Confronting the Equity "Learning Problem" through Practitioner Inquiry

This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching practices and classroom environments affect students, especially students of color. For some, reflection was followed by insights about their role as instructors and equity-minded changes in practice; for others, reflection affirmed the value of their existing conceptions and current practice. Despite initial signs of learning, there was little evidence that participants developed lasting equity-mindedness.