Mathematical Persistence among Four African American Male Graduate Students: A Critical Race Analysis of Their Experiences

Autor/in	Jett, Christopher C.
Titel	Mathematical Persistence among Four African American Male Graduate Students: A Critical Race Analysis of Their Experiences
Quelle	In: Journal for Research in Mathematics Education, 50 (2019) 3, S.311-340 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; High Achievement; Mathematics Achievement; African American Students; Academic Persistence; Graduate Students; Critical Theory; Race; Males; Undergraduate Study; Racial Bias; Student Experience; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kritische Theorie; Rasse; Abstammung; Male; Männliches Geschlecht; Grundstudium; Racial discrimination; Rassismus; Studienerfahrung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	The stories of high-achieving African American mathematics students are gaining prominence in the research literature. In this multiple case study, I use a critical race theoretical frame to document and analyze the experiences of 4 mathematically persistent African American male students who earned undergraduate degrees in mathematics and subsequently enrolled in mathematics or mathematics education graduate programs. The findings reveal that these African American men drew from internal factors to influence their mathematical persistence and identified how racial microaggressions manifest themselves in postundergraduate contexts. Recommendations for practice, policy implications, and future research directions that emerged from this study are discussed to better understand African American men's mathematics experiences. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01