Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education. Philosophical and pedagogical references are given, definitional issues are discussed, potential implementation challenges are addressed, and a substantial bibliography of print and electronic resources is provided.
Course syllabus for "Statistics For Social Justice" at Coachella Valley Unified School District.
Want to integrate inclusive teaching practices in your class but don't know where to get started? Check this resource list on inclusive pedagogy from a JSM 2022 BoF session, hosted by Shu-Min Liao and Mine Dogucu.
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Understand how a teacher’s own culture can influence his or her teaching
- Describe what it means to provide culturally responsive instruction
- Recognize how linguistic diversity may influence school outcomes for students
- Understand the importance of family involvement in school
Source: Vanderbilt University IRIS Center
The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors' personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.