Mathematics Identity and Achievement among Black Students

Autor/inn/en	Gonzalez, Lidia; Chapman, Shawnda; Battle, Juan
Titel	Mathematics Identity and Achievement among Black Students
Quelle	In: School Science and Mathematics, 120 (2020) 8, S.456-466 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12436
Schlagwörter	Self Concept; Mathematics Achievement; African American Students; Secondary School Students; Longitudinal Studies; Social Capital; Grade Point Average; Mathematics Instruction; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozialkapital; Mathematics lessons; Mathematikunterricht
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01