Developing "Equity Sense": Meaning-Making at a Community College

Autor/in	Ching, Cheryl D.
Titel	Developing "Equity Sense": Meaning-Making at a Community College
Quelle	In: American Educational Research Journal, 60 (2023) 4, S.810-844 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ching, Cheryl D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231178760
Schlagwörter	Community Colleges; Equal Education; Educational Policy; Educational Practices; Institutional Characteristics; Organizational Learning; State Policy; Participative Decision Making; California + Suchen Sie Ihr Suchwort? Community college; Community College; Politics of education; Bildungspolitik; Bildungspraxis; Organisationslernen; Kalifornien
Abstract	While there is no shortage of scholarship on "equity" in higher education, researchers typically examine whether a policy or practice is (in)equitable rather than how those responsible for designing and enacting a policy or practice make meaning of equity. Using a sensemaking framework and case study approach, I explored the collective meaning-making of practitioners at one community college during a time of increased policy attention to equity. Despite lacking a formal definition after 2 years of meaning-making, practitioners labeled specific ideas and activities as equity, suggesting the development of an implicit understanding. From this case, I offer five lessons to propose the concept of "equity sense," a practitioner-constructed, contextually bounded meaning with implications for practice, policy, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01