Resources for JEDI-Informed Teaching of Statistics
Pedagogy, research, and professional development
Course syllabus for "Statistics For Social Justice" at Coachella Valley Unified School District.
As a way to engage all of the students who pass through our classes, the CURV database profiles statisticians and data scientists with backgrounds that aren't typically seen in our textbooks and histories. With dozens of accounts, you can use the database for a statistician-of-the day activity.
This plugin created for CODAP links to data from the Fatal Encounters website. This website was created as an effort to document people in the United States who were killed during interactions with the police. The data ranges from 2000-2021. The plugin opens in CODAP. Users can subset the data by choosing states they are interested in as well as years. The original dataset has over 35,000 people included in it. Students who open the data via CODAP can quickly make graphs to explore variables of interest.
When applying to an academic job, you may be asked to submit a written statement about your commitment to diversity, equity, and inclusion (DEI). Sometimes this statement is called a Diversity Statement or a DEI Statement. This statement tends to be a 1-2 page document that describes your experience in, commitment to, and vision for diversity, equity, and inclusion in a university or college setting. We describe DEI statements, their purpose, and why your DEI efforts matter.
Understanding that structural problems have created many of the systems which facilitate inequities in our communities is an important acknowledgement. However, many of us feel stuck and unable to change the policies and procedures which are part of our daily lives. It is worth pointing out that there is no silver bullet, and the work to be done is ongoing and takes all of us. If we are each able to make small changes, the work can come together to make big impacts. To this end, we’ve created a resource document with ideas on how you can work within your own community to push back on the status quo and to create an inclusive and equitable space for those around you.
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.