About this paper

Appears in:
Page: 3099 (abstract only)
Publication year: 2013
ISBN: 978-84-616-3847-5
ISSN: 2340-1095

Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain

CASE STORIES OF MATHEMATICAL AND RACIAL IDENTITY AMONG BLACK GIRLS IN A SMALL URBAN SCHOOL DISTRICT

J. Jones

Rutgers, The State University of New Jersey (UNITED STATES)
This mixed methods and qualitative research focused on experiences of African-American female adolescents in an urban school district.

Data were collected to:
1) identify and analyze affective, social and mathematical interactions related to identity,
2) identify attitudes and beliefs pertaining to maths identity,
3) uncover stable dimensions of mathematical and racial identity.

Results document the influence of affect on their maths learning, and that the most important influences on their maths identity were classroom opportunities to work together on fun but challenging maths tasks, classroom environments in which both mistakes and correct answers are valued, and respect and value as members of classroom maths learning communities.

The primary goals were to:
1) illuminate affective, social, and mathematical events pertaining to racial and maths identity,
2) explore perceptions of racial and maths identity,
3) infer relationships between racial and maths identity.

Five African-American girls in a small urban public school district were videotaped, surveyed and interviewed during 7th grade, and surveyed and interviewed again during 9th, 10th and/or 11th grade. Three of the girls completed a racial identity inventory and participated in a group interview.
Girls in this study talked openly about their perceptions of racial identity, and consistently about the maths classroom experiences they valued most. All of the girls reflected on positive learning experiences during 7th grade maths class, and felt that opportunities to participate in maths explorations, discussions and problem-solving and group work had been few since then. All believed they had developed positive maths identities during 7th grade, and had retained positive maths attitudes, habits and abilities since then. The girls also reported similar, positive perceptions of their racial identity. Data substantiate the girls’ positive maths attitudes, beliefs, and behaviors, and influential factors on their self-described identities.
Maths attitudes survey responses and interview statements reveal the high regard each girl has for her own ability and potential as maths learner and “doer” of maths.

Results from the girls who completed the racial identity inventory (MIBI-t) indicated positive private regard for being Black. All three responded “really agree” to “I am happy that I am Black”, and “I am proud to be Black”. However, responses differed to statements on two ideology subscales. Two girls responded “really disagree” to the statement “I think it is important for Blacks not to act Black around White people” while one girl responded “kind of agree”. Another difference in the girls’ perception of Black’s relationship to other minorities is revealed in two girl’s response of “really agree” to “people of all minorities should stick together and fight discrimination”, in contrast to another girl's response “really disagree”.
All girls indicated positive feelings for the importance of maths in everyday life on the maths attitudes survey, and described using maths in terms of keeping track of money, shopping, earning money on the job, or getting paid for work but didn't convey a clear sense of the role of high school maths learning for success in college or future career opportunities and choices.
Although not generalizable, findings suggest future research focused on affect and complex dimensions of girls’ school maths experiences and development of maths identity.
@InProceedings{JONES2013CAS,
author = {Jones, J.},
title = {CASE STORIES OF MATHEMATICAL AND RACIAL IDENTITY AMONG BLACK GIRLS IN A SMALL URBAN SCHOOL DISTRICT},
series = {6th International Conference of Education, Research and Innovation},
booktitle = {ICERI2013 Proceedings},
isbn = {978-84-616-3847-5},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2013},
year = {2013},
pages = {3099}}
TY - CONF
AU - J. Jones
TI - CASE STORIES OF MATHEMATICAL AND RACIAL IDENTITY AMONG BLACK GIRLS IN A SMALL URBAN SCHOOL DISTRICT
SN - 978-84-616-3847-5/2340-1095
PY - 2013
Y1 - 18-20 November, 2013
CI - Seville, Spain
JO - 6th International Conference of Education, Research and Innovation
JA - ICERI2013 Proceedings
SP - 3099
EP - 3099
ER -
J. Jones (2013) CASE STORIES OF MATHEMATICAL AND RACIAL IDENTITY AMONG BLACK GIRLS IN A SMALL URBAN SCHOOL DISTRICT, ICERI2013 Proceedings, p. 3099.
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