We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Mathematics identity and achievement among Black students.
- Authors
Gonzalez, Lidia; Chapman, Shawnda; Battle, Juan
- 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.
- Subjects
BLACK students; INFRASTRUCTURE (Economics); CRITICAL race theory; SECONDARY school students; MATHEMATICS
- Publication
School Science & Mathematics, 2020, Vol 120, Issue 8, p456
- ISSN
0036-6803
- Publication type
Article
- DOI
10.1111/ssm.12436