Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

By David Stinson. 2013

123 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e551b385cf5ad9c747e72202945d937c9aa89bad

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Citations in the corpus

Young, Black, Mathematically Gifted, and Stereotyped (2013, unknown): “of race (Frierson & Tate, 2011; Martin 2009b; Stinson, 2010), and racial identity development theory (Berry, Thunder, & McClain, 2011; Nasir, 2002; Spencer, 2009).”
The Sociopolitical Turn in Mathematics Education (2013, background): “…in (along with many others) an international line of thinking that draws on post-structuralist and postmodernist perspectives in mathematics education (Brown, 1994, 2005; Fitzsimmons, 2002; Puig, 1998; Stinson, 2013; Tymoczko, 1994; Vass, 1994; Walkerdine, 1988, 1994; Walshaw, 2001, 2004; 2013).”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “A wide range of scholars have also illustrated the importance of identity to considerations of equity, highlighting the need to attend to issues of identity, race, culture, and power in schooling, particularly for students of color (Hand, Penuel, & Gutiérrez, 2012; Langer-Osuna, 2007, 2011; Martin, ”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “The number is even smaller for exploring mathematical identity in African American college students, who can reflect on their mathematics learning and participation within different academic time periods and across crucial stages of their development (Ellington & Frederick, 2010; Jett, 2011; Noble, ”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “Mathematics continues to be represented as the domain of high-achieving white and Asian males, stereotypes that female, AfricanAmerican, learners must negotiate and actively resist in order to construct identities as successful mathematicians (e.g. Martin, 2006; Solomon 2012; Stinson, 2013).”
Mathematical micro-identities: moment-to-moment positioning and learning in a fourth-grade classroom (2013, background): “When students describe themselves as math learners (as in Boaler & Greeno, 2000; Martin, 2000; Stinson, 2010), they draw across multiple experiences to construct a coherent description of themselves.”