Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board

Journal of Urban Mathematics Education

Nicole M.Joseph¹  Erica N. Walker²  Jacqueline Leonard³  Victoria R.Bloom⁴ 

[1] University of Jamestown;Teachers College, Columbia University;University of Wyoming;University of the Sciences in Philadelphia;

关键词: mathematics achievement;    literacy;    social justice;    mathematics identity;   

DOI  :  10.21423/jume-v13i1Ba405

来源: DOAJ

【 摘 要 】

In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family’s struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of Brown v. Board of Education. Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative—the mathematics attainment of all Black children.

【 授权许可】

Unknown