Academic, Racial and Mathematics Identities of African American College Students

Autor/in	Moore, A'kilah Tienda
Titel	Academic, Racial and Mathematics Identities of African American College Students
Quelle	(2011), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Mary's College of California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-0136-2
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; African American Community; Racial Identification; African American Students; Community Colleges; College Mathematics; College Students; Identification (Psychology); Grades (Scholastic); Personal Narratives; African Culture; Mathematics Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Collegestudent; Notenspiegel; Erlebniserzählung; Africa; Culture; Afrika; Kultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This mixed-methods study examined the experiences of African American community college mathematics students' in the Nyame Scholars Program at Promise Community College. The purpose of the study was to identify through narrative analysis what aspects of the program impact students' racial, academic, and mathematics identities. A comparison group of African American students enrolled in the same mathematics courses at Promise Community College was examined to investigate possible differences in mathematics performance (measured by mid-semester course grades) and racial identity (measured by the Multidimensional Inventory of Black Identity). The study found no significant differences between the mathematics performance and racial identities between the two groups. However, the Nyame student narratives provided insightful information regarding their needs as African American community college mathematics students. These findings have a significant impact on community college educators seeking to provide higher quality mathematics experiences as well as improved success and retention of its African American students. These findings also lend themselves to future investigation of other possible ways to measure the difference in experiences between these two groups. [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	2017/4/10