Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States

Berry, Robert Q.; Ellis, Mark W.; Hughes, Sherick

doi:10.1080/13613324.2013.818534

Cited by 60 publications

(36 citation statements)

References 27 publications

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“…Despite this, programs can increase the participation and success in mathematics of Black students. Researchers found in one such program that Black males with opportunities to learn mathematics in "culturally receptive climates" develop positive mathematics identities, a precursor to academic success in the discipline (Berry et al, 2014). Supportive environments can challenge the isolation marginalized students feel when studying mathematics or working in mathematics-related careers, and they foster success among individuals from groups traditionally under-represented in mathematics (Solomon et al, 2011).…”

Section: Math Identitymentioning

confidence: 99%

Mathematics identity and achievement among Black students

Gonzalez

Chapman

Battle

2020

School Sci & Mathematics

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Employing data from the National Center of Educational Statistics' High School Longitudinal Study and utilizing critical race theory and intersectionality as theoretical frameworks, this article interrogates the relationship between mathematics identity and math success for a nationwide sample of Black secondary school students. More specifically, hierarchical regression modeling is employed to examine the relative impact of math identity, demographic variables, and school/parent social capital variables on the math grade point averages of this sample. The article ends with a discussion of specific steps for teaching mathematics that put the identity of those from traditionally marginalized communities at the center of mathematics instruction. Thus making experiences, histories, culture, and abilities essential elements of students' learning, that are to be supported and built upon.

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Section: Math Identitymentioning

confidence: 99%

Mathematics identity and achievement among Black students

Gonzalez

Chapman

Battle

2020

School Sci & Mathematics

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“…I met the first Black woman faculty at an institution of higher education who was a Ph.D. credentialed mathematician and I looked up to her, but I do not recall ever telling her; knowing the things I know now, I deeply regret not telling her of my admiration. As a mathematics knower during that time I was epistemically confident and courageous, graduated from high school and the HBCU with high honors, and the reasons for my success are well documented in the literature (e.g., Berry III, Ellis, & Hughes, 2014;Leonard & Martin, 2013;Walker, 2006) and the things highlighted here articulate several of the reasons.…”

Section: Epistemic Injustice and Resilience Through Storiesmentioning

confidence: 76%

Taboo 18:1 - Full Issue

Journal

2019

cosa

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Introduction to the Special Issue Breaking the Silence: Telling Our Stories as an Act of Resistance Guided by autoethnography, which is rooted in ethnographic research, this special issue of Taboo is a space for women of color who are immersed in the academy to share critical stories. Autoethnography is "an approach to research and writing that seeks to describe and systematically analyze (graphy) personal experiences (auto) in order to understand cultural experiences (ethno)" (Ellis, 2004; Jones, 2005). In fact, "stemming from the field of anthropology, autoethnography shares the storytelling feature with other genres of self-narrative but transcends mere narration of self to engage in cultural analysis and interpretation" (Chang, 2008, p. 43). In this approach the "self " is the I, the informant is your surroundings, and the crux of the work is your response to how you fit into all of it. Very similar to an autoethnography, a critical autobiography is a thoughtful analysis of one's life experiences to construct meaning of self in relation to others in society. Autobiographical writing can focus on an entire life or specific actions or events to deconstruct a particular outcome. This self-reflexive process examines issues that inform us about who we are individually and collectively. However, introspection is not only critical to the person who is self-reflecting but also to the readers who may otherwise create their own narrative about the persons they are reading about. Thus, the act of using one's voice to tell her truth is a radical, symbiotic part

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“…Essentially, they found it particularly problematic for their learning needs, believed it to be mathematically uninspiring to place them on computers to repeat steps as if they were some sort of robots (i.e., with no room for creative mathematical thinking and conceptually rigorous learning opportunities), and described it as qualms and quarrels associated with online undergraduate mathematics learning. For these Black men, this pedagogical model represented an ineffectual reform effort in undergraduate mathematics education 2 (see Berry et al, 2014 for an extensive discussion about failed mathematics reform efforts for Black students).…”

Section: Discussionmentioning

confidence: 99%

The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors

Jett

2020

Investigations in Mathematics Learning

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Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K-12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics educationface-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors.

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Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States

Cited by 60 publications

References 27 publications

Mathematics identity and achievement among Black students

Mathematics identity and achievement among Black students

Taboo 18:1 - Full Issue

The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors

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