Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

TitleNegotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics
Publication TypeJournal Article
Year of Publication2013
AuthorsStinson, DW
JournalJournal for Research in Mathematics Education
Volume44
Pagination69-99
Date Published2013
Publication Languageeng
ISBN Number00218251
Keywordsachievement , African , All , CLASSROOMS , Equity/diversity , Mathematical , Mathematics , QUALITATIVE , Race/ethnicity/SES , SOCIAL
AbstractThis article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using poststructural theory, the concepts discourse, person!identity, and power/agency are redefined or rein-scribed. The article also shows that using a poststructural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust math-ematics identities of African American male students is possible--an analysis that refutes simple explanations of effort. T
NotesStinson, David W. 1; Email Address: dstinson@gsu.edu; Affiliation: 1: Georgia State University; Source Info: Jan2013, Vol. 44 Issue 1, p69; Subject Term: MATHEMATICS -- Study & teaching; Subject Term: AFRICAN Americans; Subject Term: MATHEMATICAL research; Subject Term: CLASSROOMS; Subject Term: MATHEMATICS students; Subject Term: QUALITATIVE research; Author-Supplied Keyword: Achievement; Author-Supplied Keyword: All school levels; Author-Supplied Keyword: Equity/diversity; Author-Supplied Keyword: Qualitative methods; Author-Supplied Keyword: Race/ethnicity/SES; Author-Supplied Keyword: Social and cultural issues; NAICS/Industry Codes: 541710 Research and development in the physical, engineering and life sciences; NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); Number of Pages: 31p; Document Type: Article
DOI10.5951/jresematheduc.44.1.0069

Discipline: 

Subject: 

Publication: