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ERIC Number: EJ788908
Record Type: Journal
Publication Date: 2008-Jan
Pages: 17
Abstractor: Author
Reference Count: 52
ISSN: ISSN-1066-5684
Double Jeopardy: The Compounding Effects of Class and Race in School Mathematics
Lim, Jae Hoon
Equity & Excellence in Education, v41 n1 p81-97 Jan 2008
This article reports a cross-case analysis examining the impact of class and race upon two young adolescent girls' experiences with school mathematics. Based on repeated in-depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two high-achieving, young, adolescent girls who come from different class and racial backgrounds. Although a very small sample, this study reveals the impact of class intertwined with race upon the girls' experiences with school mathematics as well as their teacher's evaluation of their academic potential in the discipline. I argue that traditional ways of teaching and learning mathematics present middle-class-based cultural values and dispositions as an essential, legitimate, and objective indicator of one's academic potential. This reflects implicit classism existing at the structural level of the schooling process. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A