Equity of Voice in the Classroom

This WIP study examines the effectiveness of three pedagogical interventions aimed at reducing persistent equity gaps in a senior-level engineering course. An analysis of two class cohorts found that despite no difference in the pass/fail rate, underrepresented students were earning proportionately more C grades and fewer A and B grades in the class. Although students will successfully obtain their degree, the impact on their GP A can perpetuate inequities in graduate school acceptance, funded research opportunities, and starting salaries for entry-level positions. The innovative aspect of this work includes a disaggregated equity analysis followed up with pedagogical strategies to construct classroom interactions that are culturally responsive to Latinx students. Relevant pedagogical interventions were developed aimed at facilitating equity of voice in the classroom so that all students can question and reflect on course content. The interventions focused on quantitative calculations in homework and exams, conceptual questions on quizzes and exams, and in-class interactions between the instructor and students. Students are provided structured opportunities to revise work, reflect on their errors, and master the material. Together, these three strategies characterize a robust approach to student success that are grounded in previous research. Final grades for two semesters prior to the pedagogical changes were compared to four semesters of final grades with interventions. Preliminary analysis of final course grades indicates a reduction in the equity gap, with higher gains for minoritized male students then for minoritized female students.