Variations in Equitable Sociocultural Interactions Across Learning Activities in Pre-K to Third-Grade Classrooms

Abstract

This study used secondary data collected in public elementary schools from 2016 to 2019 to examine variations in equitable sociocultural interactions, measured by the Assessing Classroom Sociocultural Equity Scale (ACSES), among classroom formats (e.g., whole group, small group), content domains (e.g., language and literacy, math, science), and class sizes. The sample included 348 video recordings from 65 teachers. Results indicated that teachers made more connections to children’s home lives during language and literacy lessons compared to math lessons. Additionally, teachers provided children more Personalized Learning Opportunities during centers and small-group formats compared to whole-group formats. Analyses showed no variation in Inequitable Discipline or racially marginalized learners’ Participation and Engagement by content domain, classroom format, or class size. These findings point to the potential use of ACSES for measuring culturally responsive, equitable classroom management across multiple contents and classroom activity settings.