
06454525
j
2015d.00230
Stinson, David W.
Negotiating the ``white male math myth'': African American male students and success in school mathematics.
J. Res. Math. Educ. 44, No. 1, 6999 (2013).
2013
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
C60
C30
African American students
males
high school students
academic persistence
mathematics achievement
secondary school mathematics
socialization
selfconcept
equity
diversity
socioeconomical status
http://www.nctm.org/publications/article.aspx?id=35224
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 poststructural theory, the concepts discourse, person/identity, and power/agency are reinscribed or redefined. The article also shows that using a poststructural 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.