Browsing by Author "Morton, Crystal"

Now showing 1 - 10 of 25
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    African American Female Students’ Mathematics Experiences
    (Office of the Vice Chancellor for Research, 2013-04-05) Berhane, Saba Na'Imah; Morton, Crystal
    Given the paucity of studies that focus specifically on African American female students in relation to mathematical development, this study is an effort to address the gap in empirical knowledge. Using interview data, this qualitative pilot study sought to understand African American female middle school students’ perceptions of: (1) mathematics; (2) themselves as learners and (3) their mathematics learning experiences. This study focused on the middle school years, because it is during these years that students solidify their conception of self as mathematics learners, develop stable beliefs about their ability to do mathematics and the importance of mathematics. Common themes emerged from the data, including strong identities as learners and positive attitudes towards academic success in general and in mathematics.
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    Beyond Traditional: A Guide for Equitable and Responsive Mathematics Curriculum
    (Midwest and Plains Equity Assistance Center, 2022-09) Morton, Crystal
    When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This "Equity Tool" is designed to assist educators in reviewing curricula to determine if it supports equitable and responsive mathematics learning experiences. Additionally, this tool can also serve as a starting point for curriculum development.
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    Black Girls and Mathematics Learning
    (Oxford, 2020) Morton, Crystal; Tate McMillan, Danielle; Harrison-Jones, Winterbourne
    Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.
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    Black Grandmother Power: The Art and Wisdom of Caregiving and Leadership
    (2024-02) Rowley, Latosha Morvette; Jackson, Tambra; Santamaría Graff, Cristina; Murtadha, Khaula; Morton, Crystal
    Black grandmothers often take on the dual role of caregivers and leaders within their families. The caregiving and leadership practices demonstrated by grandmothers enables Black children to resist social inequities and oppression that they encounter in their lives. The narratives of Black grandmothers and their caregiving and leadership roles remain underexplored/absent from the existing research on the Black family. This research proposes to fill the gap in literature by analyzing multiple case studies in which Black grandmothers testify to their lived experiences with deploying caregiving love to ensure the social, emotional, physical, educational, and spiritual well-being of their grandchildren. These case studies have been analyzed through the theoretical lens of Africana Womanism and Black Womanist Leadership. By understanding the leadership experiences and efforts of Black grandmothers, as well as the barriers they have encountered because of their intersectional positionalities they occupy, there are applicable insights into culturally responsive school leadership, instruction, curriculum, policies, and practices. Uncovering these insights can improve academic growth and development for Black children.
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    Centering F.a.M.I.L.Y in Black Girls' STEM Learning. Equity by Design
    (Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Palmer-Azikiwe, Chanae; Barlow, Marva Renee
    In this "Equity by Design" brief, the authors describe the F.a.M.I.L.Y (Fostering and Maximizing Interdisciplinary Learning Year-round) Project and discuss the Project's importance and impact on Black girls and their caregivers. The brief ends with a discussion of strategies implemented during the F.a.M.I.L.Y Project to create a holistic and inclusive environment for STEM learning and positive STEM identity development.
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    Centering F.a.M.I.L.Y. in Black Girls STEM Learning
    (Indiana STEM Education Conference, 2023) Morton, Crystal; Nelson, Lawren; Wilmoth, Idaila
    The Fostering and Maximizing Interdisciplinary Learning Year-round (F.a.M.I.L.Y) was a one-year pilot study that provided Black girls and their caregivers with an opportunity to complete collaborative, life-enriching, multidisciplinary, and socially transformative STEM experiences to explore how these learning experiences impact Black girls and their caregivers' enjoyment of STEM, interest in STEM content and careers, and understanding of STEM as a tool for personal and social change. Seven families for a total of 11 scholars and seven caregivers participated in the study. We hosted 10 online learning sessions and one end-of-year face-to-face session. We explored topics related to chemistry, forensic science, mathematics and food insecurity, geography, organ donation, and financial wellness.
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    Challenging minds: Enhancing the mathematical learning of African American students through games
    (Information Age Publishing, 2012) Morton, Crystal; Yow, Jan A.; Cook, Daniela Ann
    Minority Access to Revolutionary Instructional Extensions (MATRIX) is a two-part pilot project that couples parent engagement and supplemental mathematics instruction. The MATRIX supplemental mathematics curriculum is built around six games designed to foster the mathematical development of elementary students. This article describes the MATRIX mathematics curriculum and provides findings related to the project’s impact on African American students’ number sense and attitudes towards mathematics.
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    From Compliance to Empowerment: Mediating Teacher Activity in Data Team Meetings Through Cultural Historical Activity Theory and Collaborative Inquiry in the Context of Neoliberal Education Reform
    (2024-07) Rusnak, Kathryn Noel; Thorius, Kathleen King; Maxcy, Brendan; Morton, Crystal; Murphy, Hardy; Scheurich, Jim
    This qualitative case study focuses on the impact of neoliberal education reform on an urban charter school serving students of Color. This study has two main objectives: to examine how neoliberal reform influences the goal-oriented actions of data meetings (DMs) in an urban elementary school and engages in a formative intervention methodology to collaborate with educators in addressing(mediating) our assumptions around the ways of measuring what students know and learn, paying particular attention to how teachers' language and decisions reflect neoliberal ideologies. Cultural Historical Activity Theory (CHAT) methodology and an expansive learning cycle provide a framework to collect and analyze data of teachers' goal-oriented actions in the context of neoliberal reform and standardized testing to aide in understanding and interpreting joint activity systems in educational institutions. The study's significance lies in the potential for intentional teacher learning activities that challenge and transform the marginalizing effects of neoliberal education reform, particularly in relation to standardized testing at the intersections of race and ability. Key findings of the study are the complex challenges educators face in balancing accountability policy requirements with the unique needs of their students. It emphasizes the importance of professional learning that moves away from individual performance toward collective agency.
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    Girls STEM Institute: Impacting Lives through a Loving and Holistic Approach
    (Center for Translating Research Into Practice, IU Indianapolis, 2024-02-23) Morton, Crystal
    Girls STEM Institute (GSI) provides an affirming system of support for girls of color focused on STEM (science, engineering, technology, and math) identity and overall wellness and well-being and seeks to rehumanize their STEM learning experiences. During this conversation, Dr. Crystal Morton and her community partners provide an overview of and discuss the ways GSI has positively impacted the lives of program scholars and their families through a loving and holistic approach.
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    Girls Stem Institute: Transforming and Empowering Black Girls in Mathematics Through Stem
    (National Council of Teachers of Mathematics, 2018) Morton, Crystal; Smith-Mutegi, Demetrice; School of Education
    With the growing interest in STEM at both the national and international level, as well as the persistence in racial disparities in educational achievement, it is crucial that educators provide learning experiences that foster the positive development of Black females’ mathematics and science identities. This chapter will describe Girls STEM Institute (GSI), a program designed to support the positive development of Black females as learners and doers of mathematics and science. GSI provides learners who identify as Black and female an opportunity to develop an understanding of mathematics and other STEM concepts in a meaningful and culturally grounded out-of-school context. Within GSI’s rich, rigorous, relevant, and supportive environment, young ladies have the freedom to grow interpersonally and intellectually and are empowered to use STEM as a tool for personal and social change.