On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education

By Niral Shah. 2011

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/20e3137bc3f128769450815de2886c5de45c1063

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Citations in the corpus

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, unknown): “…particularly for students of color (Hand, Penuel, & Gutiérrez, 2012; Langer-Osuna, 2007, 2011; Martin, 2000, 2009, 2012; Martin, Gholson, & Leonard, 2010; Nasir, 2000; Nasir & de Royston, 2013; Nasir & Hand, 2008; Nasir & Shah, 2011; Stinson, 2013; Turner, Dominguez, Maldonado, & Empson, 2013).”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “The student, Will, reported this exchange while being interviewed as part of a prior study (see Nasir & Shah, 2011).”
Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context (2016, background): “For example, Black men are expected to be more likely to engage in criminal behavior, have more trouble obtaining a good job, and to be less-involved parents [see Nasir & Shah, 2011].”
Equity, inclusion, and antiblackness in mathematics education (2019, background): “…(e.g. Anderson 1970; Battey and Leyva 2016; Berry, Ellis, and Hughes 2014; Chen and Buell 2018; Groves Price and Moore 2016; Gutierrez 2017; Martin 2008, 2009a, 2015; Martin, Anderson, and Shah, 2018; McGee and Martin, 2011; Nasir and Shah, 2011; Shah 2017, 2017; Stinson 2017; Wolfmeyer 2017).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “…American students, many of whom are surrounded by rhetoric at micro-, meso-, and macrolevel contexts filled with negative stereotypes and innuendo about Black competence [Nasir & Shah, 2011], emphasis on the achievement gap, and often limited framings of who they are and who they can become.”
Relational Equity as a Design Tool Within Making and Tinkering Activities (2016, background): “Her research in informal learning environments such as track, dominoes, and basketball contexts (Nasir, 2008, 2012; Nasir & Hand, 2008; Nasir & Shah, 2011) has provided in depth analyses of the ways in which informal spaces support the positive alignment of youth’s learning and social identities.”