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ERIC Number: EJ1013755
Record Type: Journal
Publication Date: 2013-Jan
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics
Stinson, David W.
Journal for Research in Mathematics Education, v44 n1 p69-99 Jan 2013
This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the concepts "discourse", "person/identity", and "power/agency" are reinscribed or redefined. The article also shows that using a post-structural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust mathematics identities of African American male students is possible--an analysis that refutes simple explanations of effort. The article concludes, not with "answers," but with questions to facilitate dialogue among those who are interested in the mathematics achievement and persistence of African American male students--and equity and justice in the mathematics classroom for all students. (Contains 7 footnotes.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A