Equity-Focused Coaching: Negotiating Teachers' Interpretations of Racialized and Gendered Participation Patterns
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| Title: | Equity-Focused Coaching: Negotiating Teachers' Interpretations of Racialized and Gendered Participation Patterns |
|---|---|
| Language: | English |
| Authors: | Sunghwan Byun (ORCID |
| Source: | Journal of Teacher Education. 2026 77(3):212-229. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1741575 2247128 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Equal Education, Coaching (Performance), Science Teachers, Physics, Race, Racism, Discourse Analysis, Attribution Theory, Minority Group Students, Responsibility, Teacher Attitudes, Interaction, High School Teachers, Teacher Student Relationship |
| DOI: | 10.1177/00224871261417322 |
| ISSN: | 0022-4871 1552-7816 |
| Abstract: | Equity-focused coaching--coaching that centers racism, patriarchy, and other oppressive systems--is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and EQUIP analytics. The analysis applied theoretical constructs from conversation analysis: attribution of responsibility and attribution of knowledge in interaction. Findings show that whereas coaches tended to explain inequitable patterns in terms of broader social patterns, teachers tended to base their interpretations on the perceived deficits of minoritized students. The turn-by-turn analysis illustrates fine-grained details of discursive moves coaches leveraged to successfully facilitate shifts in teachers' interpretative orientations. These findings highlight that steering coaching conversations toward equity-focused interpretations is an essential element of equity-focused coaching, and such work comprises subtle and skillful discursive moves. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501869 |
| Database: | ERIC |
| Abstract: | Equity-focused coaching--coaching that centers racism, patriarchy, and other oppressive systems--is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and EQUIP analytics. The analysis applied theoretical constructs from conversation analysis: attribution of responsibility and attribution of knowledge in interaction. Findings show that whereas coaches tended to explain inequitable patterns in terms of broader social patterns, teachers tended to base their interpretations on the perceived deficits of minoritized students. The turn-by-turn analysis illustrates fine-grained details of discursive moves coaches leveraged to successfully facilitate shifts in teachers' interpretative orientations. These findings highlight that steering coaching conversations toward equity-focused interpretations is an essential element of equity-focused coaching, and such work comprises subtle and skillful discursive moves. |
|---|---|
| ISSN: | 0022-4871 1552-7816 |
| DOI: | 10.1177/00224871261417322 |
