Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys

Berry, Robert Q.

doi:10.5951/jresematheduc.39.5.0464

Cited by 133 publications

(45 citation statements)

References 20 publications

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“…The literature does offer several insights into what comprises identity. Broadly, we operationalize identity development as being intersectional (Capobianco et al, 2012;Carlone & Johnson, 2007;English-Clarke et al, 2012;Hazari et al, 2020;Martin, 2012;Zavala, 2014), being influenced by the community, parents, and peers (Berry III, 2008;Brown et al, 2005;Carlone & Johnson, 2007;Martin, 2000), and being related to seeing the utility and application of the subject matter (Capobianco et al, 2012;Martin, 2000).…”

Section: Stem Identity Developmentmentioning

confidence: 99%

“…Students' culture and native language must be attended to in STEM learning experiences (Jong et al, 2020;Savage et al, 2011), as valuing and using students' native language provides access to the learning environment (Zavala, 2014). With mathematics being the foundation of STEM (Bybee, 2010), students' early experiences in mathematics are critical to building positive mathematical identities (Berry III, 2008) which can also prevent mathematics from being a gatekeeper to more advanced STEM study (Martin et al, 2010). High-quality integrated STEM learning experiences central to this framework enable students to develop positive STEM identities as they see the utility and application of STEM in the world around them.…”

Section: Stem Identity Developmentmentioning

confidence: 99%

“…Students who participated in the See Blue See STEM model also achieved higher overall ACT mathematics scores than non-participants (Kentucky Center for Statistics, 2019). These measures not only show the impact of the model on students' academic performance, but also have implications for students' STEM identities and dispositions as performance often contributes to students' identity development (Berry III, 2008).…”

Section: Research Related To the Development Of Equity-oriented Stem Literacy Frameworkmentioning

confidence: 99%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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Section: Stem Identity Developmentmentioning

confidence: 99%

Section: Stem Identity Developmentmentioning

confidence: 99%

Section: Research Related To the Development Of Equity-oriented Stem Literacy Frameworkmentioning

confidence: 99%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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“…This mechanism can be a passive one from the point of view of teachers; they need not be active mentors. Students simply may be more motivated by exposure to same-race teachers and their professional success, which students seek to emulate (Adair, 1984;Berry, 2008;Hess & Leal, 1997).…”

Section: Student-side Mechanismsmentioning

confidence: 99%

Exposure to Same-Race or Same-Ethnicity Teachers and Advanced Math Course-Taking in High School: Evidence from a Diverse Urban District

Grissom

Kabourek

Kramer

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Research links advanced mathematics course-taking to important later outcomes, including college graduation and earnings, yet many students fail to progress into higher math courses as they move through high school. Black and Hispanic high school students are less likely than their white peers to take advanced math courses. A complex set of factors inform decisions about student course-taking, but teachers play key roles, including providing information about courses, giving students encouragement, helping students form aspirations (e.g., through role modeling), and serving as gatekeepers via grade assignment and formal recommendations. At the same time, growing empirical evidence suggests that students from different racial/ethnic groups benefit from being taught by teachers with similar demographic backgrounds, which motivates an analysis connecting math teacher–student racial or ethnic congruence with progression into higher math courses in high school. Purpose We investigate the degree to which having a math teacher of the same race or ethnicity predicts subsequent enrollment in more advanced high school math courses, as well as in honors and Advanced Placement (AP) math courses. We also investigate potential mechanisms, including impacts of student–teacher congruence on course grades and standardized test performance, which may in turn predict a higher likelihood of advanced math course enrollment. Setting We examine student-level administrative data from high schools in Miami-Dade County Public Schools, the fourth largest school district in the United States. Research Design We estimate the likelihood that a student will take a higher level math course as a function of student–teacher racial/ethnic congruence, plus student, teacher, and classroom characteristics, and school fixed effects. This research design compares later math course-taking between students with and without race/ethnicity-congruent teachers within the same school, holding a variety of other factors constant. We estimate similar models for honors and AP course-taking. We also estimate models for math course grades and end-of-course (EOC) exam scores using school-by-course and student fixed effects. Findings/Results We find that high school students with a same-race or same-ethnicity teacher are more likely to take a higher math course in the next year than other students taking the same course in the same school. Associations are largest for Black students, who are 2 percentage points more likely to advance to a higher math course when taught by a Black teacher. Having a demographically similar teacher is also associated with movement into honors and AP courses in the next term, on average, though results vary by student subgroup. Students receive higher EOC scores and higher grades when taught by a demographically similar teacher, with higher grades even than what would be predicted by their EOC score, particularly in algebra. Conclusions/Recommendations Our analysis contributes to growing evidence on the importance of teacher diversity for outcomes for students from minoritized groups and is among only a very small set of studies that demonstrate teachers’ impacts on student outcomes not just for one year, but also in subsequent years. Our results underscore the importance of efforts to recruit and retain teachers of color, particularly in high schools. We recommend future research to better understand the mechanisms linking diverse teachers to student course-taking outcomes.

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“…Martin, 2009) and this hierarchy has consequences for students of color in the classroom. As illustrated in the opening quotes, math teachers are "gatekeepers of power" (Berry, 2008) and they can wield that power, intentionally or not, in ways that systematically advantage White and Asian students over underrepresented students of color (D. B. Martin, 2009Martin, , 2012.…”

Section: Exploring the Potential Of Proactive Confrontation In Teacher-educationmentioning

confidence: 99%

Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

Kroeper¹,

Mc²

2020

Preprint

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Expressions of racial bias in middle grades math classrooms pose a threat to the full inclusion and equitable treatment of students of color. To combat these biased expressions, mathematics education scholars have recommended that math teachers undergo special training to employ culturally relevant practices as part of their teacher education. According to teacher-educators, however, motivating and helping their teacher-pupils implement culturally relevant classroom strategies has proven somewhat challenging. This is in part due to reluctance among teachers to adopt culturally relevant practices in their own teaching and a lack of fidelity when attempting to enact culturally relevant strategies. To overcome the challenges of reluctance and fidelity and to support teacher-educators as they train their teacher-pupils to adopt culturally relevant strategies in math classrooms, we propose that teacher-educators employ a proactive confrontation approach. We view proactive confrontation as a practical and useful tool for math teacher-educators to challenge racial bias expression and to create more equitable and inclusive math learning environments that inspire and motivate learning and performance among all students. By using proactive confrontations, teacher-educators can raise their teacher-pupils’ self-awareness that engaging in biased expression is common (but not inevitable) in math classrooms and raise their concern that bias expression is harmful to students of color and, therefore, deserves proactive attention and action. Lastly, teacher- educators can provide examples of culturally relevant classroom activities to their teacher-pupils and help them to develop and implement such practices on their own. In the present synthesis, we provide examples of how the proactive confrontation approach can be integrated with math teacher-education programs and discuss some of the persisting challenges facing math teacher-educators who choose to proactively confront racial bias.

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Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys

Cited by 133 publications

References 20 publications

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Exposure to Same-Race or Same-Ethnicity Teachers and Advanced Math Course-Taking in High School: Evidence from a Diverse Urban District

Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

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