Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes
DOI:
https://doi.org/10.24059/olj.v29i2.4453Keywords:
Black Learners, Remote Learning, Undergraduate Math, Culturally Relevant Pedagogy, Engagement, MotivationAbstract
Scholars have often proposed the use of Culturally Relevant Pedagogy (CRP) as a way to improve the experience of Black learners in mathematics classrooms. Prior research shows Black learners show improvement in comprehension, engagement, motivation, and confidence as a result of CRP’s use. However, there is limited research on whether Black learners respond similarly when exposed to CRP in undergraduate remote learning environments. This qualitative teacher-researcher case study examines learners’ experiences in a remote undergraduate algebra course to explore CRP’s pedagogical design in a remote mathematics environment and its impact on three Black learners’ engagement, motivation, and confidence. Results show that as a result of the use of culturally relevant problems as part of the online course, specifically in weekly discussion boards and written reflection assignments, participants showed improved engagement, confidence, and motivation towards learning mathematics.
References
Acosta, M. (2013). A culture-focused study with accomplished black educators on pedagogical excellence for African American children (Unpublished doctoral dissertation). University of Florida, Gainesville, FL.
Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School Through College. Washington, DC: US Department of Education
Allen, I. E, & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. The Online Learning Consortium. Retrieved from http://onlinelearningconsortium.org/publications/survey/chang ing_course_2012
Anderson, Herr, K., & Nihlen, A. S. (2007). Studying your own school an educator’s guide to practitioner action research (2nd ed.). Corwin.
Anderson, E. & D. Kim. (2006). Increasing the Success of Minority Students in Science and Technology. Washington, DC: American Council on Education.
Aronson, B., & Laughter, J. (2016). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
Aronson. (2020). From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like? Urban Education (Beverly Hills, Calif.), 55(8-9), 1115–1141. https://doi.org/10.1177/0042085916672288
Katherine Baker. (2016). Culturally Responsive Mathematics Teaching and Young Learners. Journal of Interdisciplinary Teacher Leadership, 1(1).
Battey, D., & Neal, R. A. (2018). Detailing Relational Interactions in Urban Elementary Mathematics Classrooms. Mathematics Teacher Education & Development, 20(1), 23-.
Bell, D. (1976). Serving two masters: Integration ideals and client interests in school desegregation litigation. Yale Law Journal, 85, 470–516.
Berry, R. Q., III (2003). Voices of successful African-American male middle school mathematics students. Unpublished doctoral dissertation. University of North Carolina, Chapel Hill, NC.
Berry, R. Q., III, & McClain, O. L. (2009). Contrasting pedagogical styles and their impact on African American students. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 123–144). New York: Routledge.
Berry, R. Q., III, Thunder, K., & McClain, O. L. (2011). Counter narratives: Examining the mathematics and racial identities of Black boys who are successful with school mathematics. Journal of African-American Males in Education, 2(1), 10–23.
Bliss, C., & Lawrence, B. (2009). From posts to patterns: A metric to characterize discussion board activity in online courses.(Report). Journal of Asynchronous Learning Networks, 13(2), 15–32.
Boaler, J. (2008). Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34, 167–194. https://doi.org/10.1080/01411920701532145.
Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record, 110, 608–645.
Bonner, E. P., & Adams, T. L. (2012). Culturally responsive teaching in the context of mathematics: A grounded theory case study. Journal of Mathematics Teacher Education, 15, 25–38. https://doi.org/10.1007/s10857-011-9198-4.
Bonner, E. P. (2014). Investigating practices of highly successful mathematics teachers of
traditionally underserved students. Educational Studies in Mathematics, 86, 377–399. https://doi.org/10.1007/s10649-014-9533-7.
Brantlinger. (2013). Between Politics and Equations: Teaching Critical Mathematics in a Remedial Secondary Classroom. American Educational Research Journal, 50(5), 1050–1080. https://doi.org/10.3102/0002831213487195
Bridges, B. (2020, November 18). African Americans and College Education by the Numbers. UNCF. https://uncf.org/the-latest/african-americans-and-college-education-by-the-numbers
California Department of Education. (2010). California Assessment of Student Performance and Progress. Retrieved from http://star.cde.ca.gov/star2010/SearchPanel.asp?lstTestYear=2010&lstTestType=C&lstCounty=&lstDistrict=&lstSchool=&lstGroup=5&lstSubGroup=1
Cholewa, B., Goodman, R. D., West-Olatunji, C., & Amatea, E. (2014). A qualitative examination of the impact of culturally responsive educational practices on the psychological well-being of students of color. The Urban Review, 46(4), 574-596. doi:10.1007/s11256-014-0272
Clark, Badertscher, E. M., & Napp, C. (2013). African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation. Teachers College Record (1970), 115(2), 1–36. https://doi.org/10.1177/016146811311500201
Clotfelter, Ladd, H. F., & Vigdor, J. L. (2015). The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives. The Journal of Human Resources, 50(1), 159–188. https://doi.org/10.3368/jhr.50.1.159
Cobb, & Russell, N. M. (2015). Meritocracy or complexity: problematizing racial disparities in mathematics assessment within the context of curricular structures, practices, and discourse. Journal of Education Policy, 30(5), 631–649. https://doi.org/10.1080/02680939.2014.983551
Cochran-Smith, & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Collins, P. H. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge & Keagan Paul.
Copur-Gencturk, Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020). Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students. Educational Researcher, 49(1), 30–43. https://doi.org/10.3102/0013189X19890577
Corp, A. (2017). Using Culturally Responsive Stories in Mathematics: Responses From the Target Audience. School Science and Mathematics, 117(7-8), 295–306. https://doi.org/10.1111/ssm.12247
Cummins, J. (1986). Empowering minority students: a framework for intervention. Harvard
Educational Review, 56(1), 18–36. https://doi.org/10.17763/haer.56.1.b327234461607787
Dan Schneider. (2015). THE WORST PLACE IN THE U.S. TO BE BLACK IS. Dollars & Sense (Somerville, Mass.), 321, 13–.
Delgado, S. (2017). Critical Race Theory (Third Edition): An Introduction. In Critical Race Theory (Third Edition). NYU Press.
Demmert, W. G., Jr., & Towner, J. C. (2003). A review of the research literature on the influences of culturally based education on the academic performance of Native American students. Portland, OR: Northwest Regional Education Laboratory, U.S.
Department of Education.
Dixson, R. (2017). Critical Race Theory in Education: All God’s Children Got a Song. In Critical Race Theory in Education (1st ed.). Routledge.
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021, March 1). COVID-19 and learning loss—disparities grow and students need help. McKinsey & Company. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help
Driver, & Powell, S. R. (2017). Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners With Mathematics Difficulty. Learning Disability Quarterly, 40(1), 41–53. https://doi.org/10.1177/0731948716646730
Ellington, & Frederick, R. (2010). Black High Achieving Undergraduate Mathematics Majors Discuss Success and Persistence in Mathematics. The Negro Educational Review, 61(1-4), 61–84.
Enyedy, & Mukhopadhyay, S. (2007). They Don’t Show Nothing I Didn’t Know: Emergent Tensions Between Culturally Relevant Pedagogy and Mathematics Pedagogy. The Journal of the Learning Sciences, 16(2), 139–174. https://doi.org/10.1080/10508400701193671
Gregory A. Downing, & Whitney N. McCoy. (2021). Exploring Mathematics of the Sociopolitical Through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University. Journal of Urban Mathematics Education, 14(1), 45-70
Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37–68. https://doi.org/10.5951/jresematheduc.44.1.0037.
Gutstein. (2016). “Our Issues, Our People—Math as Our Weapon”: Critical Mathematics in a Chicago Neighborhood High School. Journal for Research in Mathematics Education, 47(5), 454–504. https://doi.org/10.5951/jresematheduc.47.5.0454
Ferlazzo, L. (2017). Author Interview: ‘Culturally Sustaining Pedagogies’. Education Week. https://www.edweek.org/teaching-learning/opinion-author-interview-culturally-sustaining-pedagogies/2017/07
Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and Inattentive-Withdrawn Behavior and Achievement among Fourth Graders. The Elementary School Journal, 95(5), 421–434. https://doi.org/10.1086/461853
Flores-Koulish, & Shiller, J. T. (2020). Critical Classrooms Matter: Baltimore Teachers’ Pedagogical Response After the Death of Freddie Gray. Education and Urban Society, 52(6), 984–1007. https://doi.org/10.1177/0013124519889042
Freeman, A. (1978). Legitimizing racial discrimination through antidiscrimination law: A critical
review of supreme court doctrine. Minnesota Law Review, 62(6).
Freire, P. (2007). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY:
The Continuum International Publishing Group. (Original work published 1968)
Fripp, J., & Carlson, R. (2017). Exploring the Influence of Attitude and Stigma on Participation of African American and Latino Populations in Mental Health Services. Journal of Multicultural Counseling and Development, 45(2), 80–94. https://doi.org/10.1002/jmcd.12066
Fulton, R. (2009). A case study of culturally responsive teaching in middle school mathematics (Doctoral dissertation). Retrieved from ProQuest
Dissertations & Theses Global database. (UMI No. 3372472)
Gardner. (2010). Motivation and second language acquisition : the socio-educational model. Peter Lang.
Garg, S. et al. (2020) Hospitalization Rates and Characteristics of Patients
Hospitalized with Laboratory-Confirmed Coronavirus Disease 2019 — COVID-NET, 14 States, March 1–30, 2020. MMWR Morb Mortal Wkly Rep 2020, 69(15), 458–464. http://dx.doi.org/10.15585/mmwr.mm6915e3
Gay, G. (2018). Culturally responsive teaching : theory, research, and practice. (Third edition.).
New York, New York; Teachers College Press.
Gilligan, C. (1982) In a different voice (Cambridge, MA, Harvard University Press).
Golden, A. R., Srisarajivakul, E. N., Hasselle, A. J., Pfund, R. A., & Knox, J. (2023). What was a
gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic. Current Opinion in Psychology, 52, 101632-. https://doi.org/10.1016/j.copsyc.2023.101632
Graham, M. (2021, September 10). HBCUs are producing black stem professionals - but pwis
aren't matching that energy. AfroTech. Retrieved May 5, 2022, from https://afrotech.com/hbcus-black-stem-professionals
Grant, M., Crompton, H., & Ford, D. (2015). Black Male Students and the Algebra Project:
Mathematics Identity as Participation. Journal of Urban Mathematics Education, 8(2), 87–118. Retrieved from http://search.proquest.com/docview/1773226624/
Greer, B., Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (2009). Culturally
Responsive Mathematics Education. New York, New York; Routledge.
Gregson, S. A. (2013) Negotiating Social Justice Teaching: One Full-Time Teacher’s Practice
Viewed from the Trenches. Journal for Research in Mathematics Education, 44(1), 164–198. https://doi.org/10.5951/jresematheduc.44.1.0164
Gutiérrez, R. (1999). Advancing urban Latina/o youth in mathematics: Lessons from an effective
high school mathematics department. The Urban Review, 31, 263–281. https://doi.org/10.1023/a:10232 24027473.
Gutiérrez, R. (2002). Beyond essentialism: The complexity of language in teaching mathematics
to Latina/o students. American Educational Research Journal, 39, 1047–1088. https://doi.org/10.3102/000283120390041047.
Gutstein, Lipman, P., Hernandez, P., & delosReyes, R. (1997). Culturally Relevant Mathematics
Teaching in a Mexican American Context. Journal for Research in Mathematics Education, 28(6), 709–737. https://doi.org/10.2307/749639
Gutstein, E. (2003). Teaching and Learning Mathematics for Social Justice in an Urban, Latino
School. Journal for Research in Mathematics Education, 34(1), 37–73. https://doi.org/10.2307/30034699
Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the Numbers. Milwaukee, WI: Rethinking Schools.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.
Hambacher, & Bondy, E. (2016). Creating Communities of Culturally Relevant Critical Teacher Care. Action in Teacher Education, 38(4), 327–343. https://doi.org/10.1080/01626620.2016.1226206
Hambacher. (2018). Resisting punitive school discipline: perspectives and practices of exemplary urban elementary teachers. International Journal of Qualitative Studies in Education, 31(2), 102–118. https://doi.org/10.1080/09518398.2017.1349958
Harper, F. (2019). A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice. Journal for Research in Mathematics
Education, 50(3), 268–310. https://doi.org/10.5951/jresematheduc.50.3.0268
Heale, & Forbes, D. (2013). Understanding triangulation in research. Evidence-Based Nursing,
16(4), 98–98. https://doi.org/10.1136/eb-2013-101494
Henderson, W. (2018, March 8). Black Student Loan Debt Crisis Is Urgent. Sacramento Observer, pp. G6–G6. Retrieved from http://search.proquest.com/docview/2017374994/
Hill, & Wang, M.-T. (2015). From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways From Parenting to Post High School Enrollment. Developmental Psychology, 51(2), 224–235. https://doi.org/10.1037/a0038367
Hollins, E.R.. (1990). A Reexamination of What Works for Inner City Black Children, presented at annual meeting of the American Educational Research Education, Boston, MA, April 1990.
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection.Theory into Practice, 42(3), 195-202.
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528. http://dx.doi.org/10.1016/
j.jsp.2011.07.001.
Hubert, T. L. (2014). Learners of mathematics: High school students' perspectives of culturally relevant mathematics pedagogy. Journal of African American Studies, 18(3), 324-336. https://doi.org/10.1007/s12111-013-9273-2
Irizarry, J. G. & Antrop-Gonzalez, R. (2007). RicanStructing the discourse and promoting school success: extending a theory of culturally responsive pedagogy for diasporicans. Centro Journal, (Latinoamericanistas) Num.002 Vol.XIX(2).
Irvine, J. J. (Ed.) (2002) In search of wholeness: African American teachers and their culturally specific classroom practices (New York, Palgrave).
Jackson, C. (2013). Elementary mathematics teachers’ knowledge of equity pedagogy. Current Issues in Education, 16(1), 1–13.
Jacobi, M., Astin, A., Ayala, F., Jr. (1987). College student outcomes assessment. Washington, DC: Clearinghouse on Higher Education.
Jett, C. C. (2013). Culturally Responsive Collegiate Mathematics Education: Implications for African American Students. Interdisciplinary Journal of Teaching and Learning, 3(2), 102-116.
Johnson, A., & Elliott, S. (2020). Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments. Journal of Microbiology & Biology Education, 21(1), 5–. https://doi.org/10.1128/jmbe.v21i1.2097
Jones, F. C. (1982) Dunbar high school of Little Rock: a model of educational excellence, Phi Delta Kappan, 63(8), 540–542.
Jones, P. (2020, March 30). Why black Americans are moving to Africa. New York Post. https://nypost.com/2020/03/28/why-black-americans-are-moving-to-africa/
Kim, C., Park, S., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171–185. https://doi.org/10.1111/j.1467-8535.2012.01382.x
King, S. (1993) The limited presence of African American teachers, Review of Educational Research, 63(2), 115–149.
King Miller, B. A. (2015). Effective teachers: Culturally relevant teaching from the voices of afro-caribbean immigrant females in STEM. SAGE Open, 5(3), https://doi.org/10.1177/2158244015603427.
Kokka, K. (2019). Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class. Urban Education, 54(9), 1179–1209. https://doi.org/10.1177/0042085918806947
Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change, 35,
24–31.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Ladson-Billings. (1996). “Your blues ain’t like mine”: Keeping issues of race and racism on the multicultural agenda. Theory into Practice, 35(4), 248–255. https://doi.org/10.1080/00405849609543731
Gloria Ladson-Billings. (1997). It Doesn’t Add up: African American Students’ Mathematics Achievement. Journal for Research in Mathematics Education, 28(6), 697–708. https://doi.org/10.2307/749638
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field
like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. https://doi.org/10.1080/095183998236863
Langlie. (2008). The effect of culturally relevant pedagogy on the mathematics achievement of black and Hispanic high school students. ProQuest Dissertations Publishing.
Gloria Ladson-Billings. (2006). From the Achievement Gap to the Education Debt:
Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
Ladson-Billings, G. (2009). The dreamkeepers successful teachers of African American children.(2nd ed.). San Francisco, Calif: Jossey-Bass Publishers.
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Laughter, J. C. & Adams, A. D. (2012). Culturally Relevant Science Teaching in Middle School. Urban Education (Beverly Hills, Calif.), 47(6), 1106–1134. https://doi.org/10.1177/0042085912454443
Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York, NY: Routledge
McGee, & Martin, D. B. (2011). “You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students. American Educational Research Journal, 48(6), 1347–1389. https://doi.org/10.3102/0002831211423972
McKernan. (1991). Curriculum action research : a handbook of methods and resources for the reflective practitioner. St. Martin’s Press.
Xin Ma, & Jesse L. M. Wilkins. (2007). Mathematics Coursework Regulates Growth in Mathematics Achievement. Journal for Research in Mathematics Education, 38(3), 230–257.
Maciejewski. (2021). Teaching math in real time. Educational Studies in Mathematics, 108(1-2), 143–159. https://doi.org/10.1007/s10649-021-10090-9
Majewska, & Vereen, E. (2021). Fostering Student-Student Interactions in a First-Year Experience Course Taught Online during the COVID-19 Pandemic. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2417
Maloney, & Matthews, J. S. (2020). Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom. Journal for Research in Mathematics Education, 51(4), 399–432. https://doi.org/10.5951/jresematheduc-2020-0044
Mallenbaum, C. (2020, August 14). #blackbirdersweek, #BlackInNeuro: Black scientists, physicians are using hashtags to uplift. USA Today. Retrieved May 5, 2022, from https://www.usatoday.com/story/life/2020/08/04/blackinneuro-blackinchem-can-hashtags-help-black-scientists-build-community-spotlight-excellence/5541431002/
Martell. (2013). Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom. Theory and Research in Social Education, 41(1), 65–88. https://doi.org/10.1080/00933104.2013.755745
Martell, C. (2018). Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School. Journal of Education, 198(1), 63–77. https://doi.org/10.1177/0022057418800938
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum.
Martin, D. B. (2003). Hidden Assumptions and Unaddressed Questions in Mathematics for All Rhetoric. The Mathematics Educator, 13(2), 7-21.
Martin, D. B. (2007). Mathematics learning and participation in African-American context: The co-construction of identity in two intersecting realms of experience. In N. Nasir & P. Cobb (Eds.), Diversity, equity, and access to mathematical ideas (pp. 146–158). New York: Teachers College Press.
Martin, D. (2009). Mathematics teaching, learning, and liberation in the lives of black children edited by Danny Bernard Martin. Routledge.
Masterson, Victoria. (2021). These Are the Degrees That Will Earn You the Most Money When You Graduate - and the Ones That Won't. World Economic Forum, https://www.weforum.org/agenda/2021/10/stem-degrees-most-valuable/.
Matthews, J. S., & López, F. (2018). Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2018.01.005.
McGee. (2020). Interrogating Structural Racism in STEM Higher Education. Educational Researcher, 49(9), 633–644. https://doi.org/10.3102/0013189X20972718
McKown, & Weinstein, R. S. (2003). The Development and Consequences of Stereotype Consciousness in Middle Childhood. Child Development, 74(2), 498–515. https://doi.org/10.1111/1467-8624.7402012
McLoughlin, C. (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment decisions. Distance Education, 22(1), 7-29.
Pattillo-McCoy, M. (1998) Church Culture as a Strategy of Action in the Black Community. American Sociological Review, 63(6) 767–84. doi:10.2307/2657500.
Perry, Steele, C., & Hilliard, A. G. (2003). Young, gifted, and Black : promoting high achievement among African-American students. Beacon Press.
McMillian, M. M. (2003). Was No Child Left Behind ‘wise schooling’ for African American male students? The High School Journal, 87(2), 25–33.
Milner, H. (2016). A black male teacher's culturally responsive practices. The Journal of Negro Education, 85(4), 417-432.
Minor. (2014). Racial Differences in Teacher Perception of Student Ability. Teachers College Record (1970), 116(10), 1–22. https://doi.org/10.1177/016146811411601004
Morales‐Doyle. (2017). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education (Salem, Mass.), 101(6), 1034–1060. https://doi.org/10.1002/sce.21305
Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research. Equity & Excellence in Education, 41(4), 433–452. https://doi.org/10.1080/10665680802400006
Morton, & Riegle-Crumb, C. (2020). Is School Racial/Ethnic Composition Associated With Content Coverage in Algebra? Educational Researcher, 49(6), 441–447. https://doi.org/10.3102/0013189X20931123
Moses, R., & Cobb, C. (2001). Radical equations math literacy and civil rights. Boston: Beacon Press.
Nasir, N. S. (2000). “Points Ain’t Everything”: Emergent Goals and Average and Percent Understandings in the Play of Basketball among African American Students. Anthropology & Education Quarterly, 31(3), 283–305.
National Center for Education Statistics. (2006). The nation’s report card. Retrieved February 2, 2019, from https://nces.ed.gov/nationsreportcard/pdf/main2005/2006453.pdf.
National Center for Education Statistics. (2015). National Assessment of Educational Progress: An overview of NAEP. Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education.
Ong, M. 2005. Body projects of young women of color in physics: Intersections of gender, race, and science. Social Problems 52:593-6
Nickolaus Alexander Ortiz, & Dalitso Ruwe. (2021). Black English and Mathematics Education: A Critical Look at Culturally Sustaining Pedagogy. Teachers College Record (1970), 123(10).
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University of California Press.
Noddings, N. (2002). Starting at home: Caring and social policy. Berkeley and Los Angeles, CA: University of California Press
Nzuki, F. M. (2010). Exploring the nexus of African American students’ identity and mathematics achievement. Journal of Urban Mathematics Education, 3(2), 77–115.
Papageorge, Gershenson, S., & Kang, K. M. (2016). Teacher Expectations Matter. The Review of Economics and Statistics, 102(2), 234–251.
https://doi.org/10.1162/rest_a_00838
Paris. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
Platt, C. A., Raile, A. N. W., & Yu, N. (2014). Virtually the Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face Classes. Journal of Online Learning and Teaching, 10(3), n/a. Retrieved from http://search.proquest.com/docview/1650489047/
Pringle, R. M., Brkich, K. M., Adams, T. L., West-Olatunii, C., & Archer-Banks, D. A. (2012). Factors influencing elementary teachers positioning of African American girls and science and mathematics learners. School Science and Mathematics, 112, 217-229.
Quinn. (2020). Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization. Educational Researcher, 49(7), 482–492. https://doi.org/10.3102/0013189X20932469
Rahman, K. (2021, July 11). Marjorie Taylor Greene Says CRT Should Be Outlawed, Teachers Fired “On the Spot.” Newsweek.https://www.newsweek.com/marjorie-taylor-greene-says-crt-should-outlawed-teachers-fired-spot-1608594
Ruef, Jacob, M. M., Walker, G. K., & Beavert, V. R. (2020). Why indigenous languages matter for mathematics education: a case study of Ichishkíin. Educational Studies in Mathematics, 104(3), 313–332. https://doi.org/10.1007/s10649-020-09957-0
Ryan, & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467. https://doi.org/10.1080/03057241003754922
Rolón-Dow, R. (2005). Critical care: A color(full) analysis of care narratives in the schooling
experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111. https://doi.org/10.3102/00028312042001077
Saldaña, J., & Omasta, M. (2018). Qualitative research: Analyzing life. Los Angeles: SAGE.
Sanchez , I.& Gunawardena , C. (1998). Understanding and supporting the culturally diverse distance learner.In C. Gibson(Ed.), Distance learners in higher education: Institutional responses for quality outcomes (pp. 47 – 64 ). Madison , WI : Atwood Publishing .
Scott Clement, Dan Balz, & Emily Guskin. (2020). Black Americans say racism, policing top issues for November, favor Biden by huge margin, Post-Ipsos poll finds: Trump is seen in starkly negative terms, while there is less enthusiasm for Biden among younger black Americans. The Washington Post.
Sheldrake. (2016). Differential predictors of under-confidence and over-confidence for mathematics and science students in England. Learning and Individual Differences, 49, 305–313. https://doi.org/10.1016/j.lindif.2016.05.009
Siddle Walker, V. (2000) Valued segregated schools for African American children in the south 1935–1969: a review of common themes and characteristics, Review of Educational Research, 70(3), 253–285.
Simms. (2013). A Teacher-Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners. Democracy & Education, 21(2).
Skaalvik, Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136. https://doi.org/10.1016/j.ijer.2015.06.008
Skiba, R. J., Horner, R. H., Chung, C., Karega Rausch, M., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40, 85–107.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What It Takes to Do Well in School and Whether I’ve Got It: A Process Model of Perceived Control and Children’s Engagement and Achievement in School. Journal of Educational Psychology, 82(1), 22–32. https://doi.org/10.1037/0022-0663.82.1.22
Smith, & Ayers, D. F. (2006). Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College. Community College Journal of Research and Practice, 30(5-6), 401–415. https://doi.org/10.1080/10668920500442125
Solo´rzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1-2), 60–73.
Solorzano, & Bernal, D. D. (2001). Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context. Urban Education (Beverly Hills, Calif.), 36(3), 308–342. https://doi.org/10.1177/0042085901363002
Somers, D. (2017). 10 College Majors With the Best Starting Salaries. US News. Retrieved January 5, 2019, from: https://www.usnews.com/education/best-colleges/slideshows/10-college-majors-with-the-highest-starting-salaries?slide=8
Stanic, G. (1989). Social inequality, cultural discontinuity, and equity in school mathematics. Peabody Journal of Education: Needed: An Agenda for Equity in Mathematics Education, 66(2), 57–71. https://doi.org/10.1080/01619568909538638
Steele, & Aronson, J. (1995). Stereotype Threat and the Intellectual Test Performance of African
Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
Stinson, D. W. (2004). African-American male students and achievement in school mathematics: A critical postmodern analysis of agency. Unpublished doctoral dissertation. University of Georgia, Athens, GA.
Tate. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice, 34(3), 166–173. https://doi.org/10.1080/00405849509543676
Taylor, E. V. (2009). The purchasing practice of low-income students: The relationship to mathematical development. The Journal of the Learning Sciences, 18(3), 370–415.
Taylor, & Walton, G. M. (2011). Stereotype Threat Undermines Academic Learning. Personality & Social Psychology Bulletin, 37(8), 1055–1067. https://doi.org/10.1177/0146167211406506
Tsymbal. (2019). ENHANCING STUDENTS’ CONFIDENCE AND MOTIVATION IN LEARNING ENGLISH WITH THE USE OF ONLINE GAME TRAINING SESSIONS. Information Technologies and Learning Tools, 71(3), 227–235. https://doi.org/10.33407/itlt.v71i3.2460
U.S. Census Bureau (2018). Income and Poverty in the United States: 2017. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2018/demo/p60-263.pdf.
Ware, F. (2006) Warm demander pedagogy: culturally responsive teaching that supports a culture of achievement for African American students, Urban Education, 41(4), 427–456.
Watson, Sealey-Ruiz, Y., & Jackson, I. (2016). Daring to care: the role of culturally relevant care in mentoring Black and Latino male high school students. Race, Ethnicity and Education, 19(5), 980–1002. https://doi.org/10.1080/13613324.2014.911169
Wessler, K. (2022, April 18). Black leadership in covid-19 vaccines. OSF HealthCare Blog. Retrieved May 5, 2022, from https://www.osfhealthcare.org/blog/black-leadership-in-covd-19-vaccines/
Wilgoren, J. (2001). Algebra Project: Bob Moses Empowers Students. The New York Times. Retrieved from http://www.nytimes.com
Michael Williams, & Tami Moser. (2019). The Art of Coding and Thematic Exploration in Qualitative Research. International Management Review, 15(1), 45–72.
Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating Difference: Best Practices in Culturally Responsive Teaching Online. TechTrends, 61(5), 470–478. https://doi.org/10.1007/s11528-017-0207-z
Wortham, S., & Contreras, M. (2002). Struggling Toward Culturally Relevant Pedagogy in the Latino Diaspora. Journal of Latinos and Education, 1(2), 133–144. https://doi.org/10.1207/S1532771XJLE0102_5
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41(1), 331-357.
Xu, D., & Smith Jaggars, S. (2014). Performance Gaps Between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas. The Journal of Higher Education, 85(5), 633–659. Retrieved from http://muse.jhu.edu/journals/journal_of_higher_education/v085/85.5.xu.html
Yang, D. (2017). Instructional strategies and course design for teaching statistics online: Perspectives from online students. International Journal of Stem Education, 4(1), 1–15.
https://doi.org/10.1186/s40594-017-0096-x
Yu, Liu, Y., Soto‐Lara, S., Puente, K., Carranza, P., Pantano, A., & Simpkins, S. D. (2021). Culturally Responsive Practices: Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth. American Journal of Community Psychology, 68(3-4), 323–339. https://doi.org/10.1002/ajcp.12518
Yull, D. (2013). Moving Beyond the Barrier of Mathematics and Engaging Culturally Relevant Pedagogy in the Classroom for Racial and Ethnic Minority STEM Students in Community Colleges. (2013). In Palmer, R. T. & Wood, J. L. (Eds.), Community Colleges and STEM (pp. 143–158). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lauren Hennings, Alexandra Schindel
This work is licensed under a Creative Commons Attribution 4.0 International License.
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
