Shooting for the Stars: A Case Study of the Mathematics Achievement and Career Attainment of an African American Male High School Student

Abstract

The mathematics success of African American male adolescents has been given limited attention. Most often, African American males are viewed in terms of their failure as opposed to their success. This tendency to focus almost exclusively on African American failure is a debilitating feature of extant literature and it constrains our understanding of African American mathematics achievement. Malik Williams is one case that stands in opposition to the norm. Realizing the importance of advanced mathematics to his college and career goals, Malik petitioned his principal to have a Pre-Calculus/Calculus course offered at his school. This article documents the story of Malik's success and in so doing, identifies key themes that inform current understanding of the mathematics achievement and career attainment of African American male students.

Access to Mathematics: “A Possessive Investment in Whiteness”1

“…In invoking their agency, these marginalized groups have chosen to take advantage of the perceived instrumental value of mathematics education. This is consistent with the growing body of work documenting African American success in mathematics and viewing mathematics access as a form of liberatory pedagogy (Berry, 2005;Martin, 2000Martin, , 2006aMartin, , 2006bMoody, 2001;Stinson, 2008;Thompson & Lewis, 2005). However, taking mathematics courses alone will not solve the problem of access to universities, living-wage jobs, and affordable housing because all groups are taking more mathematics.…”

“…Some of this work focuses on the successful mathematics experiences of African American students (Berry, 2005;Martin, 2000Martin, , 2006aMartin, , 2006bMoody, 2001;Stinson, 2008;Thompson & Lewis, 2005); others have attended to using culture and/or parents as a resource for Latino students (Anhalt, Allexsaht-Snider, & Civil, 2002;Civil & Bernier, 2006;Gutstein, 2005Gutstein, , 2006. This research challenges the dominant narrative that treats the underachievement of students of color as a given or related to their lack of concern for educational attainment.…”

“I Once Was Lost, but Now Am Found”

“…Berry proposed that issues of race and gender be brought to the fore when constructing methods to address the mathematics achievement levels of African American male students. Thompson and Lewis (2005) conducted a case study of an African American male high school student, Malik, who petitioned to have another mathematics course added to the curriculum at his high school. Understanding that he would need advanced mathematics for his desire to become a pilot in the future, Malik went to the school's principal on several occasions to ensure that a Precalculus-Calculus course would be offered.…”

The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community

“…This body of research has explored successful (Berry, 2003;Jett, 2009;Nobles, 2009;Stinson, 2004) and less-than-successful (Corey, 2000;Polite, 1999) Black males' mathematics experiences in urban, suburban, and rural settings throughout the United States. Researchers have examined interventions and pedagogical strategies (Corey, 2000;Murrell, 1994;Terry, 2009;, first-person accounts (Berry, 2003), advanced mathematics course participation (Polite, 1999;Thompson & Lewis, 2005), and factors contributing to college and graduate school success in mathematics (Jett, 2009;Nobles, 2009). …”