Independent school mathematics for Black and Latina girls / Karen C. Lassey.

Format:

Book

Thesis/Dissertation

Author/Creator:

Lassey, Karen C, author.

Contributor:

Remillard, Janine, degree supervisor.

University of Pennsylvania. Department of Educational and Organizational Leadership, degree granting institution.

Language:

English

Subjects (All):

Mathematics education.

Secondary education.

Pedagogy.

Gender studies.

Multicultural education.

Educational and organizational leadership--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Local Subjects:

Mathematics education.

Secondary education.

Pedagogy.

Gender studies.

Multicultural education.

Educational and organizational leadership--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Genre:

Academic theses.

Physical Description:

1 online resource (307 pages)

Contained In:

Dissertations Abstracts International 82-01A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2020.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This qualitative study explores the experiences of Black and Latina girls in dialogic, student-centered independent school math classrooms. The goal was to better understand the students' experiences and the relationships between pedagogy, performance, and their social and math identities. Research suggests that under-represented students of color and girls may be facing disproportionate opportunities and obstacles in schools and later in mathematics-related fields. Student-centered, dialogic, and transformative pedagogies may mediate negative outcomes; but more research is needed about students of color who are living and learning in what might be considered to be ideal, highly-resourced school environments. This case-study design included classroom observation, student interviews, teacher narratives, and contextual school-generated data for six participants at a 9-12 boarding school in New England, all of whom had met ambitious selection criteria through strong academic performance and demonstrated academic motivation. Analysis revealed varied individual experiences, performance, and perceptions and beliefs about mathematics among participants. Despite variations across different teachers and class compositions, participants valued the dialogic pedagogical practices and constructivist math curriculum as conducive to their learning. In particular, participant perceptions reflected pedagogical practices that supported a generative spiral of learning that included persistence through challenges, affirmation from teachers and peers, and confidence to take on the next challenge. For the Black and Latina girls in my study, this affirmation-confidence-persistence (ACP) growth spiral could be significantly disrupted by negative classroom dynamics or identity-based stereotypes and threats. Participants mitigated negative effects by developing strategies, skills, and resilience, for responding to identity contingencies. Findings also emphasized the potential for teacher and peer relationships to promote participant engagement and shape attitudes about mathematics, further impacting the ACP spiral.

Notes:

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Advisors: Remillard, Janine; Committee members: Charlotte Jacobs; Leslie Nabors Olah.

Department: Educational and Organizational Leadership.

Ed.D. University of Pennsylvania 2020.

Local Notes:

School code: 0175

ISBN:

9798662384996

Access Restriction:

Restricted for use by site license.

This item is not available from ProQuest Dissertations & Theses.

This item must not be sold to any third party vendors.