- Key findings
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.
The students in this study found that fluency with basic computational strategies was a significant characteristic for mathematics achievement. Tweet
Grades, standardized test scores, and other extrinsic recognitions provided proof of mathematical success and contributed to mathematical identities. Tweet
The boys in the study used negative stereotypes of black students to redefine their own racial and mathematics identities, recognizing important attributes in themselves. Tweet
Mathematics should not be simplified or dumbed-down but rather teachers should hold high expectations for their students to solve challenging and complex problems. Tweet
- Published by
- Journal of African American Males in Education