Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys.

By R. Berry. 2008

200 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d7b8df635fb18ae65830d38cfd758661ac4e019

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Citations in the corpus

"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “…within mathematics education whose work focuses on students of color or other underrepresented populations explore the enactment of identity with respect to tracking, racism and race, culture, gender, and class (Berry, 2008; Martin, 2000, 2006; Solomon, 2009; Spencer, 2009; Walshaw, 2005, n.d.).”
“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): “(Martin, 2006a, p. 206) Research by several scholars (Atwater, 1993, 1995; McGee, 2009, under review; Ellington, 2006; Berry, 2008; Jackson 2009; J. Spencer, 2008a, 2008b, 2009; Stinson, 2006, 2009) has offered confirmation for these simultaneous constructions of racial and disciplinary identities,…”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “428 Unpacking the Male Superiority Myth and Masculinization of Mathematics Boaler, J. (2002b). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning (Revised and Expanded Edition). Mahwah, NJ: Erlbaum. Boaler, J. (2002c). Paying the price”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “Such participant–researcher connection captures the use of my “multiple identities as an interaction quality” (Berry, 2008, p. 472) to create welcoming spaces for the first-year Latin@ college women to share and reflect on their mathematics experiences.”
Equity, inclusion, and antiblackness in mathematics education (2019, background): “Given that few, if any Black parents and caregivers refer to their Black children as mathematically illiterate (Berry 2008; Martin 2000) one has to wonder where these ideas originate.”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “Subsequent studies involving African American learners have corroborated these findings (see Berry, 2008; Moody, 2004; Spencer, 2009; Stinson, 2008).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “As people become more (or less) central members of a community (i.e., a classroom community), changes in identity accompany changes in position and status [Berry, 2008; Carlone & Johnson, 2007; Jackson, 2009; Tan & Barton, 2008; Varelas, Becker, Luster, & Wenzel, 2002].”