ERIC Number: ED463268
Record Type: RIE
Publication Date: 2000
An Investigation of Preservice Teachers' Perceptions of African American Students' Ability To Achieve in Mathematics and Science.
Lewis, Bradford F.; Collins, Alicia; Pitts, Vanessa
This study investigated the perceptions of 30 predominantly white pre-service teachers about African American students' ability to achieve in mathematics and science. Participants completed a three-part, open-ended questionnaire that asked them about their experiences with and awareness of African American students' mathematics and science achievement, reasons for African American students' low mathematics and science achievement, and changes or interventions they would suggest to address this problem. The questionnaire essentially assessed student teachers for awareness of, culpability in, and modifications to improve the mathematics and science achievement of African American students. Results indicated that respondents' perceptions of the mathematics and science ability of African American students were best characterized by King's (1991) notion of "dysconscious racism," an uncritical habit of mind that justifies inequity and exploitation by accepting the existing order of things as given. Over one-third of the respondents were unaware of the problem. Respondents most often placed culpability for achievement with students' culture and community. Respondents overwhelmingly suggested modifications to the teaching and learning process as a vehicle for improving African American students' mathematics and science achievement. (Contains 34 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).