The Road Not Taken: Two African-American Girls' Experiences with School Mathematics

Autor/in	Lim, Jae Hoon
Titel	The Road Not Taken: Two African-American Girls' Experiences with School Mathematics
Quelle	In: Race, Ethnicity and Education, 11 (2008) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Females; 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 + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sozialkapital; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mathematics lessons; Mathematikunterricht; Cultural influence; Kultureinfluss; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; Social classes; Soziale Klasse; Gesellschaftstheorie; Rassenunterschied; Geschlechterkonflikt; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This 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).
Anmerkungen	Routledge. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10