Factors Influencing Elementary Teachers' Positioning of African American Girls as Science and Mathematics Learners

Autor/inn/en	Pringle, Rose M.; Brkich, Katie Milton; Adams, Thomasenia Lott; West-Olatunii, Cirecie; Archer-Banks, Diane A.
Titel	Factors Influencing Elementary Teachers' Positioning of African American Girls as Science and Mathematics Learners
Quelle	In: School Science and Mathematics, 112 (2012) 4, S.217-229 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2012.00137.x
Schlagwörter	Mathematics Education; Females; Underachievement; Program Effectiveness; Science Teachers; Grade 7; Sex Fairness; Mathematics Teachers; Mathematics Instruction; Science Education; African Americans; Longitudinal Studies; Grade 5; Grade 6; Teacher Attitudes + Suchen Sie Ihr Suchwort? Mathematische Bildung; Weibliches Geschlecht; Performance deficiency; Leistungsschwäche; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Sexualaufklärung; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Naturwissenschaftliche Bildung; Afroamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerverhalten
Abstract	Despite recent progress toward gender equity in science and mathematics education, the underachievement of low-income African American girls remains a challenge when compared with their white counterparts. Furthermore, the causes of this persistent underachievement have not been explored thoroughly. We have initiated a three-year longitudinal study of how African American girls position themselves in relation to science and mathematics learning from fifth to seventh grade, including the impact, if any, of the positioning of teachers, counselors, and parents on this process. In this article, we share findings examining science and mathematics teachers' actions and perceptions and their positioning of African American girls. This qualitative study used an interpretive design with multiple data sources including classroom observations, interviews, and field notes. Findings reveal that school-wide policies and teachers' autonomous decisions impact the regularity of science and mathematics instruction, and that teachers do not always conceptualize the girls as science and mathematics achievers, positioning them in negative ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10