Assessing Systemic Inequity: Teacher Perspectives, Solutions, And “Radical Possibilities”

Authors

Ashlee B. Anderson, The University of Tennessee, KnoxvilleFollow
Brittany Aronson, Miami UniversityFollow
Scott Ellison, University of Northern Iowa

Document Type

Article

Keywords

Jean Anyon, Systemic inequity, Urban education

Journal/Book/Conference Title

Urban Review

Abstract

We present analyses from focus group interviews with a geographically diverse set of experienced, urban teachers who point to systemic inequity as a major contributing factor to the problems they face in their schools and communities. To begin, we overview the literature relating to our development of this project, after which we outline the theoretical underpinnings of our analyses. Next, we outline our methods, process of analysis, and analytical approach. We then discuss our findings, highlighting how the teachers described the systemic nature of inequality, and the policy solutions they identified as potential avenues by which to address these inequalities.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

1-1-2021

DOI of published version

10.1007/s11256-021-00606-1

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Recommended Citation

Anderson, Ashlee B.; Aronson, Brittany; and Ellison, Scott, "Assessing Systemic Inequity: Teacher Perspectives, Solutions, And “Radical Possibilities”" (2021). Faculty Publications. 178.
https://scholarworks.uni.edu/facpub/178