Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions

Coleman, Sean T.; Bruce, Adrian Wayne; White, Lamar Jamison; Boykin, A. Wade; Tyler, Kenneth M.

doi:10.1177/0095798416665966

Cited by 17 publications

(15 citation statements)

References 24 publications

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“…Learning Community: Facilitates collaborative intellectual exchanges and insures the active involved of students in the learning process (Coleman et. al, 2017).…”

mentioning

confidence: 99%

Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for African American Middle School Boys

Coleman¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This study aims examines the facilitative effects of asset-based instructional strategies related to teaching and motivating African American middle school boys toward STEM education pathways. Further, this study showcases the important in using asset-based strategies to engage students with the potential for increased academic achievement, learning, and motivation. Perspective(s) or theoretical frameworkResearch suggests that key interactions between teachers and students maximize cognition and learning (Gillies, 2011;Shadiow, 2010;Rugutt and Chemosit, 2009). Thus, transactional strategies focus on the strategically meaningful interaction facilitated by instructors to students and between students. These strategies depart from traditional teacher-focused approaches to pedagogy. Additionally, in a traditional learning environment, the instructor strictly defines the context and climate without consideration of students' backgrounds, cultures, abilities, and emerging competencies. Conversely, transactional strategies share the focus with the student(s), adopting a contextualist promoted environment. Here, the instructor facilitates a bi-directional relationship of genuine interactions with the goal to facilitate learning in a useful and meaningful way. These bidirectional transactions lead to dual development in both the teacher and the students (Miller, 2005;Stigler, 1985). Boykin and associates (2011) introduce four components that are not mutually exclusive, but include separate characteristics: Meaningful Learning, Learning Community, Culture, and Constructive Social Interactions. These components prove to be effective independently; however, combining any combination of these or even all 4 components may lead to deep learning. As a precursor to implementing various transactional strategies, an instructor must be equipped with students' backgrounds, preferences for learning contexts, and preferences for certain behaviors and beliefs related to traditional, functional, and environmental culture. The following outlines a further description these asset-based or integrity-based factors.A.Meaningful Learning: Contributes to affective, cognitive, and ability outcomes by building on students' past experiences and prior knowledge, and making connections to significant events in their lives. Further, outside events are made relevant to the learning context and students' cognition and learning (Stipek, 2004).Effective instruction focuses on addressing the following components in any combination when appropriate.

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“…Learning Community: Facilitates collaborative intellectual exchanges and insures the active involved of students in the learning process (Coleman et. al, 2017).…”

mentioning

confidence: 99%

Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for African American Middle School Boys

Coleman¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…Although the term cultural integrity cannot be solely attributed to Boykin, his scholarship certainly argued that educational justice for Black students involves honoring and affirming cherished aspects of Black culture within American schools. Using a combination of observations and vignettes (Boykin et al, 2005), focus groups (Ellison et al, 2000), action research (LaPoint et al, 2006), surveys (Tyler et al, 2008), and experimental designs (Coleman et al, 2017), Boykin worked to understand the prevalence and benefits of Afrocultural themes for the instruction of Black students. This included an orientation toward movement (physical expressiveness and an appreciation on rhythm), verve (high levels of stimulation), communalism (interdependence and a prioritizing of the group over the self), orality (expressing oneself verbally), and affect (emotional expressive; see Boykin et al, 1997; Sankofa et al, 2019).…”

Section: A Wade Boykinmentioning

confidence: 99%

Righting the historical record: Highlighting the significant contributions of Black psychologists in American schools.

Tettegah¹,

Cerezo²,

Wooten³

et al. 2023

American Psychologist

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The field of educational psychology, while closely aligned with several adjacent branches of psychology, focuses on teaching and learning processes in support of the development of students within K-16 environments and beyond. Similar to other fields, educational psychology has been historically dominated by theories and empirical studies developed and carried out by White scholars who presented racially and culturally biased ideologies that lacked Black perspectives. Couched within an Afrocentric and Critical Race Theory framework, the present article sets out to right the historical record by uplifting the voices of four prominent Black psychologists who played an important role in American schools and who have been largely ignored in the field of educational psychology. We review the works of Inez B. Prosser (1897-1934), A. Wade Boykin (1947-present), Barbara J. Robinson Shade (1933-present), and Asa Hilliard III-Baffour Amankwatia II (1933II ( -2007. Each scholar has made significant impacts on American schools, ranging from pursuing innovative research topics and methodologies, providing expert testimony in landmark civil rights legislation, and leading college and university initiatives with generation-wide impacts on Black learners and communities. Based on the impact of the scholars highlighted in this article, we offer recommendations for the next steps in advancing the field toward a position of eradicating anti-Black racism and toward uplifting and centering the voices of Black learners.

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“…Several studies have examined AA students’ performance in learning contexts configured to be consistent with a communal cultural orientation as opposed to traditional modes of educational practice (Boykin et al, 2005; Boykin & Noguera, 2011; Coleman et al, 2017, 2021; Dill & Boykin, 2000; Hurley et al, 2009). As with the other dimensions, the work began with studies employing basic cognitive tasks such as memory for word pairs (Ellison & Boykin, 1994) and progressed to a range of increasingly school-relevant learning tasks including creative problem-solving, vocabulary learning, story text recall and inferencing (Boykin & Bailey, 2000), math estimation (Boykin & Noguera, 2011; Hurley et al, 2009) and fractions (Coleman et al, 2017, 2021), transfer learning of ideas learned for one task to related tasks (Serpell et al, 2006), and peer tutoring (Dill & Boykin, 2000). Across all of these iterations, the research has consistently found that AA children’s cognitive performance is enhanced when working in communal learning environments compared to conditions that include individualistic or competitive elements.…”

Section: Empirical Support For Afro-cultural Contextsmentioning

confidence: 99%

From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology.

Boykin,

Coleman,

Hurley

et al. 2023

American Psychologist

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A. Wade Boykin's scholarship has provided key insights into the psychological realities of racially minoritized people and catalyzed revolutionary changes in psychology and education. Combining insights from personal and research experiences, Boykin authored the foundational triple quandary (TQ), a framework describing how Black Americans must navigate the often conflicting values and priorities of dominant mainstream society, the heritage culture of Black communities, and dynamics associated with being racially minoritized. TQ describes the unique developmental challenges faced by Black children, for whom misalignment between home cultural socialization and U.S. schooling often leads to pathologizing mischaracterizations of their attitudes and behaviors, resulting in chronic academic opportunity gaps. Boykin used his training as an experimental psychologist to empirically test the validity and explanatory utility of the TQ framework and to determine whether Black cultural values could be leveraged to improve student learning. Focusing on cultural values such as expressive movement, verve, and communalism, studies with his collaborators consistently supported Boykin's framework and predictions for improving Black student achievementrelated outcomes. Beginning in the early 2000s, Boykin and his colleagues began to scale the lessons of decades of empirical work into the talent quest model for school reform. The TQ and talent quest continue to evolve in their application, as scholars and practitioners have found them relevant to a diverse range of minoritized populations in American society and beyond. Boykin's work continues to bear on the scholarship, career outcomes, and day-to-day lives of many scholars, administrators, practitioners and students across disciplines and institutions.

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Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions

Cited by 17 publications

References 24 publications

Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for African American Middle School Boys

Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for African American Middle School Boys

Righting the historical record: Highlighting the significant contributions of Black psychologists in American schools.

From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology.

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