id: 06454525
dt: j
an: 2015d.00230
au: Stinson, David W.
ti: Negotiating the “white male math myth”: African American male students
and success in school mathematics.
so: J. Res. Math. Educ. 44, No. 1, 69-99 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C60 C30
ut: African American students; males; high school students; academic
persistence; mathematics achievement; secondary school mathematics;
socialization; self-concept; equity; diversity; socio-economical status
ci:
li: http://www.nctm.org/publications/article.aspx?id=35224
ab: Summary: This article shows how equity research in mathematics education
can be decentered by reporting the “voices" of mathematically
successful African American male students as they recount their
experiences with school mathematics, illustrating, in essence, how they
negotiated the White male math myth. Using post-structural theory, the
concepts discourse, person/identity, and power/agency are reinscribed
or redefined. The article also shows that using a post-structural
reinscription of these concepts, a more complex analysis of the
multiplicitous and fragmented robust mathematics identities of African
American male students is possible ‒ an analysis that refutes simple
explanations of effort. The article concludes, not with “answers,"
but with questions to facilitate dialogue among those who are
interested in the mathematics achievement and persistence of African
American male students ‒ and equity and justice in the mathematics
classroom for all students.
rv: