The Effects of Culturally Responsive Mentoring on the High School to College Matriculation of Urban African American Males

School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

“…The negative, deficit thinking around Blacks in mathematics permeates education research and influences how Black students make sense of their mathematic identity. As a result, racial discrimination within the education system and students’ school climate are linked to how Black males view and understand their mathematic identity in education (Hope et al, 2013; Martin, 2009, 2013; Mitchell and Stewart, 2012; Steele, 1992).…”

“…Poussaint (1987) found that Black males are more likely to be perceived as a threat and that negative perceptions decreased the likelihood of teachers investing in students’ success. Furthermore, the negative messages about teacher bias around Black males in education are reoccurring in history (Mitchell and Stewart, 2012; Poussaint, 1987; Ross and Jackson, 1991) and continue today. In a 2019 study, Kunesha and Noltemeyer’s findings revealed that “teachers may believe that a Black male student who is ambiguously defiant is more likely to misbehave again than a White male student, even if these students have behaved in identical ways” (p. 488).…”

“…In fact, educators may expect less from students of color as evidenced by low-level assignments that do not challenge the student academically (Haycock, 2001). The harsh realities of being placed in an academic climate in which there are low expectations often lead Black males to adapt to their teacher’s low expectations, increasing their desire to give up (Mitchell and Stewart, 2012; Noguera, 2003; Poussaint, 1987; Ross and Jackson, 1991). While there are documented cases of positive messages for Black males, narratives around Black males in education, and in math education specifically, are generally negative (Grant et al, 2015; Martin, 2013; McMillian et al, 2016; Warren, 2016).…”

Respons Mahasiswa Terhadap Pelaksanaan Program Matrikulasi

“…Hal tersebut membuat responden menjadi lebih termotivasi sehingga hasil belajar akan tercapai sesuai dengan tujuan pembelajaran. Hasil tersebut sesuai dengan penelitian sebelumnya yang menyimpulkan bahwa motivasi, kemauan, dan kemampuan pengendalian emosi merupakan faktor yang dapat memprediksi sikap dan hasil belajar (Prasad, et al 2017;Kaptiningrum dan Mubarok, 2016;Mitchell and Stewart, 2012;Jeremy, et al, 2012;Nurnberg, et al, 2012).…”

Explaining Mainstream Success

“…Much sociological work in the United States examines African Americans at the poorer end of the economic spectrum, with relatively few studies of the Black middle class (Anderson, 1990, 1999; Feagin & Sikes, 1994; Grundy, 2012; Lacy, 2007; Pattillo-McCoy, 1999; Wingfield, 2013). There exists a specialty area of research examining educational success for Black men, often paying close attention to factors linked to success (see Brooks, 2015; Hunn, 2014; Mitchell & Stewart, 2012; Palmer & Young, 2009; Wood & Williams, 2013). Grundy (2012) examined middle-class masculinity for men who attended Morehouse College and found they defined themselves in contrast to lower-class Black men, often talking of exceptionality and understanding and enacting Black masculinity as a “Morehouse Man.” Interviewing men of postcollegiate age, Wingfield (2013) sought to correct the polarity of studies and representations of Black men with a study interviewing Black professional men and addressing their “partial tokenization” in the professional workplace.…”