Understanding How Power and Identity Influences Student Engagement and Teaching in Undergraduate Statistics Courses

Felicia Simpson Speaker
Winston-Salem State University
Wednesday, Aug 9: 9:15 AM - 9:35 AM
Invited Paper Session 
Metro Toronto Convention Centre 
There has been an increase in the number of students becoming disengaged in the classrooms, particularly in mathematics. This is an important problem as lack of engagement negatively affects students' achievement and performance in mathematics. Student engagement in introductory statistics courses can play a major role in retaining students in STEM fields and thus contributes to the sustainable development of society. Educational researchers are taking note of student engagement and how factors influence student learning and achievement outcomes. In this presentation, I will discuss the perceptions of power and identity within introductory statistics courses with the consideration of student engagement and instructor pedagogical efforts. I will also discuss how power imbalances negatively affect student engagement and can prevent students from reaching their full potential. In addition, I will describe pedagogical strategies I use in my introductory statistics course to provide students with a sense of belonging and balanced power.