“fairness” or “sameness”? Community College Students’ Perspectives on Equity in the Mathematics Classrooms

Abstract

Equity has long been a foundational principle in mathematics education, yet its meaning remains contested in practice. This study examines how college algebra students in the United States conceptualize equity in their community college mathematics classrooms. The participants included 23 students from eight community colleges across different regions in the United States. The analysis yielded four distinct perspectives: equity as meeting individual needs, equity as equal opportunity in the absence of racism, equity as colorblind fairness, and equity as sameness. These findings highlight equity as a socially constructed concept and demonstrate the value of Q methodology for capturing diverse student viewpoints in the context of community college mathematics.

Keywords

college algebracommunity collegeequityQ methodology

Recommended citation

← All PME 49 Research Reports