Understanding Perceptions of Power in a College Mathematics Classroom

Power is embedded in teacher and student actions within mathematics classrooms, whether that power is known or not. Incorporating equity and inclusiveness requires a deeper understanding of this power behind actions. In this study, we developed and administered a three part survey questioning college faculty and college students how they perceive power related to common actions within a college mathematics classroom. For example, participants were asked whether a college math teacher assigning homework increased, decreased, or did both to the teacher’s power; then whether this action increased, decreased, or did both to a student’s power. Analysis of 16 faculty and 121 students revealed faculty and students shared similar perceptions of power related to the role of the teacher and who has the power between a teacher and student. There was less agreement between faculty and students about the power associated with a student’s actions.