Normalizing Black Girls' Humanity in Mathematics Classrooms

Autor/inn/en	Joseph, Nicole M.; Hailu, Meseret F.; Matthews, Jamaal Sharif
Titel	Normalizing Black Girls' Humanity in Mathematics Classrooms
Quelle	In: Harvard Educational Review, 89 (2019) 1, S.132-155 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	African American Students; Females; Mathematics Instruction; Gender Bias; Racial Bias; Equal Education; Social Justice; Teaching Methods; Humanization; Adolescents; Middle School Students; High School Students; United States History; Student Experience; Interaction; Teacher Student Relationship; Power Structure; Urban Schools; Student Attitudes; Student Needs; New Jersey + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Mathematics lessons; Mathematikunterricht; Geschlechterstereotyp; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Humanisierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Studienerfahrung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten
Abstract	In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational equity and social-justice-focused education is to teach Black girls in the classroom in a way that is humanizing. With this idea in mind, they explore relationships between Black girls' humanity and mathematics teaching and learning. Using interviews with ten Black adolescent girls representing varying levels of engagement in mathematics and enrolled in middle and high school math courses, the authors argue that inclusive pedagogies can be used to humanize this marginalized student group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01