Black Girls and Mathematics Learning

2020 ◽  
Author(s):  
Crystal Morton ◽  
Danielle Tate McMillan ◽  
Winterbourne Harrison-Jones
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Black Girls ◽  
Advanced Mathematics ◽  
Informal Mathematics ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.

scholarly journals Mathematics and Gender Stereotypes in One Jewish and One Druze Grade 5 Classroom in Israel

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
David Mittelberg ◽  
Osnat Rozner ◽  
Helen Forgasz
Keyword(s):  
Gender Stereotypes ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Qualitative Case Studies ◽  
Theoretical Perspectives ◽  
Gender Biases ◽  
Grade 5 ◽  
Gendered Patterns ◽  
And Gender ◽  
And Mathematics

We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

More Than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation Among Black Undergraduates

2016 ◽  
Vol 47 (3) ◽  
pp. 233-269 ◽  
Author(s):  
Gregory V. Larnell
Keyword(s):  
Mathematics Learning ◽  
Learning Experiences ◽  
Remedial Mathematics ◽  
Future Research ◽  
Identity Threat ◽  
Mathematics Courses ◽  
Semistructured Interviews ◽  
And Mathematics ◽  
African American Learners ◽  
Primary Unit

The purpose of this study was to shed light on the mathematics-learning experiences of students who were enrolled in non-credit-bearing remedial mathematics courses at a 4-year university. Non-credit-bearing remedial mathematics courses have a long curricular history in both 2-year and 4-year higher education institutions, but students' mathematics-learning experiences in these courses have been largely unexplored. Furthermore, other recent studies have evinced the otherwise anecdotal supposition that African American learners, particularly, are disproportionately placed in these courses. In this study, students' narratives are the primary unit of analysis, and the data are derived from semistructured interviews with then-enrolled students and observations in a noncredit-bearing remedial mathematics course at a public, 4-year university. The study's findings center on two psychosocial phenomena amid these students' mathematicslearning experiences: identity satisficing and racialized identity threat. The article closes with implications for future research regarding both non-credit-bearing remedial mathematics courses and mathematics-learning identities and experiences.

E-learning experiences of adults during Covid-19 outbreak: The moderating effect of gender

2021 ◽  
pp. 147797142110246
Author(s):  
Olivia Adwoa Tiwaah Frimpong Kwapong
Keyword(s):  
Adult Learners ◽  
English Language ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Learning Needs ◽  
E Learning ◽  
And Mathematics ◽  
Teaching Learning ◽  
Gender Groups ◽  
The University

Covid-19 has brought surprises in the educational landscape. Educational institutions had to hurriedly migrate all teaching, learning and assessment activities to online platforms. Such was the case of adult learners who had signed on to the access course for entrance into the University of Ghana. This study sought to find out how the e-learning experiences of adult learners differed across gender as they studied English language, Logic and Mathematics online. From a quantitative analysis of the data, the online experience of students with regard to Mathematics learning did not differ along gender lines. Therefore, the experiences of males and females were similar. Though, there were differences across gender groups regarding Logic and English language experiences, those of Logic experience were much bigger, where males provided overall more positive ratings than females. Specifically, for Logic experience, instructors’ show of respect to students, understanding of the learning needs of students and effective communication were rated generally better among males than females. Going forward, Logic instructors should pay equal attention to both groups irrespective of their gender to identify their learning needs and support them accordingly. Furthermore, all the instructors irrespective of their course could continue to improve their delivery of the courses as well as their relationships with the students in order to enhance future experience of the students.

scholarly journals A Journey of Her Own : A critical analysis of learning experiences among immigrant women: assessing transformative learning and women’s resilience in community-based education programs

2021 ◽  
Author(s):  
Julia Fursova
Keyword(s):  
Transformative Learning ◽  
Immigrant Women ◽  
Learning Experiences ◽  
Well Being ◽  
Power Dynamics ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Programs ◽  
And Gender ◽  
Former Ussr

This is a qualitative study that provides insight into the learning experiences of internationally-trained professional women from Israel, Iran, and the countries of the former USSR. The study focuses on analysing women’s transformative learning experiences and how those experiences may impact their resilience and well-being. The findings of this research inform the development of learner-oriented community-based programs for immigrant women and provide an opportunity for critical reflection on predominant assumptions about immigrant women. In addition, this study challenges the “deficient immigrant” approach and explores the concept of women’s empowerment in relation to cultural contexts and gender-power dynamics that influence immigrant women’s resettlement and learning. Keywords: immigrant women’s learning, transformative learning, immigrant women’s resettlement, empowerment, resilience, critical feminist theory

Effective Implementation of Sustainability Education in Higher Education Settings via Transformative Learning Approach

2020 ◽  
pp. 230-251
Author(s):  
Sadaf Taimur ◽  
Motoharu Onuki
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Transformative Learning ◽  
Final Section ◽  
Learning Experiences ◽  
Sustainability Education ◽  
Learning Approach ◽  
Effective Implementation ◽  
The Right

In this chapter, the importance of equipping educators with transformative learning approach to implement sustainability education in higher education settings has been discussed. The chapter talks about sustainability education as a way to achieve sustainable development and transformative learning approach to implement sustainability education effectively in higher education settings. The entry discusses the literature introducing the prominent concepts and ideas for transformative learning approach and establishes the importance of providing educators with the right pedagogy for effective implementation of sustainability education, in higher education settings, using transformative learning approach. In the final section, the authors conceptualized a framework, based on literature review, highlighting the learning experiences and the pedagogies required to bring transformative learning approach to practice in the context of sustainability education in higher education settings.

Task-Related Verbal Interaction and Mathematics Learning in Small Groups

1991 ◽  
Vol 22 (5) ◽  
pp. 366-389 ◽  
Author(s):  
Noreen M. Webb
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Mathematics Learning ◽  
Group Interaction ◽  
Verbal Interaction ◽  
Mathematics Classrooms ◽  
Directed Learning ◽  
And Gender ◽  
And Mathematics ◽  
Group Compositions

The past fifteen years have shown a resurgence of interest in small-group, peer-directed learning in the classroom. This article reviews and analyzes the research linking task-related verbal interaction to learning in small groups in mathematics classrooms, as well as factors that have been shown to predict peer interaction in mathematics groups, and discusses strategies for shaping group interaction. Critical features of group interaction include the level of elaboration of help given and received and the responsiveness of help to the needs of students. Important predictors of group interaction included student ability, gender and personality, and group composition on ability and gender. Possible strategies for promoting effective small-group interaction include using certain group compositions, altering the reward structure, providing training in desirable verbal behavior, and structuring the group activity to require students to give explanations to each other.

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