Algebra Matters: An Ethnographic Study of Successful African American Male Algebra 1 Students in a Suburban Middle School

Autor/in	Kirkwood, Kirk
Titel	Algebra Matters: An Ethnographic Study of Successful African American Male Algebra 1 Students in a Suburban Middle School
Quelle	(2012), (212 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-3360-2
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Mathematics Achievement; Middle School Students; Grade 8; Suburban Schools; Ethnography; Student Experience; Racial Composition; Semi Structured Interviews; Observation; Data Analysis; Educational Environment; School Culture; Success; Cooperation; Academic Persistence; Mathematics Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 08; 8. Schuljahr; Schuljahr 08; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ethnografie; Studienerfahrung; Beobachtung; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Erfolg; Co-operation; Kooperation; Mathematics lessons; Mathematikunterricht
Abstract	Alarming statistics reveal that African American male students are encountering long-standing challenges in K-12 mathematics. However, few studies have explored the phenomena associated with African American males and K-12 mathematics education, particularly at the middle school level in the context of an Algebra 1 course of study. The purpose of this study was to investigate the experiences of six eighth-grade African American males enrolled in Algebra 1 within the context of a suburban middle school. Using an ethnographic design, the research addressed two questions: 1. What are the experiences of middle school African American male Algebra 1 students attending suburban schools with relatively low representation of African American students enrolled in the class? 2. What are the implications of these experiences? Semi-structured interviews, observations, data collection, and analysis yielded the following three themes: (a) a supportive learning environment and school context provide space and opportunity for positive interactions and overall academic success, (b) collaborative models present opportunities for support and learning in an Algebra 1 class, and (c) Algebra 1 serves as a gateway course to advanced educational and career opportunities. The implications of these findings provided the impetus for African American male student persistence within the context of a rigorous and high-stakes course, Algebra 1. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10