Third Floor Respect”
A Black Masculinist Examination of Morehouse College’s Mathematics Learning Community
Bibliographic Data
| ID | 9015630 |
|---|---|
| Authors | Christopher Charlie Jett (0000-0003-3168-4364, University of West Georgia, corresponding author) |
| Year | 2021 |
| Volume | 93 |
| Issue | 2 |
| Pages | 248-272 |
| Publication date | 2021-09-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2021.1971486 |
| OpenAlex | W3200901006 |
| Language | EN |
| Citations received | 5 |
| References cited | 32 |
The disproportionate representation of Black men in mathematics has perplexed researchers for decades, and the undergraduate space has been championed as a lever to help remedy this issue. Thus, more research is needed that examines Black men’s experiences as mathematics majors. To advance knowledge in the field of higher education, this yearlong ethnographic study uses Black masculinity theory to examine Morehouse College’s mathematics learning community, which is comprised of 16 graduating seniors. I use demographic surveys, semi-structured interviews, and observations to investigate the experiences of these 16 mathematics majors. “Third floor respect” is a concept used to denote the mathematical prowess among Black male mathematics majors on the third/top floor of the academic building. Third floor respect is the central finding that ultimately described this mathematics learning community’s peer interactions and departmental attributes. Implications for practice and research are shared to advance asset-based empirical mathematics learning community scholarship, refute deficit narratives concerning Black men’s mathematical abilities, and broaden the participation of Black men in mathematics
Ethnography · Masculinity · Mathematics education · Narrative · Pedagogy · Political science · Scholarship · Sociology · Evaluation of Teaching Practices · Gender Studies · Higher Education Research Studies · Innovations in Educational Methods · Psychology
Mathematics as a Discursively Exclusionary Discipline to Queer Subjectivity
Resistance or Existence as Protest
Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities
Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space
Not Keeping Up the Façade
Educational foundations
Adding Value
Journal of Negro Education
Shelter in a Time of Storm
We Real Cool
Brotherly Love
HBCUs Propel African American Male Mathematics Majors
Being and Becoming Men of Character
Preserving respectability or blatant disrespect? A critical discourse analysis of the Morehouse Appropriate Attire Policy and implications for intersectional approaches to examining campus policies
Black Mathematics Educators
The Chicago Guide to Collaborative Ethnography
An Air of Expectancy
Creating a New Narrative
What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics
No Pumps Allowed
Emotions and Redefining Black Masculinity
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |