The Effects of Communalism and Popular Culture on the Mathematics Performance of African American Children

• In Event: Building on Student Assets: Talent Development Approaches to Motivation and Achievement

Abstract

The condition of African-American children is in grave danger. Though scores in reading and mathematics have increased for all students, there remains a gap between African-American and European American children (NAEP, 2009). Many scholars have oriented themselves toward solutions that focus on assets. Work by Boykin, Ellison, Albury and others has shown promise using African-American children’s culture to enhance their ability in classroom settings. They assert that all children can learn and achieve at a high level if the schooling institution focuses on their assets rather than what they lack. Using Boykin and Ellison’s (2009) Talent Quest Model and Boykin’s (1986) Triple Quandary model, the author attempted increase the mathematics achievement of African American elementary school children by using communalism and popular culture. The investigator attempted to “overdetermine” the success of African-American children by using multiple pathways proven to impact the achievement of African American students through evidence based strategies (Boykin and Ellison, 2009).
Independent variables included learning context (communal versus individual) and popular culture status (familiar music, non-familiar music, or no music). Dependent variables were math performance and task engagement, operationalized by a 15-question multiplication task and an 18-item task engagement measure, respectively. The sample consisted of 83 third and fourth grade African-American students at a low-income school in the Midwest. Four songs were used for this study; two in the familiar music condition and two in the non-familiar music condition. An individual prompt and communal prompt were developed to manipulate the learning context variable.
Students received a pretest to assess their multiplication skills before the manipulation of the independent variables. All groups received a review session on multiplication. Then, they were allowed to study either in groups of three or individually based on assigned condition. Before the study phase, the researcher read a prompt to encourage the students to either work together or work alone. During the review and study session, there was familiar music, non-familiar music, or no music played. After studying, the students were given the post-test and then the task engagement tool.
For math performance, a 2 (learning context) x 3 (popular culture status) analysis of covariance was conducted. There was a significant effect for learning context on math performance F(1,69) = 4.486, p < .05. This showed that those in the communal context performed better than those in the individual context. There was no significant effect for engagement. There was however a relationship between post-test performance and task engagement. Thus, as the participants’ engagement increased their post-test performance increased.
This study adds to the strength of the argument that the African American cultural value of communalism permeates the classroom in both reading and mathematics and can prove to be a facilitator for achievement (Hurley, Allen, and Boykin, 2009). Also it broadens the generalizability of the past work, adding a new area of math (concrete multiplication), that can be affected positively, and establishes a connection between engagement and academic achievement.

Author

• Richard D. Dixon, Capstone Institute at Howard University