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

Julius Davis
932 445

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.


Keywords


Black males; middle school mathematics; urban; standardized testing in mathematics

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology

Web of Science (ESCI) Index                        

                                    

  

International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2147-611X (Online)