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in the learning process. The ultimate goal of equity is to achieve parity in student educational
outcomes, regardless of race and ethnicity, moving beyond issues of access and placing success
outcomes for students of color at center focus (University of Southern California Center for
Urban Education, n.d.). I kept this definition in mind as I asked the protocol questions and
follow-up questions in the phenomenological interviews. I had expected participants to report at
least one equity issue specific to HyFlex, but they did not. I looked at the data multiple times to
ensure I was not missing anything important. My repeated visits to the data confirmed, although
they had discussed issues of equity affecting the general educational experience, they had not
pointed out any specific issue that would be inherent to HyFlex only. Whenever I asked
questions and follow-up questions about equity in HyFlex, their responses were about their
general experience as college students, in a couple of cases as far back as high school, but not
HyFlex. This does not mean HyFlex is necessarily equitable in every aspect, but it seems this is a
reflection of the effective application of the HyFlex guiding principles in the course design and
delivery. I am also inclined to believe because participants felt it was important to respond to
questions of equity in terms of their general experience, their experiences should be honored as
they bring with them everything that happens to them in the outside world when they step into
the HyFlex learning environment, and those outside world experiences become part of the filters
through which they experience HyFlex.
