Double Jeopardy: The Compounding Effects of Class and Race in School Mathematics

Autor/in	Lim, Jae Hoon
Titel	Double Jeopardy: The Compounding Effects of Class and Race in School Mathematics
Quelle	In: Equity & Excellence in Education, 41 (2008) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Grade 6; Racial Factors; Social Class; Social Influences; Mathematics Achievement; Females; High Achievement; Early Adolescents; Teaching Methods; Interviews; Ethnography; Correlation; Cultural Influences; Middle School Students; Rural Schools + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Social classes; Soziale Klasse; Sozialer Einfluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Ethnografie; Korrelation; Cultural influence; Kultureinfluss; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	This article reports a cross-case analysis examining the impact of class and race upon two young adolescent girls' experiences with school mathematics. Based on repeated in-depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two high-achieving, young, adolescent girls who come from different class and racial backgrounds. Although a very small sample, this study reveals the impact of class intertwined with race upon the girls' experiences with school mathematics as well as their teacher's evaluation of their academic potential in the discipline. I argue that traditional ways of teaching and learning mathematics present middle-class-based cultural values and dispositions as an essential, legitimate, and objective indicator of one's academic potential. This reflects implicit classism existing at the structural level of the schooling process. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10