Performance assessment for undergraduate mathematics tutoring centres: an update to focus on diversity, equity and inclusion

Researchers have asserted that the success of an undergraduate mathematics programme includes the extent to which it attracts and maintains a diverse group of students enrolled in mathematics, serves minoritised students equitably and creates inclusive environments. Mathematics tutoring centres play an important role in the undergraduate mathematics programme; thus, they too should be held accountable to efforts related to diversity, equity and inclusion (DEI). A framework to assess the broader performance of individual mathematics tutoring centres has been developed, but this framework does not attend to indicators of DEI performance. The current work aims to fill this gap, building on the existing framework, to describe performance measures related to DEI efforts as part of a centre’s overall performance assessment. We note that the existing framework includes the examination of policies and procedures used by the centre and thus is primed to explore structural barriers present in centre operations. We describe how mathematics tutoring centres can assess their DEI efforts and offer suggestions for indicators of success and need for change.