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AutorLim, Jae Hoon
TitelThe Road Not Taken: Two African-American Girls' Experiences with School Mathematics
QuelleIn: Race, Ethnicity and Education, 11 (2008) 3, S.303-317 (15 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1361-3324
SchlagwörterFemales; Cultural Context; Social Capital; African American Students; Adolescents; Mathematics Instruction; Cultural Influences; Student Motivation; Identification (Psychology); Grade 6; Mathematics Achievement; Ethnicity; Social Class; Social Theories; Racial Differences; Gender Differences; Equal Education; Middle School Students; Secondary School Mathematics; White Students
AbstractThis article is a cross-case study exploring two young African-American adolescent girls' experiences with school mathematics and the impact of the socio-cultural context upon their motivation and mathematical identity. Based on repeated in-depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth-grade African-American girls who are ironically faced with the same end-of-the-year-results despite their differing personal and academic profiles. Overall data analysis reveals the profound impact of ethnicity and class, especially the influence of cultural and social capital, upon the girls' experiences with school mathematics as well as their construction of identities in the discipline. Applying social constructivist approaches to motivation, Ogbu's theory of involuntary minorities, and cultural reproduction theory, the researcher discusses possible variation and complexity existing in African-American girls' experience with school mathematics and calls for more thorough, in-depth examination of race and gender issues in mathematics education. (Contains 1 note.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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