African American male adolescents as experts: a culturally-informed mathematics lesson
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Authors
Bradford, Eric S.
Issue Date
2008
Type
Thesis
Language
en
Keywords
Education
Alternative Title
Abstract
African American males' edu•:atioi is characterized by low achievement rates, curriculum inequalities, problematic tracking practices, and differential patterns of expulsion and suspension. Additionally, African American males are disproportionately represented in low ability group classes, over represented in special education classes, and underrepresented in gifted and talented programs and up?e: level mathematics (Berry, 2005). It is quite probable that African American males themselves may have the insight into how they learn best.
The purpose of this study was to illicit African American eighth grade males' a) perceptions/understandings of the achievement gap, b) input in the design of a culturallyinformed math lesson and c) opirnrlfeedback regarding said culturally-informed lesson. Six African American eighth grade males participated in this after school study that utilized a qualitative design. Participants completed a questionnaire intended to assess ethnic identification. Two focus groups were conduc- x1. During: the first, a mini lesson on the achievement gap and an introduction to what is meant by a culturally-informed learning approach were presented. The findings from this group, data from the review of the literature and teacher-researcher's experiences were used to inform the cksign of a culturally-informed mathematics lesson. The second focus group was designed to allow the participants an opportunity to experience and respond to the lesson, which utilize4i 4staticns that incorporated a culturally-informed or centered approach to math acquisition.
The study participants all endorsed an African American ethnic identity status and a positive sense of group belonging. Findings from th first focus group indicated that the participants acknowledged the existence of the achievement gap but were clear that it did not suggest inferiority. Instead noting that contributors to the gap were differences in resources for urban schools, teachers lowered expectations, boring or non-relevant lessons and other issues outside of school like community violence. Focus Group I findings indicate that there was a preference toward relational learning characterized by a freedom of movement, variation and interaction with their peers as well as teachers. The second focus group yielded that a centered lesson relating to culture was instrumental in increasing participants' interests and engagement. Implications for instructional techniques and strategies for increasing the interest and achievement levels of African American males are discussed.