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Case stories of mathematical and racial identity among black girls in a small urban school district

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TitleInfo
Title
Case stories of mathematical and racial identity
among black girls in a small urban school district
Name (type = personal)
NamePart (type = family)
Jones
NamePart (type = given)
Jennifer V.
NamePart (type = date)
1957-
DisplayForm
Jennifer Jones
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Goldin
NamePart (type = given)
Gerald A
DisplayForm
Gerald A Goldin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Alston
NamePart (type = given)
Alice S
DisplayForm
Alice S Alston
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Epstein
NamePart (type = given)
Yakov
DisplayForm
Yakov Epstein
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Martin
NamePart (type = given)
Danny Bernard
DisplayForm
Danny Bernard Martin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2012
DateOther (qualifier = exact); (type = degree)
2012-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Subject (authority = RUETD)
Topic
Mathematics Education
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching--United States
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching--Psychological aspects
Subject (authority = ETD-LCSH)
Topic
African American girls--Education--United States
Subject (authority = ETD-LCSH)
Topic
Blacks--Race identity--United States
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4126
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
xvi, 512 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = vita)
Includes vita
Note (type = statement of responsibility)
by Jennifer V. Jones
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065460
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3N015F8
Genre (authority = ExL-Esploro)
ETD doctoral
Abstract
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.
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Jones
GivenName
Jennifer
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2012-05-11 14:29:34
AssociatedEntity
Name
Jennifer Jones
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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