EDUC 540 Journal Analysis 6-4-23

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Liberty University *

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Mathematics

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Jan 9, 2024

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JOURNAL ANALYSIS ASSIGNMENT 1 Journal Analysis of Inequity in Education Shirley A. Holman School of Education, Liberty University Author Note Shirley A. Holman I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Shirley A. Holman Email: saholman@liberty.edu

JOURNAL ANALYSIS ASSIGNMENT 2 Inequity in Education Inequity in education is a prevalent issue that has plagued the American education system since its conception. It is indicative of the socioeconomic inequity that exists amongst the races within this country. Research has been conducted concerning this issue with the hope that it can be remedied. This paper will compare three scholarly articles relating to (in)equity in education with the goal of furthering the discussion. It will also discuss the perspective, validity, and significance of the findings in the articles. This paper will also explore (in)equity from a biblical perspective to give insight as to how Christians should approach (in)equity in education. Summary Dr. D. B. Martin researches inequity in math education for African Americans (A.A.). He published some of his findings in the article Equity, inclusion, and antiblackness in mathematics education. The article was cited by 146 with 3915 views. He discusses how mathematic education in this country is biased and designed to maintain racial hierarchies despite the reforms that have been implemented (Martin, 2019). References are made to his previous works as well as the work of others to substantiate his claims. Strong terminology is used to stress the effects that inequity in mathematic education has on A. A. Dr. M. Destin worked with other scholars to research the effects that students’ mindsets on their socioeconomic status and possible impact on disparities in academic achievement in the U.S. They published their findings in an article titled Do Student Mindsets Differ by Socioeconomic Status and Explain the Disparities in Academic Achievement in the United States. The article has been referenced by 127 other works. They used a qualitative method to gather data about the mind set of more than 16,000 students from 40 schools in the country. They

JOURNAL ANALYSIS ASSIGNMENT 3 referred to the works of other scholars in the field to substantiate their findings. They found that there was a connection between mindset and academic achievement regardless of socioeconomic backgrounds (Destin et al., 2019). Lastly , Exploring Student Achievement Gaps in School Districts Across the United States by Hung et al., explored the factors that impact the achievement gap between White and A. A. students in the U.S. It argues that the achievement gap is really an opportunity gap due to structural inequalities (Hung et al., 2019). They used a mixed method approach in which they conducted literary research and analyzed standardized test scores for five academic years across six grade levels. Their article was cited by 159 works and substantiated their claims by referring to the works of other scholars in the field. Significance All three articles are significant to understanding the inequity in American education. Martin’s presents mathematic education as a sociocultural construct in which student achievement is related to how they think and act which derives from their culture (Guillemette, 2021). Destin’s article coincides with Martin’s pushing that education is a sociocultural construct. How students view their ability to achieve academically is impacted by their culture within the American education culture. None of the authors deny that opportunities exist for minorities, specifically A.A. However, access to the opportunities which yield success are restricted (Collins, Joseph, & Ford, 2020) by ever changing standards, instructional methods and reforms that do not rectify the problem (Martin, 2019). The restriction of access to these opportunities maintains socioeconomic hierarchy that exists within this country. Discussion

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