I Saw a Change - Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership

Oct 15, 2026

Persistent inequities in access to and experiences of learning in postsecondary education are documented. To promote more just institutions, the study examines pedagogical partnerships where students and faculty collaborate on teaching and learning initiatives to advance classroom equity. Qualitative interviews with marginalized students in Canada and the United States assess how partnership efforts influence wider impacts, including faculty thinking, teaching practice, classroom experiences, and challenges related to power imbalances and faculty resistance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Purpose and research focus

Methods and participants

Findings and implications

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 12 | Issue 1 | Article 10 | | --- | --- | | Fall 09-20-2021
“I Saw a Change”: Enhancing Classroom through Student-Faculty Pedagogical Partnership
Elizabeth Marquis
McMaster University, [beth.marquis@mcmaster.ca](beth.marquis@mcmaster.ca)[ ](beth.marquis@mcmaster.ca)Alise de Bie
McMaster University, [dasa@mcmaster.ca](dasa@mcmaster.ca)[ ](dasa@mcmaster.ca)[Alison Cook-Sather](Alison Cook-Sather)
Bryn Mawr College, [acooksat@brynmawr.edu](acooksat@brynmawr.edu)[ ](acooksat@brynmawr.edu)Srikripa Krishna Prasad
McMaster University, [krishs9@mcmaster.ca](krishs9@mcmaster.ca)[ ](krishs9@mcmaster.ca)Leslie Luqueño
Stanford University, [lluqueno@stanford.edu](lluqueno@stanford.edu)[ ](lluqueno@stanford.edu)Anita Ntem
Democracy Prep Public Schools, [ani.ntem@gmail.com](ani.ntem@gmail.com)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2021.1.10814](https://doi.org/10.5206/cjsotlrcacea.2021.1.10814) | Equity | Recommended Citation Marquis, E., de Bie, A., Cook-Sather, A., Krishna Prasad, S., Luqueño, L., & Ntem, A. (2021) . “I saw a change”: Enhancing classroom equity through student-faculty pedagogical partnership. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). [https://doi.org/10.5206/cjsotlrcacea.2021.1.10814](https://doi.org/10.5206/cjsotlrcacea.2021.1.10814) “I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership Abstract Persistent inequities in access to and experiences of learning in postsecondary education have been well documented. In line with efforts to redress these inequities and develop more just institutions, this study explores the potential for pedagogical partnerships in which students and faculty collaborate on teaching and learning initiatives to contribute to classroom equity. We investigate this issue by drawing on qualitative interviews with students who have participated in extracurricular pedagogical partnership programs in institutions in Canada and the United States, and who identify as members of marginalized groups (e.g., racialized students, 2SLGBTQ+ students, students from religious minorities, disabled students) . While much existing research on equity and student-faculty partnership primarily focuses on the outcomes of partnership for participating students, we instead investigate students’ perceptions ofthe extent to which their partnership efforts contributed to wider impacts—such as developments in faculty thinking and teaching practice and student experiences in the classroom. We also consider challenges students noted connected to power imbalances and faculty resistance, which influence partnership’s capacity to contribute to equity and raise important considerations for those interested in partnership practice. Les inégalités persistantes concernant l’accès et les expériences d’apprentissage dans l’enseignementsupérieur ont déjà été bien documentées. Conformément aux efforts déployés pour redresser cesinégalités et créer des établissements plus équitables, cette étude explore le potentiel pour des partenariats pédagogiques dans lesquels les étudiants/les étudiantes et les professeurs/les professeures collaborent sur des initiatives d’enseignement et d’apprentissage afin de contribuer à l’équité en salle de classe. Nous enquêtons sur cette question grâce à des entrevues qualitatives auprèsd’étudiants/d’étudiantes qui ont participé à des programmes de partenariat pédagogique extrascolaires dans des établissements du Canada et des États-Unis, et qui s’identifient en tant que membres de groupes marginalisés (par ex. racialisés, 2SLGNTQ+, minorités religieuses, personnes handicapées) . Alors que la plupart de la recherche menée sur l’équité et les partenariats entre professeurs/professeures et étudiants/étudiantes se concentre principa

FAQs

What is the main focus of the study?

The study explores how pedagogical partnerships between students and faculty can contribute to classroom equity in postsecondary education.

How is the research conducted?

The study uses qualitative interviews with students who participated in extracurricular pedagogical partnership programs in Canada and the United States.

What kinds of impacts do students consider their partnership efforts to have?

Students evaluate broader effects such as changes in faculty thinking and teaching practice, along with experiences in the classroom.

Oct 15, 2026

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