RUME 26
2024
Omaha, Nebraska
Engaging Students as Partners in Critically-Oriented Reform of Postsecondary Mathematics
Page: 1361
A growing body of research points to the transformative potential of engaging students as partners with faculty to humanize math education (Cook-Sather et al., 2023). To help liberate marginalized populations, a larger research study was developed to investigate how the use of Networked Improvement Communities (NIC) composed of key mathematics stakeholders could work to address issues of Diversity, Equity, and Inclusion (DEI) within introductory mathematics courses through critically transformative participatory action research. An empirically-rich and unique single case-study emerged from a NIC that recruited students in addition to the faculty as NIC members. We address the following research questions: (a) In what ways was student voice prioritized in the Networked Improvement Community? (b) How does the integration of students impact the power dynamics within the Networked Improvement Community? To answer these questions, we conducted a thematic analysis of structured observational field notes of the NIC meetings, semi-structured interviews of NIC members conducted in May 2023, and four reflexive journal entries completed by each NIC member. This process generated cross-cutting themes relevant to the NIC’s inclusion of student voice and perceptions of power. Findings from this study suggest that although the structure of the NIC was intended to uplift student voices and create a space where students and faculty were equal partners, outside power structures prevented students from fully viewing themselves as partners with faculty members.