scholarly journals World-Class high quality mathematics education for all K-12 American Students

2006 ◽  
Vol 3 (2) ◽  
pp. 223-248
Author(s):  
Om P. Ahuja
Keyword(s):  
Mathematics Education ◽  
Education For All ◽  
High Quality ◽  
American Students ◽  
World Class ◽  
K 12

The Cultural Production of Racial Narratives About Asian Americans in Mathematics

2021 ◽  
Vol 52 (5) ◽  
pp. 581-614
Author(s):  
Shelley Yijung Wu ◽  
Dan Battey
Keyword(s):  
Mathematics Education ◽  
Asian American ◽  
Cultural Production ◽  
Tracking System ◽  
School Mathematics ◽  
Immigrant Parents ◽  
Asian American Students ◽  
American Students ◽  
K 12 ◽  
Racial Narratives

Although considerable literature illustrates how students’ experiences and identities are racialized in mathematics education, little attention has been given to Asian American students. Employing ethnographic methods, this study followed 10 immigrant Chinese-heritage families to explore how the racial narrative of the model minority myth was locally produced in mathematics education. We draw on constructs of racial narratives and cultural production to identify the local production of the narrative Asians are smart and good at math during K–12 schooling. Specifically, the Asian American students (re)produced racial narratives related to three cultural resources: (a) Their immigrant parents’ narratives about the U.S. elementary school mathematics curriculum; (b) the school mathematics student tracking system; and (c) students’ locally generated racial narratives about what being Asian means.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

Strengthening Reciprocity in Study-Abroad Programs

2000 ◽  
Vol 28 (1-2) ◽  
pp. 13-19
Author(s):  
John Metzler
Keyword(s):  
Study Abroad ◽  
North American ◽  
Project Work ◽  
African Language ◽  
Study Abroad Programs ◽  
High Quality ◽  
Area Studies ◽  
American Students ◽  
Quality Programming ◽  
National Resource

The National Consortium for Study in Africa (NCSA) was founded in 1994 by the then 15 National Resource Centers for African Language and Area Studies. The primary agenda of the NCSA is to promote high-quality and accessible study-abroad programs for North American students in Africa. In addressing this agenda the NCSA initial membership had a particular, but not exclusive, interest in programs at African universities for North American students. This particular bias develops out of a long-standing commitment on the part of National Resource Centers to work with peer institutions in Africa. African universities, their faculty, and their students are essential partners in collaborative initiatives in research, teaching, and project work, and in the continuing process of generating knowledge on Africa across the disciplines. Consequently, from its inception the NCSA has viewed its goal of expanding high-quality programming in Africa as a natural outgrowth and expansion of its members’ linkages with African universities.

scholarly journals Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Amanda Pellegrino ◽  
Beverly Sermons ◽  
George Shaver
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Disorders ◽  
Postsecondary Enrollment ◽  
Hyperactivity Disorder ◽  
Service Programs ◽  
American Students ◽  
Race Ethnicity ◽  
K 12 ◽  
National Trends

<p>The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.</p>

Integrated Experiences

2015 ◽  
pp. 278-295
Author(s):  
Carol Carruthers ◽  
Dragana Martinovic ◽  
Kyle Pearce
Keyword(s):  
Young Adults ◽  
Statistical Analysis ◽  
Mathematics Education ◽  
Conceptual Framework ◽  
Knowledge Bases ◽  
Successful Implementation ◽  
Community Of Learners ◽  
Mathematical Concepts ◽  
Education Environment ◽  
K 12

This chapter discusses the integrated experiences of a group of instructors who are using tablets to teach mathematics to adolescents and young adults. iPad technology offers learners in different educational streams and with different knowledge bases an environment that fosters the growth of a community of learners engaged in mathematical concepts and processes. The authors present an in-depth examination of the design of a tablet-based mathematics education environment and provide a statistical analysis to highlight the full richness of their classroom-based experiments. The results are presented using the five foundational aspects of a conceptual framework for the successful implementation of technology in a K-12 environment.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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