Black Mathematics Educators: Researching toward Racial Emancipation of Black Students

Autor/inn/en	Ridgeway, Monica L.; McGee, Ebony O.
Titel	Black Mathematics Educators: Researching toward Racial Emancipation of Black Students
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 2, S.301-322 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0452-2
Schlagwörter	African American Teachers; Mathematics Teachers; Teacher Researchers; Educational Research; Scholarship; African American Students; Elementary Secondary Education; Higher Education; Meta Analysis; Critical Theory; Race; Academic Failure; Academic Persistence; Scores; Racial Bias; Equal Education; Mathematics Education; Literature Reviews + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Scholarships; Stipendium; Student; Students; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta-analysis; Metaanalyse; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Mathematische Bildung
Abstract	This article focuses on the scholarship of Black mathematics education researchers whose work focuses on Black students in P-20 mathematics spaces. We conducted a metasynthesis literature review of empirical studies by Black mathematics education researchers. The authors utilized critical theories of race and racism to aid in the synthesis of the literature. The Black researchers we reviewed challenged the perspective that failure and limited persistence in Black students who are learning and participating in mathematics is normative. As a critical defense, these scholars offer research that problematizes test score data, race and racism, opportunities to learn mathematics, identity considerations, and other constructs that produce unequal effects in mathematics learning. We found that Black mathematics education researchers strategically disrupt the deficit narrative about Black students. Black scholars select theoretical frameworks that allow them to focus on race and how racism operates in mathematics education. We present this research to incite dialogue among all mathematics educators about improving the mathematical context for Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01