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|Title:||Framing Sociocultural Interactions to Design Equitable Learning Environments|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Jensen, B. (2014). Framing Sociocultural Interactions to Design Equitable Learning Environments. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 903-910.|
|Abstract:||Many racial and ethnic minority (REM) students (i.e., African Americans, Hispanics, Native Americans, Pacific Islanders, and some Asian Americans) in the U.S. continue to underperform on academic tasks. Partially but not entirely explained by socioeconomic factors, REM underperformance is associated with different and inequitable sociocultural demands between informal and formal settings where REM children learn and develop. "Culturally responsive" classroom teaching is posited to help remedy this situation, but conceptual clarity and empirical support are limited. To address these limitations I recommend the learning sciences closely study cultural dimensions of social interactions across diverse classroom settings. Derived from a synthesis of research and theoretical traditions, I present an emergent framework of sociocultural interactions in classroom settings--10 dimensions organized into three domains: Life Applications, Self in Group, and Agency. I describe the constructs and address implications for design research: the need for reliable observation, and stronger theories of classroom settings/contexts.|
|Appears in Collections:||ICLS2014|
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