@stephamathew

Graduate Advisor, Educator, 1st Gen Desi American. Postsecondary Educational Leadership, MA. Public Health, BA.

 San Diego, CA
Joined September 2015
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Tuning into the first Black Minds Matter course on Black boys and men in education by @DrLukeWood. #blackmindsmatter
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Stephanie Mathew retweeted
Corey J. Miles@CoreyMiles__23 Dec 2021
For my students final they submit a playlist with 5 songs that I should listen to while grading their final paper. The playlist sets the vibe for how I engage the work & attempts to capture the nonwordness of thoughts, feelings, & arguments that our thinking often relies on.
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what are some ways you can fix the brokenness? @LoriPattonDavis
how do you know when your classroom is broken?
"...equity mindedness goes beyond the curriculum or syllabus. it's about integrating what's happening outside the classroom to inside the classroom..." @LoriPattonDavis
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What does it mean to be equity-minded? This is taken from @ebensimon - thank you for your work on this.
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Engaging with "Strategies for Promoting Racial Consciousness and Equity in the Classroom" by @LoriPattonDavis. Thank you for holding this space today and sharing your knowledge with us.
when we don't talk about our experiences, we think everyone has it figured out and we're the only one who hasn't. and if we say something, someone is going to point out that we're an imposter. ~Thanks Dr. Louie Limas for sharing your story
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we need to be more open and accepting of others so we can create safe and vulnerable spaces in sharing our stories and also wanting to hear from others to dissipate this feeling of being an imposter for us and others.
Muzna Abbas shares with us her upcoming book: indiegogo.com/projects/lette…

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imposter syndrome is not neutral. it tells us about social inequality and its impacts. @doreen_hsu
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Continuing my efforts in celebrating @apimedaheritagemonth - what a great panel we have ahead!
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maybe we just need to reword assessment into "sensemaking" so we can focus more on equity ~ Laura Kertz
we can't assume the data we collect and receive for URM is the same for all student populations in that category. they get lumped together because they are the smaller populations.
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we need to understand their differences and what each population is experiencing.
How we can use an equity lens when assessing? ~Karla Barron Galvan and Shannon Milligan
we need to question the philosophies we hold and how that may be shaping our approach to assessment. to be more inclusive, sometimes we need to change our philosophy and therefore approach. #assessmentday
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we need to include more identity theories in our assessment approach.
how do we incorporate theory into assessment? theory tends to be underutilized in assessment.
"we have a tendency to dismiss the findings from a small sample because they do not yield to statistical power. but by ignoring small samples, we are producing inequity." those small samples may be representative of minoritized student populations. #assessmentday
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we need to be more creative in our approach - like how are we collecting information from our students and how can it be more inclusive.
there needs to be a rethinking of value of qualitative research. we need to conduct it more.
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with small samples, we tend to congregate that data with other similar data. like the small samples of data related people of color get lumped together and that also demonstrates how we understand/value POC.
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