Literaturnachweis - Detailanzeige
| Autor/in | Torres, Ranza Veltri |
|---|---|
| Titel | When Remedial Mathematics Acts as a Gatekeeper: Narrative Identities and the Systemic Filtration of Community College Students |
| Quelle | (2023), (164 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Wisconsin - Madison |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-1986-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Community College Students; Remedial Mathematics; Minority Group Students; Humanization; College Mathematics; Self Concept; Student Attitudes; Remedial Programs |
| Abstract | While many community college (CC) students come to higher education with specific career or life goals, these aspirations may be forced to change if students are not able to get past the gatekeeper of remedial mathematics coursework. Racially minoritized students are disproportionately tracked into non-credit-bearing remedial (NCBR) mathematics classes upon entering college, and often become trapped in a financial and emotional cycle of take-fail-repeat, with student debt linked back to remedial coursework totaling over $1.3 billion per year across the 50 states and D.C. (Jimenez, Sargrad, Morales, & Thompson, 2016). In spite of this, mathematics as a field of study has been positioned as more important than ever before for a diverse pool of learners, all while inequitable access to quality mathematics-learning experiences prevails. This study draws upon the theoretical frame of narrative mathematics identity (Langer-Osuna & Esmonde, 2017; Larnell, 2016), taking a humanizing approach to the exploration of CC students who are currently enrolled in NCBR mathematics coursework. Using narrative inquiry as a tool to learn about students' identities as mathematics learners and doers, this study gathers narratives of an intimate group of CC students, uncovering how they came to know themselves as learners and doers of mathematics. Their self-narratives provide insight into how experiences and actions related to school mathematics over the life course may shape what students see as possible for themselves, and how remedial mathematics as it exists today serves as a filter, removing certain students from post-secondary educational opportunities. Findings of this study provide invaluable information for mathematics educators (including curriculum designers, policy makers, instructors, and student support staff), not only about how we can support the development of positive mathematics identities during community college, but also how certain mathematics experiences may serve to dehumanize students. Additionally, this study can help us think about how students' past experiences learning and doing mathematics have served to dehumanize them, and what post-secondary institutions, particularly community colleges, can do to support students in accomplishing the goals they set out for themselves by supporting them in the successful completion of required mathematics coursework. Outcomes of this project help us to gain an awareness of both the patterns and unique qualities that are present within students' lived experiences around mathematics starting in elementary school; to use this awareness to continue exploring and centering student voice as a means to creating knowledge regarding how schools can champion their mathematics students in accomplishing the goals they set out for themselves; and to use this awareness to continue experimenting with and developing appropriate mathematics pathways and support structures so that mathematics coursework acts as a humanizing mechanism in students' lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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