Sociocultural Orientations and the Mathematical Success of African American Students

The author reported research findings from a study that critically examined the role of sociocultural orientations in the mathematical experiences of 2 African American students. To determine how the orientations influenced the students' mathematical success, the author used a phenomenological...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2004-01, Vol.97 (3), p.135-146
Main Author: Moody, Vivian R.
Format: Article
Language:English
Subjects:
Academic achievement
African American Culture
African American Students
African American studies
African Americans
African culture
Algebra
American culture
Biological and medical sciences
Black students
Cultural factors
Culture
Education
Educational psychology
Educational sociology
equity
Fundamental and applied biological sciences. Psychology
High schools
Ideology
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Mathematics teachers
Minority & ethnic groups
Minority group students
Noncitizens
Oppression
Perceptions
Phenomenology
Political power
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Role Models
Secondary school mathematics
Society
Sociocultural factors
sociocultural orientations
Student Attitudes
Students
Success
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Summary:The author reported research findings from a study that critically examined the role of sociocultural orientations in the mathematical experiences of 2 African American students. To determine how the orientations influenced the students' mathematical success, the author used a phenomenological research strategy to examine the life histories of the students. The author highlighted the African American students' perceptions of and responses to their mathematical experiences by emphasizing their experiences in mathematics classrooms. Results of the study suggest that the ways in which students perceive and respond to schooling influence their success in mathematics. Data also suggest that African American students do not perceive and respond to schooling in the same way by virtue of being African American, thus implying that African American students may belong to many different cultures. Finally, the results of the study suggest that the ways in which African American students view (a) membership in particular cultures, (b) caring educators, and (c) role models influence their mathematical success.
ISSN:0022-0671
1940-0675
DOI:10.3200/JOER.97.3.135-146