“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

By Ebony O. McGee, D. Martin. 2011

528 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/55551e73f5db7041f2ba1ab04ba92a213e77a7da

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Citations in the corpus

Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, methodology): “Described in more detail elsewhere (McGee & Martin, 2011b), these strategies successfully protected their mathematics (and scholastic) achievements but had negative effects on their emotional stability.”
The Effect of Gender and Race Intersectionality on Student Learning Outcomes In Engineering (2015, background): “…Niemann, 1999), stereotype threat (Chinn, 2002) and outsider labeling (Collins, 1986) are well documented practices of oppression2 against minorities (Hurtado, Cabrera, Lin, Arellano, & Espinosa, 2009; McGee & Martin, 2011), and of women of color in particular (Tate & Linn, 2005; Turner, 2002).”
Devalued Black and Latino Racial Identities (2016, methodology): “My previous work demonstrates that, as a tactical response to the ongoing presence of racial threats, stereotype management emerged McGee along overlapping paths of racial, gender, and STEM identity development (McGee & Martin, 2011).”
Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “…his reaction could also be seen as a form of stereotype management, as a small portion of students from the larger studies did employ a lack of association with certain types of Black students as a strategy to maintain a more assimilated academic identity (McGee, in press; McGee & Martin, 2011b).”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “416 Unpacking the Male Superiority Myth and Masculinization of Mathematics other words, served as the college students’ spaces of authoring in which they engaged in identity work (Mendick, 2005a) by negotiating various discourses related to gender and mathematics. Mendick (2005a) discussed how “gend”
Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States (2014, background): “Karen’s (Ellington and Fredrick 2010) teacher held high expectations and supported Karen to achieve while Tinesha (McGee and Martin 2011a) used her teacher’s low expectations to motivate her reaction to achieve in the face of barriers.”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “In their study of six academically resilient, Black 4 mathematics and engineering college students’ life stories, for example, McGee and Martin (2011) examined how these students co-constructed their mathematics and racial identities through stereotype management in response to racial stereotypes…”
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).”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “Much attention has been given to racial narratives about Black mathematics learners, and how those narratives position Black students as mathematically inferior relative to White students (McGee & Martin, 2011; Steele, 1997; Stinson, 2008).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “…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 [Berry, 2008; Jackson, 2009; Martin, 2000, 2009; McGee & Martin, 2011a, b; Spencer, 2009; Stinson, 2009].”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “…classrooms because of the welldocumented potential for threatening environments to exist for students of color in science, technology, engineering, and math classrooms (e.g., McGee and Martin, 2011) and, thus, the resulting need for greater understanding of effective teaching in these classrooms.”
Latina/o Adolescents' Funds of Knowledge Related to Engineering (2016, background): “Many traditionally under-represented students in undergraduate engineering programs often feel like they “don’t belong,” in part because their cultural practices and identities do not comport with those of engineering cultures (Chinn, 1999; Foor, Walden, & Trytten, 2007; McGee & Martin, 2011).”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “…belief in their capabilities within and their conceptual and practical knowledge of their particular STEM discipline (Charleston et al., 2014; Gainor & Lent, 1998; Hunter, Laursen, & Seymour, 2007; Hurtado, Cabrera, Lin, Arellano, & Espinosa, 2009; Lent et al., 2005; McGee & Martin, 2011).”