The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics

Autor/inn/en	Thompson, LaTasha; Davis, Julius
Titel	The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 4, S.490-517 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0267-0
Schlagwörter	African American Students; Males; Urban Schools; Mathematics Achievement; High School Students; African American Culture; World Views; Phenomenology; Qualitative Research; Student Experience; Teacher Influence; Peer Influence; Athletics; Economic Factors + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Oberschule; World view; Weltanschauung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Studienerfahrung; Leichtathletik; Ökonomischer Faktor
Abstract	Many researchers, educators, administrators, policymakers and members of the general public doubt the prevalence of high-achieving African-American males in urban high schools capable of excelling in mathematics. As part of a larger study, the current study explored the educational experiences of four high-achieving African-American males attending an urban high school with particular emphasis placed on their mathematical experiences, which have been largely understudied in the educational research literature. Specifically, using African-centered worldview as the theoretical framework and phenomenological qualitative methods, the researchers examined participants' lived experiences and how said experiences shaped their meaning of mathematics. Findings indicated teacher influence, peer influence, achieving success through sports and economic mobility were the most influential factors impacting mathematics meaning-making. Implications for educational researchers and mathematics teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10