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|Title:||Why Mrs. Stone Never Calls on Debra: A Case of Race-Gender Ideology in Practice|
|Keywords:||Teaching and Teacher Learning|
|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 (https://www.equip.ninja). 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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