Urban High School Students' Academic Communities and Their Effects on Mathematics Success

Abstract

This article reports findings from a study exploring the roles of peer influences in cultivating urban high school students' academic success in mathematics. While the literature describing family/school influences on the academic achievement of students of color is compelling, much of it suggests that urban students' peer groups do not support academic achievement. This study of high school students sought to link their academic behaviors to a historical tradition of intellectual networks within their communities. The ways in which students' peer groups, families, and school communities fostered their mathematics success are discussed with the aim of helping researchers and educators gain a more complete vision of urban students' achievement.

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

“…These privileged students are often white, middle-class students whose first language is English. Often, those who do not embody these privileged ideals are positioned as deficient and difficult to teach, and report that their teachers do not seem to care whether they learn mathematics (Walker, 2006). In addition, while a gendered achievement gap has greatly diminished in K-12 schools (Tate, 1997), many students still report that mathematics classrooms are masculinedominated spaces (Mendick, 2005;Rodd & Bartholomew, 2006).…”

“…However, the students sometimes report that they prefer to work with acquaintances or strangers, and not close friends (Mitchell, Reilly, Bramwell, Solnosky, & Lilly, 2004;Walker, 2006). To some degree, the optimal group composition (friends or non-friends) probably depends on the task and the people involved.…”

“…These strategies can also have the effect of positioning students' home and community practices as valuable resources for learning (Bishop, 2001). Many successful urban students of color report that their success comes through their own agency and effort, but relying on informal collaboration and support with neighbors, family, and friends from their communities (Ainsworth-Darnell & Downey, 1998;Martin, 2000;Walker, 2006). There have been several innovative and successful…”

The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community

“…Peers can positively and negatively influence Black males' ability to achieve. Research has demonstrated that peers can positively influence Black male students' performances in mathematics through competition, support, encouragement, and learning communities in and out of the classroom (Berry, et al, 2011;Cluster, 2012;Kirkwood, 2012;Thompson & Davis, 2013;Walker, 2006). Kirkwood (2012) and Thompson and Davis (2013) found that Black males who performed well and viewed themselves as capable mathematics learners felt a sense of responsibility to both help their peers learn and serve as role models for others.…”

“…In addition to peers, family members can also have a positive impact on Black males' ability to learn math (Cluster, 2012;Kirkwood, 2012;Walker, 2006). Some scholars have reported that older family members sometimes teach younger Black male family members advanced mathematics concepts in home and community settings before they are introduced in school (Cluster, 2012;Kirkwood, 2012).…”