+612 9045 4394
Mathematics Success and Failure Among African-American Youth : The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency - Danny Bernard Martin

Mathematics Success and Failure Among African-American Youth

The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency

Hardcover Published: 12th February 2000
ISBN: 9780805830422
Number Of Pages: 202

Share This Book:


RRP $571.99
or 4 easy payments of $99.06 with Learn more
Ships in 7 to 10 business days

No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in "Mathematics Success and Failure Among African-American Youth," the results of a year-long ethnographic and observational study of African-American students and their parents and teachers.
"Mathematics Success and Failure Among African-American Youth" goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students.
The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.

"Mathematics Success and Failure among African-American Youth is strongly recommended not only for those in mathematics education or for African-Americans, but for individuals in other fields and members of other ethnic groups." -- Charles R. Payne, educational HORIZONS, Spring 2002

Prefacep. vii
Introductionp. 1
Mathematics Learning, Achievement, and Persistence Among African-Americans: Toward a Context-Based Perspectivep. 8
"I Wasn't Going to Be Doing Any Math:" Mathematics Socialization, Identity, and the Evolution of Community Beliefs About Mathematicsp. 35
"When Am I Ever Going to Use This?:" School-Level Factors and Mathematics Socialization Among African-American Studentsp. 81
"Because I Want to Be Somebody:" African-American Student Narratives on Academic and Mathematics Successp. 119
Mathematics Socialization and Identity Among African-Americans: Real Life Experiences, Research, and Recommendationsp. 169
Referencesp. 190
Author Indexp. 197
Subject Indexp. 199
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780805830422
ISBN-10: 0805830421
Series: Sociocultural, Political, and Historical Studies in Education (Hardcover)
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 202
Published: 12th February 2000
Country of Publication: US
Dimensions (cm): 23.62 x 16.05  x 2.06
Weight (kg): 0.53
Edition Number: 1