Equity Trends in Mathematics Education: A Content Analysis of Meta-analytic Research

Authors

DOI:

https://doi.org/10.46328/ijonse.57

Keywords:

Equity, Meta-analysis, Content analysis, Mathematics education, Effect sizes

Abstract

The purpose of this quantitative content analysis (QCA) was to characterize equity-related trends in meta-analyses of mathematics education studies. An a priori keyword search and retrieval process produced an initial pool of 156 studies. After applying the prescribed inclusion criteria, the initial pool of studies was reduced to a final sample of 32 studies. These studies were coded and analyzed as part of the QCA. The coding and analysis were guided by a critical quantitative research lens, which examines how numeric trends can help to unpack systemic and systematic practices that support the agenda of the dominant cultural group. The results indicate that 62.5 percent of the reviewed studies lacked an equity focus, while most equity-focused meta-analyses examined challenges related to student ability. Moreover, 14 out of the 16 or 87.5 percent of the equity-related moderators had a statistically significant influence on effect size variance. The results of this study suggest that across most mathematics education meta-analytic studies effect size magnitude is impacted by equity-related moderators that are often absent. The researchers provide implications for meta-analytic thinking and equitable research praxis in mathematics education.

Author Biographies

Jamaal Rashad Young, Texas A&M University

Jamaal R. Young, Ph.D. received his doctorate in Curriculum and Instruction from Texas A&M University in 2011. Dr. Young returned to Texas A&M University as an Associate Professor in 2020. Dr. Young is committed to fostering a sustainable impact on the STEM attainment of all learners. Young examines the effects of opportunity structures related to instruction (e.g., teacher quality, access to technology, or out-of-school time activities) on the STEM dispositions of traditionally underrepresented populations of learners. He identifies the most salient factors influencing the mathematics identity of Black male and female learners. Dr. Young also investigates the effects of social determinants (i.e., gender inequity, racial bias, and income level) on STEM attainment. Dr. Young’s research utilizes research synthesis, meta-analysis, and large-scale data analysis to examine the determinants of STEM attainment. Dr. Young is an associate editor of the Journal of Urban Mathematics Education, and is an editorial panel member for the Journal for Research in Mathematics Education. Dr. Young’s work is published in several journals to include Educational Research Review, Investigations in Mathematics Education, The Urban Review, and Journal of Mathematics Education. Additionally, Dr. Young has procured funding from NASA and the National Science Foundation (NSF).

Jemimah L Young, Texas A&M University

Jemimah L. Young, Ph.D. is an Assistant professor of Multicultural and Urban Education at the University of North Texas. Her research interests include the academic achievement of Black Girls, achievement gap research, in addition culturally responsive pedagogy - particularly in STEM. She implores critical lens and mixed methods research to investigate the impact of learning for marginalized groups.

References

Young, J. & Young, J. (2022). Equity trends in mathematics education: A content analysis of meta-analytic research. International Journal on Studies in Education (IJonSE), 4(1), 24-42. https://doi.org/10.46328/ijonse.57

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Published

2021-04-18

Issue

Vol. 4 No. 1 (2022)

Section

Articles

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