A Closer Look at Black-White Mathematics Gaps: Intersections of Race and SES in NAEP Achievement and Instructional Practices Data.

By S. Lubienski. 2002

209 citations recorded by the source corpus.

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Citations in the corpus

Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys. (2008, background): “The literature on the course enrollment patterns of African American students shows that the percentage of African American students enrolled in high-level mathematics course has not significantly changed over time (Lubienski, 2002; Lubienski et al., 2004).”
Researching Race in Mathematics Education (2009, methodology): “For example, in a widely proliferated statement, it has been claimed—based on results from the National Assessment of Educational Progress (NAEP)—that African American 12th graders possess mathematics skills and abilities at the level of white eighth graders (e.g., Education Trust, 2003; A. Thernstr”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, unknown): “…influences of race and ethnicity (Birenbaum & Nasser, 2006; Brandon, Newton, & Hammond, 1987; Riegle-Crumb & Humphries, 2012; Stanic & Hart, 1995), culture (Hanna, 1989; Oppland-Cordell, 2014), class (Lubienski, 2002; McGraw, Lubienski, & Strutchens, 2006), and sexuality (Esmonde et al., 2009).”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “This finding is also true for recent studies in mathematics education (e.g., Lubienski, 2002; Strutchens & Silver, 2000).”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “Lubienski (2002) analyzed NAEP data from 1990 to 2000 and found that Black–White gaps on math performance were significant at both the lowest and highest SES levels and that the lowest SES White students consistently scored equal to or higher than the highest SES Black students across three grades…”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “…considering the fact that research has documented how low-income students of color in urban schools have limited access to highquality mathematics teaching and supportive teacher–student relationships (Jerome, Hamre, & Pianta, 2009; Ladson-Billings, 1997; Lubienski, 2002; Pianta & Stuhlman, 2004).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “I suspect this paradox results from a big-fish little pond effect (BFLPE) (Goldsmith, 2011; Marsh, 1987) due to the fact that African Americans, on average, attend the most racially and economically segregated schools in the United States.”