This qualitative study explores the experiences of Black and Latina girls in dialogic, student-centered independent school math classrooms. The goal was to better understand the students’ experiences and the relationships between pedagogy, performance, and their social and math identities. Research suggests that under-represented students of color and girls may be facing disproportionate opportunities and obstacles in schools and later in mathematics-related fields. Student-centered, dialogic, and transformative pedagogies may mediate negative outcomes; but more research is needed about students of color who are living and learning in what might be considered to be ideal, highly-resourced school environments. This case-study design included classroom observation, student interviews, teacher narratives, and contextual school-generated data for six participants at a 9–12 boarding school in New England, all of whom had met ambitious selection criteria through strong academic performance and demonstrated academic motivation. Analysis revealed varied individual experiences, performance, and perceptions and beliefs about mathematics among participants. Despite variations across different teachers and class compositions, participants valued the dialogic pedagogical practices and constructivist math curriculum as conducive to their learning. In particular, participant perceptions reflected pedagogical practices that supported a generative spiral of learning that included persistence through challenges, affirmation from teachers and peers, and confidence to take on the next challenge. For the Black and Latina girls in my study, this affirmation-confidence-persistence (ACP) growth spiral could be significantly disrupted by negative classroom dynamics or identity-based stereotypes and threats. Participants mitigated negative effects by developing strategies, skills, and resilience, for responding to identity contingencies. Findings also emphasized the potential for teacher and peer relationships to promote participant engagement and shape attitudes about mathematics, further impacting the ACP spiral.
|Commitee:||Jacobs, Charlotte, Nabors Oláh, Leslie|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Secondary education, Pedagogy, Multicultural Education, Gender studies|
|Keywords:||Ethnicity, Gender, Independent schools, Mathematics, Pedagogy, Race|
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