Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop

Autor/in	Oppland-Cordell, Sarah B.
Titel	Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop
Quelle	In: Journal of Urban Mathematics Education, 7 (2014) 1, S.19-54 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Urban Areas; Workshops; Mathematics Education; Qualitative Research; Critical Theory; Self Concept; Racial Identification; Case Studies; Mathematics Achievement; Undergraduate Students; Student Attitudes; Calculus; Whites; Institutional Characteristics; Hispanic American Students; Cooperative Learning; Race; Sociocultural Patterns; Learning Theories; English for Special Purposes; Interviews; Questionnaires; Observation; Illinois + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Lernwerkstatt; Schulung; Mathematische Bildung; Qualitative Forschung; Kritische Theorie; Selbstkonzept; Case study; Fallstudie; Case Study; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; White; Weißer; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kooperatives Lernen; Rasse; Abstammung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Fragebogen; Beobachtung
Abstract	In this article, the author presents a qualitative multiple case study that explored how two urban Latina/o undergraduate students' emerging mathematical and racial identity constructions influenced their participation in a culturally diverse, Emerging Scholars Program, Calculus I workshop at a predominately White urban university. Drawing on critical race theory and Latina/o critical theory, cross-case analysis illustrates that participants' emerging mathematical and racial identities--co-constructed with their other salient identities--contributed to positively shifting their participation by: (a) changing their perceptions of their and peers' mathematics abilities, (b) allowing them to challenge racialized mathematical experiences, and (c) strengthening their comfort levels in the workshop environment. The Latina/o participants' counter-stories support that the sociopolitical nature of identity development and participation in mathematical learning contexts should be embraced because it provides additional knowledge regarding how and why Latina/o students attain mathematical success. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01