Teaching Statistics for Social Justice - An Autoethnographic Research Report

Authors

Sheffield L. Dacia, Baker Middle SchoolFollow
Sierra Brooks, Fort Service Learning Magnet AcademyFollow
Basil M. Conway, Columbus State UniversityFollow
Ha Nguyen, Georgia Southern UniversityFollow

Abstract

The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Dacia, Sheffield L.; Brooks, Sierra; Conway, Basil M.; and Nguyen, Ha (2021) "Teaching Statistics for Social Justice - An Autoethnographic Research Report," Georgia Educational Researcher: Vol. 18: Iss. 1, Article 3.
DOI: 10.20429/ger.2021.180103
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol18/iss1/3