Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”
Jean Anyon, Systemic inequity, Urban education
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 of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Anderson, Ashlee B.; Aronson, Brittany; and Ellison, Scott, "Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”" (2021). Faculty Publications. 178.