Researching Race in Mathematics Education

Autor/in	Martin, Danny Bernard
Titel	Researching Race in Mathematics Education
Quelle	In: Teachers College Record, 111 (2009) 2, S.295-338 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	African American Students; Race; Critical Theory; Mathematics Education; Social Environment; Equal Education; Mathematics Instruction; Educational Policy; Racial Bias; Educational Research; Synthesis; Achievement Gap + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Kritische Theorie; Mathematische Bildung; Soziales Umfeld; Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Racial discrimination; Rassismus; Bildungsforschung; Pädagogische Forschung
Abstract	Background: Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the larger social context and in ways that are informative for mathematics education researchers, policy makers, and practitioners. Purpose: To review and critically analyze how the construct of race has been conceptualized in mathematics education research, policy, and practice. Research Design: Narrative synthesis. Conclusion: Future research and policy efforts in mathematics education should examine racialized inequalities by considering the socially constructed nature of race. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10