Equity Vignettes: A Practice-Based Resource.

Saved in:

Bibliographic Details
Title:	Equity Vignettes: A Practice-Based Resource.
Authors:	Bondurant, Liza¹ lb2206@msstate.edu, Wilburne, Jane² jmw41@psu.edu, Franz, Dana Pomykal¹ df76@msstate.edu
Source:	Journal of Urban Mathematics Education. Dec2025, Vol. 18 Issue 2, p19-49. 31p.
Subject Terms:	Teacher education, Cultural pluralism, *Mathematics education, Vignettes, Cultural competence
Abstract:	This design case examines the use of equity vignettes, brief, classroom-based scenarios of common equity dilemmas, embedded within a structured instructional sequence in secondary mathematics teacher preparation. Drawing on the FAIR Framework for anti-deficit noticing and the Educator Mindsets for Equity (EME) continua, we implemented six vignettes in a mathematics methods course with 13 teacher candidates (TCs) preparing to teach in socioeconomically and racially diverse districts. Each vignette was paired with targeted readings, guided noticing prompts, small-group debriefs, and individual written reflections. We analyzed 78 written responses to explore how TCs' decisions reflected orientations along the FAIR and EME continua. Most TCs demonstrated anti-deficit noticing and equity-oriented mindsets in scenarios related to race and honors tracking, rehumanizing assessment, and cultural responsiveness. However, responses to gender identity, remedial tracking, and multilingual learner scenarios revealed more avoidant or deficit orientations, highlighting domains requiring additional scaffolding. By integrating sociopolitical analysis into practice-based teacher education, equity vignettes can help surface and disrupt deficit frames, prompting TCs to critically reflect on their beliefs, identities, and instructional choices. We offer theoretically grounded, adaptable tools that other mathematics teacher educators can use to cultivate equity-centered noticing and decision-making, particularly in the socio-political realities of urban mathematics classrooms. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This design case examines the use of equity vignettes, brief, classroom-based scenarios of common equity dilemmas, embedded within a structured instructional sequence in secondary mathematics teacher preparation. Drawing on the FAIR Framework for anti-deficit noticing and the Educator Mindsets for Equity (EME) continua, we implemented six vignettes in a mathematics methods course with 13 teacher candidates (TCs) preparing to teach in socioeconomically and racially diverse districts. Each vignette was paired with targeted readings, guided noticing prompts, small-group debriefs, and individual written reflections. We analyzed 78 written responses to explore how TCs' decisions reflected orientations along the FAIR and EME continua. Most TCs demonstrated anti-deficit noticing and equity-oriented mindsets in scenarios related to race and honors tracking, rehumanizing assessment, and cultural responsiveness. However, responses to gender identity, remedial tracking, and multilingual learner scenarios revealed more avoidant or deficit orientations, highlighting domains requiring additional scaffolding. By integrating sociopolitical analysis into practice-based teacher education, equity vignettes can help surface and disrupt deficit frames, prompting TCs to critically reflect on their beliefs, identities, and instructional choices. We offer theoretically grounded, adaptable tools that other mathematics teacher educators can use to cultivate equity-centered noticing and decision-making, particularly in the socio-political realities of urban mathematics classrooms. [ABSTRACT FROM AUTHOR]
ISSN:	21512612