C

Confidence - (in the context of a classroom) the feeling of being capable to do something and trusting in that feeling. For example when a student feels confident that they will succeed in making an exam. (Confidence can be increased by recognition of the students performance, the interest a student has in a subject and the feeling of competence a student has.) 

Competence - to be able to understand or follow a course/subject successfully. 

D

Diversity - the condition of being diverse and unique. Understanding diversity means recognizing one’s individual differences that can be along the dimensions of age, ethnicity, race, gender, sexual orientation, beliefs, socio-economic status etc. See also: gender diversity

Discrimination - treating someone (or a group of people) differently, usually negatively, because of their gender, skin colour, sexuality etc.

Disciplinary role identity  - refers to how a student sees themselves with respect to a specific field in a specific context. Overarching name for many possible identities, including science identity

E

Explicit recognition - directly acknowledging one’s good work, abilities and qualities. For example, teachers can convey explicit recognition by praising a student’s success or potential success ( J. Wang & Z. Hazari, 2018). 

Emotional scaffolding -controlling those elements of the task that are initially beyond the learner’s capacity, thus permitting [the learners] to concentrate upon and complete only those elements that are within [the learners’] range of competence. The goal is to facilitate cognitive development of the learner. There are four key features of scaffolding: intersubjective (teachers and students share the same goal and ownership of a task), ongoing diagnosis (teachers gauge students’ progress in a task), calibrated support (teachers adjust their control of the elements in a task), and fading (teachers remove scaffolding and hold learners accountable for a task) ( J. Wang & Z. Hazari, 2018).

Emotional learning -  defined as the process of students understanding and managing emotions, setting and achieving positive goals, establishing positive relationships with others, and making responsible decisions. Aspects of emotional learning include: emotion awareness and management, i.e., students’ self-awareness of their disciplinary identity and emotional states such as volition, perseverance, and frustration. Emotional scaffolding can be done through implicit and explicit recognition methods. ( J. Wang & Z. Hazari, 2018).

Equity and Equality 

Equality means each individual or group of people is given the same resources or opportunities. Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.  

“The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone justly according to their circumstances.”

—Paula Dressel, Race Matters Institute [1]

[1] “Racial Equality or Racial Equity? The Difference it Makes,” Race Matters Institute. 2014. Accessed Oct. 15, 2020. http://viablefuturescenter.org/racemattersinstitute/2014/04/02/racial-equality-or-racial-equity-the-difference-it-makes/

F

G

Gender diversity - the state of equal representation of people of different genders ( eg. women, men, non-binary ).  

Gender expression - a person’s public representation of one’s gender. One can express one’s gender by means of physical appearance (dressing, make-up) and/or behaviour. 

Gender equity - fairness of treatment for men and women (and all other genders) according to their respective needs. (Mencarini L., 2014)

Gender identity - person's internal sense of being male, female, a combination or absence of the two

H

I

Identity - a perceptual affective construct with which people classify themselves into various categories (J. P. Gee, 2000). There are different types of identity such as personal, social and role identities (Jianlan & Zahra, 2018). 

Identity-based motivation model - Identity congruence has implications for action; if an action feels identity-congruent, individuals are more likely to further engage in the

action, even in the face of difficulty (Solanki, 2018).

Impostor’s Syndrome - is a psychological pattern in which an individual doubts their skills, talents or accomplishments and has a persistent internalized fear of being exposed as a "fraud". The term was introduced in 1978 in the article "The Impostor Phenomenon in High Achieving Women” (Nance-Nash, 2020).

Implicit recognition - indirectly acknowledging one’s good work, abilities and qualities. For example, teachers can use the strategy of implicit recognition on a student by assigning a challenging task or by setting high standards to the students ( J. Wang & Z. Hazari, 2018). 

Inclusion - the state of being included within a group, and having equal opportunities regardless of a person's individual differences. The need to establish and maintain a feeling of mutual interest with other people. This feeling includes (1) being able to take an interest in other people to a satisfactory degree and (2) having other people take interest in the self to a satisfactory degree (Douglas, 1961). 

Interest - (in the context of a course) the feeling of wanting to learn more about a certain subject. For example a course sparks an interest when the content or examples are personally relevant. 

Intersectionality (of identity) - Framework for conceptualizing an individual as affected by a number of discriminations and disadvantages. It takes into account people's overlapping identities and experiences in order to understand the complexity of prejudices they face (Crenshaw, 2017).

Inclusive assessment - Characteristics of inclusive assessment are as follows

• Shared power: participation of local powers

  • Knowledge is distributed

  •  Teachers, students, parents, communities

• Multiple sources and assessment procedures

• Close connection between learning and testing

  • Authentic, situated stories

• Participation of marginalized groups in test construction

• Consideration of rights of test-takers

• Focus on capacities (rather than deficits)

  •  Starting from child rather than from norm

• No high stakes

Froese-Germain (2001), Shohamy (2001), Kirova & Hennig (2013)

J

K

L

M

Mathematics identity - A person with mathematics identity feels competent, confident and interested in mathematics; and this competence, confidence, interest is rather central to that person’s identity. 

Motivation - One’s desire for engagement in a specific subject or task, which is determined by a set of reasons.  

Multicultural education - aims at reforming the school and other educational institutions in a way that allows students from diverse racial, ethnic, and social-class groups to experience educational equality. There are five interrelated dimensions of multicultural education: 

›Content integration: what information should be included in the curriculum, how it should be integrated into the existing curriculum, and its location within the curriculum

›Knowledge construction process: how the implicit cultural assumptions, frames of references, perspectives, and biases influence the ways that knowledge is constructed

›Prejudice reduction: help students develop more democratic attitudes and values.

›Equity pedagogy: techniques and methods that facilitate the academic achievement of students (compare to equality)

›Empowering school culture and social structure: restructuring the culture and organization of the school so that students from diverse racial, ethnic, and social-class groups will experience educational equality and cultural empowerment. (Banks, 1993)

Meritocracy - a view of entitlement based on individual effort and competence. From this perspective, educational success and failure are perceived to be determined by individual talent and effort (Clycq, Ward Nouwen & Vandenbroucke, 2014, p.805)

N

O

P

Performativity - When something is performative it produces a series of effects, like the sentence “I promise you” produces expectations for a promise to be kept. Repetitiveness is important for performativity. Applied to Gender Studies, gender identity can be considered to be formed through a set of acts, hence being performative (Butler, 1988). 

Prominence of [science] identity - occurs when individuals receive feedback from others that others see them in the same way that they see themselves in terms of their identity (reflected appraisal). Consequently, their identity is verified, they will feel good about themselves, and feeling good reinforces the behavior that was based on their identity (Stets et al, 2017)

Pygmalion effect - Psychological phenomenon wherein high expectations lead to improved performance in a given area (people perform better if it is expected from them) (Solanki, 2018).

Q

Queer Theory - Field of critical theory that emphasises the fluid and humanly performed nature of sexuality – or better, sexualities, and genders (Thiel, 2018).

R

Recognition - The act of acknowledging one’s existence, expression, identity, preferences, needs etc. For example when a student holds the belief that his teacher and peers recognize him as having mathematics identity.

S

Self-efficacy - Confidence in one’s ability to carry out behaviour to achieve a goal. It can predict people’s performance. As applied in the educational setting, self-efficacy can be predictive of academic performance in the discipline (Stets et al, 2017).

Science identity - A person with a science identity feels competent, confident and interested in the sciences; and this competence, confidence, interest is rather central to that person’s identity. 

Science identity discrepancy - the difference between the learner’s personal identity and how others perceive the learner (Stets et al, 2017)

Stereotype - a widely held but fixed and oversimplified image or idea of a particular type of person or thing. For example that women are not good at mathematics. 

T

Teacher’s beliefs about diversity. They influence teacher-student relationships, expectations, and instruction. There are two main attitudes to diversity:

-Multicultural beliefs: focus on differences which are enriching

-Egalitarian beliefs: focus on similarities and common ground (Hachfeld et al. 2011)

Teacher’s professional identity - aspects of professional identity are displayed in the infographic below. Personal and professional identity influences behaviour, for example pedagogical-didactical choices (Horn et al, 2008).

Source: course material from Diversity and Inclusion in Education.
PAMIN15.2020-2021.1B

U

Underrepresentation - inadequately represented, for example there are more males than females in STEM therefore, females are underrepresented. 

V

W

X

Y

Z

Mencarini L. (2014) Gender Equity. In: Michalos A.C. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_1131

Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social science research, 64, 1-14.

Banks, J. (1993). Chapter 1: Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19(1), 3-49. 

Butler, J. (1988). Performative acts and gender constitution: An essay in phenomenology and feminist theory. Theatre journal, 40(4), 519-531.

Thiel, M., 2018. Introducing Queer Theory In International Relations. [online] E-International Relations. Available at: <https://www.e-ir.info/2018/01/07/queer-theory-in-international-relations/> [Accessed 11 January 2021].

Nance-Nash, S. (2020). Why imposter syndrome hits women and women of colour harder. Retrieved 11 January 2021, from https://www.bbc.com/worklife/article/20200724-why-imposter-syndrome-hits-women-and-women-of-colour-harder

Crenshaw, K. (2017). What is intersectionality, and what does it have to do with me?. Retrieved 11 January 2021, from https://www.ywboston.org/2017/03/what-is-intersectionality-and-what-does-it-have-to-do-with-me/

Solanki, S. M., & Xu, D. (2018). Looking beyond academic performance: The influence of instructor gender on student motivation in STEM fields. American Educational Research Journal, 55(4), 801-835.

Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers’ multicultural and egalitarian beliefs: The teacher cultural beliefs scale. Teaching and Teacher Education, 27(6), 986 -996. 

Horn, I. S., Nolen, S. B., Ward, C., & Campbell, S. S. (2008). Developing practices in multiple worlds: the role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61–72.

Froese-Germain, B. (2001). Standardized Testing + High-Stakes Decisions = Educational Inequity. Interchange, 32(2), 111-130

Shohamy, E. (2001). Democratic assessment as an alternative. LanguageTesting, 18(4), 373–391.

Kirova, A., & Hennig, K. (2013) Culturally Responsive Assessment Practices: Examples from an Intercultural Multilingual Early Learning Program forNewcomer Children. Power and Education, 5(2), 106-119.

Clycq, N., Ward Nouwen, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the

invisibility of the system: Discourses on educational success and failure. British Educational Research Journal, 40(5), 796-819. https://doi.org/10.1002/berj.3109

Douglas, J. (1961). FIRO: A Three-Dimensional Theory of Interpersonal Behavior.William C. Schutz. American Journal Of Sociology, 66(5), 543-544. doi: 10.1086/222999