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

Abstract

There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences.

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

“…And although postcamp measures for African American students in the remaining two categories (i.e., NSE, and nanotechnology content knowledge) increased, the increases did not appear to be as profound as those for the non‐African American students. Given the prevalence and consistency of racial differences as an educational outcome (e.g., Davis, ; Muller, Stage, & Kinzie, ), we were not surprised that there might be some disparity. However, it was both puzzling and concerning that the disparity was so profound.…”

Taking it to the stage: Performing arts education and African American male academic identity development

“…While research substantiates the negative effects of school-based structural racism, a contrasting body of scholarship exists that identifies the factors that promote high academic achievement and school success for African American males. Specific strategies that bolster African American males' performance in literacy, English/language arts, mathematics, science, and technology are receiving increased attention (Davis, 2014, Emdin, 2011Moses & Moses, 2012;Tatum, 2012;Wright, 2011). Such strategies include providing more rigorous instruction, engaging students in culturally relevant learning experiences, ensuring access to highly qualified teachers, establishing high expectations for students, and enlisting support from parents and peers (Emdin, 2011;Gay, 2018;Harper & Associates, 2014;Hughes-Hassell et al, 2012;Moses & Moses, 2012).…”

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

“…They create and administer policies, programs, and standardized tests, and serve as gatekeepers in gifted education, honors, Advanced Placement (AP), International Baccalaureate (IB) programs and courses. Mathematics standardized test results and course grades have played a significant role in advancing a deficit perspective and narrative about Black male students' mathematical ability (Davis, 2014(Davis, , 2018Davis & Martin, 2008).…”

“…Valencia (1997) argues that "The deficit thinking paradigm posits that students who fail in school do so because of alleged internal deficiencies, such as cognitive and/or motivational limitations, or shortcomings socially linked to the youngstersuch as familial deficits and dysfunctions" (p. xi). Deficit perspectives lead to low teacher expectations and poor quality instruction that interferes with students' developing conceptual understanding and procedural fluency in mathematics, which is needed for advanced and college preparatory mathematics coursework (Davis, 2014;Lattimore, 2005aLattimore, , 2005bMcGee & Martin, 2011a, 2011bPolite, 1999).…”