realities of urban mathematics classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494893 |
| Database: | ERIC |
| Abstract: | This design case examines the use of equity vignettes, brief, classroom-based scenarios of common equity dilemmas, embedded within a structured instructional sequence in secondary mathematics teacher preparation. Drawing on the FAIR Framework for anti-deficit noticing and the Educator Mindsets for Equity (EME) continua, we implemented six vignettes in a mathematics methods course with 13 teacher candidates (TCs) preparing to teach in socioeconomically and racially diverse districts. Each vignette was paired with targeted readings, guided noticing prompts, small-group debriefs, and individual written reflections. We analyzed 78 written responses to explore how TCs' decisions reflected orientations along the FAIR and EME continua. Most TCs demonstrated anti-deficit noticing and equity-oriented mindsets in scenarios related to race and honors tracking, rehumanizing assessment, and cultural responsiveness. However, responses to gender identity, remedial tracking, and multilingual learner scenarios revealed more avoidant or deficit orientations, highlighting domains requiring additional scaffolding. By integrating sociopolitical analysis into practice-based teacher education, equity vignettes can help surface and disrupt deficit frames, prompting TCs to critically reflect on their beliefs, identities, and instructional choices. We offer theoretically grounded, adaptable tools that other mathematics teacher educators can use to cultivate equity-centered noticing and decision-making, particularly in the sociopolitical realities of urban mathematics classrooms. |
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