Racial inequality in mathematics education : exploring academic identity as a sense of belonging / Thierry Elin-Saintine (Stockton University, USA).

Format:

Book

Author/Creator:

Elin-Saintine, Thierry, author.

Series:

Studies in educational ethnography.

Studies in educational ethnography ; vol. 15

Language:

English

Subjects (All):

African American students--Education.

African American students.

Minorities in mathematics--United States.

Minorities in mathematics.

Racism in education--United States.

Racism in education.

Physical Description:

1 online resource (153 pages)

Place of Publication:

Bingley, UK : Emerald Publishing Limited, [2021]

Summary:

Reform initiatives in mathematics education have been reluctant to embrace racial equity as a core or guiding principle. The field is replete with studies on Black students' poor performance in mathematics education and of its persistence. Conversely, success in mathematics is rarely associated with groups of African or African American descent.The abundance of data on the failure of Black students in mathematics has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational practitioners, but it has contributed to the alienation of many students from the community of "doers of mathematics." This study examines the mathematics identity of a group of seniors enrolled in honor's pre-calculus at a comprehensive high school. Data collected and analyzed for this book shows that participants, in spite of a history of success in mathematics and despite viewing the classroom as opportunity to challenge disparaging views of Black Americans, refused to seek membership in the math community.Saintine focuses on the mathematic identity construction of 11 Black students and their own perception of mathematics education. This work offers new insights into the racial opportunity-gap in mathematics and challenges longstanding assumptions about 'what' or 'who' is a math person.

Contents:

Cover

RACIAL INEQUALITY IN MATHEMATICS EDUCATION

STUDIES IN EDUCATIONAL ETHNOGRAPHY

RACIAL INEQUALITY INMATHEMATICS EDUCATION: Exploring Academic Identity as a Sense of Belonging

Copyright

Dedication

Endorsements

CONTENTS

SERIES EDITOR PREFACE

ABOUT THE AUTHOR

FOREWORD

ACKNOWLEDGMENTS

Introduction

Racial Inequality in Mathematics Education

Purpose

Overview

References

1. Oxford High School: An Urban Education Tale

An Urban Education Tale

A Brief Urban Education History

"Straight A's? You Lying"

Oxford Is Not a "Special Admission School"

Conclusion

2. Ms. Turner's Classroom: Preserving a Tradition

Ms. Turner

"It's That Personality"

Classroom Culture

Preserving a Tradition of Exclusion

3. What Is a Math Person?

A "Great Thinker"

Tamika and Stephanie: A "Bunch of Rules"

Shalik, "I Was Before but I'm Not Anymore"

From "Example Kid" to Math Phobia

4. Who Is a Math Person?

"They're Always Gonna Do Well"

A Group of Resilient Children

Belonging

"I Am Not the Type"

5. Academic Identity as Belonging

Identity as Belonging

Learning as Becoming

Doing Math, a Socialization Process

Shifting Away from a Tradition

6. A Look at Racial Equity in Mathematics Education

Brief History of Mathematics Education

Casualties of the "Math Wars"

Mathematics for All, or Some?

Neoliberal Ethos of Mathematics Education Reform

If Not Now, When?

7. Conclusion

Limitations

Beyond the "Veil"

Math Wars on Racial Inequality

APPENDICES

INDEX.

Notes:

Includes index.

Print version record.

ISBN:

9781800439900

1800439903

9781800439924

180043992X

OCLC:

1263874150