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theses

ETD_4126

Ed.D.

Includes bibliographical references

Includes vita

by Jennifer V. Jones

http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065460

doi:10.7282/T3N015F8

ETD doctoral

This research investigatedaspects of the developing mathematical identity and racial identity of two Black adolescent girls attending middle and high school in a small urban school district. The study was guided by the following research questions:

1.What can be inferred from 7thgrade and high school interview data about the development or co-construction of two African-American girls’ mathematical and racial identities in a small urban school district? In particular, in what ways do they see themselves as effective mathematical learners, and how do they perceive their school experiences having contributed to this? How do they perceive themselves as Black girls, in their own eyes and in the eyes of others? Do they see any relationships between their developing mathematical identities and their racial identities? What light is shed on these questions by information gathered from peers with whom they interact?

2.What “critical events” identified in 7thgrade retrospective interview videotapes support these inferences? A “critical event”is an affective, social, and mathematical interaction pertaining to identity that occurred during 7thgrade.

3.What stable dimensions of the girls’ mathematical and racial identities can be documented in data concerning their experiences since 7thgrade, particularly experiences during 8th, 9th, and 10thgrades, described by the girls themselves?

Evidence was gathered from 7thgrade and high school mathematics affect surveys, 7thgrade retrospective interviews on classroom activities, a multidimensional inventory of Black identity (MIBI-t, Sellers et al 1998), and high school interviews. Case stories for two focus girls were developed with additional data from three girls, all of whom were in the same 7thgrade mathematics class and attended the same high school. The study gives evidence that all of the girls perceived themselves as capable mathematics learners –Black girls who are able to “do math”. Evidence from 7thgrade “critical events” indicates complex relationships among mathematics activities, affective and social interactions, and the classroom environment. From 7thgrade on, all of the girls believed that a good mathematics teacher creates a supportive mathematics learning community for students of all abilities. Stable dimensions of three girls’ mathematical identity include belief in their own ability, and the belief that they have experienced both opportunities and barriers to their mathematics learning. Stable dimensions of racial identity among three girls include high Private Regard (I am proud to be Black), and low Public Regard (Most people think that Blacks are as smart as people of other races). The two focus girls do not, however, perceive relationships between their own racial and mathematical identities. Rather, for these girls, the most important reported influences on their mathematics identity were a) classroom opportunities to work together on fun but challenging mathematics tasks, b) classroom environments in which both mistakes and correct answers are valued, and c) respect and value as members of classroom mathematics learning communities.

The author owns the copyright to this work.

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