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Title: Why Mrs. Stone Never Calls on Debra: A Case of Race-Gender Ideology in Practice
Authors: Shah, Niral
Herbel-Eisenmann, Beth
Reinholz, Daniel
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Shah, N., Herbel-Eisenmann, B., & Reinholz, D. (2020). Why Mrs. Stone Never Calls on Debra: A Case of Race-Gender Ideology in Practice. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1974-1981). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Opportunities to participate in classroom discussions can support learning, but implicit biases can influence how teachers distribute those opportunities. To date, though, research on implicit bias in education remains lab-based or not focused on processes of teaching and learning. Using a mixed methods case study design, this study investigated how ideologies of race and gender influenced Mrs. Stone’s perceptions of her Latinx students, as well as her decision-making about whether to grant them participation opportunities. Findings reveal that Latinx students were significantly marginalized in class discussions, as evidenced by quantitative analytics generated by the EQUIP observation tool ( Discourse analysis shows how Mrs. Stone’s description of these students as “well-behaved” and “fragile”—and her positioning of a student named Debra as a “good girl”—aligned with problematic racial and race-gender narratives about Latinx people and Latinx girls, and consequently prevented Mrs. Stone from soliciting their participation.
Appears in Collections:ICLS 2020

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