NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1063224
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 38
ISSN: EISSN-2158-592X
Culturally Responsive Collegiate Mathematics Education: Implications for African American Students
Jett, Christopher C.
Interdisciplinary Journal of Teaching and Learning, v3 n2 p102-116 Sum 2013
In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturally responsive teaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these practices increase access to rigorous culturally responsive mathematics and enact the brilliance that African American students bring to the mathematics space (Leonard & Martin, 2013). The author also challenges postsecondary educators to allow culturally responsive practices to shape their instructional practices. In addition, he shares future research directions for African American students in mathematics, preservice mathematics teachers, and mathematics professors.
Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A