Black Women's and Girls' Persistence in the P-20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research

Autor/inn/en	Joseph, Nicole M.; Hailu, Meseret; Boston, Denise
Titel	Black Women's and Girls' Persistence in the P-20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research
Quelle	In: Review of Research in Education, 41 (2017) 1, S.203-227 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Females; African Americans; Elementary Secondary Education; Higher Education; Children; Adult Education; Critical Theory; Race; Mixed Methods Research; Qualitative Research; Statistical Analysis; Mathematics Education; Mathematics Achievement; Youth; Feminism; Mathematics Teachers; Academic Persistence + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Afroamerikaner; Hochschulbildung; Hochschulsystem; Hochschulwesen; Child; Kind; Kinder; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kritische Theorie; Rasse; Abstammung; Qualitative Forschung; Statistische Analyse; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Jugend; Jugendlicher; Jugendalter; Feminismus; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	Like other women and girls of color in the U.S. education system, Black women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women's and girls' persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that structural disruptions, community influences, and resilience strategies significantly influence Black women's and girls' persistence in mathematics, and that combined, these factors can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics to advance further knowledge that will inform policy are identified and discussed as a future research agenda. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01