Equity Vignettes: A Practice-Based Resource.
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191043372 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Equity Vignettes: A Practice-Based Resource. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bondurant%2C+Liza%22">Bondurant, Liza</searchLink><relatesTo>1</relatesTo><i> lb2206@msstate.edu</i><br /><searchLink fieldCode="AR" term="%22Wilburne%2C+Jane%22">Wilburne, Jane</searchLink><relatesTo>2</relatesTo><i> jmw41@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Franz%2C+Dana+Pomykal%22">Franz, Dana Pomykal</searchLink><relatesTo>1</relatesTo><i> df76@msstate.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Urban+Mathematics+Education%22">Journal of Urban Mathematics Education</searchLink>. Dec2025, Vol. 18 Issue 2, p19-49. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191043372 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 19 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Cultural pluralism Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Vignettes Type: general – SubjectFull: Cultural competence Type: general Titles: – TitleFull: Equity Vignettes: A Practice-Based Resource. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bondurant, Liza – PersonEntity: Name: NameFull: Wilburne, Jane – PersonEntity: Name: NameFull: Franz, Dana Pomykal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21512612 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Journal of Urban Mathematics Education Type: main |
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