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Abstract

We are interested in how student groups’ minority composition affect how equitable their discourse is. We follow several case study groups, chosen to have a broad range of students, to operationalize how discourse may be equitable. We look for moments when individuals are included or excluded and how the prevalence of those moments can create a more or less equitable environment during activities. We compare these qualitative measures of equity with quantitative measures of who speaks when. We found that when white men are in a group they tend to marginalize other group members. The groups for our case study came from the IMPRESS program, which is a two week, pre-college program that prepares first generation and deaf/hard-of-hearing students to major in a STEM field. In this program, students focus on improving their metacognitive skills and cultural preparation for college life within a context of model building and climate change.

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