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Mathematics Success And Failure Among Africanamerican Youth: The Roles Of Sociohistorical Context, Community Forces, School Inf,Used
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No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of AfricanAmerican students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reformoriented mathematics curriculum? And, why do some AfricanAmerican students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among AfricanAmerican Youth, the results of a yearlong ethnographic and observational study of AfricanAmerican students and their parents and teachers.Mathematics Success and Failure Among AfricanAmerican Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peersand the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict AfricanAmerican students.The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning AfricanAmerican studentsand other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and inservice teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, crosscultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
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