The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

Autor/in	Rowlett, Joel Everett
Titel	The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses
Quelle	(2013), (536 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Middle Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-2327-1
Schlagwörter	Hochschulschrift; Dissertation; Psychological Patterns; African American Students; Males; Disproportionate Representation; High School Students; Secondary School Mathematics; Social Attitudes; Racial Bias; Stereotypes; Teacher Expectations of Students; Barriers; African American Teachers; Equal Education; Parent Participation; Course Selection (Students); Teacher Influence; Parent Influence; Counselor Role; Competition; Educational Games; Grade 11 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Social attidude; Soziale Einstellung; Racial discrimination; Rassismus; Klischee; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Course selection; Kurswahl; Wettkampf; Educational game; Lernspiel; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and cross-case analyses were used to determine similarities and differences among the cases. Review of literature findings indicated that psychosocial factors, such as the stigma of "acting White," racism and stereotype threat, teachers' low expectations for minorities, and a lack of African American male educators are ever-present barriers to math success for African American male. The Eurocentric school model that is pervasive in our nation's schools establishes numerous, ingrained obstacles for success: the tracking of African American males into lower level math classes; ineffective, traditional pedagogical practices; and a cultural disconnect between European and African values. This study revealed several barriers to African American males' taking advanced math courses: their parents' being uninvolved in their course-taking decisions; lack of communal learning experiences; and a lack of encouragement from their teachers and guidance counselors. Contrary to participants' responses from prior studies, these participants revealed that the effects of racism and stereotype threat on their math journeys were minimal. The participants were highly motivated by competition and math games. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01