Researching Race in Mathematics Education

By D. Martin. 2009

453 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bf662ae2e8c6b0db220e62d42695481bd4003430

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Citations in the corpus

Young, Black, Mathematically Gifted, and Stereotyped (2013, methodology): “Scholars who are critical of reform efforts suggest that those responsible for reforming mathematics curricula have supported improvements for the students most capable of going to college based on grades and standardized test scores (Martin, 2009b; Rousseau & Tate, 2003).”
Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective (2016, background): “…there is a contemporary concern about the extent to which and how mathematics education scholars consider race, racism, and racialization whether within 'mainstream' scholarship or scholarship that deals explicitly with equity-or justice-related issues (Martin, 2009; Parks & Schmeichel, 2012).”
Access to Mathematics: “A Possessive Investment in Whiteness”1 (2013, background): “However, this positioning is disingenuous when considering Asian subgroups such as the Hmong, Vietnamese, Filipino, and Laotians that are not served well in the workforce or by educational institutions (Martin, 2009).”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “• Recognize that certain groups have been positioned as antiintellectual (Martin, 2009; Steele, 2003)”
The Sociopolitical Turn in Mathematics Education (2013, methodology): “education journals without a mathematics focus (see for example, Ellis, 2008; Gutiérrez, 2009; Martin, 2009; Stinson, 2006; 2008), international mathematics education journals (two Mathematical Teaching and Learning special issues—vol.”
Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics (2011, background): “Martin (2009) contends that mathematics learning and participation should be conceptualized as “racialized forms of experience” that are structured by the relations of race that exist in the larger society (Martin, 2009; p. 299).”
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “Furthermore, because ability categories are mapped onto other socially constructed categories, the culture of exclusion is both a product of and a tool for the maintenance of racial, gender, linguistic, economic, and other hierarchies (R. Gutiérrez, 2002; Martin, 2009).”
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship (2018, background): “…they do not attend to the cultural heterogeneity in students’ sense-making and participation (Gutieŕrez & Rogoff, 2003; Lee, 2008; Rosebery, Ogonowski, DiSchino, & Warren, 2010), nor the historical and systemic violence and barriers experienced by students from non-dominant groups (Martin, 2009).”
Race, Racial Projects, and Mathematics Education (2013, background): “However, several scholars (e.g., Gutiérrez, 2008; Martin, 2009c; McGee, 2009; Nasir & Shah, 2011; Spencer, 2009; Stinson, 2011; Weissglass, 2002) have recently provided extended analyses of the way that race has been inadequately conceptualized in mainstream mathematics education.”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “Scholars are, therefore, calling for a more complex understanding of students’ gendered mathematics experiences, particularly at multiple intersections with other socially constructed identities (Campbell, 1989; Damarin & Erchick, 2010; Esmonde, 2011; Esmonde, Brodie, Dookie, & Takeuchi, 2009; Lim, ”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…teachers’ higher TASMD scores may be interpreted as responding to their minority nonWhite students’ specific needs, namely protections and supports in racialized environments that place students of color at the bottom of the “racial hierarchy of mathematics ability” (Martin, 2009, p. 315).”
What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools (2013, background): “Although decades of social and structural efforts have certainly reduced collective perceptions of African American intellectual inferiority, themes from this narrative remain, including in contemporary discourse related to achievement gaps, disproportionate graduation rates, and disproportionate co”
Devalued Black and Latino Racial Identities (2016, background): “…the historical legitimization of race-based stereotypes, biases, and other forms of legalized social stratification (e.g., policies, laws, and commonplace practices) strongly communicate to Students of Color that they are underqualified and incapable of STEM intellectual endeavor (Martin, 2009).”
“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): “ties in participation and prone to racial stereotypes about ability and competence (Martin, 2009b; McGee, under review; Nasir, McLaughlin, & Jones, 2009; J. Spencer, 2008a, 2008b, 2009; Stinson, 2006; Strutchens & Silver, 2000; Tate, 1994, 1995a, 1995b).”
Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative (2013, background): “…it can be argued that students’ mathematical experiences in the United States have been highly racialized across time and continue to be so today (Martin, 2006, 2007, 2009), it is important to identify important sites of study that provide insights into how mathematics education, race, teacher…”