Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom

ABSTRACT

Educational researchers have offered a number of different measures to explore the use of equity pedagogies. Such measures traditionally use teacher self-report as the primary metric and few investigate from the student perspective. This exploratory psychometric article details the use of a new instrument, the Asset-Based Equity Pedagogy Scale (ABEPSc), that captures the student perceptions of three constructs, one of which is criticality, which is overlooked in the existing survey instruments. The initial validation process is outlined. Using QuantCrit as a guide, we argue that this scale offers a new way to understand approaches to instruction, teacher expectations, care, and the pursuit of criticality in the classroom.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. It is acknowledged that the term ”Latinx” is being applied to a heterogenous group and overgeneralizes the unique experiences and identities of individuals.

Additional information

Notes on contributors

Brandi Hinnant-Crawford

Brandi Hinnant-Crawford, Ph.D., is an associate professor of eductaional leadership at Clemson University. A self-described critical pragmatist Hinnant-Crawford’s scholarship focuses on equity and inclusion for marginalized students across the P-16 pipeline as well as how research, particularly improvement science, can be leveraged to catalyze just practices and outcomes. As a motherscholar, her priority is mothering her twins, Elizabeth Freedom and Elijah Justice Crawford.

Liz Bergeron

Liz Bergeron, Ph.D., serves as the Managing Director of Strategy, Research, and Thought Leadership at New Tech Network. Liz’s experience includes working closely with ministries of education internationally, U.S. public school districts, and nonprofits to conceptualize and conduct research to inform practice, policy, strategy, and operations.

Emily Virtue

Emily Virtue, Ph.D., is an assistant professor of Educational Research at Western Carolina University. Her research investigates project-based learning in the secondary setting, supporting students in academic difficulty, and addressing systems that prevent student success. Dr. Virtue has years of experience as a student affairs practitioner and undergraduate educator, which inform her research agenda.

Shamella Cromartie

Shamella Cromartie, M.L.S., is Associate Dean for Organizational Performance and Inclusion in Cooper Library at Clemson University. Her work emphasizes strategic planning, public relations, diversity, equity, and inclusion in library services. Cromartie’s current research agenda focuses on the library’s role in social justice and equity, as well as equity in education. Cromartie takes a special interest in the recruitment of underrepresented populations to the library profession. Cromartie is currently pursuing a Doctorate in Educational Leadership from Western Carolina University.

Shanice Harrington

ShaniceHarrington, Ed.D., is an Assistant Principal in Chapel-Hill Carrboro City Schools. She has served in the roles of Exceptional Children's Prorgam Facilitator, Exceptional Children’s resource teacher and a general education classroom teacher. Shanice is an educator with a philosophy rooted in improving the quality of education for all students through dismantling inequities. Her research focuses on addressing disproportionality of Students of Color in special education through strengthening core instruction.