Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support

Bridging the Gaps in Perspectives on Equity in Mathematics Education

Sarah Theule Lubienski and Rochelle Gutiérrez
Journal for Research in Mathematics Education
Vol. 39, No. 4 (Jul., 2008), pp. 365-371
Stable URL: http://www.jstor.org/stable/40539303
Page Count: 7
  • Read Online (Free)
  • Download ($19.00)
  • Cite this Item
If you need an accessible version of this item please contact JSTOR User Support
Bridging the Gaps in Perspectives on Equity in Mathematics Education
Preview not available

Abstract

In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in perspectives and priorities, including whether socioeconomic disparities or racial and ethnic identity are more focal in their work. Suggestions for lessening the dangers of gaps analyses are discussed.

Page Thumbnails

  • Thumbnail: Page 
[365]
    [365]
  • Thumbnail: Page 
366
    366
  • Thumbnail: Page 
367
    367
  • Thumbnail: Page 
368
    368
  • Thumbnail: Page 
369
    369
  • Thumbnail: Page 
370
    370
  • Thumbnail: Page 
371
    371