黑人女孩在数学倾向研究中的重新定位:来自量化批评的新视角

Q2 Mathematics

Investigations in Mathematics Learning Pub Date : 2020-11-08 DOI:10.1080/19477503.2020.1827664

Jemimah L. Young, Jahneille Cunningham

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引用次数: 5

摘要

由于长期以来的种族和性别刻板印象，年轻的黑人女性在课堂上面临双重边缘化。然而，在目前关于黑人学生成绩的讨论中，对他们的学术倾向的批判性考试仍然相对缺席。采用聚类分析方法对完成2009/2012年高中纵向研究(HSLS:09/12)的黑人女生(N = 1707)的数学倾向进行分析。本研究的结果表明，年轻黑人女性的数学倾向可以分为四个不同的类别。在这些类别中，提供了对年轻黑人女性在数学方面的准备和动机具有直接影响的几个趋势。

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Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit

ABSTRACT Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided.

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来源期刊

Investigations in Mathematics Learning Mathematics-Mathematics (all)

CiteScore

2.10

自引率

0.00%

发文量