Advancing African-American, Urban Youth in Mathematics: Unpacking the Success of One Math Department

By Rochelle Gutiérrez. American Journal of Education, 2000

79 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cab3496a5ab2de475b4794b80899799046bb45f7

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Citations in the corpus

Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002, methodology): “Researchers studying the impact of teacher workplace (e.g., Gutiérrez, 2000b, in press; Hargreaves, 1994; Johnson, 1990; Little & McLaughlin, 1993; McLaughlin, Talbert, & Bascia, 1990; Siskin & Little, 1995; Stodolosky & Grossman, 2000) have argued that what teachers do in practice is influenced by…”
Power, Identity, and Mathematical Practices Outside and Inside School (2013, methodology): “Martin (2009) and others (Gutstein, 2006; Gutiérrez, 2000) have taken up this challenge and developed work in the area of critical mathematics.”
Race, Racial Projects, and Mathematics Education (2013, background): “Unfortunately, racism—especially white supremacy1 (Allen, 2001; Anderson, 1990; Ernest, 2009; Gutiérrez, 2000; Joseph, 1987; Leonard, 2008; Powell, 2002; Weissglass, 2002)— rarely has been centered in the analyses, rarely theorized for conceptual clarity, and rarely theorized in relation to the mark”
“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): “…among Black students in the academically competitive and 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;…”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “For instance, high-achieving Latinos (Gonzales & Padilla, 1997) and African Americans (Gutiérrez, 2000) often feel more connected to their schools than low or average achieving minority students, though the high-achievers may harbor such positive feelings towards their school because they perform we”
Access to Mathematics: “A Possessive Investment in Whiteness”1 (2013, background): “…are supported in learning mathematics when they have access to a rigorous curriculum coupled with the instructional support, active teacher commitment to students, commitment to a collective success, an empowering department chair, and standards-based instruction (Gutiérrez, 1996, 1999, 2000).”
What Matters to Student Success: A Review of the Literature (2006, background): “…that students perform better and are more likely to succeed when their families affirm their students' choices and encourage them to stay the course; this is especially important for underserved populations (Gutierrez 2000; Pathways to College Network 2004; Tierney, Corwin, and Colyar 2005).”