Identifying and Supporting Black Male Students in Advanced Mathematics Courses throughout the K-12 Pipeline

Autor/inn/en	Davis, Julius; Anderson, Christian; Parker, Wil
Titel	Identifying and Supporting Black Male Students in Advanced Mathematics Courses throughout the K-12 Pipeline
Quelle	In: Gifted Child Today, 42 (2019) 3, S.140-149 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Julius)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217519842234
Schlagwörter	African American Students; Males; Disproportionate Representation; White Students; Advanced Placement; Mathematics Instruction; Advanced Courses; Racial Bias; Elementary Schools; Middle Schools; High Schools; Student Needs; Academically Gifted; African American Teachers + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Mathematics lessons; Mathematikunterricht; Fortgeschrittenenunterricht; Racial discrimination; Rassismus; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Black male students are underrepresented in advanced mathematics programs and courses. White adults and students are the primary beneficiaries of these specialized mathematics options, thereby making them White institutional spaces. There has been a call to focus on the underrepresentation of Black male students in advanced mathematics courses. This article examines the scholarly literature about Black male students' mathematical experiences. We conclude by providing recommendations for increasing Black male students' representation in specialized mathematics spaces and how to use the knowledge to transform their lives and community. (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