Doctor of Education, University of Toledo, 2022, Educational Administration and Supervision

The Kingdom of Saudi Arabia (KSA) spends almost $50 billion, or 19% of its $254 billion budget, on education, but student achievement is still lagging in most international measures (e.g., TIMSS & PISA) relative to other countries, many of which spend far less than the KSA. These discrepancies between spending and achievement raise concerns about the KSA's public school finance system and its potential areas of inequity, inefficiency, inadequacy, and unaccountability. In research on public school funding, a few principles of a sound school finance system have emerged, namely the principles of Horizontal Equity, Vertical Equity, Adequacy, and Accountability (Crampton & Whitney & Crampton, 1996). However, most of the research on these principles has been on public school finance systems in various states around the United States, and to a lesser extent on some European and African countries. To date, little research on public school finance on the Saudi education system has been conducted in general, let alone on the principles of a sound school finance system listed above. Thus, the purpose of this study was to address this gap by studying the attitudes of General Supervisors in the Saudi Ministry of Education (MOE) towards the school finance principles of Horizontal Equity, Vertical Equity, Adequacy, and Accountability. Data was collected using a translated and modified version of Park's (2010) survey, named Attitudes toward Funding Equity in Public Education, in which the principles above were operationalized as four scales with seven items per scale (28 items total). The translated and modified survey was reviewed by experts in educational finance (n = 2) and instrument design (n = 1) in both English and Arabic and was distributed to participants electronically as a Qualtrics survey via email. A Classical Test Theory (CTT) approach was used to assess the measurement aspects of the data. The data was analyzed using descriptive and scores among each scale were exami (open full item for complete abstract)

Master of Arts (M.A.), Xavier University, 2015, Psychology

Despite the growing trend in workplace applications of need for cognition (NC) on decision making, a gap still exists in its applications to other areas of I-O psychology. Therefore, the purpose of this study was to examine the effects of the individual difference of NC on equity theory predictions. This study consisted of a sample of 225 Mechanical Turk participants who completed a 32-item survey measuring their NC level and perceptions of equity and satisfaction based on a hypothetical scenario. Results indicated no significant differences between NC level and the amount of information utilized in the equity comparison process, contrary to predictions. Additionally, there were no significant differences between NC level on perceptions of distributive justice. The present study did, however, further support equity theory predictions by indicating lowered distributive justice in the underpayment and overpayment conditions and higher distributive justice in the equitable payment condition. Supplemental analyses were also conducted into pay satisfaction, which found that those low in NC were more satisfied in an underpayment condition than those high in NC. This research has implications on the workplace suggesting that employers should strive to compensate employees equitably to achieve the highest distributive justice perceptions. Additionally, results suggest that employers may want to consider an employee's NC level when focusing on pay satisfaction, and this is an area that future research should further examine.

Doctor of Philosophy, The Ohio State University, 2004, Educational Policy and Leadership

The maintenance of democracy requires the adequate education of our youth. Americans have struggled since the founding of the republic to define the scope of this democratic imperative and to fulfill its requirements. Over the course of the twentieth century, the educational minimum was defined in terms of fiscal resources for education. Educational equality, in turn, has been measured in terms of the equality of the distribution of fiscal resources. This paper contends that the shift away from fiscal equity toward achievement equity calls for a shift in our approach to the measurement of educational equality. The study expands the conceptual framework for measuring educational equality by incorporating the ideas of the democratic imperative for education and standards-based reform. These two ideas are brought together in the concept of egalitarian inequality, a condition marked by all students reaching or exceeding the level of educational attainment necessary to function in a democratic society. Drawing on this framework and established measures of equality, the study offers an empirical analysis of achievement equity. Posing the question of whether achievement equity has improved in recent years, as we would expect based on state and federal accountability legislation, we examine changes in equity in the distribution of reading proficiency scores drawn from a large, Midwestern school district for the years 1998 through 2003. Characteristics of the equality measurement techniques are described and compared. Following the federal mandate for disaggregating student subgroup achievement, decomposition techniques are applied to determine within- and between-groups contributions to district equity. Results of decomposition measures are presented and compared. Implications for policy makers and equity analysts are discussed with regard to gaining a more systematic understanding of the achievement gap and how, or whether, schools and districts are making progress toward (open full item for complete abstract)

Doctor of Education (EdD), Ohio University, 2010, Educational Administration (Education)

When the researcher proposed this study, no instrument existed for measuring citizens' attitudes toward school funding equity, so this study was designed as a series of investigations leading to the creation of such an instrument. In order to accomplish this purpose, the researcher first generated an initial pool of items to measure attitudes toward school funding equity. He based these items on themes that surfaced in his critical review of the literature on equity of school funding. The researcher consulted an expert panel organized in an effort to verify the relevance of the items. The researcher pilot tested the instrument that he had revised in response to the experts' suggestions. He used two groups for the pilot test: Ohio University graduate students and Ohio University classified staff members. Based on the analysis of pilot-test data, the researcher identified two salient but discrete domains: attitudes toward equity and attitudes toward accountability. The researcher conducted the first field test in an Ohio school district in order to establish a final set of scales that could be supported empirically as well as to identify the items that contributed to the highest possible reliability for each scale. The results of the first field test also confirmed that the instrument included two different scales. The researcher conducted a second field test in another Ohio school district to establish the concurrent and construct validity of the instrument. Analysis of these data suggested that the instrument did not exhibit either adequate concurrent validity or adequate construct validity. Ultimately the researcher was unable to develop a technically adequate instrument to measure attitudes toward school funding equity. This finding, while disappointing, suggested to him that school funding equity is conceptually complex. Developing an instrument to measure attitudes toward such a complex concept proved difficult.

Doctor of Education , University of Dayton, 2024, Educational Administration

The COVID-19 pandemic highlighted longstanding issues in student achievement in the United States, with only 37% of students from grades 4-12 showing proficiency in math and reading, as measured by the National Assessment of Educational Progress (NAEP). The East Coast Charter Authorizer (ECCA), which oversees one of the largest and most diverse public-school systems, has taken on the responsibility to address these systemic issues. While there are initiatives to diversify the teaching workforce, and an intensive focus on evaluating schools, there is a critical gap in ensuring school leadership is representative of the student population and has the environment necessary to be successful in their roles as school leaders, and in implementing the kind of creative change needed to address systemic inequities. This study focuses on the experiences of Black Women School Administrators (BWSAs) and the necessary organizational conditions to improve their retention and effectiveness. This study employed a convergent social justice mixed methods research design to address the inequity in the experiences and presence of Black Women Principals in K- 12 schools. Quantitative data from a Qualtrics survey (N=12) and qualitative data from interviews (N=10) were collected concurrently to provide a comprehensive understanding of the research problem. The integration of both data types, as well as available research - known as triangulation, allowed for a robust analysis of the impact of perceived 4 experiences with the ECCA on Black Women Principals. Ensuring participant confidentiality and honoring their wishes to contribute comfortably were paramount and as such, prioritized throughout the study. The findings underscore the need for the ECCA to provide more tailored support to Black women leaders, addressing specific challenges unique to their experiences and fostering a more equitable educational environment. The study resulted in an equity-oriented (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, Consumer Sciences

Housing wealth and human capital are two of the most important asset classes for most Americans. To better understand these topics, I examine populations of current and prior military service personnel as well as working adults using data from the 2018 National Financial Capability Study and 2022 Survey of Consumer Finances. In the first chapter, I provide an overview of the aims of this dissertation, motivate my research, and summarize methodologies and key findings for each of the three independent studies. In the second chapter, I investigate rates of negative home equity contrasted between active-duty military households and civilian households. Little prior research has been conducted on the topic of housing wealth related to this population who experience multiple and impactful unique considerations. Results show, for a national data sample collected in 2018, that active-duty military households had 6.25 times higher rates of negative home equity as comparted to rates of negative home equity for civilian households. When interacting military status with three financial-behavior moderators that measure financial vulnerability, active-duty military households who exhibit these vulnerabilities have higher predicted probabilities of negative home equity as compared to civilian households. In the third chapter, I investigate rates of home ownership and levels of positive home equity across two age-based cohorts of military service personnel households. The cohorts reflect older Korea/Vietnam and younger post-Vietnam military personnel households. The comparison group are civilian households. Results show that, for a national data sample collected in 2022, the cohorts of military households do not differ from civilian households with regard to the homeownership rate. Financial stress is negatively related to home ownership. Results document that there is a negative association between Post-Vietnam era military households and higher levels of home equity. The (open full item for complete abstract)

Master of Arts, Miami University, 2024, Geography

Closing roadways to create Open Streets is a nationwide planning trend, exemplified by 40 miles of limited-access or full closures in New York City. These changes parallel broader debates among planners and scholars that question automobile dominance and advocate for greater mobility justice, particularly on the streets. However, these raise the question: What role does equity play in planning, distributing, and implementing Open Streets in New York City? The equity concept can be approached in different ways. It may consist of a substantive aspect or a procedural one. After a brief review of writings exploring and defining equity in theory, I used GIS to map the spatial distribution of Open Streets and conducted site visits and semi-structured interviews with planners and local stakeholders to understand equity in practice. Even though planned, Open Streets mostly rely on local initiatives, resulting in uneven spatial distribution and perpetuating existing disparities in accessing public places. This research highlights the importance and challenge of equity in Open Streets. It reveals the ways planners and policymakers are seeking to create equitable and sustainable cities, balancing top-down planning with bottom-up neighborhood participation to create functional public spaces for communities.

Doctor of Philosophy, The Ohio State University, 2023, Public Policy and Management

This three-essay dissertation takes an explicit anti-deficit framing of students, their families, and communities as they experience K12 education phenomena across multiple levels of analysis (macro, meso, and micro). Deficit framing in education is an artifact of centuries old racist discourse, implicitly or explicitly blaming those with the least power for their circumstances and outcomes. Therefore, these essays each take particular interest in how different phenomena are experienced by Black and brown and/or low-income students, families, and communities – vulnerable groups long depicted as deficient. Each paper proposes to accomplish this using distinct bodies of literature. Essay one is a narrative literature review that focuses on the (macro) institutional environment that has shaped students' school moves: neighborhood changes like gentrification (prompting the family to move to a new neighborhood and thus school) or school changes (prompted by school choice expansion or the closure of schools). This literature review investigates whether there is demographic or geographic variation in student school and neighborhood displacement and mobility experiences. This study finds that the most vulnerable populations are put at increased risk of the negative outcomes of school and neighborhood changes: low-income, racially minoritized, and low-performing. Both phenomena impact urban spaces, but school changes have also reshaped rural districts and towns. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 restricted panel dataset, the second study contributes to representative bureaucracy theory by investigating schools as racialized organizations (Ray, 2019). Employing an individual fixed effects regression approach, it explores whether meso-level school organizational policies moderate the negative effects of bureaucratic race/ethnic nonmatch that scholars have found to influence client outcomes (Gershenson, Holt, & Papageorge, 2016; C (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2023, Media and Communication

The conceptualization of feminism and rise of feminist individuals and groups in Ghana have evolved within the Fourth Republic era (from 1992 to the present), leading to growing misunderstanding about the nature, role, and scope of the feminist activism in Ghana. This thesis examines how individuals who uphold feminist thought and practice, and gender equity nongovernmental organizations (NGOs) in Ghana use social media to advocate for women's and children's health and well-being, women's participation in politics and media, and elimination of crises, including rape culture and gender-based violence (GBV). The thesis analyzes how Ghanaian feminists and gender equity NGOs contribute to principles of UN Sustainable Development Goal 5 (SDG5): Gender Equality and ascertains how social media is used for gender equity advocacy efforts. In-depth interviews with self-identified Ghanaian feminists and leaders of gender equity NGOs were conducted. Interview data was analyzed using grounded theory. The result of Research Question (RQ1), on how Ghanaian feminist activism has evolved, indicates growing acceptance of feminism during the latter half of the current Republic era. Findings for RQ2, on how feminist and gender equity NGOs use digital platforms to advocate for Ghanaian women and children, indicate digital platforms are used for training women on leadership and entrepreneurship, defending themselves and their children against GBV, and amplifying women's and children's interests. Findings for RQ3, on how Ghanaian feminists and NGOs contribute to UN SDG 5, reveal productive efforts to educate on gender equity, collaborate with women celebrities to take leadership roles on gender equality to broader publics, and advocate for women's representation in Ghanaian institutions. Finally, RQ4, on roles Ghanaian social media play in amplifying Ghanaian feminists, digital platforms are vital to enable collaboration, support change in public policies negatively affecting women, an (open full item for complete abstract)

Doctor of Education , University of Dayton, 2022, Educational Leadership

The enclosed study examines the systemic equity of classical dance training by questioning the existence of implicit bias, its impact on teacher identity, and its role in building pedagogical practices that reflect experiences with implicit bias in ballet training. Motivated by the ongoing conversation about the lack of Black, Indigenous, and People of Color (BIPOC), it departs from conventional student deficit-centered reasons. Instead, in it you will find a qualitative, self-reflective, actionable study that focuses on the teacher roles in equity-facing change determined through Critical Action Research methods. The study uses focus groups comprised of ballet practitioners who have experience studying, teaching, observing, and accompanying ballet classes that serve inclusive student bodies. Because of the affective construction of implicit bias; furthermore, the study employs a proprietary conceptual framework, Contemporary Intentional Change (CIC) shaped by pre-data collection, self-reflective examinations of identity undertaken by participants. Focus group participants provided description-rich data that is organized in a resulting Taxonomy of Implicit Bias in Classical Dance Training. As an insightful schema into what comprises implicit bias in ballet training, it will be foundational to further, post-study inquiry to determine long and short-term, equity-facing interventions that foster inclusion, increased student engagement, and organizational change.

Ph.D., Antioch University, 2021, Leadership and Change

The intent of this qualitative critical incident study was to explore the interpretation of equity by White equity-trained suburban educators (WETSE) and minoritized parents (MP) in a Midwestern suburban school district to address and change inequitable student outcomes. WETSE and MP participated independently in focus groups. The research design used critical incident technique (CIT) as the methodology; focus groups as the data collection tool; and thematic analysis (TA) as the analytical tool. Zones of Mediation (ZONE) and Transformative Leadership Theory (TLT) were used to distill and categorize the research findings. WETSE and MP established an agreement on four themes thought to represent impediments to achieving equity in schools (implicit bias, White privilege, diversity, and power). Two divergent themes (WETSE—deficit thinking and MP—stereotyping) and one emergent theme (Equity Training) were generated. The singular stand-alone theme, assimilation, was a complete outlier, and it was generated by MP. All themes were categorized as “normative” or “political” elements of ZONE, demonstrating that technical changes are disconnected from WETSE and MP equity perspectives. Transformative leadership theory (TLT) is composed of eight tenets. WETSE and MP prioritized two of the eight tenets as essential to achieving equity. These findings indicate that changing mindsets (tenet #2) and redistributing power in more equitable ways (tenet #3) are central to achieving equitable school conditions. This study contributes to existing, albeit minimal, literature detailing longitudinal equity training's effectiveness at deconstructing beliefs and ideologies of White equity-trained suburban teachers and comparing them to minoritized parents' interpretation of equity using critical incidents. There is a disconnect between this study's findings and what researchers and practitioners are doing to achieve equitable school outcomes. This dissertation is available in open access at AUR (open full item for complete abstract)

Doctor of Education (Ed.D.), Bowling Green State University, 2020, Leadership Studies

Many school leaders have found that to reach an environment that encompasses the tools and supports for student success, a whole child approach is required to address academic, social and emotional obstacles that many students face. In recent years, the development of early warning intervention and monitoring systems (EWIMS) in urban high schools serve as a strategy for educators to apply interventions through multi-tiered systems of supports (MTSS). Research notes that almost half of today's students enter school having experienced at least one adverse childhood experience (ACE), such as abuse, neglect, and other household dysfunctions. The trauma from ACEs may impede a child's progress in school. Therefore, it is imperative that school leaders guide the staff in creating a trauma-sensitive environment (TSE) to help students overcome trauma, and focus on academics. Studies have revealed that transformational leaders are favored in the effort to effectively set a clear vision and motivate stakeholders to focus on the individual needs of the students and their academic achievement. The purpose of this study was to examine the success of an EWIMS on the identification of students who display the potential to drop out of school. A quasi-experimental posttest only comparison group design, included four statistical analyses. A chi-square of association justified the use of the selected cohort. An independent samples t-test compared a sum of student days in attendance and a logistic regression analysis examined predictive factors of on-time graduation. The findings of the t-test in this study did not show a statistically significant difference in the means of students receiving intervention. The researcher speculated factors that may have contributed to the lack of significance included a low rate of student participation or a dearth of fidelity in implementation. Conversely, the findings of the analysis of the logistic regression test revealed a predi (open full item for complete abstract)

Master of Arts (M.A.), Xavier University, 2018, Psychology

This study examined the relationships between perfectionism, the distributional justice theory of equity, different orientations within equity sensitivity (input versus outcome orientations), and preference for intrinsic (e.g., enjoyment, work-life balance, and personal growth) versus extrinsic (e.g., pay, benefits) outcomes of work. The results indicated that adaptive perfectionism was significantly positively correlated with a preference for the distribution of resources in accordance with the equity principle, both input and outcome orientations of equity sensitivity, both intrinsic and extrinsic outcomes of work, and pay; maladaptive perfectionism was significantly negatively correlated with the preference for the distribution of resources in accordance with the equity principle and not significantly correlated with the other equity sensitivity variables. The results suggest that goal orientation may be more relevant to the construct of perfectionism than intrinsic or extrinsic motivation, and that individual differences in personality may impact the effectiveness of pay and benefit structures in increasing job satisfaction and performance.

Master of Arts (M.A.), Xavier University, 2018, Psychology

Self-esteem and job satisfaction are two widely-studied variables in many realms of psychology. This study sought to validate the relationship between self-esteem and job satisfaction, and introduce self-esteem as an important variable in the equity sensitivity literature. Data were collected from 175 participants who completed an online survey measuring self-esteem, job satisfaction, equity sensitivity, demographic information, and vignette satisfaction after being presented one of three equity vignettes (underpayment, equitable payment, or overpayment). The present study found a positive correlation between self-esteem and job satisfaction, and a positive correlation between self-esteem and benevolence. Furthermore, contrary to hypotheses, there was a significant difference between groups, in that non-alignment between equity sensitivity and vignette scenarios had significantly higher vignette satisfaction than alignment. When EPQ groups were re-categorized to include 33% of participants per group, the result was no longer significant. This study corroborated prior research on the relationship between self-esteem and job satisfaction, and added to the equity sensitivity literature by including self-esteem as a variable that influences how individuals interpret equity in their exchange relationships. Future research should investigate how the choice of comparison other is related to self-esteem, job satisfaction, and equity sensitivity preference, and evaluate how equity preference influences the selection and interpretation of outcomes and inputs.

Master of Arts (MA), Bowling Green State University, 2013, Psychology/Industrial-Organizational

The present study examined the association between pay secrecy and its outcomes. Based on theories of justice and equity, pay secrecy was hypothesized to positively influence the four facets of pay satisfaction (i.e., pay level, raises, benefits, and administration) through procedural and distributive justice. The pay secrecy-justice-pay satisfaction relationship was proposed to be conditional on the value of equity sensitivity, such that it would be the strongest for individuals with the highest sensitivity for inequity. Thus, utilizing a sample of 187 individuals, a moderated-mediation model of pay secrecy was tested. Results were inconsistent with the hypothesized model, in that equity sensitivity did not moderate the relationship between pay secrecy and the pay satisfaction facets, when it was mediated by procedural and distributive justice. Furthermore, neither procedural nor distributive justice mediated the pay secrecy-pay satisfaction relationship. Thus, the current findings suggest that there are no individual differences in the perceptions of justice and pay attitudes between equity sensitive and equity insensitive employees working in organizations with varying degrees of pay secrecy. The limitations of the study and future research directions are discussed.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2010, Higher Education Administration

This study examined the gendered nature of the student affairs profession by investigating how three student affairs professional associations, the National Association of Student Personnel Administrators (NASPA), ACPA: College Student Educators International, and the Association of College and University Housing Officers International (ACUHO-I) handled issues of gender equity. The founding of each association was reviewed using archival information from the National Student Affairs Archives. After a review of the archival data, a profile was created for each of the three associations. Interviews were conducted with 13 participants who were members of one or more of the associations and had served in an elected or appointed leadership position. The participants provided insight into the current issues of gender equity faced in the associations. The study employed a constructivist epistemology featuring the co-construction of knowledge. Thus, the archival data for each of the associations and the participants' interview data were considered in the process of data analysis and interpretation. The following categories emerged from the analysis of the interview data: gender equity, the messages received about gender, delegation of roles and responsibilities, policies and procedures used within the organizations, and perceptions of the symbols, images and artifacts used within each association. Implications for practice related to the development of organizational culture, maintaining the history of student affairs associations, and role modeling for undergraduate students are presented

Doctor of Education, Ashland University, 2008, College of Education

An ex-post facto approach was used to construct a history of Ohio school finance from 1980-2003 to show links between policy decisions and changes in the equity of the system. Through economic analysis, litigation analysis and review of literature, the effect of education funding policy changes in the state of Ohio between 1980 and 2003 were examined. The research began with determination of years of major policy changes and was followed by assembly of the database, including the Adjusted Current Expenditures (ACE) for school districts in the state of Ohio. Adjusted Current Expenditures (ACE) for each school district in each year was calculated using a formula similar to the formula used by Arbogast (2005). The measures of equity chosen were the Gini coefficient and the McLoone index. The Gini coefficient and the McLoone index values were analyzed to determine if the trends in those values changed between successive time periods of the four periods marked by FYs 1980-83, 1984-91, 1992-97, and 1998-2003. The analysis was conducted using multiple linear regression models. The findings suggest that the passage of the state income tax in 1983 increased equity levels, as measured by the McLoone index. In addition, in Period 3, the equity fund increased the equity trend, as measured by the Gini coefficient and, as measured by the McLoone index of per pupil spending for Ohio school districts.

Doctor of Education, Ashland University, 2024, College of Education

This study explores the underrepresentation of women in the public school superintendency, a role historically dominated by men, and examines the barriers and opportunities that shape women's pathways to this senior leadership position in education, as well as strategies they credit with helping them in their role. Using a qualitative, phenomenological approach, this study combines the analysis of open-ended survey responses with in-depth qualitative interviews. It identifies key challenges related to gender bias, work-life balance, mentorship opportunities, and institutional expectations. The study also delves into the strategies successful female leaders employ to overcome systemic obstacles, such as networking, leadership development programs, and advocacy for policy changes. Findings reveal that while progress has been made in diversifying educational leadership, significant disparities remain. The study offers recommendations for educational strategies and leadership development initiatives aimed at fostering a more equitable landscape for aspiring female superintendents. By highlighting the lived experiences of women in these roles, this research contributes to a deeper understanding of the gender dynamics at play in educational leadership and provides actionable insights for cultivating a more inclusive pipeline for district leadership.

Doctor of Education , University of Dayton, 2024, Educational Administration

This mixed-methods study delves into the intricate relationship between pedagogy, pedagogical measures, and equity concerns in education, focusing on implementing Inclusiveness, Diversity, Equity, and Accessibility (IDEA) principles. The findings underscore the necessity for educational institutions to navigate legal constraints while prioritizing the creation of inclusive learning environments. Key recommendations include establishing robust support mechanisms such as guidebooks to help educators adapt to legal changes without compromising their teaching approaches. Additionally, future research should explore innovative strategies to promote IDEA, particularly from the perspectives of marginalized communities. Advocating for collaboration among educational institutions, policymakers, and stakeholders, the study emphasizes the importance of fostering conducive learning environments that facilitate the growth and success of all students. It stresses the significance of inclusivity, transparency, diversity, and accessibility in constructing a more just educational system. Combining qualitative observations with quantitative analysis, the study offers a comprehensive understanding of the diverse impacts of legislative changes and equity issues in education. Its practical implications are valuable for policymakers, educators, and stakeholders striving to create inclusive educational settings. The study calls for immediate action and targeted interventions to achieve equitable outcomes and address complex challenges. The study proposes explicitly the creation of an instructional guidebook for general education instructors to assist them in navigating evolving legal frameworks and addressing issues related to IDEA.

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

In science classrooms, deficit ideologies often undermine the understanding and sense-making abilities of underprivileged students (Bang et al., 2017). To combat this, science teacher education must equip teacher candidates with the skills to embrace diversity, equity, and inclusion in their practices, thereby providing equitable learning opportunities and pedagogy. This study aims to support pre-service science teachers (PSTs) in providing equitable teaching and learning in their science classrooms. Employing a narrative multiple-case studies design, this research investigates (1) the ways PSTs notice their students, science teaching, and classroom interactions regarding equitable science sense-making and (2) how PSTs reflect upon their noticing regarding equitable science sense-making. Conducted in West Java, Indonesia and Ohio, United States, the study offers insights into how cultural contexts may influence PSTs' noticing and reflections on equitable teaching practices and science sense-making. This study used video-based analysis to help PSTs reflect on their teaching in a community learning setting called video club. Moreover, I collected the PSTs' written reflections on their identity and teaching vision, science autobiography, and interview data to answer the research questions. This study analyzes the nature of teachers learning to notice and provides guidance for science teacher educators on preparing PSTs to effectively address deficit practices in the classroom. Thus, the findings from this study contribute to the field of science teacher education as well as the advancement of diversity, equity, and inclusion in STEM education globally, presenting the cases from West Java and Ohio.