2016 Annual Conference

A qualitative research, inspired by Rowe’s (1973) theory of microinequities, is in progress to explore the phenomenon of microinequities and to gain insight into whether a learner’s perception of bias communication creates a learning environment that discourages the sharing of ideas, promotes marginalization, and/or diminishes engagement in the classroom.

This presentation will be suitable for all attendees who wish to broaden their knowledge of microinequities and bias communication in the classroom. This presentation will provide practical information to help combat microinequities within formal and non-formal educational settings.

Do bias communication create an environment that affects active engagement and participation in the classroom? In 1973, Mary Rowe conducted a research study at Massachusetts Institute of Technology that suggested that microinequities devalue, discourage, and impair performance in the workplace. Rowe (2008) defines microinequities as “apparently small events, which are often ephemeral and hard-to-prove, events which are covert, often unintentional, frequently unrecognized by the perpetrator, which occur wherever people are perceived to be different” (p. 45).
Microinequities are “micro” in the sense of miniature but not at all in the sense of trivial. Rowe’s theory inspired the presenter to conduct a qualitative research study to explore the phenomenon of microinequities in the classroom and address the aforementioned question. The goal of the research is to gain insight into whether a learner’s perception of bias communication creates a learning environment that hinders an adult learner’s ability to actively engage in the classroom and perhaps to what extent. The purpose of this roundtable session is to discuss the research methodology, review collected data, and provide possible implications of the research findings.