Browsing by Subject "African American students"
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Item An investigation into sixth grade students’ understanding of ratio and proportion(Sociedade Brasileira de Educação Matemática, 2014) Morton, Crystal HillDrawing on written assessments collected from 58 sixth grade students, this article discusses the results of a study that examined patterns in middle-grade boy’s and girl’s written problem solving strategies for a mathematical task involving proportional reasoning and their level of understanding of ratios and proportions. This work is a part of a larger, longitudinal project, Mathematics Identity Development and Learning (MIDDLE), that focused on the impact of mathematics reform on students’ development as mathematics knowers and learners and identifying processes the explains changes in students’ mathematical learning and self-conceptions. Findings the current work speaks to student strategy use, errors, and levels of understanding.Item Best Practice Program for Low-Income African American Students Transitioning from Middle to High School(2009) Gentle-Genitty, CarolynOn the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was “Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?” To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school.Item 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 ReneeIn 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.Item Challenging minds: Enhancing the mathematical learning of African American students through games(Information Age Publishing, 2012) Morton, Crystal; Yow, Jan A.; Cook, Daniela AnnMinority 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.Item EMPLOYING A PHENOMENOLOGICAL INQUIRY APPROACH TO EXPLORE A FEW URBAN AFRICAN AMERICAN MATH AND SCIENCE TEACHERS’ PERSPECTIVES ON NCLB AND ASSESSMENTS(Office of the Vice Chancellor for Research, 2013-04-05) Pinder, Patrice JulietThis study has two research components (parts). The first component of the study explored and sought to understand a few African American math and science teachers’ thoughts about the No Child Left Behind Act (NCLB) and assessment issues. The study utilized a qualitative phenomenological inquiry approach and four teachers participated in the study. Two of the teachers taught science and two taught math. The teachers all taught within an urban school district in Central Maryland which was made up of primarily African American students. Findings of this component of the research revealed that 75% of those teachers interviewed felt that “constant testing was ineffective.” Additionally, all of the teachers interviewed thought that the goals of the NCLB Act were “unrealistic” and did not take into account the “real” needs of inadequately prepared students. Most of the teachers also felt that the NCLB Act and the increase barrage of district and federally mandated tests brought about an increased pressure on them “to teach to the test.” The aforementioned details all pertained to the first component of the research study. The second component of this study focused on a critiquing of the Maryland High School math and science exit examinations/assessments. The exams/assessments were analyzed/critiqued in the following areas: test design, readability, validity, reliability, use of appropriate rubric/performance measurements, test item types, and bias issues/cultural and language sensitivity. The study concluded with recommendations made for more state’s tests critiques to take place and for more qualitative studies to be conducted with African American math and science teachers in other urban school districts in other U.S. states (e.g. Indiana) to examine these teachers’ feelings/perspectives on NCLB and increase testing.Item A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System(Sage, 2018) Taylor, Jerome; Kyere, Eric; King, Ѐpryl; School of Social WorkThe overarching purpose of this article is to introduce A Gardening Metaphor (AGM) as an evolving framework for accelerating the closure of racial achievement gaps in America. Toward this end, we provide: (a) an examination of the racial disparities in education that are disproportionately experienced by Black children; (b) a rationale for why racial achievement gaps must be closed; (c) an introduction to components of AGM; and (d) discussion of AGM gap closing potential through case study with implication for research and practice.Item Hip-Hop and Mathematics: A Critical Review of Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum(2014-07) Davis, Julius; Bannister, Vanessa R.; Mutegi, Jomo W.Early HHBE [Hip-Hop Based Education] practices have taken place most often in language arts and English education classrooms because of rap music’s clear and intuitive connections to the written, spoken, and poetic word. However, researchers and practitioners must forge meaningful connections to other disciplines, including those (like math and science) that are alleged to be culturally neutral. (Hill & Petchauer, 2013, p. 3)Item Measuring Racial Climate in Schools of Social Work: Instrument Development and Validation(The original doi for the as-published article is doi:10.1177/104973150201200104. To access the doi open the following DOI site in your browser and cut and paste the doi name where indicated: [LINK]http://dx.doi.org[/LINK].[BREAK] Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students, please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2002-01) Pike, Cathy KingObjective: This article reports the initial validation of an instrument designed to measure racial climate in programs and schools of social work. Method: An unduplicated sample of students from one school of social work (N = 182) responded to a survey of racial climate. Psychometric analyses were computed to determine the reliability and validity of the instrument’s scales. Results: The scales attained high levels of internal consistency reliability, had a stable factor structure for the items as they were hypothesized, and performed well in preliminary analyses of convergent construct and known-groups validity. Conclusions: The results provided initial evidence of internal consistency reliability and content, construct, factorial, and known-groups validity.Item Relevance and Beyond: The Role of Socially Transformative Curriculum in Science and Mathematics Education. Equity by Design(Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Mutegi, Jomo W.; Smith-Mutegi, DemetriceThe curriculum design of educational programs is pivotal to the success of Black students in mathematics and science. It is essential to implement a curricular approach that values the experiences of Black students. In this "Equity by Design" brief, we will provide an overview and framework of/for socially transformative curriculum, and discuss how it can help to rehumanize the mathematics and science learning experiences of Black students.Item “Returning to the Root” of the Problem: Improving the social condition of African Americans through Science and Mathematics Education(Catalyst, 2017) Pitts Bannister, Vanessa R.; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Debra D.; School of EducationThe underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.