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Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics

February 1, 2011

This study investigated the mathematics and racial identities of Black 5th through 7th grade boys who attended school in a southern rural school division and found four factors that positively contributed to mathematics identity. For these boys, racial identity in school was connected to perceptions of others' school engagement; this sense of "otherness" led to a redefinition of their own mathematics and racial identities.

Boys and Men of Color; Education

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