Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students
An Initial Review
Bibliographic Data
| ID | 13770943 |
|---|---|
| Authors | Carmen G Thomas-Browne (0000-0003-0077-3268, University of Pittsburgh, PA, USA, corresponding author), Melissa Boston (0000-0002-0095-1514, Duquesne University, Pittsburgh, PA, USA, corresponding author), Carol S Parke (Duquesne University, Pittsburgh, PA, USA) |
| Year | 2020 |
| Volume | 58 |
| Issue | 8 |
| Pages | 1799-1826 |
| Publication date | 2020-06-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0042085920934859 |
| OpenAlex | W3037866533 |
| Language | EN |
| Citations received | 4 |
| References cited | 24 |
In this article, we describe the development of a survey intended to assess teachers’ perceptions on teaching mathematics to African American students. Research on productive and unproductive mindsets that affect teachers’ ways of being in the classroom guided the design of the survey. We share results from three-survey administrations with two cohorts of teachers participating in a professional learning initiative designed to address historic and systemic inequities in the experiences and opportunities of African American students in mathematics classrooms, schools, and society more broadly. We discuss how the survey results can inform professional learning opportunities for mathematics teachers
Affect (linguistics · African american · Faculty Development · Mathematics education · Pedagogy · Perception · Professional development · Sociology · Survey data collection · Survey research · Critical Race Theory in Education · Education Discipline and Inequality · Mathematics · Psychology · School Choice and Performance
Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches
Measurement invariance of the teachers’ awareness scale in content-integrated education for multilingual learners
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-Cieml)
Deficit narratives as teacher foils
Motivating Students to Learn
A multilevel examination of racial disparities in high school discipline
Other People's Children
Racialized Identities
Researching Race in Mathematics Education
Examining a history of failed reforms and recent stories of success
Losing the Color-Blind Mind in the Urban Classroom
Supporting African American Students’ Learning of Mathematics
But What is Urban Education
Priming meritocracy and the psychological justification of inequality
Stereotype threat and the intellectual test performance of African Americans
Altering the Trajectory of the Self-Fulfilling Prophecy
Stratified Failure
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |