{"title":"发展“公平意识”:社区大学的意义建构","authors":"Cheryl D. Ching","doi":"10.3102/00028312231178760","DOIUrl":null,"url":null,"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.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing “Equity Sense”: Meaning-Making at a Community College\",\"authors\":\"Cheryl D. Ching\",\"doi\":\"10.3102/00028312231178760\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":48375,\"journal\":{\"name\":\"American Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2023-06-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/00028312231178760\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00028312231178760","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Developing “Equity Sense”: Meaning-Making at a Community College
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.
期刊介绍:
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.