Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students

By David Stinson. 2008

204 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/37fbbaf0705d1c12c4208b1f1e0de67b2f0484a6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? (2010, unknown): “Re-signifying/subverting such discourses (Butler 1993) requires that students do additional cognitive and emotional work (McGee 2009; Stinson 2008).”
Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, unknown): “…this in no way suggests that Black males fail to identify as doers of mathematics as a general rule (Clark, Johnson, & Chazan, 2009; Martin, 2000; Stinson, 2009), critical takes on mathematics instruction do allow for a broader participation structure in the mathematics classroom (Civil &…”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “Research on race in mathematics education has increasingly focused on students’ racialized experiences as mathematics learners (Berry, 2008; Martin, 2006, 2009; Stinson, 2008).”
Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States (2014, background): “…even within a context that ignores their needs and social realities, as a means to offer counterstories to the worn out deficit-driven monovocal narratives of low ability and low achievement (Berry 2005, 2008; Jett 2011; Martin 2000, 2006, 2008; Noble 2011; Stinson 2008; Thompson and Lewis 2005).”
Access to Mathematics: “A Possessive Investment in Whiteness”1 (2013, background): “…of this work focuses on the successful mathematics experiences of African American students (Berry, 2005; Martin, 2000, 2006a, 2006b; Moody, 2001; Stinson, 2008; Thompson & Lewis, 2005); others have attended to using culture and/or parents as a resource for Latino students (Anhalt,…”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “Mendick (2006) and Stinson (2008), for example, detailed how students are constantly negotiating gendered and racial discursive binaries of mathematics ability including “masculine/feminine” and “White/Black,” respectively, with masculinity and whiteness mapping onto mathematics ability.”
Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “Moreover, seemingly absent from the larger discourse on achievement and persistence outcomes are the voices of Black learners themselves, particularly those who are negotiating the mathematics pipeline (Ellington, 2006; Martin, 2006a, 2006b; Moody, 2003; Stinson, 2009).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “To date, emerging research shows that Black children’s mathematics identities are strong correlates of their mathematical success or failure and that teachers’ classroom practices and beliefs can dramatically shape these identities–not just for the short term but also over life spans (e.g., Berry, 2”
The Sociopolitical Turn in Mathematics Education (2013, methodology): “(2009)For specific connections to mathematics using a CRT framework, see for example, Berry (2008), Martin (2009), Rousseau and Tate (2003), and Stinson (2008).”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “Either race or gender, for example, has traditionally been adopted as the unit of analysis in extant research to understand social forms of marginalization among African Americans, Latin@s,7 and women in mathematics (Berry, 2008; Boaler, 1997, 2002b; Damarin, 2000; Fennema et al., 1998; Martin, 2000”
“You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students (2011, background): “…socially valued STEM disciplines (Berry, 2008; Ellington, 2006; Fullilove & Treisman, 1990; Gutiérrez, 2000; Hrabowski & Maton, 1995; Martin, 2000, 2007, 2009a; Maton, Hrabowski, & Schmitt, 2000; McGee, 2009, under review; Moody, 2003; Stinson, 2006, 2009; Tate, 2005a; Fullilove & Treisman, 1990).”