Race, Racial Projects, and Mathematics Education

By D. Martin. 2013

174 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/36b841991de825bd93eb7fd0268c98a0416def73

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In Education

In Sociology and Political Science

Citations in the corpus

Equity, inclusion, and antiblackness in mathematics education (2019, background): “…to educate Black learners clearly evidenced that ‘If the nation had minimal will to integrate Black children into their schools and other public institutions. . . it was certainly no more willing to integrate their needs into the [mathematics education] reforms of the day’ (Martin 2013, 325–326).”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “Such research has illuminated the brilliance of Black children independent of the need for comparison groups (Martin, 2013; Perry, Steele, & Hilliard, 2003).”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “…identity development (e.g., racial, gender, mathematical) have advanced interpretations of the student experience—how power relationships are enacted in learning spaces as well as how students interpret, internalize, and negotiate their experiences (e.g., Martin, 2013; Smith, 1998; Stewart, 2015).”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…coupled with these systemic issues, women’s and racially minoritized groups’ underachievement and underrepresentation come to be explained as these groups being inherently deficient of potential for mathematics success (Battey & Leyva, 2016, this issue; Martin, 2009, 2013; Mendick, 2006).”