Combining Social Betterment and Inclusive Teaching Via Discussion Boards in Basic and Intermediate Statistics

Abstract

To use Statistics and Data Science courses to address social injustice, our methods of teaching must aid in deconstructing oppressive ideologies. To truly facilitate transformative learning, we must start by examining how our pedagogies reinforce dominant narratives and silence marginalized perspectives. This requires intentional reflexive methods to create inclusive spaces where individuals critically engage with the material. Mark, Henry, & Julnes (2000) define Social Betterment as “the reduction or prevention of social problems, the improvement of social conditions, and the alleviation of human suffering.” Inclusive Teaching is a pedagogy that focuses on the needs of all students to support course engagement and includes a range of approaches geared towards creating a space that decenters whiteness in statistics education. We combine these into a framework that encourage transformative discourse in introductory and intermediate statistics courses through application discussions alongside content learning.