Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?

Autor/inn/en	Young, Jemimah L.; Young, Jamaal Rashad; Capraro, Mary Margaret
Titel	Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90 (2017) 3, S.70-76 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Jemimah L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2016.1270657
Schlagwörter	Secondary School Mathematics; Middle School Students; Females; African American Students; Socialization; Parent Participation; Role Models; Teacher Role; Curriculum Implementation; Achievement Need; Social Capital; Mathematics Achievement; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; African Americans; Afroamerikaner; Studentin; Socialisation; Sozialisation; Elternmitwirkung; Identifikationsfigur; Lehrerrolle; Sozialkapital; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends can help Black girls navigate the challenges associated with these transitions. In this article, we argue that socializing agents can play a key role in the development of positive mathematics identities and positive achievement socialization patterns in Black girls. We use recent National Assessment of Educational Progress (NAEP) data to characterize Black girls' middle grades content knowledge through a strength-based and growth-oriented lens. Then using the data, we provide explicit examples of how parents, teachers, and curriculum developers acting as socializing agents can harness Black girls' funds of knowledge to address the observed challenges identified in the mathematics NAEP data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01