Crystal Morton

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https://hdl.handle.net/1805/37543

Girls STEM Institute: Impacting Lives through a Loving and Holistic Approach

Dr. Crystal Morton is an Associate Professor of Mathematics Education in the Department of Urban Teacher Education at IUPUI School of Education. Currently, she is the Associate Dean for Research and Faculty Development, Director of Research for the Great Lakes Equity Center, and a Board member for Tech Point Foundation for Youth. She is also the founder and director of Girls STEM Institute. Girls STEM Institute aims to transform communities by empowering girls of color to become leaders, innovators, and educators who use STEM as a tool for personal and social change.

Dr. Morton’s scholarly work focuses on secondary mathematics education, emphasizing the role of informal STEM learning in fostering equitable and transformative mathematics teaching and learning experiences. She primarily examines the learning experiences and specifically mathematics learning experiences of Black girls in grades 3-12.

As a former high school mathematics teacher, she is passionate about providing historically marginalized populations opportunities to become the next generation of STEM professionals, leaders, and decision-makers.

Dr. Morton's commitment to provide young ladies of color (ages 9-18) with opportunities to develop an understanding of mathematics and other STEM concepts in meaningful and culturally grounded contexts is another great example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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A Story of African American Students as Mathematics Learners
(Ismail Sahin, 2014-07-01) Morton, Crystal Hill
Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority populations labeled as incompetent, unmotivated, and cognitively deficit. In the United States, African American female students are among minority populations who are often positioned as deficit when compared to the majority White population. This study investigates middle school African American female perceptions of themselves as learners and students’ knowledge of the meaning of ratio, proportionality, and how to apply and explain their application of proportionality concepts by examining written problem solving strategies over a three-year period. Students’ responses are analyzed according to the strategies they used to reach their final solution. The categories of strategies include no-response, guess and check, additive build up with and without a pictorial representation, and multiplicative. The majority of students in this study 86.5%, 69.2%, and 68.6% did not attempt or demonstrated no understanding in year one, two, and three respectively. Additionally, participants reported positive dispositions about themselves as mathematics learners.
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.
African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences
(Springer, 2013-01) Noble, Richard, III; Hill Morton, Crystal
This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2–3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students.
An investigation into sixth grade students’ understanding of ratio and proportion
(Sociedade Brasileira de Educação Matemática, 2014) Morton, Crystal Hill
Drawing 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.
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.
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.
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.
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.
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.
Faith Without Works is Dead II: Exploring the Role of Faith in Equity and Justice Centered Work
(Midwest and Plains Equity Assistance Center, 2022-03-24) Morton, Crystal Hill
In fall 2021, we had a powerful discussion with the following five Black women about the intersection of their faith tradition and community-engaged and justice-centered work. Today we will continue this critical discussion.

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