  This project investigates how to quantitatively measure equity in small
student groups. We follow several student groups to operationalize how
discourse may be equitable or inequitable. The groups came from a two week,
pre-college program that prepares first generation and deaf/hard-of-hearing
students to major in a STEM field. In the program, students focus on improving
their metacognitive skills and cultural preparation for college life within a
context of model building. We use three methods to measure equity. First, we
look at speaking time: who talks, when, and to whom. Second, we look to segment
student discourse by analyzing consistency of group speaking time. Third, we
analyze group equality over time changes. We analyze these methods to see how
effective they are at capturing equity in group discourse.
