According to the National Science Foundation (NSF), one out of every 100 employed scientists and engineers in the United States is a Black female. This statistic prompts the examination of Black females and mathematics. How do individual-level (educational aspirations), familial-level (support), and school-level (school characteristics) variables impact Black female students' proficiency in high school mathematics as well as predict their enrollment in postsecondary math courses?
Employing four waves from the National Education Longitudinal Study (1988, 1990, 1992, & 1994), this study seeks to add to the discourse on achievement in mathematics by examining factors which impact outcomes in mathematics for a nationally representative sample of Black females.
The theoretical framework for this dissertation will include, but not be limited to, social and cultural capital (Bourdieu and Coleman), intersectionality and standpoint (Crenshaw and Collins) theory.
Variables from all three levels affected Black females' achievement in high school mathematics. The score on the twelfth grade math exam was significant in predicting the likelihood that a Black female enrolled in a regular mathematics course in a postsecondary institution.
The findings from this study will help inform the development of interventions and strategies aimed at increasing the mathematics proficiency of Black females and their enrollment in postsecondary mathematics courses.
|Commitee:||Picciano, Anthony, Ruck, Martin, Stone, Pamela|
|School:||City University of New York|
|School Location:||United States -- New York|
|Source:||DAI-A 74/06(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, African American Studies, Black studies, Secondary education|
|Keywords:||Black girls, High school mathematics|
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