Towards Equity for Students and Teachers of Colour: Insights into Pedagogies, Emotions and Initiatives in Science Education
Bibliographic record
Abstract
In this paper, we reviewed recent literature on equity pedagogies and initiatives for students of colour as well as the role of teachers’ emotions in science education, especially for teachers of colour within K-12 contexts. Our review was guided by two questions: a) how do conceptualization of equity inform the design and implementation of equity-oriented initiatives to promote academic success among students of colour and b) how can emotions be leveraged to understand identity construction of science teachers of colour to further inform equity initiatives? Our findings reveal that, while equity initiatives have gained prominence in education, there are varied meanings and understandings of equity that inform how equity pedagogies and initiatives are developed and enacted. The study has important implications for educators, researchers and policymakers. It provides a comprehensive overview of the current debates about equity pedagogies, initiatives and the role of emotions in fostering the identity of science teachers of colour.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.014 |
| Scholarly communication | 0.009 | 0.010 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".