Recruitment and retention of African American males in high school mathematics

McGlamery, Sheryl; Mitchell, Carol T.

doi:10.1007/s12111-000-1023-6

Cited by 10 publications

(6 citation statements)

References 6 publications

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“…Researchers have also found that mathematics teachers play a major role in supporting Black male students in gaining access to and achieving in advanced mathematics courses by tutoring and teaching them before, during, and after school and providing encouragement and needed redirection (Thompson & Davis, 2013). McGlamery and Mitchell's (2000) research provided an even deeper insight into how a school intentionally focused on providing underrepresented Black male high school students with access to advanced mathematics courses. The researchers studied high school mathematics teachers' efforts to recruit and retain 185 Black male students in advanced mathematics courses.…”

Section: Needed Support Structures For Black Male Students In Advanced Mathematics Coursesmentioning

confidence: 99%

“…Because Black males' scores and grades are not always an accurate reflections of their intelligence and potential, we call for a moratorium on the participation requirements of teacher referral and minimum standardized test scores and course grades. Instead, we recommend teachers follow the methods used in McGlamery and Mitchell's (2000) study: actively recruiting and supporting Black males. Their study reports how five high school mathematics teachers created a plan to recruit Black males into college-track mathematics courses.…”

Section: Recommendation 1: Increase Recruitment Of Black Males Into Advanced Mathematics Courses By Changing Requirementsmentioning

confidence: 99%

“…Teacher-led advanced mathematics reform has proven to be effective and supported by administrators. For example, the mathematics teachers in McGlamery and Mitchell's (2000) study supported students by creating a homework help center and hotline, offering STEM-themed summer research opportunities, changing pedagogical strategies to make them more effective (e.g., project-based instruction, building rapport and relationships with students), altering curricular content (e.g., problem-solving, critical thinking tasks, and labs), and building a welcoming classroom environment (e.g., relevant classroom décor, self-selected groups).…”

Section: Recommendation 2: Increase Support Structures Provided To Black Males In Mathematicsmentioning

confidence: 99%

“…Peers have also played a major role in providing support for Black males in advanced mathematics courses. The cohort model in McGlamery and Mitchell's (2000) study provided a naturally supportive peer group, which helped them succeed in advanced mathematics courses. This strategy is consistent with extant research and recommendations to provide Black male students with learning communities, networks, and cohorts (Hrabowski et al, 1998;Jett, Stinson, & Williams, 2015;McGlamery & Mitchell, 2000;Thompson & Davis, 2013).…”

Section: Recommendation 2: Increase Support Structures Provided To Black Males In Mathematicsmentioning

confidence: 99%

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Identifying and Supporting Black Male Students in Advanced Mathematics Courses Throughout the K-12 Pipeline

2019

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Black male students are underrepresented in advanced mathematics programs and courses. White adults and students are the primary beneficiaries of these specialized mathematics options, thereby making them White institutional spaces. There has been a call to focus on the underrepresentation of Black male students in advanced mathematics courses. This article examines the scholarly literature about Black male students' mathematical experiences. We conclude by providing recommendations for increasing Black male students' representation in specialized mathematics spaces and how to use the knowledge to transform their lives and community.

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Section: Needed Support Structures For Black Male Students In Advanced Mathematics Coursesmentioning

confidence: 99%

Section: Recommendation 1: Increase Recruitment Of Black Males Into Advanced Mathematics Courses By Changing Requirementsmentioning

confidence: 99%

Section: Recommendation 2: Increase Support Structures Provided To Black Males In Mathematicsmentioning

confidence: 99%

Section: Recommendation 2: Increase Support Structures Provided To Black Males In Mathematicsmentioning

confidence: 99%

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Identifying and Supporting Black Male Students in Advanced Mathematics Courses Throughout the K-12 Pipeline

2019

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“…Researchers have shown that teachers who are supportive and caring help to foster positive mathematical identities for students (e.g., McGlamery and Mitchell, 2000;Berry, Thunder, and McClain, 2011;Seymour and Hewitt, 1997). Even though much is known about students' perceptions of mathematical identity and teachers' practices in relation to forming mathematical identity, there is little research investigating how teachers perceive what it means to be good at mathematics or smart at mathematics and how this is played out within the classroom.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

An Examination Of Teachers' Perceptions And Implementation Of Learning Trajectory Based Professional Development

Wickstrom

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This dissertation and all of my graduate work would not be possible without the support, guidance, and love of so many people in my life. Through each year at Illinois State University, I have been fortunate enough to encounter supportive, creative, and challenging souls that have shaped my journey thus far. I would first like to thank Dr. Cynthia Langrall. She and Dr. Edward Mooney encouraged me to continue toward the doctorate after finishing my master's degree. Their faith and support started me on this journey. Since then, Cindy has been ever present in my life giving me just the right amount of support and guidance throughout the process. I am so thankful to have worked with Cindy. Secondly, I would like to thank Dr. Beth Hatt. Beth has continually encouraged me to go out of my comfort zone and explore the many facets of qualitative research. Without Beth, I would not have had the courage to conduct this study. Each step of the dissertation process, she has been an amazing mentor and friend. I would also like to thank Dr. Jeffrey Barrett, Dr. Jae Baek, Dr. Craig Cullen, and Dr. Jennifer Tobias for allowing me to be a part of their work with teachers. Each of these professors provided me with support, guidance, and feedback as I learned how to study teachers at work. My work with them helped to spark my dissertation idea and shape my future research plans. I would also like to thank Dr. Tami Martin for her support throughout graduate school and for acting as one of my committee members. I am also grateful for the support and guidance of all of my other professors at Illinois 6. Example of event within matrix 7. Codes for event types 8. Mrs. Grey's interview tasks 9. Events that Mrs. Grey noticed during Interview 1 10. Events that Mrs. Grey noticed during Interview 2 11. Events that Mrs. Grey noticed during Interview 3 12. Events that Mrs. Grey noticed during Smartboard Lesson 13. Events that Mrs. Grey noticed during Relating Units of Measure Lesson 14. Events that Mrs. Grey noticed during Area Conservation Lesson 15. Summary of all student actions Mrs. Grey noticed 16. Mrs. Grey professional development questions 17. Events that Mrs. Purl noticed during Interview 1 18. Events that Mrs. Purl noticed during Interview 2 19. Events that Mrs. Purl noticed during Interview 3 x 20. Events that Mrs. Purl noticed during Smartboard Lesson 21. Events that Mrs. Purl noticed during Relating Units of Measure Lesson 22. Events that Mrs. Purl noticed during Area Conservation Lesson 23. Summary of all student actions Mrs. Purl noticed 24. Mrs. Purl professional development questions 25. Mrs. Brownstein interview tasks 26. Events that Mrs. Brownstein noticed during Interview 1 27. Events that Mrs. Brownstein noticed during Interview 2 28. Events that Mrs. Brownstein noticed during Interview 3 29. Events that Mrs. Brownstein noticed during Candy Filling Task 30. Events that Mrs. Brownstein noticed during Building and Filling Lesson 31. Events that Mrs. Brownstein noticed during Volume Assessment 32. Summary of all student actio...

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The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics

Thompson¹,

Davis

2013

Urban Rev

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Recruitment and retention of African American males in high school mathematics

Cited by 10 publications

References 6 publications

Identifying and Supporting Black Male Students in Advanced Mathematics Courses Throughout the K-12 Pipeline

Identifying and Supporting Black Male Students in Advanced Mathematics Courses Throughout the K-12 Pipeline

An Examination Of Teachers' Perceptions And Implementation Of Learning Trajectory Based Professional Development

The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics

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