Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students

Autor/inn/en	Davis, Julius; Martin, Danny Bernard
Titel	Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students
Quelle	In: Journal of Urban Mathematics Education, 11 (2018) 1-2, S.45-68 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Racial Bias; African American Children; Whites; Racial Differences; Evaluation Methods; Student Evaluation; Test Bias; Mathematics Instruction; Standardized Tests; Federal Legislation; Educational Legislation; Cultural Influences; Culturally Relevant Education; Mathematics Teachers; Teacher Role + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; White; Weißer; Rassenunterschied; Schulnote; Studentische Bewertung; Testkritik; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Bundesrecht; Bildungsrecht; Schulgesetz; Cultural influence; Kultureinfluss; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerrolle
Abstract	Couched within a larger critique of assessment practices and how they are used to stigmatize African American children, the authors examine teachers' instructional practices in response to demands of increasing test scores. Many mathematics teachers might be unaware of how these test-driven instructional practices can simultaneously reflect well-intentioned motivations and contribute to the oppression of their African American students. The authors further argue that the focus of assessing African American children via comparison to white children reveals underlying institutionally based racist assumptions about the competencies of African American students. Strategies are suggested for helping teachers resist test-driven instructional practices while promoting excellence and empowerment for African American students in mathematics. [Originally published in the inaugural December 2008 issue of the "Journal of Urban Mathematics Education" ("JUME").] (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/JUME/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01