Using Novel Approaches to Better Understand Black Mathematics Teacher Retention [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Frank, Toya Jones; View, Jenice L.; Powell, Marvin; Lee, Christina; Williams, Asia
Titel	Using Novel Approaches to Better Understand Black Mathematics Teacher Retention [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Teacher Persistence; African American Teachers; Oral History; Teacher Attitudes; Critical Theory; Race; Longitudinal Studies; Blacks; Minority Group Teachers; Racial Bias; Power Structure; Whites; Faculty Mobility; Teaching Experience; Georgia (Atlanta); District of Columbia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; African Americans; Afroamerikaner; Oral tradition; Mündliche Überlieferung; Lehrerverhalten; Kritische Theorie; Rasse; Abstammung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Black person; Schwarzer; Racial discrimination; Rassismus; White; Weißer
Abstract	We used a mixed method research design to address the complexity of interrogating issues related to retention of Black mathematics teachers. The research design includes oral history interviews with retired Black mathematics teachers and large-scale survey data collected and analyzed from a Critical Race Quantitative Intersectionality approach. It is our position that the contemporary reality of the dwindling numbers of Black mathematics teachers cannot be fully understood without unpacking the issue with a critical, historical lens. Otherwise, we run the risk of perpetuating the longstanding issue of lack of diversity in the field. Thus, this paper presents preliminary findings of a 3-year research project that advances knowledge of the historical influences, with focused attention to sociopolitical forces, that impede retention of Black mathematics teachers. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01