"Third Floor Respect": A Black Masculinist Examination of Morehouse College's Mathematics Learning Community

Autor/in	Jett, Christopher C.
Titel	"Third Floor Respect": A Black Masculinist Examination of Morehouse College's Mathematics Learning Community
Quelle	In: Journal of Higher Education, 93 (2022) 2, S.248-272 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2021.1971486
Schlagwörter	Mathematics Instruction; Majors (Students); Disproportionate Representation; Males; African American Students; Student Experience; College Seniors; Student Attitudes; Communities of Practice; Masculinity; Black Colleges; Peer Relationship; Interaction; College Environment; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerverhalten; Community; Männlichkeit; Peer-Beziehungen; Interaktion; Hochschulumwelt
Abstract	The disproportionate representation of Black men in mathematics has perplexed researchers for decades, and the undergraduate space has been championed as a lever to help remedy this issue. Thus, more research is needed that examines Black men's experiences as mathematics majors. To advance knowledge in the field of higher education, this yearlong ethnographic study uses Black masculinity theory to examine Morehouse College's mathematics learning community, which is comprised of 16 graduating seniors. I use demographic surveys, semi-structured interviews, and observations to investigate the experiences of these 16 mathematics majors. "Third floor respect" is a concept used to denote the mathematical prowess among Black male mathematics majors on the third/top floor of the academic building. Third floor respect is the central finding that ultimately described this mathematics learning community's peer interactions and departmental attributes. Implications for practice and research are shared to advance asset-based empirical mathematics learning community scholarship, refute deficit narratives concerning Black men's mathematical abilities, and broaden the participation of Black men in mathematics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01