Perspectives or Theoretical Framework for the Research:

The experiences of African American females in the mathematics classroom have been scarce. Much of the research, particularly in the early grades, focuses on test scores and concerns about low achievement in mathematics (The College Board, 1999; Center for Educational Policy, 2001; National Center for Educational Statistics, 2001). Additionally, when the experiences of African American females and their journey in mathematics are addressed, notions of involuntary isolation, low expectations due to gender and/or race and lack of mentorship and support have all been cited as factors that can deter these women from obtaining higher degrees in mathematics (Borum, 2010). This session looks at 2 studies that explore the experiences of K – 12 African American females in the mathematics classrooms. The three research questions that will be addressed in this session are the following:

1)    What attitudes and beliefs did these African American females hold regarding their mathematics learning?

2)    How did role models, organizations, and/or other programs support their mathematical development?

3)    What factors supported or hindered their success in mathematics?

Methods, Techniques, or Modes of Inquiry for the Research:

This session will address two different studies that were conducted. The first study was part of a larger ethnographic study, entitled Mathematics PLUS (MathPLUS), which had the goal of examining the relationship between teacher learning and student performance in urban elementary schools. The research for this session focuses on the mathematics learning and interactions of 4 African American girls in grades 1-4 over a period of at least 3 years. The analysis of the data followed in the tradition of ethnographic research beginning with the individual coding of the student observations. The codes were drawn in part from the research on African American cultural dimensions and offered a framework on how African American children interact with the world and in school that is particular to their cultural and psychological orientation (Boykin, 2001; Shade, 1982; Waddell, 2010; Willis, 1989). 

The second study traced the formative, professional, and personal experiences of twelve African American women who have their Ph.D. in mathematics. For this session, experiences regarding their pre-schooling through their high school years will be explored. A black feminist thought framework and grounded theory format were used for analysis. The black feminist framework was used in order to examine the lives of black women and discuss commonalities and differences between and within the women (Collins, 1991). Grounded theory was used in order to carefully scrutinize the data (Strauss, 1987).  

Data Sources or Evidence for the Research:

For the first study, the data included bi-monthly student classroom observations and 3 video-taped clinical student interviews per year over the 4 years of data collection. For coding continuity, benchmark examples were selected for each code. Also with the coding of each successive student, each category and code was reviewed and checked for coherence of the definitions with the new student.  After the coding for all students was completed, counts of each code were made to provide initial information on patterns in students’ interactions.  These counts were tabulated for each student by grade and then again over the entire study.

For the second study, semi-structured interviews were conducted for all the women mathematicians. Additionally, a retrospective analysis of the history of women mathematicians and their formal schooling was explored in detail in order to connect trends and seek differences. Using the interviews and a historical perspective, the three research questions above were considered and answered. Nvivo software was also used for the organization and creation of themes and matrices within the interviews.

 Results and/or Conclusions:

In the first study, the analysis suggests that the African American girls did not see themselves as competent math learners, and saw boys as being the students who were the most mathematically competent. The girls also revealed strong family support that stressed the importance of math and understood the need to excel in it, even as they struggled to learn mathematics. However, even with this viewpoint, the girls enacted classroom patterns of practice that portrayed themselves as competent and confident learners.

A model of success was created for the second study. This model of success speaks to the factors that contributed to the success of the black women mathematicians who were interviewed. The model also addressed those negative factors that almost caused some of the women to abandon their interest in mathematics. The model consists of extrinsic factors such as: support, encouragement, low expectations in mathematics due to gender and/or race and intrinsic factors such as: self-perception of mathematical ability and mathematical enjoyment.

Both studies considered characteristics needed for developing a more effective mathematics classroom and for motivating African American females to excel in mathematics at various grade levels.

Educational or Scientific Importance of the Research:

Studies continue to discuss the paucity in the number of women and minorities who enter mathematics and other STEM fields (Heilbronner, 2009). Some educators are recognizing the importance of motivating women, in particular, African American females in the sciences at an early age (Hammrich, 2006). This session speaks to these issues by allowing the voices of African American females and their experiences in the mathematics classrooms be heard. The experiences expressed by these African American girls and women can inform mathematics educators on ways to reflect on their own culturally relevant pedagogy and instruction in the classroom (Ladson-Billings, 1994).

Organization of the Session:

1. Introductions – questionnaire about current work with AA girls
2. Presentation of study 1
3. Presentation of study 2
4. Review and discussion of culturally relevant pedagogy classroom observation guide
5. Review and discussion of Model of Success
6. Video to consider/discuss CRP guide and Model of Success
7. Questions from session participants

References

Borum, V. 2010. Building a Model for Success: Examining Black Women with Doctoral Degrees in Mathematics, Ph.D. Thesis, Columbia University.

Boykin, W. 2001. “The challenges of cultural socialization in the schooling of African-American elementary school children: Exposing the hidden curriculum”. In W. Watkins, J. Lewis, V. Chou (Eds.), Race and Education: The roles of history and society in education African American students. 190-99.             Boston, MA: Allyn and Bacon.

Center on Education Policy. 2001. “It takes more than testing: closing the             achievement gap”. Report. 

The College Board. 1999. “Reaching the top”. National Taskforce on Minority High

Achievement. Report. 

Collins, P. 2001. Black feminist thought: Knowledge, consciousness, and the politics of

empowerment. Hammersmith, London: The University Press, Cambridge.

Hammrich, P.L. 2006. Sisters in science: Confronting equity in science and mathematics

            education. In R. Taylor (Ed.), Addressing the achievement gap: findings and applications

            (pp. 79-96). United States: Information Age Publishing.

Heilbronner, N. N. 2009. Jumpstarting Jill: Strategies to nurture talented girls in your science

classroom. Gifted Child Today, 32(1), pp. 46-54.

Ladson-Billings, G. 1994. The Dreamkeepers: Successful teachers of African-American children. 

San Francisco:  Jossey-Bass.

National Center for Education Statistics. 2001. Educational achievement and black-white

inequality. Washington, DC: U.S. Department of Education.

Shade, B. 1982. “Afro-American cognitive style: a variable in school success?”. Review of

Educational Research. 52(2). 219-244.

Strauss, A.L. 1987. Qualitative analysis for social scientists. New York, NY: Cambridge

University Press.

Waddell, L.  2010.  “How Do We Learn?  African American elementary students learning reform

mathematics in urban classrooms”. Journal of Urban Mathematics Education. 3(2). 116-

154.

Willis, M. 1989. “Learning styles of African American children: A review of the literature and

interventions”. Journal of Black Psychology. 16(1). 47-65.