Chemistry Graduate Teaching Assistants’ Noticing for Equity

Presented by:

Dani Losinski, University of Michigan

STEM Graduate Teaching Assistants have powerful opportunities to construct equitable learning, but experience constraints. Findings highlight opportunities to support equitable teaching through community building.

Hear it from the author:

Chemistry Graduate Teaching Assistants’ Noticing for EquityDani Losinski, University of Michigan

00:00 / 01:24

Hi my name is Dani Losinski and I am a chemistry education researcher at the University of Michigan in the Shultz group. I’m going to share an ongoing research project on two chemistry GTAs’ commitments to and barriers for enacting equitable teaching in higher education STEM courses. Current systemic inequities in post-secondary STEM education calls for an increase in research on equitable teaching practices, particularly graduate teaching assistants (GTAs) enactments of equity and the barriers they face. GTAs are understudied in this area, yet play a critical role as near-peer instructors to undergraduate students. Using a case study methodology, chemistry GTAs noticing for equity was explored and analyzed through Louie et al.'s FAIR framework. Pre- and post-interviews as well as in-class observation data was collected to identify how two GTAs, Rose and Madison, navigated barriers in enacting their pedagogical commitments for equity. The two GTAs’ enactments of equity as well as their navigation of systemic inequities and barriers were found to be personalized based on contextual factors such as their identity, role, and classroom and instructional context. Implications for instructional teams include providing opportunities and safe spaces for GTAs to communicate their values for equity as well as the barriers they face in enacting their values.

Key words:

Equitable Teaching, Teacher Education, Teacher Noticing

Abstract:

Graduate teaching assistants (GTAs) play an important role in STEM education, yet their barriers to and enactments of equity-focused teaching are understudied. Using a case study methodology, GTAs’ noticing for equity was identified and analyzed according to Louie et al. 's FAIR framework. Interview and observation data were collected to explore how two chemistry GTAs enacted their pedagogical commitments for equity. Findings revealed their complex navigation of social and contextual factors (e.g., identity, role, instructional context). Implications for instructional teams include providing opportunities for GTAs to communicate their values for equity and negotiate tensions in their communities.

Outcomes:

1. Identify barriers to and enactments of equitable teaching GTAs face as instructors.
2. Analyze their own teaching practices and identify spaces in their classrooms where noticing cycles can be intentionally applied for equitable teaching.
3. Create a plan to open opportunities for GTAs to communicate their values for and barriers to equity.

References:

Louie, N., Adiredja, A. P., & Jessup, N. (2021). Teacher noticing from a sociopolitical perspective: The FAIR framework for anti-deficit noticing. ZDM – Mathematics Education, 53(1), 95–107. https://doi.org/10.1007/s11858-021-01229-2

Luna, M. J. (2018). What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science. Cognition and Instruction, 36(4), 297–329. https://doi.org/10.1080/07370008.2018.1496919

Van Es, E. A., Hand, V., & Mercado, J. (2017). Making visible the relationship between teachers’ noticing for equity and equitable teaching practice. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 251–270). Springer International Publishing. https://doi.org/10.1007/978-3-319-46753-5_15

Van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53(1), 17–27. https://doi.org/10.1007/s11858-020-01211-4